Ex-Post Evaluation Study of Third Country Training Programmes … · 2009-10-22 · Ex-Post...

Ex-Post Evaluation Study of Third Country

Training Programmes (TCTP) in Indonesia

Main Report

April 2009

JAPAN INTERNATIONAL COOPERATION AGENCY

INO

JR

09-008

PT. INDOKOEI INTERNATIONAL

No.

State Secretariat

Department of Foreign Affairs

Republic of Indonesia

Table of Content - i

TABLE OF CONTENTS

SUMMARY SHEET (ENGLISH)

SUMMARY SHEET (JAPANESE)

EXECUTIVE SUMMARY

TABLE OF CONTENT

ABBREVIATION

CHAPTER 1 OUTLINE OF THE EX-POST EVALUATION STUDY

1.1 Background and Purpose of the Study .......................................................... 1-1

1.1.1 Background of the Study .................................................................... 1-1

1.1.2 Objective of the Study ……………………………………………... 1-3

1.2 Evaluation Team and the Study Period ........................................................ 1-3

1.2.1 Evaluation Team .................................................................................. 1-3

1.2.2 Implementation Plan and Schedule of the Study ………………….. 1-4

CHAPTER 2 METHODOLOGY

2.1 Introduction ................................................................................................... 2-1

2.2 Outline of the Evaluated Training Course ..................................................... 2-1

2.3 Evaluation of Methodology and Stakeholder ................................................ 2-7

2.3.1 Design of Methodology ..................................................................... 2-7

2.3.2 Road Map of the Study ...................................................................... 2-9

2.3.3 Data Management, Processing and Analysis ..................................... 2-10

2.3.3.1 Raw Data .......................................................................... 2-11

2.3.3.2 Data Processing ................................................................. 2-12

2.4 Analysis Method ............................................................................................ 2-13

2.5 Report Writing ................................................................................................ 2-17

2.6 Respondent of the Study ……………………………………… … 2-19

CHAPTER 3 RESULT OF EVALUATION BY COURSES

3.1 Evaluation on the Questionnaires Survey ………………………….. ……. 3-1

Ex-Post Evaluation Study on Third Country Training Programmes

3.2 Site Visit ....................................................................................................... 3-2

3.3 Video Conference .......................................................................................... 3-2

3.4. Evaluation Result of Questionnaire Survey………………………………… 3-3

3.4.1 Micro Finance for African Region Training Course (MFTC).............. 3-3

3.4.1.1 Respondent of MFTC .......................................................... 3-3

3.4.1.2 MFTC Evaluation Result Based on Questionnaire Survey .. 3-3

3.4.1.3 MFTC Evaluation Result Based on Site Survey .................. 3-8

3.4.2 ASEAN Post Clearance Audit Trainer’s Training (PCATT) ................ 3-9

3.4.2.1 Respondent of PCATT......................................................... 3-9

3.4.2.2 PCATT Evaluation Result Based on Questionnaire Survey. 3-10

3.4.2.3 PCA Course Evaluation Result Based on Site Visit in

Vietnam................................................................................. 3-14

3.4.2.4 PCA Course Evaluation Result Based on Video Conference 3-15

3.4.3 Planning and Managing IEC in Family Planning/Reproductive Health3-18

3.4.3.1 Respondent of IEC Training Course .................................... 3-18

3.4.3.2 IEC Course Evaluation Result Based on Questionnaire

Survey................................................................................... 3-19

3.4.3.3 IEC Course Evaluation Result Based on Site Survey .......... 3-23

3.4.4 Poverty Reduction (PR) ....................................................................... 3-25

3.4.4.1 Respondent of PR Course .................................................... 3-25

3.4.4.2 PR Course Evaluation Result Based on Questionnaire

Survey .................................................................................. 3-26

3.4.4.3 Result of Site Visits .............................................................. 3-30

3.4.5 ASEAN Training Course on Dairy Husbandry Technology ................ 3-34

3.4.5.1 Respondent of DH Course ................................................... 3-34

3.4.5.2 DH Course Evaluation Result Based on Questionnaire

Survey .................................................................................. 3-34

3.4.5.3 DH Course Evaluation Result Based on Site Visits ............. 3-38

3.4.6 Information Technology Education Methodology (ITEM).................. 3-40

3.4.6.1 Respondent of ITEM Training Course................................. 3-41

3.4.6.2 ITEM Course Evaluation Result Based on Questionnaire

Survey .................................................................................. 3-42

3.4.6.3 ITEM Course Evaluation Result Based on Site Visits ......... 3-46

3.4.7 Advanced Veterinary Drug Quality Control ........................................ 3-48

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3.4.7.1 Respondents of VD Course.................................................. 3-48

3.4.7.2 VD Course Evaluation Result Based on Questionnaire

Survey .................................................................................. 3-48

3.4.7.3 VD Course Evaluation Result Based on Site Visits ............. 3-52

CHAPTER 4 RESULT OF EVALUATION BY SECTOR

4.1 General Macro Environment of Visited Country........................................... 4-1

4.2 Kenya ............................................................................................................ 4-4

4.2.1 Current Related Sector Condition and Present Needs of the

Beneficiary Countries .......................................................................... 4-4

4.2.2 Impact of TCTP in Relation to Capacity Development and

Socio-Economic Development in Kenya............................................. 4-9

4.3 Uganda.......................................................................................................... 4-12




Socio-Economic Development in Uganda........................................... 4-16

4.4 Cambodia...................................................................................................... 4-17




Socio-Economic Development in Cambodia....................................... 4-22

4.5 Vietnam ......................................................................................................... 4-26




Socio-Economic Development in Vietnam.......................................... 4-29

CHAPTER 5 ANALYSIS OF PROMOTING/INHIBITING FACTORS

5.1 Promoting Factors ......................................................................................... 5-1

5.1.1 Factors that Have Promoted Each Respective Course in a Positive

Level of Effect ..................................................................................... 5-1

5.2 Inhibiting Factors............................................................................................ 5-3

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5.2.1 Factors that Have Inhibited Respective Course ....................................5-3

CHAPTER 6 CONCLUSION

6.1 Conclusion on the Relevance Criterion ......................................................... 6-1

6.2 Conclusion on the Impact Criterion .............................................................. 6-2

6.3 Conclusion on the Sustainability Criterion.................................................... 6-3

6.4 Results of Site Visits...................................................................................... 6-4

CHAPTER 7 LESSON LEARNED ....................................................................................... 7-1

CHAPTER 8 RECOMMENDATION

8.1 For JICA and Government of Indonesia........................................................ 8-1

8.2 For Implementing Organization .................................................................... 8-2

8.3 For Focal Points of Beneficiary Countries.................................................... 8-2

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LIST OF TABLES

Table 1.1 Courses to be Evaluated under this Study ...................................................................... 1-1 Table 2.1 Background, Purposes and Objectives of Each Course.................................................. 2-2 Table 2.2 Covariance Threshold in Different Experiments............................................................ 2-16 Table 2.3 Scoring and Its Interchangeable Meaning...................................................................... 2-16 Table 2.4 Respondents of the Study............................................................................................... 2-19 Table 2.5 Countries which Sent the Most Participants................................................................... 2-20 Table 3.1 Countries which Sent the Most Participants................................................................... 3-2 Table 3.2 Total Respondents of MFTC .......................................................................................... 3-3 Table 3.3 Total Respondents of PCATT......................................................................................... 3-10 Table 3.5 Total Respondents of IEC Training Course.................................................................... 3-19 Table 3.6 Total Respondents of PR Training Course ..................................................................... 3-26 Table 3.7 Total Respondents of DH Course................................................................................... 3-35 Table 3.8 Total Respondents of ITEM Course............................................................................... 3-41 Table 3.9 Total Respondents of VD Course................................................................................... 3-48 Table 4.1 Relevant Macro Environment for the Adoption and Follow up of TCTP Results ......... 4-2 Table 4.2 Sector Covered by the Evaluated TCTP in Visited Countries ........................................ 4-3 Table 6.1 Result of Evaluations on the Relevance Criterion.......................................................... 6-1 Table 6.2 Result of Evaluations on the Impact Criterion ............................................................... 6-2 Table 6.3 Result of Evaluations on the Sustainability Criterion .................................................... 6-4

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LIST OF FIGURES

Figure 1.1 Organization Structure of the Study........................................................................... 1-3 Figure 1.2 Implementation Schedule of the Study ...................................................................... 1-4 Figure 2.1 Logical Model of the Study ....................................................................................... 2-8 Figure 2.2 Road Map of Study .................................................................................................... 2-10 Figure 2.3 Structure of Data and Information in Analysis and Writing ...................................... 2-11 Figure 4.1 World Map Indicating Human Development Index (Based on 2006 Data) ............... 4-3

LIST OF ATTACHMENTS

Attachment -1 Project Design Matrix for Evaluation (PDM)

Attachment - 2 Evaluation Grid

Attachment - 3 Questionnaire Format

Attachment - 4 Result of Questionnaire Survey

Attachment - 5 List of Respondents

Attachment - 6 Schedule of Overseas Interview

Attachment - 7 Photographs

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Summary

Evaluation conducted by : JICA Indonesia Office1. Outline of the Project

Country: Indonesia Cooperation Scheme: Technical Cooperation

Project Title : Ex-Post Evaluation Study of Third Country Training Programmes (TCTP) in Indonesia

No. Course Title Partner Country’s Related Organization

Period of Cooperation Issue / Sector

1. Third Country Training on Micro Finance for East and Central Africa (MF)

Non-Aligned Movement Center for South-South Technical Cooperation (NAM-CSSTC)

2004 – 2006 SMEs

2. ASEAN Post-Clearance Audit Trainer’s Training (PCA)

Directorate General of Customs and Excise, Ministry of Finance

2001 – 2005 Finance

3. Poverty Reduction (PR) Center of Economic and Social Studies (CESS)

2001 – 2005 All (Poverty)

4. Planning and Managing Information, Education, and Communication (IEC)

National Family Planning Coordination Board (BKKBN)

2002 – 2006 Health

5. ASEAN Training Course on Dairy Husbandry Technology (DH)

The Agency for Agricultural Human Resources Development (AAHRD), Ministry of Agriculture

2003 – 2005 Agriculture

6. Information Technology Education Methodology (ITEM)

Electronic Engineering Polytechnic Institute of Surabaya (EEPIS)

2002 – 2006 Education

7. Advanced Veterinary Drug Quality Control (VD)

Directorate General of Livestock Services, Ministry of Agriculture


1-1. Background of the Study The evaluated courses were designed under TCTP by the Government of Indonesia and Government of Japan, and implemented by the Government of Indonesia through implementing institutions with the support from the Government of Japan. The objectives of the training courses were to provide the participants from other developing countries with an opportunity to improve their knowledge and technology in the related fields and exchange ideas information and experience among themselves. 1-2. Project Overview No. Course Title Number of participants Source 1. Third Country Training on Micro Finance for

East and Central Africa (MF) 45 Implementation Report


116 Implementation Report

3. Poverty Reduction (PR) 107 Implementation Report





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7. Advanced Veterinary Drug Quality Control (VD) 50 Implementation Report

(1) Overall Goal, (2)Project Purpose, (3) Outputs are not specified in the design of the training courses.

(4) Inputs (Thousand Yen, JFY: Japanese Fiscal Year)

No. Course Title Japan Indonesia Source 1. Third Country Training on Micro Finance

for East and Central Africa (MF) 23,364

(JFY2004,2005) Administrative

Expense JICA HQs


9,227 (JFY2004)

Administrative Expense

JICA HQs

3. Poverty Reduction (PR) 27,858 (JFY2004,2005)


JICA HQs


19,498 (JFY2004,2005)


JICA HQs


18,724 (JFY2004,2005)


JICA HQs


22,617 (JFY2004,2005)


JICA HQs


6,734 (JFY2004,2005)


JICA HQs

2. Evaluation Team: Members of Evaluation Team:

PT. Indokoei International Period of Evaluation: From September 19, 2008 to April 30, 2009 Type of Evaluation:

Ex-Post Evaluation

3-1. Summary of Evaluation Results (1) Relevance Basically, the relevance of all of the 7 (seven) evaluated TCTPs is moderately high to the needs of the beneficiary countries and ex-trainee organizations. All of the TCTPs implemented are still in line with most of the beneficiary countries’ strategic plans or ex-trainees organizations’ development plan, i.e.: Poverty Reduction Strategy of Sudan, Poverty Eradication and Action Plan (PEAP) of Uganda, Millennium Development Goals of Malawi, etc. In average, the score of relevancy of the theme and content of the course at current situation increases compared to at the time of training, from 3.25 to 3.41. Appropriateness of the theme and course contents are still moderately high and possible to be implemented in the beneficiary countries, which mostly are the developing countries and facing similar sector issues, i.e. poverty, including food security and economic development, health, IT development and customs reforms related to AFTA Agreement. More and less the developing countries are having similar manner to handle the sector issue, and hence the Indonesian experiences can be used as the reference method to solve related or similar problem. The score for appropriateness of the course content to the needs of beneficiary countries/institutions at the time of training is 3.35 and it increases at the current situation to 3.48. In general, most participants came from the relevant institutions and had related backgrounds and experiences and they have contributed to the best results of the TCTP. The average score of appropriateness of the participants’ basic knowledge with the course content is 3.27. The evaluated TCTPs also relevance to JICA Cooperation Programs in the beneficiary countries and in the region. For instance MF Course was relevant to the program on Strengthening Financial System in Kenya and Community Development in Uganda; PCA course was relevant to the program on Improvement of Invest Environment in Vietnam

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and Economic Infrastructure Development Economic Integration for South East Asian Region, PR Course was relevant to regional priority issue to combat poverty either in South East Asian Region and African Region, etc. The evaluated TCTPs that have been conducted in Indonesia are coherent with JICA’s support for South-South Technical Cooperation (SSTC), to extend the successful experiences of Indonesia in the related field to other developing countries. Besides, the TCTPs also coherent with Indonesian foreign policy to increase the cooperation with region emphasizes on the approach of concentric circles and Asia -Pacific and African Region, which aims to solidify the collective effort of developing countries to bridge the gap between the developed and the developing countries through the sustainable development, technology transfer, trade and investment related issues, challenges to socio- economic development namely poverty, development gap, capacity building and issue related to good governance and promotion of human rights and democracy. (2) Impact Improvement of Ex-trainees and Ex-trainees Organization Performance In general, the 7 (seven) courses had significantly improved the performance of the ex-trainees and their organizations. The ex-trainees gained many new techniques related to their knowledge and skills to be applied in practical way in their organization. For instance, the ex-trainees of IEC Course from Kenya were able to provide the “Mother and Child Booklet” and the brochure of “Men as Partners in Reproductive Health” as they adopted from Indonesian experience as one of the IEC tools improving the FP/RH. Other ex-trainee of PR Course from Kenya was able to manage the “rural women” to expedite income generation at rural areas in his country. The ex-trainee from ITEM Course from Cambodia has succeed in developing Linux operating system in his office and wrote manuals for IT teachers and developing the operating systems in Cambodian language, and etc. The increment of ex-trainees knowledge and skill in related field was measured fairly moderate (2.17) before the training, increased into moderate (3.19 and 3.20) at right after the training, and increased to moderately high (3.50 and 3.47) at current situation. The results of evaluation shows that the TCTP courses had contributed to the improvement of ex-trainees’ self confidence in performing services in their organizations and hence promoting the performance of their organizations. Some of the ex-trainees have also been promoted after participating in the courses, and some have even been encouraged to pursue their master or doctoral degrees on related field to strengthen the benefit of the course to themselves and their organizations. Contribution in Handling Sector Issues in Beneficiary Countries The ex-trainees had applied the outcomes of the TCTP in their organizations in various ways. However, as a result of the site visit in Kenya and Uganda countries, the ex-trainees demonstrated different degrees of success subject to micro and macro environment surrounding them. The best results were achieved by the ex-trainee of IEC and MF Course, since the participants for the training were directly proposed by the related Ministries, selected from the decision maker to level down. The skill and knowledge gained from the course were used as reference to enhance their services in preparing the strategic plans and they are able to disseminate the outcome to the beneficiary or grass root level with the support from their organizations. Visit to Asian countries showed that strong supports from organizations to use the TCTP’s outcomes had positively impacted both Cambodia and Vietnam. The ex-trainee of VD Course from Vietnam received financial support from the Ministry of Agriculture, Fishery and Aquaculture and JICA in his country to strengthen the control of veterinary drugs and vaccines in his country. The TCTPs also has given impact in the socio-economic development in the beneficiary countries although not in the significant value since only relative small number of participants were attended the TCTPS per country. However, it is considered that the contribution of the training effect to the ex-trainees had given important role in the socio-economic development particularly with the practice of new ideas gained from the training in Indonesia. In terms of negative impact, all 7 (seven) training courses did not bring negative impact to ex-trainees and their organizations. (3) Sustainability The knowledge and skill gained during the courses are still applicable since the theme and content of those courses were in line with the beneficiary countries’ strategic plans or the ex-trainee organizations development plan. Most of the beneficiary countries are facing similar problems with Indonesia during the development stage. Therefore, the problem solving measures introduced by each related course to handle specific problems in related fields can still be used. Dissemination of the knowledge and skill were mostly conducted internally and also externally, since some of

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the ex-trainees are the Consultant, Lecturers, Nurses and the Extension Workers, and hence they are also acted as the local resource persons. Some materials gained from the training were being used as the training material in their institutions as being used by the ex-trainee from IEC, ITEM, DH and VD Courses. The main factors which have inhibited or delayed the sustainability of the TCTPs’ outcomes are limited budget and policy support provided by the ex-trainee organizations to support the implementation of related programs. For instance, some of the ex-trainees of DH and VD Courses have not been fully applying the TCTP results because some related laboratory tests and facilities have not been available. However, they and their organizations have been trying hard to initiate the development of the institution’s laboratory, and even working to draft the VD bill as the umbrella for the establishment of a modern laboratory. In addition, the selection of participants whose background and positions were not related to the course content and the fact that they have been transferred to some positions unrelated to the course contents also inhibited the ex-trainees in sustaining the effect of the training course. 3-2. Factors that Have Promoted the Project (1) Factors Concerning the Planning Mainly, involvement of the proper stakeholders such Focal Points, the alumnus, JICA in the beneficiary countries and the Director of each related section in the ex-trainee’s organization shall promote the best results of the TCTP s. A good case was found during the site visit in Kenya that selection of the IEC ex-trainees was conducted by the Chief of Nurses in the Central Office who was in-charge for coordinating the family planning extension activities in the districts level and she was also the alumni of the IEC course. Since the selection was properly made, then all ex-trainees in this country can work together in planning and implementing the outputs of the training. Another case, that the involvement of CDC in Cambodia enhanced the selection of the proper candidate and also the impact and sustainability of the TCTP outcomes. (2) Factors Concerning the Implementing Process There were four (4) factors in the training process: a) The trainers (including implementing agency), b) the methods of training (teaching methodology), c) the trainees and d) the training materials which enable the best outcomes of the TCTP programmes. A good case was assessed that during the implementation of the DH course, that the implementing organization was implementing the pre-test and post-test of each lecture for the participants to measure the incremental gain of knowledge and skill by each participant, beside the participants’ evaluation on the course .which generally conducted. (3) Factors Concerning Application of the Output There are two factors that promote the results of the TCTPs, the micro-environment and macro-environment. Micro-environment consists of factors that surround the ex-participants and directly influence the application of training result such as working environment, whereas the macro-environment, although consists of few factors, it does not surround the participants, thus indirectly influences the application of the training result such as national policies. A good case was found during site visit to Viet Nam. As macro environment, a mandatory reporting system was set for any ex-trainee by the government, which has helped the micro environment, that is, in the dissemination of new knowledge throughout the institution and motivated the ex-trainees to come up with a feasible Action Plan. Beneficiary countries which central government has been more closely involved since the selection of participants retain higher impact and sustainability than other beneficiary countries. Site visits to Vietnam and Cambodia showed the fact that those countries had got rapid improvement on some sectors especially on human resource development, which contributed to the provision of an external fact. 3-3. Factors that Have Inhibited the Project (1) Factors Concerning the Planning Though relevant candidates were selected, in some cases, selection of less relevant candidates was observed, which had inhibited the best results of the TCTP. Although, in any case, the TCTPs have certainly enhanced the capacity of the participant as one of the objectives of the TCTP. Anyhow, the impact and sustainability of the course outcome may not be optimum. During the survey, one case was found where a participant was in-charge of a different function from the course contents, hence the participant has less contribution in this field after attending the course. Therefore, selection of participants remains important. Participants should come from the relevant institution in order to achieve the best outcomes. Another inhibiting factor is the process of distribution of the General Information (GI) for the training courses which took too much time since it was not sent to the correct institutions. Several candidates postponed their attendance to

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the TCTPs since the GI arrived close to the due date. Focal points in the beneficiary countries should ensure that the GI will be disseminated to candidates through the relevant institutions. There is a room to improve current confirmation and information sharing mechanism among relevant authorities (central government, Embassy of Indonesia, and JICA Overseas Offices) (2) Factors Concerning the Implementing Process In some cases, language barriers made the ex-trainees less comfortable during the learning process on related courses. Some participants from Asian countries such as Thailand and Vietnam also have similar problems. Uneven English proficiency has also affected the learning process. English proficient participants usually dominated discussions compared to other participants. (3) External Factors External factors, which may have influenced and inhibited the sustainability of the training output, vary in each country. Some of the external factors are changes of strategy and policy of the organization/country, budget proficiency, and technology advancement. These factors are usually related to the development and prioritized programs of their organizations/institutions and countries. There were some cases that the ex-trainees from IEC Course cannot fully implement the outputs of IEC Course for Family Planning/Reproductive Health since their countries had changed their priority on HIV/AIDS recently. If recipient governments can’t provide the ex-trainees with necessary equipment, policy, institutions and laws, application of skill and knowledge gained from TCTP will be limited to isolated personal level. Lack of linkage among the ex-trainees, or between the ex-trainees and implementing institutions has hindered to maintain and enhance the impact and sustainability of the TCTPs, except for independent efforts by some of implementing institutions. A case was found during interview survey that JICA Uganda Office has an alumni association of training participants to Japan and it is willing to use the ex-trainee of TCTP to the association for future expansion of their linkage. In terms of the implementation of Action Plan, unclear coordination and monitoring mechanism either from Focal Points, JICA in the beneficiary countries or other concerned agencies (including resource countries) made the implementation of Action Plan by ex-trainees difficult. 3-4 Conclusion • TCTPs had contributed to the capacity development of the beneficiary countries in which retain similar solutions

as developing countries and it is coherent with the sectoral issues of beneficiary countries, as well as the foreign policy of the government of Indonesia and the direction of JICA including its support to South-South Cooperation. Generally, the TCTPs had contributed to the performance improvement of the ex-trainees’ and the ex-trainees organizations. Some of them had given real contribution in the form of products and activities in the organizations. Meanwhile the ex-trainees who work at the policy maker side had contributed to the establishment of required Laws, regulations, and organization as the umbrella to implement the TCTPs’ outputs.

• The impact and sustainability of the TCTP have resulted in different degrees of success that was influenced by organizational establishment, policy strategy and infrastructures. The internal and external supports from each beneficiary country were also essential in supporting the implementation of TCTP outcomes. Therefore, since the TCTPs were conducted in multi years, review on the real needs of the beneficiary countries to be combined with the expected results of TCTP and effective and efficient follow-up monitoring mechanism shall be effective to enhance the impact and sustainability of the TCTPs’ outcomes. • Although the promoting and inhibiting factors for implementing the TCTPs’ effect is varied in each beneficiary country, it can be concluded that the ex-participants have been contributing to the redevelopment of related field in various ways. .

• . 3-5 Lessons Learned • • The Coordinating Committee may consider prolonging time to distribute the GI and notification of

acceptance to the beneficiary countries. It may be considered that the GI and notification of acceptance to the training course be distributed at least three (3) months and one (1) month respectively before the commencement of the course, to make sure that the participants may receive all required information and have enough time to prepare the requirements for submitting application and attending the courses.

• Cooperation among related institutions (central government, the Indonesian Embassy in beneficiary countries, and JICA Overseas Offices) is essential to improve candidate selection. Good mechanism in distributing the General Information to the proper participants and institutions shall have better impact to the achievement of the TCTP.

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• Since TCTP on related sectors are usually implemented in multiple years and some beneficiary countries may change their priority on the related sector, the implementing organizations should make a review on the actual needs of the beneficiary countries related to the development and priority of the programs for the improvement on the training curriculum and contents.

• Selection of participants should be prioritized at the central government level first to support the establishment of supporting organization or regulation in the related sector. It is required to speed up the implementation of the TCTP outcomes. Otherwise, the impact and sustainability of TCTP will less than as it is expected.

• Based on the results of visit in the ASEAN countries etc., it was observed that development of some ASEAN countries in terms of Human Resources Development is quickly progressed.

3-6 Recommendations (1) For JICA and the Government of Indonesia • Proper participant selection may also be considered (but not limited to) in terms of educational background and

the main functions of the participants in their institutions to get eligible participants to achieve the best impacts and sustainability of the TCTP. It is also recommended to involve other related institutions in beneficiary countries, for instance CDC in Cambodia, in cooperation with the Indonesian Embassy in the beneficiary country, JICA Cambodia Office in the selection stage.

• Developing a link among ex-trainees through interactive web would be very useful to exchange information, but thorough deliberation should be made regarding the moderator/administrator of such interactive web.

• Since many JICA Overseas Offices have established an alumni association of JICA training program, ex-trainees of TCTP could also join the alumni association to enhance the impact and sustainability of the TCTP.

• Dissemination of the TCTP outcomes in form of in-house trainings in the beneficiary countries shall enhance the TCTP achievement.

• Distribution of General Information (GI) of TCTP should be through acceptable mechanism in order to send them to the correct recipients. It is recommended to put the definitive address in the GI to speed-up the selection process, while remaining respectful of the official procedure or mechanism. It is important to make sure that the Focal Points in each beneficiary country disseminate the GI to the relevant candidates.

• Considering the quick development progress of some ASEAN countries on Human Resources Development, Indonesia should continually improve and develop the capacity with the latest technology changes to sustain as a resource country in the region.

(2) For Implementing Organization • Maintaining contact with ex-trainees is very important and can be done through interactive web. • As an option, pre-test and post-test at the beginning and the end of the training course would enable the

measurement of incremental gain of trainees’ knowledge and skill. • Continuous information collection on the current need of each beneficiary country in related program will

contribute to curriculum and method development for better TCTP programs. • Devising training methods to complement language barrier of participants and lecturers, which would exclusively

be made by developing countries, should achieve the best results of TCTP (, though of course both trainees and lecturers need to make efforts on improving English proficiency).

(3) For Focal Points of beneficiary countries • Getting the right candidates is important for the beneficiary countries in order to realize the utmost utilization of

the knowledge for the development of their countries. Thus, the Focal Points of the beneficiary countries should be more active in seeking qualified and relevant candidates to meet the qualifications specified in the GI.

• To keep up with the application schedule specified in the GI, the Focal Points of the beneficiary countries should make sure to send all applications to the Coordinating Committee through diplomatic channel (via the Indonesian Embassy in the beneficiary country).

• For group-type of TCTP, the participants will make an Action Plan at the end of the training course. Thus, some form of coordination should be considered to ensure that the Action Plan is implemented and applied in the participants’ institutions.

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事後評価調査結果要約表

評価実施部署：インドネシア事務所

１. 案件の概要

国名：インドネシア案件名：インドネシア国第三国研修事後評価

協力形態：第三国集団研修

No 案件名実施機関協力期間分野

１．東アフリカ及び中央アフリカ向けマイクロファイナンス研修（MF）

南南技術協力センター（NAM-CSSTC）

2004~ 2006 中小企業

２． ASEAN 税関事後調査制度改善指導者育成研修

財務省関税消費税総局

2001～2005 財務

３．貧困削減対策 (PR) 経済社会研究センター（CESS）

2001～2005 全体（貧困）

４．家族計画･リプロダクティブヘルスのための IEC 手法(IEC)

国家家族計画調整委員会（BKKBN）

2002～2006 厚生（保健）

５．アセアン酪農技術第三国研修（DH）

農業省農業人材開発庁（AAHRD）

2003～2005 農業

６．情報技術教育手法（ITEM）スラバヤ電子工学ポリテクニック（EEPIS）

2002～2006 教育

７．動物医薬品検定（VD）農業省畜産総局 2002～2006 農業

１-１背景と概要

本事後評価調査の対象案件は、第三国研修として日・イ両政府の協力により計画され、日本政府の支

援を受けてインドネシア国の各実施機関により実施された。各研修コースの目的は、他の途上国の参加

者に対し、専門分野における知識と技術の向上及び参加者同士でのアイデア、情報、経験の交換を行

う機会を提供することである。

１－２協力内容

No 案件名研修員人数出典


45 実施報告書

２． ASEAN 税関事後調査制度改善指導者育成研修 (PAC)

116 実施報告書

３．貧困削減対策 (PR) 107 実施報告書

４．家族計画･リプロダクティブヘルスのためのIEC 手法 (IEC)

86 実施報告書

５． ASEAN 酪農技術第三国研修（DH） 60 実施報告書

６．情報技術教育手法（ITEM） 79 実施報告書

７．動物医薬品検定（VD） 50 実施報告書

(1)上位目標、(2)プロジェクト目標、(3)成果、は設定されていない。

2

（４）投入（単位：千円）

No 案件名日本側インドネシア側出典


23,364

(2004,2005 年度)管理経費 JICA 情報政策部

２． ASEAN 税関事後調査制度改善指導者育成研修(PCA)

9,227

(2004 年度) 管理経費 JICA 情報政策部

３．貧困削減対策 (PR) 27,858


４．家族計画･リプロダクティブヘルスのための IEC 手法 (IEC)

19,498

(2004,2005 年度) 管理経費 JICA 情報政策部

５． ASEAN 酪農技術第三国研修（DH）

18,724


６．情報技術教育手法（ITEM） 22,617


７．動物医薬品検定（VD） 6,734


2. 評価調査団の概要

調査者 PT. Indokoei International

調査期間 2008 年 9 月 19 日〜2009 年 4 月 30 日評価種類：事後評価

3. 評価結果の概要

３-１評価結果の要約

（１）妥当性

評価された全７案件について、受益国および帰国研修員所属機関のニーズに対する妥当性は中程

度強(Moderately High)の程度で確認された。実施された第三国研修のすべてが、現在でも、受益国

における戦略計画および帰国研修員所属機関の開発計画にほぼ沿ったものである（例：スーダン国の

貧困削減戦略、ウガンダ国の貧困撲滅行動計画(PEAP)、マラウィ国におけるミレニアム開発目標

(MDGs)など）。研修で設定したテーマと内容との妥当性は、関連した設問の平均では、研修実施時平

均 3.25 ポイント（最大 5 ポイント中）に比べ、調査時点で平均 3.41 ポイントにまで増加している。

研修内容の妥当性は、調査時点でも依然として中程度強であり、受益国のニーズが実施時と変わら

ないことを確認することができた。受益国はいずれもイ国と類似の開発途上国であり、例えば、食料安全

保障および経済開発を含む貧困問題、保健、情報技術開発、アセアン自由貿易圏（AFTA）関連税関

改革といった類似の課題を有している。途上国でこのようなセクター課題を取り扱う方法は大体似ている

ので、イ国の経験は関連または類似のセクター課題に対処する際の参考として使うことができる。受益

国または研修員所属組織のニーズに対する研修内容の妥当性は、研修実施時平均 3.35 ポイントに対

し、調査時平均 3.48 ポイントへ増加している。

一般的に、参加者のほとんどは研修内容と関連のある機関からの参加者であり、研修内容と関連す

る経験を持った者であり、このような関連機関からの研修参加が、良好な結果を出すことに大きな貢献

をしている。参加者の基本的知識が研修内容にどの程度適合しているかについての平均は 3.27 ポイン

トであったことから、全体的には適切な機関から研修員が参加しているといえる。

3

対象案件は、また、受益国または地域における JICA の協力プログラムとの妥当性を有している。例え

ば、マイクロファイナンス(MF)研修は、ケニア国における財政制度強化プログラムと、ウガンダ国におけ

る地域開発プログラムとの整合性が見られる。また, 税関事後調査制度(PCA)研修は、ベトナム国にお

ける投資環境促進プログラムや東南アジア地域における経済統合のための経済基盤整備との整合性

を有している。貧困削減(PR)研修は、東南アジアやアフリカ地域における貧困に対処する優先課題との

整合性を有している。

イ国で実施された第三国研修の中で今回評価対象となった案件については、インドネシアにおける

成功事例を他の開発途上国へ普及するという JICA の南南協力支援の考え方に合致したものであると

いえる。

また、同外交政策では、同心円アプローチ1やアジア・アフリカ地域に対する協力拡大により、持続的

発展、技術協力、貿易投資、社会経済開発（貧困、開発格差、能力強化、ガバナンス、人権、民主主

義）を通じて、開発途上国間の格差を是正し、開発途上国の集団的な取り組みの強化を図ることに言及

しており、対象案件は、インドネシア国の外交政策との整合性も有している。

（２）インパクト

帰国研修員および所属機関の向上：

対象７案件は、帰国研修員および所属機関の業績を著しく向上させることに役立ったといえる。研修

員は所属機関において実際に活用可能な多くの新しい知識と技能を手に入れることができたといえる。

例えば、家族計画･リプロダクティブヘルス(IEC)研修のケニア国帰国研修員は、イ国の経験をケニアに

適用し、Mother and Child Booklet, Men as Parents in Productive Health といった冊子を作成した。ま

た、貧困削減(PR)研修のケニア研修員は、農村女性の収入創出の促進に適用することができた。情報

技術教育(ITEM)研修のカンボジア国帰国研修員は、Linux システムを職場に導入し、情報技術教師と

してマニュアルを作成、クメール語での基本システムを開発している。研修員の関連分野における知識

と技能は、研修前には中程度弱（2.17ポイント）だが、研修受講直後には、中程度（3.19および3.20ポイ

ント）へと増加し、さらに調査時点では、中程度強（3.50 および 3.47 ポイント）へ増加している。

当評価の結果から、研修を通じて帰国研修員が所属機関の中で業務を遂行する際に、各自の知識

や技能に対する自信を持つことができ、組織能力の強化に貢献したことが明らかになった。帰国研修員

の中には、研修に参加した後、昇進したり、関係分野において修士号や博士号の取得を志し、研修で

得た知見を研修員自身、更にその所属機関強化のために役立てていることが確認できた。

受益国のセクター別課題解決に対する貢献：

ほとんどの帰国研修員が、研修で得た結果を、所属機関における業務に何らかの形で研修成果を活

用している。ただし、ケニアおよびウガンダにおける現地調査の結果から、帰国研修員たちは、彼らを取

巻く直接あるいは間接的環境の影響をうけ、活用の程度は異なっていた。リプロダクティブヘルスのため

の IEC 手法(IEC)とマイクロファイナンス(MF)研修で、関連省庁自らが研修参加者を意思決定にある上

位の者から、下位まで選出し、良好な結果を出していた。研修で得た技能と知識は、所属組織の支援を

得て、当該国の戦略計画を立案したり、研修成果を村落部へ普及したりする際の参考に供されていた。

カンボジアとベトナムへの現地調査においては、当該政府機関により研修結果を活用するための強

力な支援が行われており、その結果、当該国の開発に対する正の効果が発現している。動物医薬品検

定（VD）研修のベトナム帰国研修員は、農業・漁業・養殖省と JICA から財政的支援を受けて、動物医薬

品やワクチンの管理強化に研修成果を活用していた。

第三国集団研修は、受益国の社会経済開発に影響を与えたが、各国から参加した研修員の数は比

1 The approach of Concentric Circles: イ国外務省の重点地域。ASEAN, ASEAN +3, 東アジアサミット(EAS), 大洋州諸国,インドなどを含んだアジア太平洋諸国、二国間関係、非同諸国、イスラム諸国会議機構、G77 等を指す。

4

較的少ないので、顕著なインパクトを与えたわけではない。ただし、帰国研修員が研修効果を活用して

与えた影響は、社会経済開発、とりわけイ国の研修で得た新しいアイデアを実地に移すことで、重要な

役割を果たした。

最後に、当該７案件は、帰国研修員およびその所属機関に対し、いかなる負の効果をも与えていな

いことを確認した。

（２）自立発展性

調査の結果、研修で得た知識と技能は、その内容が受益国の戦略計画あるいは帰国研修員所属機

関の計画に沿っており、調査時においても引き続き利用可能であることを確認した。ほとんどの受益国

が、その開発過程において、インドネシアと同様な問題に直面しているので、研修において共有された

関連分野における特定の問題を取扱う問題解決手法は、現在でも利用可能である。

研修成果の普及は、所属組織の内部、外部を問わず行われていた。帰国研修員の中には、コンサルタ

ント、講師、看護婦、普及員などがおり、それぞれの地域でのリソースパーソンとして機能していた。家族

計画･リプロダクティブヘルス(IEC)、情報技術教育(ITEM）、酪農技術(DH)、動物医薬品(VD)研修で

は、研修で得た資料が、各所属組織における研修教材として現在でも使用されていた。

第三国研修の成果の自立発展性を損なう主たる要因としては、帰国研修員所属機関による関連活動

の実施を支援する予算および政策面での支援の限界が挙げられる。例えば、DH（酪農技術）および、

VD（動物医薬品）コースを受講した研修員が研修成果を十分に活用できていない事例では、必要な実

験室での試験、さらには、その設備が受益国にないことに起因している。ただし、当該帰国研修員およ

び研修員所属機関は、実験室を設置することに最善をつくしており、また、例えば、近代的な実験室設

置を目指して法案の草案作成作業などをしていることは確かである。さらに、帰国研修員が、研修成果

の自立発展性阻害要因として、研修内容に関係のない背景、職務についている参加者の選出や帰国

研修員の当該コースの内容に関係のない部署への異動などが挙げられる。

３-２促進要因

（１）計画過程における促進要因

概して、受益国における研修統括機関、帰国研修員、受益国の JICA 事務所、受益国の組織の長と

いった適切な関係者の関与が第三国研修の成果向上に貢献する。ケニア国での現地調査では、家族

計画･リプロダクティブヘルス(IEC)の帰国研修員による実質的な研修員選考が行われ、中央政府にお

いて地方レベルでの家族計画普及活動を調整する主任看護師（帰国研修員）が中心となって適切な選

考が行われ、同国の帰国研修員が研修成果を計画や実施過程で協力して活用することが出来てい

た。カンボジア国では、研修統括機関であるＣＤＣが適切な人選を行っていたことで、第三国集団研修

のインパクトと自立発展性促進に貢献していた。

（２）実施過程における促進要因

研修講師（実施機関を含む）、b）研修手法、c）研修員、それに d）教材の４要因が整うことによって第

三国研修が良好な成果を挙げることができる。

酪農技術研修（DH）研修では、通常の研修評価の他に、実施機関が研修員に対して各講義の前と

後に理解度把握のための試験を行い、研修員個別の知識技能の獲得度合を測定し、研修効果向上に

貢献した。

（３）研修成果活用の促進要因

第三国研修の成果促進には直接的環境及び間接的環境の２要因の相互作用が挙げられる。直接的

環境とは、帰国研修員を直接取巻く環境で研修成果活用に直接影響を与えるものである。これに対し、

間接的環境は、限られた数の要因から構成されており、研修成果活用には間接的な影響を及ぼすもの

である。ベトナム国への現地調査中に発見した好事例として、間接的環境として政府が帰国研修員に

対し職場での報告義務を課しており、これが直接環境である研修成果の組織全体への普及の助長及

び帰国研修員が実行可能な行動計画策定のための意欲喚起に貢献していた。

5

中央政府が研修員人選から積極的に関与している受益国は、他国と比べより高いインパクトと自立発

展性が確認された。また、ベトナム及びカンボジアでの現地調査の結果から、これらの国々の各種セク

ターにおいては、とりわけ人的資源開発で急速な向上が観察された。研修成果活用にかかる外的環境

の促進要因として挙げられる。

３-３阻害要因

（１）計画過程における阻害要因

概して研修内容に関連した研修員が選考されたが、未だ（研修内容に対し）適合性の低い研修員も

散見された。これは第三国研修の成果発揚を阻害する。いかなる場合においても、第三国研修は研修

員の能力強化に何らかの形で貢献したとはいえるが、最適なインパクトと自立発展性を得たとは未だ言

い難い。

調査を通じて、研修に参加したある国の参加者は、コースの内容とは異なる部門の担当者であったこ

とから、当該研修受講後も、当該分野に対する貢献度が低かったことが判明した。このことからも、参加

者の人選は重要であり、最良の結果を得るためには、研修内容を関係の深い機関から参加者を選ぶ必

要がある。

また、別の阻害要因として、ＧＩの配布過程をあげることができる。GI が適切な機関に送付されなかっ

たため、関連部署へ届くのに時間を要し、研修開始日近くになって候補者に届いたので、研修参加を

延期せざるを得ない事態に陥った事例があった。受益国における関連機関（中央政府、インドネシア国

大使館、ＪＩＣＡ事務所等）相互で確認・情報共有する体制が必要である。

（２）実施過程における阻害要因

研修員の言語障壁による不便を感じたという事例が散見された。タイ、ベトナムなどアジア地域からの

参加者もまた同様の問題を抱えていた。英語に習熟していないことが、研修過程に影響を与えており、

英語に堪能な参加者は、そうでない者に比べ、討議などの席において優位に立っている。

（３）外部要因

研修成果の持続性を損なう外部要因は、国によりそれぞれ異なっている。外部要因としては、国およ

び関連機関の戦略、方針の変更、予算、技術の向上などを挙げることができる。これらの要因は、通

常、国および関連機関の開発計画や優先度に深く関係していることが多い。家族計画･リプロダクティブ

ヘルス(IEC)研修では、受益国のセクター優先度が家族計画から HIV/AIDS に変わっているため、研修

成果を完全に活用できないという事例がいくつかあった。

受益国政府が必要な機材、政策、法令、組織などで帰国研修員の外的環境を整備していない場合

は、研修成果の活用が阻害される。

帰国研修員相互及び帰国研修員と実施機関の間の情報共有は、実施機関や帰国研修員独自の個

人的な活動を除けば、欠落しており、これがインパクトと自立発展性の維持、強化を阻害している。ウガ

ンダ国のＪＩＣＡ事務所では、ネットワーク拡大のために、本邦研修帰国研修員同窓会への第三国集団

研修帰国研修員参加させることに積極的であった。

アクションプランの活用については、第三国集団研修にかかる受益国における研修統括機関やＪＩＣＡ

とその他の（実施国を含む）関係機関の連携体制が明確でなく、これもアクションプランの実施を困難に

している一因である。

３-４結論

・対象案件は受益国である開発途上国の能力開発に貢献し、受益国の開発課題だけでなく、イ

国政府の外交政策や南南協力支援を含むＪＩＣＡの協力方針とも合致していた。一般的に言っ

て、第三国集団研修は帰国研修員自身とその所属機関の能力向上に貢献し、いくつかの事例

6

では所属組織における成果品や活動という形で貢献した。また、制作レベルで活動する帰国研

修員は、第三国集団研修の成果を活用し、必要とされる法律、規程、組織の作成・創設に貢献

した。

・ただし、インパクト及び自立発展性については、組織、組織の戦略方針、および、インフラなど

の影響を受け、その度合いが異なっていた。受益国における組織の内的および外的支援が、

第三国研修の成果の発現に関して重要な役割を演じていた。第三国集団研修は複数年にわた

って実施されるので、継続的に受益国のニーズを把握し、効果・効率的なフォローアップとモニ

タリングの仕組みが強化されれば、第三国集団研修の成果にかかるインパクトと自立発展性が

高まる。促進要因や阻害要因も受益国によってばらつきがあったが、帰国研修員は様々な方法

で関連する分野の開発に研修成果の普及という形で貢献することができたと言える。

３-５教訓

・イ国の研修調整機関は、受益国への GI の早期配布および受入通知の早期発行を検討すべき

である。ＧＩは研修開始日より少なくとも 3 ヶ月前までに発送し、受入通知を研修開始 1 ヶ月前ま

でに発送すべきである。そうすることにより、参加者は、必要とする情報をタイミングよく受領で

き、応募書類の提出準備、さらに、研修参加に十分な時間の余裕を持つことができるようにな

る。

・受益国において、関連機関(中央政府、受益国のインドネシア大使館、ＪＩＣＡ事務所)が密接に

協力することが重要である。これにより GI を適切な候補者および機関に配布するための体制を

構築可能であり、研修効果向上が期待できる。

・第三国研修は、関連のある分野において数年にわたり実施され、その間に受益国の優先度が

変わることもある。実施機関は、当該コースが終了するごとに受益国の関連開発課題や優先度

に関するレビューを行い、その結果を研修カリキュラムや内容に反映させる方がよい。

・人選は、まず中央政府レベルにおいて関連分野における組織設立や法令整備を支援する等

の目的を持って優先度をつけて行う方がよい。研修成果を実施に移していくスピードを速める必

要がある。そうしないと、TCTP のインパクト及び自立発展性が損なわれる危険がある。

・現地調査等の結果から、ＡＳＥＡＮ加盟国の中には人的資源開発分野においても非常に速く向

上していることが観察された。

３-６提言

(1) JICA およびインドネシア政府に対する提言

・第三国研修のより高いインパクトと自立発展性を確保するため、人選時に候補者の学歴や所属

機関における主たる業務（これらに限定するものではないが）を考慮することも必要である一方、

関連機関、例えば、カンボジアにおける CDC、インドネシア大使館、ＪＩＣＡ事務所などの協力な

どを得ることを推奨する。

・帰国研修員とウェブサイトを通じて繋がりをつくることは、情報の交換の観点から非常に有益で

ある。ただし、この場合、サイトの中でのやり取りを仲介するモデレーターが必要であり、人選に

は慎重な検討が必要である。

・ JICA の在外事務所では、帰国研修員を対象に同窓会組織を設置しているところが多いので、

第三国研修の帰国研修員も、そのような同窓会に参加し、第三国研修のインパクト及び自立

発展性の強化に努めることが望ましい。

・受益国において、第三国研修の成果を、組織内研修を通じて普及することが、第三国研修の成

果の強化に繋がる。

・ GI の配布は、適切な機関に送付されるような仕組みを関係者が受け入れられる形で工夫すべ

きである。候補者の人選過程を強化するため、従来の公的な人選制度はそのまま存続させなが

ら、GI の中に配付希望先を明記するのも一案である。それぞれの受益国における GI の配布を

統括する機関が GI を適切な候補者へ送付しているか確認することも重要である。

・イ国がこの東南アジア地域の援助供与国として存続するためには、ＡＳＥＡＮ地域の急速な人

的資源分野での発展の中で、最新の技術を用い、その能力を常に向上させる努力を怠らない

ようにすべきである。

7

(2)実施機関に対する提言

・帰国研修員との連絡を保ち続けることは非常に重要である。ウェブサイトを通じてこのようなコン

タクトを保つことが良い方法である。

・研修の開始および終了時に、テストを実施し、研修員の研修内容把握度合いを確認する手法

は一案である。

・実施機関が受益国におけるニーズを継続的に把握することは、カリキュラムや手法の改良につ

ながる。

・（研修員や講師の英語能力向上の努力も必要であるが）、研修員や講師の言語障壁を補完す

るような開発途上国ならではの研修手法の強化・開発をすることも最適な研修成果発現の観点

から必要である。

(3)受益国における研修統括機関に対する提言

・受益国にとって、研修で得た知識を国家の開発に最大限活用するためには、適切な候補者を

選ぶことが重要である。したがって、当該受益国の研修統括機関は、GI で規定されている資格

を満たす適格な候補者を、より積極的に発見する必要がある。

・ GI に特定されている応募スケジュールに遅れないために、受益国の研修統括機関は、応募書

類を外交ルート（当該受益国内の、インドネシア大使館経由）を通じてイ国研修調整委員会へ

送付しなければならない。

・集団型の第三国研修において、研修員が研修終了時に作成するアクションプランを、研修員所

属機関において実施、活用されることを確実にするための、何らかの調整機能を組み込むこと

を検討すべきである。


1. Outline of the Study

1.1 Background of the Study

The Japan International Cooperation Agency (JICA) Headquarters has been trying to improve

the administration and management of Third Country Training Programme (TCTP) since July

2007, and is presently revising the guideline for the implementation of training outside Japan.

The initiative to conduct an ex-post evaluation on the TCTP to ensure the accountability and

extract some lessons to improve the quality of the scheme, is introduced herein.

For that reason, the JICA Headquarters requested the JICA Indonesia Office to conduct a Joint

Ex-Post Evaluation Study on TCTP (hereinafter referred to as “the Study”). Therefore, the

JICA Indonesia Office conducted an ex-post evaluation of selected TCTPs which were

completed several years ago. The result of the Study will contribute to better-informed decision

making and be shared with counterpart organizations.

Table 1. Evaluated Courses under this Study

No. Course Title Implementing Agency Period Sector

1. Micro Finance for African Region


2004 – 2006 SMEs

2. ASEAN Post-Clearance Audit Trainer’s Training

Directorate General of Customs and Excise, Ministry of Finance

2001 – 2005 Finance

3. Poverty Reduction Center of Economic and Social Studies (CESS)


4. Planning and Managing Information, Education, and Communication (IEC) in Support of Family Planning/ Reproductive Health: The Indonesian Experience


2002 – 2006 Health

5. ASEAN Training Course on Dairy Husbandry Technology




Electronic Engineering Polytechnic Institute of Surabaya (EEPIS), Institute of Technology 10th November of Surabaya


7. Advanced Veterinary Drug Quality Control



PT. Indokoei International ES - 1


The purposes of the study on those seven (7) courses are as follows:

- To verify the important issues related to the programme relevance, impact and

sustainability observed after two until three (2-3) or more years following their completion

- To seek responses to the evaluation questions provided by the Study

- To extract lessons learned and recommendations in order to realize more effective and

efficient planning and implementation of similar scheme in the future.

1.2 Purpose of the Evaluated TCTP Programmes

This Ex-Post Evaluation Study is conducted to evaluate 7 (seven) selected TCTPs completed

several years ago. The purpose of the evaluated Third Country Training Program is to provide

the participants from Asian and African countries with an opportunity to improve their

knowledge and technology in the related fields and exchange ideas information and experience

among themselves.

1.3 Evaluation Team

Members of Evaluation Team:

- Soedjatmiko, PhD. – Team Leader

- Ir. Uzaimah, MM - Co-Team Leader

- DR. Har Adi Basri, MSc. – Researcher for SMEs and Customs

- Dra. Setiarti Soekotjo, MSc. – Researcher for Agriculture and Education

- Ir. Nani Susanti – Researcher for Health & Poverty

- Drs. Eko Trihatmoko, MM - Assistant for SMEs and Customs

- Rina Yulianti, ST, MT – Assistant for SMEs and Customs

- Drs. Lamhot Hutagalung MSi. - Assistant for Agriculture and Education

- Edward Sahat, PT, MMA – Assistant for Agriculture and Education

- Rosmeilan Siagian, SS - Assistant for Health and Poverty

- Arie Fernando, ST., MSi. – Assistant for Health and Poverty

1.4 Study Period The study was carried out effectively within 7 months from mid September 2008 up to April

2009.



2. Evaluation Methodology

The evaluation was made based on the logical model of the Study prepared by the Team, started

with reviewing the related documents (implementation reports), dialogs and discussion with the

Evaluation Committee, and preparing questionnaires for ex-trainees, ex-trainee organizations

and implementing organizations. With the support from the Evaluation Committee, the Team

managed to send 381 and 72 questionnaires to ex-trainees and ex-trainee organizations

respectively. Out of the total sent questionnaires, 134 and 22 replies came from the ex-trainees

and the ex-trainee organizations respectively.

Interview to implementing organizations was carried out based on structured and opened

questionnaires. In this Study, 7 (seven) implementing organizations were interviewed, 5 (five)

were located in Jakarta and the other 2 (two) in East Java (Surabaya and Malang). Three criteria,

namely relevance, impact and sustainability were used as analysis categories. In addition, there

were lessons learned and recommendations, which were extracted from the analysis result of

those three criteria.

Overseas survey was carried out to confirm and validate the answers of ex-trainees and ex-

trainee organizations and also to see the outcome of the course in the beneficiary countries in

terms of relevance, impact and sustainability of TCTP. Such objectives are especially for the

selected countries: two (2) in Asia i.e. Cambodia and Vietnam, and two (2) in Africa, i.e. Kenya

and Uganda. Selection of the visited countries was made based on the highest number of

respondents and maximum courses participated by the beneficiary countries.

Interview was also carried out to selected ex-trainees through video conference. The purpose of

the video conference was to explore more detailed information from the answers given by the

ex-trainees of PCA course in particular.

Collected data was analyzed using quantitative and qualitative analyses. Through the answers

of ex-trainees and ex-trainee organizations, frequency and statistical inference analysis over the

reasons of their answers may be obtained and made. Overseas interview survey and video

conference interview are also analyzed by both quantitative and qualitative analysis of the

Study. The score of the questionnaire is transferred to the following interchangeable score and

words of marking them.



Table 3. Scoring and its Interchangeable Meaning Weighted/ Score 1-4 Quality Quantitative Qualitative

3.61-4.0 SIGNIFICANTLY HIGH 4 HIGH 3.21-3.60 MODERATELY HIGH

3 MODERATE 2.61-3.20 MODERATE 2 FAIR 2.01-2.60 FAIRLY MODERATE

2 FAIR 1 LOW < 2.0 POOR/Failure

3. Summary of Evaluation

(1) Relevance

Basically, the relevance of all of the 7 (seven) evaluated TCTPs is moderately high to the needs

of the ex-trainee organizations and beneficiary countries. All of the implemented TCTPs are

still in line with most of the beneficiary countries’ strategic plans or ex-trainee organizations’

development plans. In average, the score of relevancy of the theme and content of the course

increases from 3.25 at the time of training into to 3.41 at current situation...

Appropriateness of the course theme and contents is still moderately high and possible to be

implemented in the beneficiary countries, which are mostly developing countries facing similar

sector issues, i.e. poverty, including food security and economic development, health, IT

development and customs reforms related to AFTA Agreement. The score for appropriateness

of the course content at the time of training is 3.35 and it has increased at current situation to

3.48. The average score of possibility to implement the results of the course at the time of

training is 2.94 and it has increased to 3.27 at the current situation.

In general, most participants came from relevant institutions and had related backgrounds and

experiences, therefore they have contributed to the best results of the TCTP. The average score

of appropriateness of the participants’ basic knowledge with the course content is 3.27.

However, during the site visit, one case was found where a participant of IEC for FP/RH course

from Uganda was in-charge of a different function from Family Planning or Reproductive

Health and hence he has less contribution in this field after attending the course. Therefore,

selection of participants remains important. Participants should come from the relevant

institutions in order to achieve the best outcomes.

In general, the evaluated TCTPs that have been conducted in Indonesia are coherent with

JICA’s support for South-South Technical Cooperation (SSTC) by extending the successful

experiences of Indonesia in the related field to other developing countries.



(2) Impact Improvement of Ex-trainees and Ex-trainee Organizations Performance

In general, the 7 (seven) courses had significantly improved the performance of the ex-trainees

and their organizations. The ex-trainees gained many new techniques related to their knowledge

and skills to be applied in practical way in their organizations. Basically, the composition of

the course, which was divided into class session and field session, had given high contribution

to the improvement of ex-trainees’ capability. Although there was some little language barrier

in comprehending the course content, in general it can be concluded that the ex-trainees could

understand and acquire the skill and knowledge being transferred to them.

The increment of ex-trainees’ knowledge and skill in related field before the training was

measured by comparing the result of their knowledge before, right after the training and at

current situation. The ex-trainees’ knowledge and skill increased from fairly moderate (2.17)

before the training to moderate (3.19 and 3.20) at right after the training, and increased to

moderately high (3.50 and 3.47) at current situation.

The courses had contributed to the improvement of ex-trainees’ self confidence in performing

services in their organizations. The ex-trainees were able to prepare an action plan to promote

the development of each related sector by using the experiences gained during the courses. For

instance, the ex-trainees from Kenya for IEC course have proposed to produce mother and child

health handbook and a leaflet to boost male participations in family planning as well as the

delivery strategy services to the grass root level. The ex-trainee for the ITEM course from

Cambodia used the skill and knowledge gained during the course to write several manuals for

IT teachers training and developing the operating system in Cambodian Language. The ex-

trainee of PCA course from Philippines had convinced the top management to establish a pilot

office to implement PCA in Cebu, a major port outside the headquarters of the Bureau of

Customs. The ex-trainee of MF course from Kenya materialized the action plan he had prepared

during the course into the issuance of the Microfinance Act to regulate microfinance

development and wholesalers under the Central Bank of Kenya. The ex-trainee of DH course

from Vietnam was capable of bringing the high profile policy down to the grass root level by

applying DH training result to 300 poor households in Northern Vietnam.

Some of the ex-trainees have also been promoted after participating in the courses, and some

have even been encouraged to pursue their master or doctoral degree on related field to



strengthen the benefit of the course to themselves and their organizations. One ex-trainee for

IEC for FP/RH from Uganda was promoted as the Coordinator for Reproductive Health right

after participating in the course, since she was able to show her improved capacity due to the

result of the course. Ex-trainee of ITEM course from Cambodia has also been promoted as the

member of Center for Information System Training and head of a new ICT Office in Ministry

of Education, Youth and Sport that offers underprivileged students quality training in the field

of Information Technology.

Contribution in Handling Sector Issues in Beneficiary Countries

Most of the ex-trainees had applied the outcomes of the TCTP in their organizations. However,

as a result of the site visit in Kenya and Uganda countries, the ex-trainees demonstrated

different degrees of success subject to micro and macro environment surrounding them. The ex-

trainees of IEC and PR courses from Kenya were able to contribute higher results compared to

Ugandan ex-trainees. To some extent, the supports from organizations or other donors to use

the outcomes of the TCTPs is still required by the countries with less micro and macro

environment supports. In Kenya, the ex-trainees of IEC and PR have been successful, applying

the outcomes of the trainings in the form of follow up activities in their organizations.

The ex-trainees of IEC course in Kenya had made some contributions in handling the family

planning issue in their country. The skill and knowledge gained from the course were used as

reference to enhance their service in preparing the strategic plans and disseminate the family

planning service at the grass root level. The best results could be achieved in this case, since the

participants for the training were directly proposed by the Family Planning Division under the

Ministry of Health, selected both from the decision maker level down to the implementing level

in the districts. The good coordination between the central and district levels after the training

have encouraged them to produce the best strategic FP/RH delivery plan for the grass root level,

such as the mother and child health handbook and a leaflet to boost men’s participation in

family planning.

As for the PR course, the ex-trainee from Kenya, who was previously involved in African

Institute for Capacity Development (AICAD), which was also supported by JICA and several

public and private universities in Kenya, Uganda and Tanzania, after he was transferred to his

organization at Jomo Kenyatta University of Agriculture Technology (JKUAT) has made some

contributions for rural women entrepreneurship and income generations. The course has

encouraged him to pursue his doctoral degree on entrepreneurship and management and hence



develop some income generation programs to reduce poverty in his country based on

Indonesian experiences. At present, he is involved in mushroom consumption program to

generate rural income and produce other food alternatives and manage 5 women farmer groups

in Rift Valley to create additional income through transforming the agriculture product into

various value-added products such as yoghurt, juices and chips. In this case, the course has also

affected the socio-economic development in Kenya.

The visit to Asian countries showed that strong supports from organizations to use the TCTP’s

outcomes had positively impacted Cambodia as the “country of beginning.” The ex-trainee of

ITEM course has used the knowledge and skill he gained for IT development in Cambodia. He

has transferred some basic manuals for teachers training and developed an operating system in

Cambodian language. The support from his supervisor, who was promoted as Minister of

Education, Young and Sport, has encouraged him to develop the Linux Operating System and

ICT Master Plan in the Ministry. Since 2006, he has been supporting 2 UNESCO ICT projects

which aim to enable the next generation of teachers and students in the Asia-Pacific region to

use the benefit of ICT to enhance teaching and learning and SEAMEO VOCTECH’s three-

pronged Project on “Research Networking and Capacity Building Program for Higher

Education Institutions in Vocational and Technical Education in Southeast Asia.”

Although the ex-trainee of VD course from Cambodia could not fully apply the methods

acquired from the course due to the limited supporting facilities, such as laboratory and

equipment in his organization, he has used the knowledge and skill gained through the course to

introduce the importance of veterinary drugs to rural farmers. He is also actively supporting the

process of drafting the veterinary drug bill which shall upgrade his organization into Directorate

General level and establish the laboratory and equipment to control the veterinary drug in his

country. Supports from his supervisor, who was also an ex-trainee of a previous VD course and

assigned him in cooperating with international organizations such as OIE, FAO and ASEAN,

had also enhanced his capacity to develop veterinary drug in Cambodia.

The ex-trainees of DH course had also made some contributions to the development of dairy

husbandry in Vietnam. His organization plays an important role in the education on dairy

husbandry technology not only for its college students but also for rural farmers in Vietnam.

The DH course has improved his self confidence. He was finally promoted as the Head of

Animal Husbandry, Livestock and Veterinary Department. He has used the materials especially

on artificial insemination that he acquired from the course to be applied at the farm household



in Vietnam. He wrote many books for lecture and has been involved in curriculum development

in his college. He collaborated with Veterinary Research Institute and Animal Husbandry

Research Institute and Livestock Center for some trainings and research activities. He has also

successfully combined results of two courses, DH and Poverty Reduction (although he did not

attend the PR course), to 300 poor households in the Northern part of Vietnam.

Based on the observations during the Study, in order to maximize the impacts of the TCTPs, it

is important to involve other related institutions such as Indonesian Embassy, Central

Government or JICA in the beneficiary countries from the selection stage to synergize the

TCTP programs with other programs in the beneficiary countries, thus synergizing the

outcomes of TCTPs with those of other in-country programs.

In terms of negative impact, all 7 (seven) training courses did not bring negative impact to ex-

trainees and their organizations.

(3) Sustainability

The knowledge and skill gained during the courses are still applicable since the theme and

content of those courses were in line with the beneficiary countries’ strategic plans or the ex-

trainee organizations’ development plan. The applicability of knowledge and skill acquired

from the course is moderately high (score is 3.32). Most of the beneficiary countries are facing

similar problems with Indonesia during the development stage. Therefore, the problem solving

and measures introduced by each related course to handle specific problem in related field can

still be used. In some cases, the applicability of the course contents is increasing at current

situation compared to right after the training. For instance in applying PCA system, most

beneficiary countries were still in the initial stage in their own country during the training

period. Therefore, in parallel to the establishment and development of the system, the

knowledge and skill gained during the training remain applicable.

The main factors which have promoted the sustainability of the TCTPs’ outcomes are the

appropriateness of the countries’ policies, strategies and supports in implementing the results.

For instance, Kenya’s Ministry of Finance, in which an ex-trainee of MF course is working, has

a main strategic plan to alleviate poverty. Based on the training course, the ex-trainee has

supported in issuing the Act for Micro Finance development. Meanwhile in some African

countries, the policy on health sector has been shifted from handling the Family

Planning/Reproductive Health issue to the HIV/AIDS issue. Therefore, in some African



countries such as Uganda, Tanzania and Swaziland, the Governments put more efforts in

combating HIV/AIDS. Thus, the supporting budget from Government in P/RH becomes limited.

The main factors, which have inhibited or delayed the sustainability of the TCTPs’ outcomes,

are limited budget and policy support provided by the ex-trainee organizations to support the

implementation of related programs. For instance, the ex-trainees of Dairy Husbandry Course

and Veterinary Drugs from Cambodia and Vietnam have not been fully applying the TCTP

results because some related laboratory test and related facilities have not been available.

However the ex-trainees and their organizations have been trying hard to initiate the

development of the institution’s laboratory, and even working to draft the VD bill as the

umbrella for the establishment of a modern laboratory.

In addition, the selection of participants whose background and positions were not related to the

course content and the fact that they have been transferred to some positions which are not

actually related to the course contents also inhibits the ex-trainees in sustaining the effect of the

training course. Participants of IEC course from Uganda and the ex-trainee of VD course from

Thailand were attached to organizations that were related to the related field (IEC for FP/RH

and VD). However, the ex-trainees were not actually in-charge with the related course. Some

position transfer cases were also found for PCA ex-trainees from Thailand and ex-trainee for

DH from Myanmar.

4. Analysis of Promoting/Inhibiting Factors

4.1 Factors that Have Promoted the TCTP Programmes 4.1.1 Factors that Have Promoted Each Respective Course in a Positive Level of Effect There are three factors that have been recognized as promoting factors.

(1) Factors Concerning the Planning

Mainly, selection criteria, process of GI distribution to the beneficiary countries,

involvement of the proper stakeholders such as Embassy of Indonesia and related

institutions (focal points) in the beneficiary countries could promote the best results of

the TCTP programmes.

During the site visit, the Team had also visited JICA Offices in the beneficiary countries.

In Cambodia, JICA Cambodia and Embassy of Indonesia in Cambodia have a good



coordination. Hence, the whole recruitment process was implemented through both

parties. Meanwhile, JICA Uganda recommends ex-participants be allowed to join

JICA’s training alumni association to maximize the benefit of the TCTP and to keep

communication among them. In this regard, information about ex-participants should be

shared with JICA overseas offices.

During the site visit to Cambodia, the Team made a courtesy call to the Cambodian

Rehabilitation and Development Board (CRDB) of the Council for the Development of

Cambodia (CDC). The support from the CDC has been very useful in the selection of

proper candidates and in matching with follow up programs planned by CRDB. The

CDC acts as the “Focal Point” for Cambodia’s ministries and agencies in aid

coordination and allocation/utilization

(2) Factors Concerning the Implementing Process

There were four (4) factors in the training process: a) The trainers (including

implementing agency), b) the methods of training (teaching methodology), c) the

trainees and d) the training materials which enable the best outcomes of the TCTP

programmes.

(3) Factors Concerning Application of the Output

It is expected that the result of TCTP may be applied by the participants in their

countries. However, there are factors that promote the result of TCTPs, the micro-

environment and macro-environment. Micro-environment consists of factors that

surround the ex-trainees and directly influence the application of training result,

whereas the macro-environment, although consists of few factors, it do not surround the

ex-trainees, thus indirectly influence the application of the training result.

As a good case from the site visit to Viet Nam, the reporting system that is mandatory

for any ex-trainee has helped in the dissemination of new knowledge throughout the

institution and motivated the ex-trainees to come up with a feasible Action Plan.

The policy and financial support from the ex-trainees’ organizations are the essential

requirement to achieve the best impacts of the TCTPs. As a case of the ex-trainee of

IEC for FP/RH who has been promoted as the Coordinator for Reproductive Health in

Uganda, he has been encouraged to implement the course result in the organization. In

the case of ITEM ex-trainee, the support from the supervisor, who has been promoted as



the Minister of Education, Youth and Sport of Cambodia, has strongly supported the ex-

trainee to use the skill and knowledge gained through the ITEM course to establish the

website and network for the Ministry, developing the ICT training materials for IT

teachers’ training and developing the operating system in Cambodian Language which

strongly influenced the expansion of the use of ICT in the country.

4.2 Factors that Have Inhibited the TCTP Programmes 4.2.1. Factors that Have Inhibited Each Respective Course


Selection of less relevant candidates have inhibited the best results of the TCTP.

Although, in any case, as one of its objectives, the TCTP has certainly enhanced the

capacity of the participants. Anyhow, the impact and sustainability of the course

outcome may not be optimum.

Another factor that has inhibited the effects of the program is transfer of ex-trainees to

other unrelated positions after participating in the training course. In this case, the

impact and sustainability of the TCTP could not be expected so much.

Another inhibiting factor is the process of distribution of the General Information (GI)

for the training courses which took too much time since it was not sent to the correct

institutions. Several candidates postponed their attendance to the TCTPs since the GI

arrived close to the due date. Focal points in the beneficiary countries should ensure that

the GI will be disseminated to candidates through the relevant institutions.


In some cases, language barriers made the ex-trainees less comfortable during the

learning process on related courses. Some participants from Asian countries such as

Thailand and Vietnam also have similar problems. Uneven English proficiency has also

affected the learning process. English proficient participants usually dominated the

discussion compared to other participants.

It is also difficult for the implementing organization to track the follow-up action by the

ex-trainees after they returned to their home countries. There is no network/media set up

during the course for their communication means. Therefore, only few ex-trainees are

still keeping contact with the implementing organizations. Despite the limited contact, it



would be a good idea to set up a media to continue exchanging or sharing ideas or

information of the ex trainees’ progress as well as updates and developments of new

technology by the implementing organizations.

(3) External Factors

External factors, which may have influenced and inhibited the sustainability of the

training output, vary in each country. Some of the external factors were changes of

strategy and policy of the organization/country, budget proficiency, and technology

advancement. These factors are usually related to their organizations/institutions and the

countries’ development and prioritized programs.

5. Conclusions

• Basically, the relevance of all of the 7 (seven) evaluated TCTPs is moderately high with

the beneficiary and ex-trainees organizations’ needs.

• The impact and sustainability of the TCTP have resulted in different degrees of success

influenced by organizational establishment, policy strategy and infrastructures. The

macro and micro environment of each beneficiary country are also essential in

supporting the implementation of TCTP outcomes in the beneficiary countries.

• Policy and financial supports from ex-trainee organizations are required to enhance the

impact and sustainability of the TCTP.

• The training courses have made significant contribution in the improvement of ex-

trainees’ capacity in each related sector. Basically, the ex-trainees have the ability to

prepare action plan to promote the development of each related sector by using their

experiences gained in Indonesia. Some of the ex-trainees have also been promoted after

participating in the training courses and have higher self confidence in handling similar

issue in their own countries.

• TCTP has contributed directly or indirectly to the socio-economic development in the

beneficiary countries. The PR course has given ideas to encourage rural women to

generate income in Kenya. The ITEM course motivated an ex-trainee from Cambodia to

translate and disseminate IT software in Cambodian language. DH course in Viet Nam

brought high policy down to grass root level to improve poor household earning in the

Northern part of the country.



• Three promoting factors that have been recognized are: (1) factors concerning planning

in which the role of the implementing organizations and ex-trainee organizations are

very important. Appropriate criteria for selecting participants, proper trainers, proper

curriculum and proper methodology shall give the best results on the TCTP; (2) factors

concerning implementing process are factors which have supported smoothly in the

preparation and implementation of action plan after the ex-trainees return to their home

countries; and (3) factors concerning application of the output. Strong policy and

financial support from the ex-traninee organizations would contribute to better

application of the outputs.

• The mandatory reporting system in Viet Nam would help in the dissemination of new

knowledge throughout the institution and motivate the ex-trainees to come up with a

feasible Action Plan.

• An important point to consider is that ASEAN countries are progressing very quickly,

specifically those that were visited during the field study. Thus, Indonesia should also

continually improve her capacity with the latest technology changes to sustain herself as

a resource country in the region.

• Less relevant candidates who participated in the training courses would inhibit the

impact and sustainability of the TCTP. There were some cases in which the ex-trainees

were not actually in-charge with the related course or have been shifted to other

positions unrelated to the course.

• Involvement of other related institutions in beneficiary countries during selection stage

is necessary to get the right candidates to attend the training courses. Closer cooperation

between JICA overseas offices and Embassy of Indonesia will certainly improve

candidate selection.

6. Lessons Learned

• Pre-test and final test of each lecture conducted by the implementing agency is

important to measure incremental gain of knowledge and skill of each ex-trainee. The

pre-test result will give a clear picture of each participant’s role and position in the

organization and whether the participant has the capacity to implement the outcomes of

the training course.

• The Coordinating Committee may consider prolonging time to distribute full

information about the training program (GI) and notification of acceptance to the



beneficiary countries. It may be considered that the GI and notification of acceptance to

the training course be distributed at least three (3) months and one (1) month

respectively before the commencement of the course through diplomatic channel. It

aims to make sure that the participants receive all required information and have enough

time to prepare the requirements for submitting application and attending the courses

like having the valid yellow fever certificate, etc.

• Involvement of other related institutions and close cooperation with the Indonesian

Embassy in beneficiary countries is essential to improve candidate selection. Good

mechanism in distributing the GI to proper participants and institutions shall have better

impact to the achievement of the TCTP.

• Since TCTP on related sectors are usually implemented in multiple years, the

implementing organizations should make a review on the implementation of TCTP

every time it has been concluded to get satisfying feedback to improve future trainings.

If possible, questions on the current needs of each country in the related sector should

be addressed to the participants, to get further information on the best curriculum,

cultural approach and method in implementing the TCTP for the beneficiary countries.

• Selection of participants should be prioritized at the central government level first to

support the establishment of supporting organization or regulation in the related sector.

It is required to speed up the implementation of the TCTP outcomes. Otherwise, the

impact and sustainability of TCTP will be less than as it is expected.

7. Recommendation 7.1 For JICA and the Government of Indonesia

• Proper participant selection may also consider (but not limited to) terms of educational

background and the main functions of the participants in their institutions to get eligible

participants to achieve the best impacts and sustainability of the TCTP. It is

recommended to involve other related institutions, such as CDC in Cambodia, in

cooperation with the Indonesian Embassy in the beneficiary country in the selection

stage. Each Focal Point in the beneficiary countries and the Indonesian Embassy are

expected to collaborate in the selection of candidates before sending the list of

candidates to the Coordinating Committee for selection process.



• Developing a link among ex-trainees through interactive web would be very useful to

exchange information, but thorough deliberation should be made regarding the

moderator/administrator of such interactive web.

• Since many JICA Overseas Offices have established an alumni association of JICA

training program, ex-trainees of TCTP could also join the alumni association to enhance

the impact and sustainability of the TCTP. JICA overseas offices should send the

participants’ information to JICA offices in the beneficiary countries.

• Dissemination of the TCTP outcomes in the form of in-house trainings in the

beneficiary countries shall enhance the TCTP achievement.

• Distribution of General Information (GI) of TCTP should be through acceptable

mechanism in order to send them to the correct recipients. It is recommended to put the

definitive address in the GI to speed-up the selection process, while remaining

respectful of the official procedure or mechanism. It is important to make sure that the

Focal Points in each beneficiary country disseminate the GI to the relevant candidates.

• Considering the quick development progress of some ASEAN countries based on the

field study to Viet Nam, which applies a mandatory reporting system to disseminate

new knowledge, Indonesia should continually improve and develop her capacity with

the latest technology changes to sustain herself as a resource country in the region.

7.2 For Implementing Organization

• Maintaining contact with ex-trainees is very important whether or not there is going to

be a follow up of the TCTP. It can be done through interactive web, where each ex-

trainee will be given free account or password. Presently, developing an interactive web

is relatively cheap by using or downloading open source.

• Another possible follow up activity is carefully selecting the best ex-trainees, who have

successfully implemented the output of the training in their countries, from each batch

to take part in refresher trainings.

• Pre-test and post-test with regard to training course contents should be performed at the

beginning and end of the training course.

• Information on the current need of each beneficiary country in related program will

contribute to curriculum and method development for better TCTP programs.




• Most ex-trainees mentioned that more practical learning during the training course will

be very useful for the participants. Most ex-trainees were impressed with the field trip or

field observation since they could get a clear picture on the related course development.

• More emphasized consideration on English proficiency of lecturers and participants

should be given to achieve the best results for the beneficiary countries.

7.3 For Focal Points of beneficiary countries

• Getting the right candidates is important for the beneficiary countries in order to realize

the utmost utilization of the acquired knowledge for the development of their countries.

Thus, the Focal Points of the beneficiary countries should be more active in seeking

qualified and relevant candidates to meet the qualifications specified in the GI.

• To keep up with the application schedule specified in the GI, the Focal Points of the

beneficiary countries should make sure that all applications are sent to the Coordinating

Committee through diplomatic channel (via the Indonesian Embassies in the beneficiary

countries).

• For group-type of TCTP, the participants will make an Action Plan at the end of the

training course. Thus, some form of coordination should be considered to ensure that

the Action Plan is implemented and applied in the participants’ institutions.


PT. Indokoei International Chapter I - 1

Outline of the Ex-Post Evaluation Study

1.1 Background and Purpose of the Study

1.1.1 Background of the Study

The Japan International Cooperation Agency (JICA) Headquarters has been trying to improve the administration and management of Third Country Training Programme (TCTP) since July 2007, and is presently revising the guideline for the implementation of training outside Japan. The initiative to conduct an ex-post evaluation on the TCTP, to ensure the accountability and to extract some lessons to improve the quality of the scheme, is introduced herein.

Under these circumstances, the JICA Headquarters requested the JICA Indonesia Office to conduct a Joint Ex-Post Evaluation Study on TCTP (hereinafter referred to as “the Study”).

Therefore, the JICA Indonesia Office conducted an ex-post evaluation of selected TCTPs which were completed several years ago. The result of the Study will contribute to better-informed decision making and will be shared by counterpart organizations.

Table 1.1 Courses to be Evaluated under this Study


1. ASEAN Training Course on Dairy Husbandry Technology



2. Poverty Reduction Center of Economic and Social Studies (CESS)


3. Planning and Managing Information, Education, and Communication (IEC) in Support of Family Planning/ Reproductive Health: The Indonesian Experience


2002 – 2006 Health


Electronic Engineering Polytechnic Institute of Surabaya (EEPIS), Institute of Technology 10th November of Surabaya


5. Advanced Veterinary Drug Quality Control



6. Micro Finance for African Region


2004 – 2006 SMEs

7. ASEAN Post-Clearance Audit Directorate General of Customs 2001 – 2005 Finance




Trainer’s Training and Excise, Ministry of Finance

The purposes of the Study on those seven (7) courses are as follows:

- To verify the important issues related to the relevance, impact and sustainability observed after two until three (2-3) or more years following the course completion;

- To seek responses to the evaluation questions provided by the Study;

- To extract lessons learned and recommendations in order to realize more effective and efficient planning and implementation of TCTP in the future.

An ex-post evaluation is conducted after a certain period, between 2~5 years (JFY 2001~2006), has passed since the completion of a target TCTP.

Three ex-post evaluation criteria (relevance, impact and sustainability) have been used to evaluate TCTP activities from a comprehensive range of criteria. Explanation of each of the criterion is as follows:

i) Relevance

A criterion for considering the validity and necessity of a project regarding whether:

- the expected effects (or project purpose and overall goal) of a project meet the needs of targeted beneficiaries;

- a project intervention is appropriate as a solution for problems concerned;

- the content of a project is consistent with policies;

- project strategies and approaches are relevant,

- a project is justified to be implemented with public funds of ODA.

ii) Impact

A criterion for evaluating the effects of a project with perspective on the longer term effects, including direct or indirect, positive or negative, intended or unintended.

iii) Sustainability

A criterion for considering whether produced effects continue after the termination of the assistance

The evaluation is as a practical management tool of all JICA system, therefore it is important to make specific recommendations and to draw lessons learned. The recommendations and lessons learned are expected to be utilized for the improvement of future TCTP operations.



1.1.2 Objective of the Study

The ex-post evaluation on TCTP aims:

■ To extract lessons learned and recommendations to improve future JICA planning and the quality of programme;

■ To meet accountability of Japanese taxpayers through producing reports in both electronic and printed forms;

■ To confirm the present needs in each sector, and possible follow-up methodologies, as the by-products of the Study.

1.2 Evaluation Team and the Study Period 1.2.1 Evaluation Team

For smooth implementation of the Study, PT. Indokoei International, which is awarded as the Consultant to implement the Study, has assigned the following experts and set up the following organization.

Figure 1.1 Organization Structure of the Study

Note:

Ministry of Agriculture/AAHRD, CESS, BKKBN, EEPIS/Institute of Technology 10th November

Surabaya, NAM CSSTC, Directorate General of Customs and Excise

Researcher for SMEs & Customs & Excise DR. Har Adi Basri, M.Sc.

Assistant for SMEs & Customs & Excise Assistant for Health & Poverty

Drs. Eko Trihatmoko, M.M. Drs. Lamhot Hutagalung, M.Si. Rosmeilan Siagian, S.S.

Technical Instruction Line

Project Director Ir. Besar Hatmaya

Contractual and Administrative Line Coordination and Cooperation Line

Researcher for Agriculture & Education

Dra. Setiarti Soekotjo, M.Sc. Ir. Nani Susanti

Rina Yuliani, S.T., M.T. Edward Sahat PT, M.MA. Arie Fernando, S.T., M.Si.

Organization Structure of the Study Team

Team Leader/Co Team Leader

Soedjatmiko, PhDIr. Uzaimah, M.M.

JICA Indonesia Office

Joint Evaluation Committee

JICA Indonesia Office, State Secretariat, Ministry of Foreign Affairs

Concerned Agencies

Researcher for Health & Poverty

Assistant for Agriculture & Education



For effective and efficient execution of the Study, the organization and staffing plan have been prepared in due consideration of coordination among the Joint Evaluation Committee, the Consultant and concerned agencies under the leadership of a Team Leader. The team basically consists of three levels/categories, i.e. project management, researchers and assistants. The project management was formed of a Project Director, a Team Leader and a Co-Team Leader. Experts were assigned as researchers for SME and Customs & Excise, Agriculture and Education, and Health and Poverty respectively. Each researcher was supported by assistants.

Through the Project Director, the Consultant’s permanent liaison office in Jakarta keeps close contact with JICA Indonesia Office and assists the Study Team in handling contractual matters, financial, administrative, procurement and liaison services.

The organization of the Study Team is set up in Figure 2.1, with considerations on the following important aspects:

■ The organization must function effectively to coordinate separate work items of the Study;

■ The organization must be controlled by a capable Team Leader; ■ The key management staff must be selected based on their technical capability,

management capability, broad liaison and coordination experience, and ability to cooperate with team members; and

■ Allocation of task assignment among members of the Study Team must be made to meet the requirements of the Study taking into consideration their experiences gained in similar studies.

1.2.2 Implementation Plan and Schedule of the Study The study was carried out effectively within 7 months from mid September 2008 up to April 2009 with the following implementation schedule:

(1) (2) (2) (1) (2) (1) (1) (2) (1) (2) (1) (2) (1) (2)

I Preparation Works1 Kick-off Meeting ■2 Document review of related project3 Identification of major questionnaires & key informants4 Collecting of background data needed5 Preparation of PDM and Evaluation Grid and Questionnaires6 The 1st Evaluation Committee Meeting ■7 Revision of PDM and Evaluation Grid and Questionnaires

II Survey to Implementing Agencies and Questionaires Survey1 Survey to Implementing Agencies2 Questionnaires Survey3 1st Draft of Evaluation Report & Interview Survey proposal4 The 2nd Evaluation Committee Meeting ■

III Interview Survey to Selected Beneficiaries Countries1 Preparation for Interview Survey1 Interview Survey to Selected Beneficiaries Countries2 2nd Draft of Evaluation Report3 Final Draft based on JICA HDQ & the Committee Comments

IV Final Evaluation Report & Summary Sheet1 The 3rd Evaluation Committee Meeting ■2 Submission of Final Evaluation Report & Summary Sheet3 JICA Amendement

Note:Hari Raya Idul Fitri HolidayCristmast & New Year Holiday

APR-08NO WORK ITEMS

SEP-08 OCT-08 NOV-08

(1) (2)

DEC-08 JAN-08 FEB-08 MAR-08

Figure 1.2 - Implementation Schedule of the Study


Methodology

2.1 Introduction

Discussion in Chapter 2 will center on: 1) outline of the evaluated training course, which consists of background, purpose and objective; 2) evaluation methodology and stakeholder, 3) respondent of the study. The evaluation methodology and stakeholder deal with design of methodology, road map of the study, data management and analysis. This chapter also discusses about report writing technique.

The order of the course is made based on the researcher who is involved in the evaluation, i.e. Researcher for SME and Customs and Excise, Researcher for Health and Poverty and Researcher for Agriculture and Education:

1. Micro Finance for African Region (MF)

2. ASEAN Post Clearance Audit Trainer’s Training (PCA)

3. Planning and Managing Information, Education and Communication in Support of Family Planning/Reproductive Health: The Indonesian Experience (IEC)

4. Poverty Reduction (PR)




2.2 Outline of the Evaluated Training Course

This Ex-Post Evaluation Study was conducted to evaluate 7 (seven) selected Third Country Training Programs which were completed several years ago. The purpose of the evaluated Third Country Training Program was to provide the participants from Asian and African countries with an opportunity to improve their knowledge and technology in the related fields and to exchange ideas, information and experience among themselves.

PT. Indokoei International Chapter II - 1



Table 2.1. Background, Purpose and Objective of Each Course

No. Course Title & Implementation Period Background Purpose Objectives

1. Micro Finance for

African Region (2004-2006); hereinafter referred to as “MF” course.

It has been widely recognized that a properly designed and implemented microcredit scheme is central to alleviate poverty by providing support for lower-income groups to increase their income. Non-Aligned Movement Center for South-South Technical Cooperation (hereinafter referred to as “NAM CSSTC”) has been actively involved in the effort to promote the development and mobilization of micro credit scheme in NAM countries. As a follow up of the recommendation of the Expert Group Meeting on “identification of Major Issues in Eradicating Poverty and Foresting Rapid and Equitable Development in NAM member countries,” convened by NAM CSSTC in April 2001, a group of eminent policy makers and practitioners from different NAM member countries were invited to a workshop held in Jakarta, in June 2002. The workshop recommended that NAM CSSTC take the initiative to increase cooperation in the field of comparative studies, training program in micro credit services and technical assistance. Based on the recommendation of the workshop, NAM CSSTC held a series of regional trainings on microcredit scheme in Jakarta in 2002, Pretoria in 2002, and Dhaka in 2003. Three training programmes had been successfully conducted. Another training conducted by NAM CSSTC was an Expert Meeting to Formulate Basic Guideline in Microfinance, in Jakarta, Indonesia, in March 2004. In order to achieve a comprehensive training programme for all NAM member countries from different regions, NAM CSSTC has collaborated with JICA Indonesia Office to conduct another joint program on micro finance, specifically for African Region. Since the region is huge and varied, there were series of training conducted in Jakarta annually within 3 (three) years starting from JFY 2004 to 2006.

To provide the participants from African countries with an opportunity to improve their knowledge and techniques in the field of micro finance.

The participants were expected to have improved and upgraded the relevant techniques and knowledge to: - Acquire the ability to apply different

techniques to develop various micro finance products;

- Apply appropriate method in monitoring and managing micro finance institution (MFI) operations

- Enhance the capabilities to develop business plan and learn the experience among country’s operation.

2. ASEAN Post-Clearance Audit Trainer’s Training (2001-2005); hereinafter referred to as “PCA” course.

Enactment of AFTA for all ASEAN countries in 2010 requires not only tariff reduction but also customs modernization and reform. The latter activity includes region-wide adoption of the WTO valuation system, adoption of common interpretation of the Harmonized Code, and harmonization of customs nomenclature, valuation, and procedures. In this regard, customs post clearance audit is a priority area in ASEAN customs cooperation to allow subsequent checking to the release of goods. Therefore, trade may be facilitated by speedier clearance at entry points. Facilitation of trade may contribute to the increase of national income of a country. Accordingly, this sub sector touches one important aspect of human development

To provide the participants from ASEAN countries with an opportunity to improve their knowledge and techniques in the field of Post-Clearance Audit.

The participants were expected to have improved and upgraded the relevant techniques and knowledge of: - Accounting (principles, system,

procedures, documentation and international accounting);

- Customs valuation (overview of valuation methods, identification of buyer and seller, transaction value




index (HDI), namely economy. Furthermore, as specified in ASEAN Policy Implementation and Work Programme (PIWP), long term targets of post clearance audit (hereinafter referred to as “PCA”) among ASEAN countries are to increase national income, to increase conformity with import/export regulations, and to reduce interference and unnecessary costs in trade traffic based on the specified provisions. In its implementation, the application of PCA in ASEAN countries faces many constraints, among others are differences of trade condition, government policy, and also PCA procedures and system in each ASEAN country. Therefore, in line with harmonization and simplification of customs procedures, which shall be applied effectively and transparently, it is deemed indispensable to realize shared understanding and application of PCA procedures in ASEAN countries. According to Strategy 3 stipulated in PIWP, namely use regional audit training expertise, the Directorate General of Customs and Excise (hereinafter referred to as “DGCE”), in joint cooperation with the ASEAN Secretariat, JICA, and JAGEF (Japan-ASEAN General Exchange Fund), held Post Clearance Audit Trainer’s Training (hereinafter referred to as “PCATT”) from Japanese Fiscal Year (JFY) 2001 until JFY 2005.

among related parties and formalities);

- Post-Clearance Audit (overview, experience of Indonesia and other countries, standards and procedures)

- Risk management (identification of possible fraud and negligence, information control and auditee selection)

- Audit methodology (preliminary audit, field audit, reporting and evaluation of PCA performance)

3. Planning and Managing Information, Education, and Communication (IEC) in Support of Family Planning/ Reproductive Health: The Indonesian Experience (2002-2006); hereinafter referred to as “IEC” course.

National Family Planning Coordinating Board (hereinafter referred to as BKKBN) has the important role to control the growth of the population in Indonesia by introducing new approaches of the new program mission of materializing the “happy and prosperous family norm” such as integrating family planning into health, agriculture and religious lives as well as advocacy program through developing Information, Education and Communication (IEC) materials. The family planning program in Indonesia was commenced in 1970. Indonesian Family Planning program faced the immense difficulties at the initial stage during 1970s with a largely diverse population, and moderately developed transportation, communication and administrative infrastructure. It can be concluded that the contraceptive use at the time was virtually nil. People still believed that large family members were preferable. A major change occurred about a decade after the program started. At present, almost all of Indonesians believe that a small family is preferable and it is common that people use contraceptive. The success of BKKBN, which is responsible to make the national policy on family planning, is supported by the strong commitment from Government and community organizations, community participation, including

To provide the participants from Asian and African countries with an opportunity to update and upgrade relevant approach and knowledge of information, education and communication (IEC) for Family Planning/Reproductive Health including HIV/AIDS and Adolescent Reproductive Health (ARH)

To enable the participants to understand the process, strategies and techniques of IEC in enhancing family planning/ reproductive health program. The specific objectives are: - To describe the FP/RH program

policies and strategies; - To describe the FP/RH-IEC program

management by level, particularly at district and grass-root levels;

- To describe steps or processes of family planning/reproductive health IEC program (P-Process);

- To describe FP/RH-IEC implementation, network/forums, channels and manpower especially at community level;

- To describe FP/RH-IEC message




active participation of volunteers at the grass-root level. As recognition of the success of BKKBN, people from other countries began to visit Indonesia to learn the Indonesian experiences on the family planning program. By the mid-1980s, their numbers were substantial. In 1987, BKKBN decided to establish a Center for International Training and Collaboration, a more formal arrangement for hosting foreign visitors, to provide them with better-organized experiences. As one of the tools for conveying the information for the family planning target households, BKKBN also has years of experience in developing IEC materials, including printed and electronic materials such as audio and video programs for use in varying setting. Therefore, Government of Japan, through JICA in the framework of Technical Cooperation among Developing Countries (hereinafter referred to as “TCDC”), has conducted some media production courses for other developing countries since 1994. The first five-year training program was focused on IEC and simple video production training program from 1994 to 1997. The second five-year training program had a special focus on development of IEC materials through Desk Top Publishing (DTP) and Desk Top Presentation (DTPR) from 1998 to 2002. The evaluated training course is the third five-year training program, which was held from 2003 to 2006 with a special IEC training program through P-Process Approach with the title “The Third Training Program on Planning and Managing Information, Education and Communication (IEC) for Family Planning/Reproductive Health, the Indonesian Experience” with duration of four weeks for each training course.

and integration into other development activities;

- To develop a generic plan of actions of FP/RH-IEC program in their respective countries.

4. Poverty Reduction (2001-2005); hereinafter referred to as “PR” course.

Millions of people in the world are currently living in poverty. They have no access to basic services and are isolated from socio-economic and even political resources. In response even to these conditions, governmental and non-governmental organizations around the world are now taking steps to reduce or alleviate poverty. Policies, programs and methodologies are being continuously developed to understand and attack the problem effectively. At the same time, many governmental, inter-governmental and non-governmental organizations cooperate at both the national and international level in joint poverty reduction efforts. To support in poverty reduction actions, the Government of Japan and the Government of Indonesia have agreed to organize jointly a series of international training, namely the “TCTP on Poverty Reduction.” The courses on Poverty Reduction were conducted 5 times, each of which was held for 3 (three) to 7 (seven)

To provide the participants from Asian and African countries with an opportunity to improve their capacity in the field of poverty reduction

To develop an understanding of poverty issues and poverty alleviation policies at both macro and micro levels. The specific objectives: - To share experience of Asian and

African countries in poverty reduction programs and policies;

- To build the participants’ capacity to think critically and analyze poverty and its underlying causes;

- To help the training participants formulate a strategic action plan for the fight against poverty in their




weeks, from JFY 2001 to 2005. respective countries.

5. ASEAN Training Course on Dairy Husbandry Technology (2003-2005); hereinafter referred to as “DH” course.

Development of dairy husbandry is one of the major important fields for increasing farmer’s income as well as improving protein supply in ASEAN countries. Milk consumption in ASEAN countries has been increasing year by year and the countries are making even greater efforts to develop dairy husbandry. Furthermore, sustainable ways to expand domestic milk production have been pursued in order to meet increasing demand of milk. One of the key factors for development is the transfer of appropriate knowledge, technology and know-how to the farmers. In light of the above situation, it is really necessary to improve extension officers’ capability in this field. The first meeting of AMAF + 3 on October 2001 also pointed out human resource development as one of priority areas for future cooperation of agriculture development in ASEAN. Symposium on Human Resource Development for sustainable agriculture on rural development was held on June 2002 in Bandung as the follow up of the AMAF + 3. ASEAN countries agreed to implement 4 (four) training courses, one of which was ASEAN Dairy Husbandry Technology. The course was jointly conducted by the Agency for Agricultural Human Resources Development (hereinafter referred to as “AAHRD”), Ministry of Agriculture as the Implementing Agency, and the State Secretariat of the Republic Indonesia under the framework of TCDC program in cooperation with the Government of Japan through JICA under the TCTP. The courses on ASEAN Dairy Husbandry Technology were conducted 3 times, each of which was held for 4 (four) weeks, in JFY 2003-2005.

To provide the participants with an opportunity to improve their knowledge and technology in the field of Dairy Husbandry

To have improved and upgraded the relevant technology and knowledge of: - Animal Breeding; - Feeding Management; - Forage Crop Production and

Utilization; - Animal Reproductive Health

Management; - Animal Disease Control; - Milking and Milk Handling.

6. Information Technology Education Methodology (2002-2006); hereinafter referred to as “ITEM” course.

The course was conducted jointly by the Government of the Republic of Indonesia under the framework of Technical Cooperation among Developing Countries (TCDC) program and the Government of Japan through JICA. This training is also cosponsored by NAM CSSTC and the State Secretariat of the Republic of Indonesia. The government of the Republic Indonesia designated Electronic Engineering Polytechnic Institute of Surabaya (EEPIS) as the implementing institution, from August 18th to September 16th, 2003. The training course on ITEM was conducted 6 times, each of which was held for 4 (four) weeks from JFY 2002 to 2006.

To provide the participants with an opportunity to upgrade relevant techniques, knowledge and teaching methodology in the Information Technology (IT) related field.

The participants were expected: - To understand the computer

architecture; - To understand and experience in

computer knowledge; - To be able to design and develop the

database system; - To be able to design, analyze and set

up computer network; and - To improve their teaching

methodology in IT related field. 7. Advanced Veterinary

Drug Quality Control The course was conducted jointly by the Government of the Republic of Indonesia, under the framework of TCDC program, and the Government of Japan through

To provide the participants from Asian and African

The participants were expected to have improved and upgraded the relevant




(2002-2006); hereinafter referred to as “VD” course.

JICA. The Government of the Republic Indonesia designated The National Veterinary Drug Assay Laboratory (NVDAL), Directorate General of Livestock Services, Ministry of Agriculture as the implementing institution. The training course on VD was conducted 3 times, each of which was held for 2 (two) weeks from JFY 2002 to 2006.

countries with an opportunity to improve their knowledge and techniques in the field of Veterinary Drug Quality Control.

techniques and knowledge of: - Veterinary drug administration,

including registration, distribution and monitoring system;

- Advanced laboratory techniques concerning veterinary drug control including feed additives;

- Advanced quality control of veterinary drugs.

Source: Implementation Report of Each Course



2.3 Evaluation of Methodology and Stakeholder

The study is an instrument of support system in the project management cycle to result in better efficiency in the future program in achieving the project objectives. Therefore, comprehensive, careful and precise ex-post evaluation method, as part of project cycle (system), should be designed accordingly. Data (numeric or quantitative mode) and information (descriptive or qualitative mode) must be obtained from reliable sources.

Reliable data and information sources and assessment technique are two important factors in data collection activities. Data and information, as soft commodities, are assessed, processed, analyzed and stored in a kind of database model.

2.3.1 Design of Methodology

Figure 2.1 “Logical Model of the Study” serves as logical sequences of the standard operating procedure for the system approach model by means of scientific and practical research for this Study.

The starting point is to understand the previous and the on going works of TCTP to find critical issues which will be evaluated. This was done by reviewing documents and conducting dialogue with the authority, stakeholders and competent persons in the Study system. Then, initial concept of preliminary study model is established.

The Consultant has designed a PDM (Project Design Matrix) and Evaluation Grid to support the analysis of the evaluation. This Grid is an important instrument as a tool to develop relevant questionnaire. These selected (isolated) indicators and parameters were brought as input into data subsystem that dealt with data collection design and selected formal sources of ex-trainees, ex-trainee organizations, and implementing organizations. Formats or patterns of data collection techniques included the number of activities undertaken in data assessment, among others were clarification and test of model simulation, case study by interview, interview, questionnaire completion, and reference citation for secondary data. Simple and yet still valid statistical inferences were exercised and the result was used as an input in the simulation run in the rational subsystem.


Drafting preliminary concept of ex-post evaluation study model: PDM,

Log-frame, Grid, Questionnaire

Problem Setting: Questions based on PDM Log-Frame Preliminary

Model

1Dialogue and Reviewing:

Existing manual, references, documents of TCTP or 7 training courses, web surfing, Evaluation

Committee, and stakeholders

Indicator, Parameter

Problem Identification and Confirmation

Relevance Impact

Data Sources and Design for Data

Collection

Data Collection: (o) Clarification, (o) Interview, (o) Questionnaire Survey, (o) Overseas Survey (o) References (Secondary Data), (o) Video Conference

Simple Statistical Inferences

DATA Sub System

Analysis and Simulation

Verification

Validation

Sensitive Analyses (In Case of Missing Data)

Interpretation

Lessons Learned and Recommendations

RATIONAL Subsystem

Report Writing of the Study Results

Evaluation Committee

Draft Final Report and Seminar

Feed Back, Refinement and Approval

DONE

15

14

13

12

10

20

19

18

1716

3

5

6

4

7

2

11 8

9

Groups of Respondents o). Seven Implementing Agencies in Indonesia o). 531 ex-trainees and their organizations spread in 47 countries in Africa and Asia o). Other stakeholders, including Evaluation Committee

Way of Assessment: (o) e-Mail, (o) Direct Interview, (o) Postal Service, (o)Telephone and Fax, (o) Person to Person Delivery, (o) Instant Message

Sustainability

Quality Control

Figure 2.1 Logical Model of the Study

Preliminary model consists of 1)scoring of cross section and training courses of TCTP for quantitative data and 2)frequency computation for informative (qualitative data). This



preliminary model test was run by mean to operate model simulation where by its result may have had two possible outputs. If test result was appreciated, further step was undertaken by entering verification order; else to be returned back to next simulation run in which model improvement and correction may have taken place.

Multi-discipline validation and sensitivity analyses based upon ex-post evaluation criteria in a parametric analysis must take place upon verified simulation result before entering into final interpretation stage. It is used to double check the results of interpretation options by using basic statistical inferences derived from data subsystem.

2.3.2 Road Map of the Study

Precise and detailed integrated implementation plan is important to assure accurate and better quality of research management in the Study. Therefore, all necessary steps of research work and data assessment agenda of operations should be summed up in One Stop Service Sheet. It can display ‘life’ links mechanism to reflect the defined sequential logic of research operation, which is possible by developing research road map, as presented on Figure 2.2. This research road map was also useful as monitoring instrument and as software system guidance of the operational of research management.



Figure 2.2 Road Map of Study

2.3.3 Data Management, Processing and Analysis

Data management, processing and analysis consist of four phases, starting from raw data, processing, analysis and report writing. Each phase has its own steps or stages. All of the steps or stages of each phase is summarized and can be seen in Figure 2.3 below.



Filtering and Tabulation

Verification and Quality Control

Data Validation

Qualitative-Descriptive

Analysis

Interpretation

Quantitative

Statistical Inferences

Processing Raw Data

Interpretation

Alternate Conclusions

Report Writing

ImpactRelevance

Sustainability Lessons Learned

RecommendationsOther Remarks

Importance of Sector

7 Training Courses: MF PCA IEC PR DH ITEM VDSubject being

analyzed

Importance of subject

Display Data Finding

Essential of Citation and Reference

Compare & Link with Other Subject

Draw Initial Conclusion

Final Report Submission

Outcome for/to Other Subject

Interview Survey to Implementing Agencies

Questionnaire Survey to Ex-Trainees Questionnaire Survey to Ex-Trainee Organizations

Implementing AgencyEx-Trainee

Ex-Trainee Organization

Each of Seven

Training Courses

General Overview and Conclusion

Video Conference

Overseas Survey

Frequency

Systematic of Metric Structure of Analysis

Implementation Reports

Figure 2.3 Structure of Data and Information in Analysis and Writing

Detailed explanation of each phase of data management, processing and analysis is described as follows.

2.3.3.1 Raw Data

The Study used six different types of raw data, namely implementation reports, direct interview survey to implementing organization, questionnaire survey to ex-trainees and ex-trainee organizations, direct interview to both ex-trainees and ex-trainee organizations during overseas survey, and video conference as explained below:

- Implementation Reports

The implementation reports of each course had been collected from each implementing organization. Based on those reports, several important data such as data of ex-trainees, contact and email addresses have been used as the initial raw data to trace the respondents for the survey. Information on the content and performance of each course



has been used as the reference to prepare the questionnaires for ex-trainees, ex-trainee organizations and implementing organizations.

- Interview Survey to Implementing Organizations

Interview was carried out based on structured and open questionnaires for the implementing organizations. In this Study, there were 7 (seven) implementing organizations to be interviewed, 5 (five) were located in Jakarta and the other 2 (two) in East Java (Surabaya and Songgoriti, Malang). Interview questions were classified into three criteria, namely relevance, impact and sustainability. In addition, there were lessons learned and recommendations, which had been extracted from those three criteria.

- Questionnaire Survey to Ex-trainees and Ex-trainee Organizations

These questionnaires also consisted of questions on relevance, impact and sustainability, as well as lessons learned and recommendations. As the only difference from the questions in interview survey to implementing organizations, the questions herein were more elaborate in its elements of questionnaire cells. The questionnaires were sent to ex-trainees by email, fax and mail (post), thus the replied questionnaires were also received by those means.

- Overseas Interview Survey

Overseas interview survey was carried out to confirm the answers from the ex-trainees and ex-trainee organizations as well as for qualitative analysis, to see the outcome of the course in the beneficiary countries in terms of relevance, impact and sustainability of the TCTP. The overseas survey was conducted in two (2) countries in Asia and two (2) countries in Africa. Selection of the visited countries was made based on the highest number of respondents and maximum courses participated by the beneficiary countries.

- Video Conference

Interview was also carried out to ex-trainee through video conference with particular reference to PCA in the Philippines and Thailand. The purpose of the video conference was to explore more detailed information from the answers given by the ex-trainees.

Since, there were 7 training courses evaluated in this Study, it may be understood that each type of data represents the result of ex-post evaluation of seven training courses.

After the raw data were compiled based on type of data and training courses, it went to the next stage, which was data processing.

2.3.3.2 Data Processing

Treatment in data processing basically consists of 4 steps. They are described as follows:



1. Tabulation and Filtering

Tabulation of raw data into formatted table, and at the same time, whenever data is keyed-in into the computer, filtering of the data will take place. After it has been tabulated and filtered, it goes to the next step.

2. Verification

Verification step is performed to ensure that the data is correctly keyed-in and calculated/tabulated. The neat or clean data will enter the next step or the third step.

3. Quality Control

In this step, verification, calculation and checking of the correctness of formula being used as quality control of the output are performed and every cell of the excel spreadsheet is also being checked. Sometimes, there are missing or incomplete data due to computer calculation or truncated. The missing data handling technique should be done by putting the general point average and copied into the cell in the spreadsheet where data is missing and then the calculation can be continued. This technique is only used whenever necessary; otherwise data assessment should be continually repeated or reassessed until satisfying the standard statistical pre-requisite.

4. Data Validation

It is an answer to the question whether the data is appropriate, properly match or in line with the indicators or parameters and the objective of data collection. In this study, it is attempted that data precision is set up at decimal point of 0.000 000 01.

2.4 Analysis Method

The third stage is analysis. In this stage, there are 2 different types of data classification, the qualitative or descriptive - information data and the quantitative or digit/numeric data. The term of analysis in I/O (input/output) model is defined as a tool for prediction if input and structure of process have been known.

1. The Qualitative or Descriptive Information

The first type, the qualitative data will be analyzed based on the frequency computation of analysis in which reason of answering the numeric data are checked from the reasoning provided by respondents in their questionnaires. Keywords will be noted and highlighted to check the frequency. Finally, these keywords of answering the qualitative data will be calculated based on the



percentage out of the total keywords. The keyword recording can be seen in attachment. Later, this descriptive data is interpreted and be mutually confronted with the numeric or quantitative ones.

2. The Quantitative or Numeric Data

As mentioned earlier, this quantitative data is analyzed using simple statistical approach to draw an inference. Some statistical terms used are explained below.

1. Determination of “n”

The “n” is a number of samples. It is an important factor in experiment/research and is one of the determinants for the quality of analysis. The way to determine the first “n” selection or initial number of samples is difficult. There is no consensus on how to determine the number at the beginning by formulae. Rather, it is on empirical approach or seems that everyone/researcher is based on their proven experiences of specific research in the past. It is true that the more data, the better the result in statistics.

It is agreeable by researchers that there are ways to measure/determine the initial number of samples based on the experimental design. There are two types of experiments:

1. Study Using Treatment

The formula below is used to determine “n”.

(n – 1)(t – 1) > 15 where n = number of sample t = treatment(s)

2. Study Using No Treatment (Observation)

There are lots of methods, but it is commonly used and is proven having good result (among others in the CERD, community empowerment for rural development, an ADB Project, 2003~2005), the number of sample was 12, if the population is less than 100. However, if the population of the objective is more than 100, then the number of sample should be more than 12%. More “n” will give better result by statistical phenomenon.

This number of samples (either 12 or 12%) is based on central limit theorem by which the population is assumed to be normally distributed. In this regard, by means of ex-post evaluation study, population of ex-trainees, ex-trainee organizations and implementing organizations are assumed to be well normally distributed, that is character representations of almost all of them are



university graduates and also most of them are intellectual people combined with their similar working experiences in each type of training course and, to some extent, their age (defined by training pre-requisite). Thus, having 12 samples are good enough to run the first or trial for analysis (although in this study the “n” is, in fact, more than 12 samples). However, sometimes the variability of population is somewhat different/heterogeneous. If that is the case, the number of samples should be increased.

To know the homogeneity or heterogeneity, the role of covariance, which is a relative measure of standard deviation or disperse of sample value relative to the average, can help to understand the homogeneity or heterogeneity of the population, which also influences the determination of number of samples. Further information on covariance is given on the following sub-chapter below.

2. Covariance

Covariance is a relative measure of standard deviation (or disperses of sample value) to the mean average that can help to understand the homogeneity or heterogeneity of the population. Thus, it can be formulated as follows: Std. Dev.

CV = x 100 % Ave. where CV = covariance (in %) Std. Dev. = standard deviation Ave. = mean average

In this regard, if the experiment is a social phenomenon, there are some levels of homogeneity or heterogeneity threshold of the population characteristic, see also Table 2.3:

• If the covariance is equal to or below 25%, it is considered to be homogeneous.

• If the covariance is between 25-50%, it is considered to be mildly heterogeneous.

• If the covariance beyond 50% (50-75%), it is considered to be heterogeneous.

• If the covariance beyond 75% (75%-100%), it is considered to be highly heterogeneous.

• If the covariance beyond or above 100%, the data is not reliable to be analyzed. It is sometimes due to wrong assumption that is the population is skew. Therefore, more samples should be obtained to get



a good picture of the mean average that represents the population’s characteristic or behavior.

Table 2.2 Covariance Threshold in Different Experiments

Covariance Threshold

Laboratory work ≤ 5%

Except for medical/ health should be much less

Controlled Field experiment Natural Field experiment Climate and other natural uncertainty

≤ 10% ≤ 15% ≤ 21%

Social Study, in developing country in particular

≤ 25% 25% - 50% 50% - 75% 75% – 100% ≥ 100%

Limit of Homogeneity Slightly heterogenic Heterogenic Highly heterogenic Extremely heterogenic

Source: CERD_ADB Consultant Report 2004-2006

3. Marking the Normative Answer

The similarity of normative or qualitative answer was transformed to numeric marking (scoring) to get more equivalence in comparative analysis across 7 training courses of the simulation outputs. The following table presents consensus among researchers in the Study Team which suggests: meaning, weight, value and stipulate the interchange ways to mark the figure.

Table 2.3 Scoring and Its Interchangeable Meaning*)

Meaning of numeric figure Interchange ways to mark the figure

Weight Score

1.00-4.00

Score

1-100 Quality

Weighted/

Score 1-4 Quality Quantitative Qualitative

A+ 3.61-4.0 90.1-100 EXCELLENT A+ 3.61-4.0 SIGNIFICANTLY

HIGH

A 3.21-3.60 80.1-90 VERY GOOD A

4 HIGH

3.21-3.60 MODERATELY

HIGH

B 2.81-3.20 70.1-80 GOOD B 3 MODER

ATE 2.61-3.20 MODERATE

C 2.41-2.8 60.1-70 FAIR C 2 FAIR 2.10-2.60 FAIRLY

MODERATE

D 2.01-2.4 50.1-60 WEAK 2 FAIR

E < 2.0 < 50 POOR/Failure D 1 LOW

< 2.0 POOR/Failure

*) See also “Analysis flow chart on Figure 2.3” about qualitative and quantitative modeling.



4. Statistical Inferences

Statistical inference is the way to take conclusions or inferences of an experiment or research using simple things such as the mean average, the standard deviation or disperse of the sample value and the covariance of the data. Average is picturing the general ideas among the population. However, it sometimes shadows the critical value of samples, for instance the minimum value sometimes needs more attention, but it has not been taken care because it is shadowed by the value of the average.

It is therefore in the statistical inference of the study, the maximum and minimum values of the samples are maintained to be noted.

Heterogeneity of the sample can be detected by the covariance. Again, it is relative measure of population standard deviation, relative to the average. As it has been mentioned earlier, the border of the parameter value of covariance threshold has been explained.

The conclusion of numeric data and descriptive data after interpreted will link each other to confirm the assurance of correct analysis. The result of interpretation for both qualitative and quantitative data after being processed and run in computer simulation is verified and validated again. The alternate or initial conclusion will be summarized, and then it continues to the fourth stage of structure, that is the report writing.

2.5 Report Writing

There are 7 (seven) essential points that must be included in the content of report writing model of this Study. Those points are as essential content, whose details may be seen on the Table of Content, as follows:

1. The Importance of the Study

This must be explained to get the overview

2. Relevance

The relevance of the training course to government or institution program or development plan

3. Impact

Impact of the training relates to the influence of improvement, strengthening of other positive/negative influences derived from the training course.



4. Sustainability

The positive impact finally should be maintained in the application; it is called the sustainability.

5. Lessons Learned

Based on the above points, try to conclude in the form of lessons learned from the study.

6. Recommendation

Recommendation in this regard can be generated or drawn from the conclusion, lessons learned, the need of the development program and also trend of future changes in science and technology.

7. Other Remarks

Sometimes, a very specific event can be found in the research, which is out of the questionnaire being formulated. When this happens, the empirical evidence will be written as other remarks in the report.

The way in writing the report follows 7 layers associated with the table of content of JICA model (See also table of content in this report):

1 Subject Being Analyzed

The subject being analyzed must be stated as an introduction to the report.

2 The Importance of Subject

The importance of the subject being analyzed should be identified.

3 Display Data Finding

Based on this survey/study finding, the data should be tabulated or displayed in the form of Table and descriptive model as well as graphical model of quantitative information.

4 Essentials of Citation and Reference

Following up, checking and enriching report by writing the interpretation of the data are combined with reference citation as proof of assurance.



5 Compare and Link with Other Subjects

All of the results and analyses of the tables will be linked with other necessary subjects or sometimes it is called as a cross section analysis. It is also viewed from the time series, which is before and after the training and at current situation.

6 Draw Initial Conclusion

In this regard, the interpretation in short can be analyzed using cross section and time series analysis to draw the initial conclusion.

7 Outcome for/to Other Subjects

Later, this conclusion can be used as base of recommendation as the outcome of the Study.

All of these procedures were applied for each training course and from the 3 target groups, implementing organization, ex-trainees, and ex-trainee organizations. The interpretation of data analysis at the end was checked again with the tabulated data regarding its consistency and significance.

The above expose of research steps are sketched on Figure 2.3.

2.6 Respondents of the Study

In total, 531 participants from 47 countries (25 Asian countries and 22 African countries) participated in the 7 (seven) courses. Since 23 ex-trainees have either retired from their organizations or passed away, there were 508 ex-trainees potential to be the respondents of this Study. However, only 381 ex-trainees could be reached through email, facsimile, telephone or post. Out of the 381 reachable ex-trainees, only 134 ex-trainees replied to the questionnaires which were sent to them. The following table shows the figures of the respondents of this evaluation.

Table 2.4 Respondents of the Study No. Course Title Total

Participants (persons)

Total Participating

Countries

Total Reachable

Ex-Trainees (persons)

Total Respondents/ Replied

Questionnaires (persons)

1 MF 45 17 (African countries)

39 11

2 PCA 116 10 (ASEAN countries)

73 37

3 IEC 86 20 (7 Asian & 13 African countries)

62 14

4 PR 107 25 (15 Asian countries & 10

59 14




African countries)

5 DH 60 9 (ASEAN countries)

53 27

6 ITEM 79 21 (15 Asian countries & 6

African countries)

56 15

7 VD 50 19 (14 Asian countries & 5

African countries)

39 16

T O T A L 531 47 381 134 Source: Implementation Report of Each Course

The top three Asian countries, which sent the most participants to the courses, are Cambodia, Myanmar and Lao PDR and the top three African countries are Kenya, Tanzania and Uganda. The following table shows the list of countries which sent the most representatives to participate in the training.

Table 2.5. Countries which Sent the Most Participants No. Country Total Participants

(persons) Total Attended Courses by the

Country 1 Cambodia 43 6 (excluding MF) 2 Myanmar 39 5 (excluding MF & IEC) 3 Lao PDR 36 6 (excluding MF) 4 Vietnam 35 6 (excluding MF) 5 Kenya 25 5 (excluding DH & PCA) 6 Tanzania 20 5 (excluding DH & PCA) 7 Uganda 20 4 (excluding DH, VD & PCA)

Since MF, IEC and PR received the lowest number of respondents and PCA needed more information, overseas interview was prioritized to some selected countries which sent participants to these three training courses. In addition to the consideration of a country’s safety, the above listing of countries helped in deciding the countries to be visited for the overseas interview. Therefore, the selected countries for the overseas interview were Cambodia and Vietnam in Asia and Kenya and Uganda in Africa.


PT. Indokoei International Chapter III - 1

Result of Evaluation by Courses

3.1 Evaluation on the Questionnaire Survey

The evaluation on the questionnaire survey was conducted by using simple statistical

analysis, which has been introduced in Chapter 2. The outcome of the data input from the

ex-trainees and their organizations are compiled and tabulated as shown in the Attachment-4

and evaluated based on three criteria of relevance, impact and sustainability.

A. Relevance

In the criterion of relevance, the survey mainly aimed to evaluate the relevance level of:

- the theme and contents of training course to beneficiary countries’ or organizations’

strategic plan;

- the overall training course appropriateness to the needs of the ex-trainee

organizations;

- the ex-trainees’ basic knowledge to the training course pre-requisite; and

- the implementation of knowledge gained in the ex-trainee organizations.

B. Impact

In the criterion of impact, there are four (4) main questions to evaluate the effects of the

training course to the ex-trainees and ex-trainees organizations. The main questions are

improvement of ex-trainees’ performance, improvement of ex-trainee organizations’

performance which is affected by ex-trainees’ capacity improvement, contribution of ex-

trainee organizations in handling sector issues in their countries and positive or negative

impacts brought by the training course.

C. Sustainability

Sustainability criterion stresses on four (4) main questions for ex-trainees and ex-trainee

organizations, those are the ex-trainee organizations maintain the effects of the training

course, effects of the training course that have been maintained, promoting or inhibiting

factors to the effects of training course and cooperation with external organizations to

maintain the training course effects.



3.2 Site Visit

There are 47 countries in Asia and Africa took part in TCTP; 25 countries in Asia and 22 in

Africa. Among those countries, 2 in Asia and 2 in Africa, were selected to be visited, namely

Cambodia, Vietnam, Kenya, and Uganda. The visit to Kenya and Uganda was carried out

from 18-26 February 2009, meanwhile to Cambodia and Vietnam from 22 to 27 February

2009. The purpose of the site visit is to acquire data and information for qualitative analysis.

Meanwhile, the missions of the site visit are: 1) add data, 2) clarify data, 3) check data, 4)

confirm data, 5) verify data, 6) validate the data processed, 7) remove possible bias, 8)

enrich data, 9) obtain more information that could not be sufficiently captured in the

questionnaire, and 10) help locally specific difficulty to provide data.

The top three Asian countries which sent the most participants to the courses are Cambodia,

Myanmar and Lao PDR (for Asia) and the top three African countries are Kenya, Tanzania

and Uganda. The following table shows the list of countries which sent the most

representatives to participate in the training.

Table 3.1. Countries which Sent the Most Participants

No. Country Total Participants

(persons)

Total Attended Courses by the

Country

1 Cambodia 43 6 (excluding MF)

2 Myanmar 39 5 (excluding MF & IEC)

3 Lao PDR 36 6 (excluding MF)

4 Vietnam 35 6 (excluding MF)

5 Kenya 25 5 (excluding DH & PCA)

6 Tanzania 20 5 (excluding DH & PCA)

7 Uganda 20 4 (excluding DH, VD & PCA)

Since MF, IEC and PR received the lowest number of respondents and more information

was required on PCA, overseas interview was conducted to some selected countries which

sent participants to the four training courses. In addition to the consideration of a country’s

safety, the above listing of countries helps in deciding the countries to be visited for the

overseas interview. Therefore, the selected countries for the overseas interview are

Cambodia and Vietnam in Asia and Kenya and Uganda in Africa.

The schedule and agenda of site visits to Asian and African countries is as shown in the

Attachment-5.

3.3 Video Conference

The video conference interview survey of PCA course to ex-trainees from Philippines and

Thailand was held in 17 and 20 March 2009. It aims to strengthen the evaluation on PCA

course since only one respondent of PCA course could be interviewed during the site visit

and there was limited information from the implementing organization. The two countries

were selected since the most replied questionnaires came from them.



3.4 Evaluation Result of the Questionnaire Survey

3.4.1 Micro Finance for African Region Training Course (MFTC)

3.4.1.1 Respondents of MFTC

It is identified that in total 45 ex-trainees from 17 African countries: Algeria, Ethiopia, Egypt,

Gambia, Kenya, Libya, Madagascar, Namibia, Nigeria, Senegal, Sudan, Swaziland,

Tanzania, Tunisia, Uganda, Zambia, and Zimbabwe, had participated in the 3 (three) courses

from JFY 2004 to 2006. Out of 45 total ex-trainees, there were only 42 ex-trainees potential

to be respondents since the remaining 3 ex-trainees have retired. However, out of the 42

reachable ex-trainees, only 10 ex-trainees have replied the questionnaire (hereinafter referred

as respondents).

Table 3.2. Total Respondents of MFTC

JFY

Course

Period

Total

Participants

(persons)

Total

Reachable

Ex-Trainees

(persons)

Total

Respondents

(persons)

Total

Reachable

Organization

Total

Responded

Organization

2004 17 Jan - 4

Feb 05

15 13 3 2 1

2005 5 – 24

Sep 05

12 10 4 3 2

2006 24 Jul–11

Aug 06

18 16 3 1

0

Total 45 39 10 6 3

Besides sending questionnaires to the ex-trainees, questionnaires were also sent to the ex-

trainee organizations. In total, there were 6 ex-trainee organizations to be requested to

answer similar main questions; however, only 2 ex-trainee organizations replied the

questionnaires.

The Study Team also visited the Non-Aligned Movement Center for South-South Technical

Cooperation (hereinafter referred to as NAM CSSTC), as the implementing organization of

MFTC, on November 17, 2008. The objective of the visit is to understand the view of NAM

CSSTC on the overall implementation of MFTC and also on the relevance, impact, and

sustainability of both the implemented MFTC and the similar training courses in the future.

3.4.1.2 MFTC Evaluation Result Based on Questionnaire Survey

A. Relevance

Recognizing the importance of MFTC to comply with the needs of the African countries, the

MFTC was implemented three times from JFY 2004 to 2006. The MFTC provided courses

on banking systems in Indonesia, micro finance development, principles of micro finance,

financial management, saving mobilization, market survey, loan management, operational

risk management, BRI unit system, and practical aspects of micro finance. The taught



contents have relevancy with the policy or strategic plan and the needs of beneficiary

countries.

Based on the quantitative analysis, it was identified that most respondents (91%) cited that

the theme and content of the training were moderately relevant to their countries’ or

organizations’ strategic plan and the contents were appropriate with their organizations’

needs. In average, the theme and content of the course is increasing from moderately high

(3.27) at the time of the training into 3.55 (still at moderately high level) at current situation.

In overall, the appropriateness of the course content is also increasing from moderately high

(3.45) at the time of training into significantly high (3.73) at current situation. The ex-

trainees have the basic knowledge on micro finance or work in related field before attending

the course.

A respondent from Egypt informed that his organization, as the Research Institution of Egypt,

has established the Micro Finance Department, to develop knowledge of micro finance and

to find the solution on micro finance problems. The microfinance knowledge gained through

the TCTP training is used as a solution to solve problem in handling the financial crisis in

this country and to increase the income of poor people.

A respondent from Tanzania is from the CRDB Microfinance Services Ltd., which deals

with wholesale micro financing and support poverty alleviation program with Ministry of

Agriculture Food Security and Cooperatives of Tanzania by involving in registering,

advising, inspecting and supervising cooperative societies in which most of them are

involved in micro finance development program. However, the Government of Tanzania has

deficit budget therefore they only focus on priority areas. The knowledge and techniques of

microfinance gained from the training is used in practicing risk management in his

organization.

Another respondent from Sudan informed that Government of Sudan started to set strategy

(policies) for micro finance in 2007. To support this strategy, the Government of Sudan

established a unit of micro finance in the Central Bank of Sudan. Micro finance becomes

important because Sudan is now alleviating poverty and Poverty Reduction Strategy (PRS) is

also set, one strategy of which is focused on development and introduction to various micro

finance products. The respondent informed that the cases taught during the training, such as

implementing different techniques in the field of micro finance, with regard to loan

management, risk management and monitoring & evaluation, are highly appropriate with the

problem faced in his organization/country. At the time of training, the Government of Sudan

had different micro finance activities and programs conducted by some organizations in

narrow area. Since now they broaden their service areas, micro finance becomes the main

element of the whole country strategy to reduce poverty.

In Uganda, the National Development Agenda such as the Poverty Eradication and Action

Plan (PEAP), the Program for the Modernization of Agriculture (PMA), and the Medium-

Term Competitiveness Strategy (MTCS) are based on micro finance. It is proved by the

development and adoption of “the Donor Principles for Support to Uganda’s Micro Finance



Sector” in 2001. The respondent informed that she used the knowledge in her daily work as a

micro finance specialist in MD-Net.

Similar to Uganda, micro finance is also one of major focuses to support poverty reduction

program in Kenya. The ex-trainee has been involved in National micro finance initiatives in

Kenya particularly on the microcredit lending program and development of a legal

framework for the sector. The Government is providing an enabling environment for the

development of micro finance sector.

Respondent from Zambia informed that he had established a micro finance company in

Zambia and had implemented the program in his organization. Meanwhile, in Namibia it is

still in its infancy stage. There is still a greater need for collaboration among the different

stakeholders.

Basically, the micro finance development is one of the main prioritized development

programs in African countries to alleviate poverty, which is mostly put as the African

countries strategic planning. Since, during the training course implementation, most ex-

trainees impressed that Indonesia had advanced experiences in micro finance development

which can be disseminated to the African countries. NAM CSSTC is still conducting several

micro finance trainings with the support from JICA up to present. Even, there was a request

from Uganda to dispatch Indonesian Expert to conduct training on micro finance in Uganda

especially on Islamic (shariah) banking system for more effective and efficient training.

NAM CSSTC as implementing organization also always renews the training modules to

keep updated with the world technology change and the information can be adopted as basic

of policy or strategy making on micro finance. Selection of the participants based on the

education and experience background was essential to forward the skill and knowledge to

the participants. The selection of ex-trainee is conducted by distributing questionnaires to ex-

trainees to measure their knowledge on micro finance. Therefore, the basic knowledge of ex-

trainees has met the contents of training and there are no significant difficulties of ex-

trainees to accept the skill and knowledge given during the training.

The training course on micro finance is coherent with JICA’s support for South-South

Cooperation through the TCTP. JICA has supported Indonesia in conducting training courses

for other developing countries to extend the success experiences of the developing countries

to other developing countries.

B. Impact

Improvement of Ex-Trainee and Ex-Trainee Organization Performance

The MFTC has significantly improved the performance of the ex-trainees and their

organizations. The respondents impressed that they highly understood the MFTC training

course content, since the training course content was presented in a systematic manner and

neatly presented by experienced practitioners of micro finance. Although there was a little

language barrier in accepting the course content, generally they could understand the skill



and knowledge transferred to them. Hence, the training has broadened their knowledge and

skill on micro finance. From the MFTC, the ex-trainees gained many new techniques on

micro finance and how to apply them in practical way and new methodologies on monitoring

and managing MFI operations.

Improvement of the respondents’ capacity are measured by comparing the respondent

capacity before, right after the training and current situation. In average ex-trainees’

knowledge before the training course was 2.09 (fair), right after the training course was 3.45

(moderately high) and at current situation is 3.82 (significantly high).

The outcome of the training course has enhanced the ex-trainees’ capacity at moderately

high level to perform services to comply with ex-trainees organizations’ needs. Contribution

of learning from the other participants’ experiences to the ex-trainees’ capacity improvement

is also concluded as moderately high. The study tour and field exposure add more

information and experience, particularly in disbursements and repayment area.

The main factors, which support the ex-trainees to utilize knowledge and skill learned from

the training course in their works, are the practicability of the skill and knowledge and the

strong commitment of ex-trainees.

Generally, since most of the respondents are not practitioners of micro finance institution,

they are not developing new micro finance products. However, they are supporting their

Ministries or organizations in developing new program related to the micro finance. For

example, Kenyan respondent informed that he developed a financing program by wholesaler

micro finance institutions targeting second tier micro finance institutions, and finally

managed to have a law in place to regulate the sector and was also involved in a credit

programme and capacity building for the sector from the French Government. Meanwhile

Namibian respondent supports his organization (NAMFISA) to regulate and supervise non-

bank financial institutions. In Sudan, The central bank has undertaken an initiative to

formulate a national vision for developing and expanding the micro finance sector. The ex-

trainee has succeeded to convince the decision makers to issue a decision to establish what

they called “The Executive Secretariat” for micro finance services. The commercial banks of

Sudan have formed a portfolio to finance the Secretariat, the primary capital is

approximately ten million Sudanese pounds (around five million US Dollars).

In terms of the applicability of action plans which have been produced by ex-trainees after

the training course, such action plans are moderately applicable. Kenyan, Sudanese and

Namibian ex-trainees are successful in applying the action plans produced during the MFTC.

Contribution of Ex-trainees in Handling Sector Issues in Beneficiary Countries

Most African countries are facing similar sector issues, i.e. poverty and health issues. Since

the ex-trainees feel that Indonesia is more advanced in micro finance industry, which mostly

aims to reduce poverty and improve health sector through the increase of the poor’s income,

the enhancement of ex-trainees capacity in micro finance is also expected to encourage the

micro industry development in the beneficiary countries. Although there is a need to modify



and adopt the Indonesian model in the beneficiary countries, such as the “shariah banking

concept” which was interesting for Uganda, the Indonesian model cannot be applied in

Tanzania due to its different culture with Indonesia. Sudanese ex-trainees cited that Sudan

and Indonesia were similar in the area of economic activities. Especially in rural areas, there

are some financing modalities, e.g. Musharaka. It is highly possible to apply the Indonesian

experience in Sudan such as experiences of the Regional Bank of West Java (Bank JABAR)

which provides micro and small credits for the working poor and the Association for

Advancement of Small Enterprise Development (PUPUK).

Another positive impact for the ex-trainees is that through the MFTC they could learn more

on Indonesian culture, people and ancient civilization, especially during study tour and field

session, particularly on the commitment to repay loans due to religion faiths. There is no

negative impact brought by the MFTC to the ex-trainees or their organizations.

C. Sustainability

Maintaining the Effects of the Course

After the course, most ex-trainees have disseminated the training course results to their

colleagues, through sharing material provided during the training course, sharing in daily

work, and sharing in meetings. The respondents have maintained the effect of the MFTC, for

example by assistance of other donors, a Sudanese ex-trainee has prepared a scientific paper

as proposal to create MFI in the state. The paper led to a decision to establish a portfolio and

new body to introduce financing loans to active poor, beneficiaries expected about 300,000

borrowers, there is a high council responsible for general policies and plans, besides an

executive board (The Executive Secretariat for Micro Finance Service). Commercial banks

designed a portfolio to finance clients, who should be approved by the Secretariat.

Promoting and Inhibiting Factors to Sustain the Effects of Training Course

The most inhibiting factors of ex-trainees in sustaining the effect of training course are ex-

trainees have been transferred to other positions unrelated to the training subject and external

factors such lack of budget or equipment and/or materials. Besides inhibiting factors, there

are promoting factors, such as high priority of the area related to the training course in the

government or organizational policy/strategy and appropriate support from ex-trainee

organizations, the latter of which ex-trainees chose as the most promoting factors. As

mentioned above, maintaining the effects of training highly depends on micro and macro

environment in their countries or organizations, such as appropriateness of the policy,

strategy, and budget, etc.

Cooperation with External Organization to Maintain the Training Course Effects

Some respondents have some promoting chances to attend follow up trainings or cooperation

with other donors. For example, a Sudanese ex-trainee has attended two overseas trainings

after completion of MFTC: first in Tunisia on Strategic Planning, Monitoring and Evaluation

Procedures financed by the League of Arab State and second in Ahmad Abed India on



Business Development Service Providers for Micro-Enterprise & Micro-Finance funded by

Entrepreneurship Development Institute of India (EDI). In addition, there is another effort

with the International Development Law Organization (IDLO), with which they are now

arranging to hold seminar on the field of legislations and regulatory supporting MF. A

Kenyan ex-trainee has attended two similar training courses financed by the World Bank in

Egypt on Building Financial Systems for the Poor: How Donors Can Make a Difference and

Financial Institution for Private Enterprise Development in USA.

With the support of JICA, NAM CSSTC is still conducting similar micro finance training

courses until 2011. NAM CSSTC always evaluates their performance in conducting micro

finance training course, to get suitable and more competent trainers. It has conducted

coordination with BRI, Private Bank and NGO to strengthen the modules and trainers’

capacities and improve the training content from previously 10% for field trip into 40% to

strengthen the practice.

3.4.1.3 MFTC Evaluation Result Based on Site Survey

During the site visit to African countries, the Team was able to interview Mr. Julius Kimeu

Mutua as the ex-trainee of MFTC and Mr. Justus Nyamunga to represent the ex-trainee

organization.

The theme and content of MFTC is highly relevant with their country and organization

strategic policy since Kenya put priority on micro finance development as one of the main

strategic plans to reduce poverty in Kenya. During the training, Mr. Julius drafted an action

plan to issue an Act for micro finance development in his country, since he knew the

importance of the Act to regulate micro finance development to boost small scale industry

growth in his country. As a result, the Act has been legalized in 2008.

Besides, he is also involved in the credit lending program and capacity building for the

sector from the French Government. As an economist in the Ministry of Finance of Kenya,

he has to spend most of his time to draft the budget and activities for the treasury office. In

addition, he also has to work on the National Microfinance Policy. As a result, a credit

program for the micro finance sector has been established and wholesalers have been

regulated by the Central Bank. He also developed a financing program by wholesaler micro

finance institutions targeting second tier micro finance institution and was involved in the

program of capacity building for the micro finance institution financed by French

Government. Many MFIs at present are going to operate the combination between ASA

model lending and particular deposit system.

In maintaining the skill and knowledge gained from the MFTC, high self commitment is

needed besides support from the Government and organization, such as policy, human

resources, and budget. Since the Ministry of Finance has limited resources (staff) as the

effect of unfavorable socio-economic condition in Kenya, after the training he tried hard to

facilitate micro finance development as a policy maker in his country by issuing the law. It is

noted that it is hard to disseminate the skill and knowledge gained during the training to



other staffs or conduct a seminar, which he actually thinks are urgently required. There is a

big need to conduct training for the SMEs in Kenya to facilitate them to get the access to

financial institutions. He supposed that there will be some donors or JICA Kenya can

facilitate to conduct such in-house training.

After the training, he also attended some overseas trainings, for example a training financed

by the World Bank in Egypt for “Building Financial Systems for the Poor: How Donors Can

Make a Difference” and another one in USA for “Financial Institutions for Private Enterprise

Development”.

As related to his country strategic plan to reduce poverty level in Kenya, the Government

provides soft loan and grant for capacity building for wholesalers and MFI since last year.

The Government also provides budget for independent audit for credit lending scheme to

make sure that the money will be utilized in a proper way and identify the impact assessment

of credit to the poor by distributing questionnaire.

As the Ministry of Finance has limited resources (economist/staffs), the Organization pushes

the resources to get further opportunity to attend courses offering to enhance the institution

capacity. Besides the training attended by Mr. Julius, other staffs also attended the Islamic

micro finance system in Dubai. At present, there are 2 (two) Syariah Banks which have been

established in Kenya.

From the MFTC, he learned different model of funding micro finance projects (ASA and

group models), the role of government to provide an enabling environment for micro finance

business, to develop but not to compete in the business, and to learn the culture of

Indonesians, particularly the commitment to repay loans due to religion faiths. He suggests

his organization sending more of its staff to attend the course and he also suggests JICA

providing refresher courses/furtherance/advancement to ex-trainees.

3.4.2 ASEAN Post Clearance Audit Trainer’s Training (PCATT)

3.4.2.1 Respondents of PCATT

Based on the data on training course implementation reports, it is identified that 116 ex-

trainees from 10 ASEAN countries, namely Brunei Darussalam, Cambodia, Indonesia, Lao

PDR, Malaysia, Myanmar, Philippines, Singapore, Thailand, and Vietnam, participated in 5

(five) training courses under the scheme of TCTP on ASEAN Post Clearance Audit

Trainer’s Training (hereinafter referred to as “PCATT”), which was implemented from JFY

2001 to 2005. Out of 116 total participants, there are only 89 ex-trainees who are still

actively working. The Team managed to contact 73 ex-trainees and the remaining 43 ex-

trainees cannot be contacted due to inaccurate or incomplete recorded contact details of

participants in the first four PCATT and unavailability of list of participants in the fifth

PCATT.



Table 3.3. Total Respondents of PCATT

JFY

Training

Course

Period

Total

Participants

(persons)

Total

Reachable

Ex-Trainees

(persons)

Total

Respondents

(persons)

Total

Reachable

Organization

Total

Responded

Organization

2001 4 – 15

Mar 2002

20 13 6 5 -

2002 17 – 28

Feb 2003

26 21 9 5 -

2003 16 – 27

Feb 2004

27 18 10 2 1

2004 14 – 25

Feb 2005

29 21 12 3 1

2005 13 – 24

Feb 2006

14 0 0 - -

Total 116 73 37 15 2

Table 3.3 shows that 37 of ex-trainees replied the questionnaires (hereinafter referred to as

“respondents”), which were sent to them through email, fax or postal-mail. The respondents

are from Brunei Darussalam, Cambodia, Malaysia, Myanmar, Indonesia, Philippines,

Singapore, Thailand, and Viet Nam. A participant from Lao Customs sent a letter by

facsimile informing that he could not answer the questionnaire since he was assigned to

work at the customs checkpoint after his participation in the PCATT in February 2003. He

further informed that the PCA division was just established for a few years under the revised

customs law No. 05/NA on May 20, 2005.

Besides sending questionnaires to the ex-trainees, questionnaires were also sent to the ex-

trainee organizations. In total, there were 25 ex-trainee organizations to be requested to

answer similar main questions; however, the Study Team only managed to send

questionnaires to 7 ex-trainee organizations. Meanwhile, only 2 ex-trainee organizations

replied the questionnaires.

The Study Team also visited the Directorate General of Customs and Excise (hereinafter

referred to as DGCE), as the implementing organization of PCATT, on February 16, 2009.

The objective of the visit is to understand the view of DGCE on the overall implementation

of PCATT and also on the relevance, impact, and sustainability of both the implemented

PCATT and the similar training courses in the future.

3.4.2.2 PCATT Evaluation Result Based on Questionnaire Survey

A. Relevance

In terms of relevance, the PCATT is considered relevant both at the time of the training and

at current situation. The relevance of the course content with the ex-trainees’ organizations

needs is increasing from moderate (3.08) at the time of training into moderately high (3.26)



at current situation. Furthermore, particular interesting information was stated by a

respondent from the Philippines that the timely implementation of the PCATT has

contributed to encourage her to convince the top management that she had to establish a pilot

office in Cebu, a major port outside the headquarters of the BOC. In addition to the

improvement of basic know-how, the added knowledge and skills are in line with the

situation both at the time of training and at current situation. The relevance of the PCATT is

strengthened by the opinions of other respondents who are in the process of upgrading the

PCA posts. Such relevance enables to improve the operation and efficiency of customs

administrations.

The overall appropriateness of the training course with the needs of ex-trainee organizations

is moderately to highly align on the technical aspects of PCA. Besides being introduced to

different approaches in doing the audit, the training course is highly appropriate for customs

officers who joined the PCA group. Furthermore, PCA becomes more important in the

present and in the future since customs administrations have to balance the facilitations

given and the control implemented to ensure compliance and business fairness. The training

course had fulfilled part of the needs of ex-trainees in developing better and more

knowledgeable personnel. The training course was appropriate and should be considered as a

method for officers to work more effectively in order to provide customs services by

applying e-Customs.

Most ex-trainees assume that their basic knowledge is fairly to moderately relevant since

they work in PCA unit. Some ex-trainees have moderate basic knowledge on PCA because

before attending this training, they had read and been briefed regarding customs valuation.

The course did provide a deeper coverage into good practices for PCA. However, it may also

be identified that some ex-trainees have insufficient experience on PCA.

The implementation of PCA programs is considered moderately to highly possible right after

the training course and at current situation, as stated by most respondents, because some of

the techniques learned are being used, including the questions in the interview portion of

importers. However, improvement is still required due to routine transfers and promotions of

customs officers. The PCA programs obtained from the training were moderately possible

for implementation with necessary adjustments to the presently applicable customs law in

each country.

B. Impact

Improvement of Ex-trainees and Ex-trainees Performance

Ninety two percent (92%) of the respondents cited that they had understood the PCA training

course contents at moderate to high level since the courses were presented in a systematic

manner and presented by experienced and knowledgeable lecturer.



It is further added that the training could help ex-trainees carry out PCA as their daily works.

Besides fully supported by the trainers, the ex-trainees also feel encouraged by the active

participation of other participants to understand the definition of PCA, upgrade the relevant

techniques in PCA, and operate customs control in PCA.

As for the knowledge level on PCA, some ex-trainees said that their level of knowledge is

low to fair before participating in the training course. The improvement of the ex-trainees

knowledge and skill is measuring from fairly moderate and poor (2.14 and 1.92) before the

training, increasing into moderate (3.05 and 3.03) at right after the training and increasing

into moderately high (3.21 and 3.24) at current situation.

Learning from other participants’ experiences may contribute to the improvement of

capacity improvement of ex-trainees. In average, the improvement of the ex-trainees in PCA

field was measured as fairly moderate (2.14) before the training, moderate (3.05) right after

the training and improved into moderately high at current situation. In average the

contribution of learning from other participants’ experiences is moderate (2.78 at right after

the training and 2.83 at current situation). Learning from other participants’ experiences gave

them some insights as to the approaches of other PCA groups in other countries, Therefore,

right after the training course ex-trainees implied that they could learn new techniques,

which they have been using in their audit. It was also added that they could benefit most

from the shared Japan Customs experiences as Japan Customs is the longest practitioner of

PCA among all involved countries in the training course.

Seventy six percent (76%) of respondents said that they can contribute in developing new

post clearance audit method in their organizations in moderate to high levels right after the

training. Ex-trainees are able to use their new skills immediately after the training. Those

skills are still being used in different situations faced in their audits.

In terms of factors which support ex-trainees to utilize the knowledge and skills learned from

the training course in the ex-trainees’ works, the following is the details of the answers of

respondents: appropriate contents of the training course, appropriate level of knowledge and

skill taught during the training course, strong self commitment, and practical knowledge and

skill taught during the training course. Strong self commitment is highly supportive for the

utilization of knowledge and skill taught during the training course. Such supporting factors

have enabled them to understand deeply on the methods in PCA more than the knowledge

which they receive from their organization.

Contribution of Ex-trainees in Handling Sector Issues in Beneficiary Countries

Eighty nine percent (89%) of respondents that training outcome has helped to enhance their

capacity from moderate to high levels to perform services to comply the local needs or the

needs of their organizations after the training course. Ex-trainees cited that the training has

helped them in the field audit of various importers, whether local or multinational

organizations. It is added that the basic skills learned are still evident in performing their

audits. The knowledge and methods learned from the training course could be applied, thus



allowing them to work more effectively, although some of them are not currently working in

the area of PCA.

Regarding the adoption of Indonesian model on PCA, although seventy percent (70%) of

respondents regarded that it would be somewhat to moderately possible to do such adoption

in their countries both right after the training course and sixty five percent (65%) at current

situation, the Indonesian model would impossibly be entirely adopted because there were

some segments in the model which should be thoroughly considered prior to such adoption.

It was added that being an ASEAN nation, similarities are quite evident and concerned

authorities should set similar standards for all ASEAN countries.

Most ex-trainees assumed that the PCATT gave positive impact to them. The ex-trainees

were able to learn from the PCA program of countries, which sent active participants to the

training course. The said training provided information to the participants about the proper

customs audit procedure.

The ex-trainees could get a clearer picture of WTO Method of Valuation, gain more

knowledge and skill, has more self confidence, which in turn result in their ability to impart

the knowledge to other colleagues. The training materials/experiences can also be used

whenever they are assigned to give lecture/briefing/training, etc. In addition, participating in

the training course widens the circle of friends from other countries.

C. Sustainability


Around ninety percent (90%) of respondents cited that the knowledge and skills acquired

from the courses are remained applicable at moderate to high level. The skills learned from

the training course, with particular emphasis on the transaction value methods, are very

much applicable in the conduct of PCA in the beneficiary countries. Therefore, the skills

learned are still being used in the course of audit. Such applicability is further supported

since PCA unit has managed to collect customs import duties upon examination throughout

documentation produced by the auditors.

There are some possible methods to disseminate the gained skills and knowledge in the ex-

trainee organizations as stated respectively: sharing materials provided during the training

course, by sharing during the work, sharing in meetings, conducting training courses or

seminars, and writing in publication(s).

Promoting and Inhibiting the Effects of Training Course

The inhibiting factors of the sustainability of the knowledge and skill gained are frequent

transfer of officers to other positions unrelated with the training course subject, change of the

government policy/strategy, insufficient level of ex-trainees’ knowledge and skill, external

factors such as lack of budget or equipment and/or materials, and the change of the

organizational policy/strategy.



Factors which promote the sustainability of the knowledge and skill gained from the training

course are high priority of the area related to the training course in the organizational

policy/strategy, appropriate planning of activities, appropriate provision of budget, high

priority of the area related to the training course in the government policy/strategy,

availability of equipment and materials, appropriate support from ex-trainee organization,

and support from external factors.

Cooperation with External Organization to Maintain the Training Course Effects

Ex-trainees have attended other training courses in related field after the training course in

Indonesia. Such training courses are held both in country and overseas. Various related

theme and contents in the training courses have enhanced the knowledge and skills and ex-

trainees in customs affairs and issues.

3.4.2.3 PCA Course Evaluation Result Based on Site Visit in Vietnam

The interviewed ex-trainee, Mr. Nguyen Van Bien, is one of the staff who is responsible for

developing PCA in the Vietnam Customs after attending the PCA course. Joining Vietnam

Customs 10 years ago, such presently carried responsibility is very much relevant since he is

considered as an experienced officer in the field of PCA. The basic knowledge acquired

from the training is very useful and can be applied in Vietnam Customs, particularly to

support his current position as the Head of Value Checking Section. In addition to writing a

report on the PCATT to the General Director of Vietnam Customs, he also shared the

knowledge gained in PCATT with his colleagues in an internal seminar.

Established in 2002, the PCA effective operation in Vietnam Customs started in 2003. To

meet modernization and streamlining of customs administrations within ASEAN countries as

set in AFTA, Vietnam Customs is trying hard to develop its PCA. Considering the specific

condition of each country, Mr. Nguyen assumes that the development of PCA in Vietnam

Customs should be adjusted to such specificity. Therefore, Vietnam Customs may apply a

specific PCA by also continuously learning from the experiences of other countries. In this

respect, he considers the high usefulness of all the taught training materials in PCATT. The

conducted field visit to Customs Office in Tanjung Priok during the training is also

important for him to see daily application of PCA. Therefore, the training output has a high

significance to support the development of PCA in Vietnam Customs.

To maintain the gained knowledge and skill, Mr. Nguyen was involved in several in-country

training courses, including as a trainer in an international training on PCA attended by

participants from Lao PDR and Cambodia. Furthermore, he still maintains contact with other

ex-trainees from Cambodia, Lao PDR, and Indonesia. Such contact may be intensified by

participating in meetings, workshops, and some undertaken (case) studies.

As explained by Ms. Ta Thi Mao, the direct supervisor of Mr. Nguyen, at present there are

33 customs offices throughout Vietnam which require reliable and qualified human



resources. Realizing the importance of PCA, the improvement of such human resources will

definitely support the policy of the government to speed up PCA, which may in turn

facilitate enterprises to do business in Vietnam. In addition, Vietnam Customs actively

cooperates with customs administrations in other ASEAN countries and also the French

Customs. By being a member of WCO, Vietnam Customs may be exposed to any latest

information related with customs. Such active international participation allows the Vietnam

Customs to develop itself, particularly in the field of PCA.

To conclude, the PCATT is considered very useful since the contents are internationally

oriented and can be used as a basic knowledge for the concerned staff and the Department of

Post Clearance Audit of the Vietnam Customs. Some of the training output are applied and

adjusted to the policy of the Government of Vietnam. Moreover, some of the TCTP outputs

are used as materials for in-house training and regional training. Therefore, TCTP provides

benefits not only in improving the knowledge and confidence of the ex-trainee but also

enhancing cooperation in the field of PCA among ASEAN countries.

3.4.2.4 PCA Course Evaluation Result Based on Video Conference

A. Philippines

An interview through a video conference was held on March 17, 2009 to Mr. Henry D.

Angeles, Customs Operations Officer IV, Philippines Bureau of Customs. The video

conference was facilitated by JICA Indonesia and Philippines Offices.

Relevance

The law on Post Entry Audit (PEA) was signed in 2001, while the organizing of PEA started

in the last quarter of 2003. Audit of importers started in June 2005. However, the Philippines

Customs was not able to achieve its initial objective of auditing of importers since there was

resistance from the importers and, for a time, the audit was suspended to clarify the objective

and the way to proceed with this audit. With such a condition, it may be inferred that

PCATT is relevant with the development plan of the Philippines and the Philippines

Customs in terms of its theme and content.

Although simultaneous dissemination of information and audit was done, it was only in 2007

that the full impact of the audit was appreciated both by the PEA and the importers.

Interview techniques and document validation are two of the training course materials,

which are still used until now and considered as the most important topics for the Philippines

Customs to support them in carrying out their functions. Since PEA is new for the

Philippines Customs, capacity building is largely required to improve the skill on audit and

to enable optimal performance of the PEA.



Impact

The acquired improvement on post clearance skill is significantly high since the Philippines

Customs was able to use the gained knowledge in the course of auditing the importers.

The practice of post entry audit is improved in the Philippines Customs, especially the

effects to importers. However, there is lack of manpower since until now the Philippines

Customs has less than 30 auditors. Lower rank officers have been trained to complement the

other customs operations officers to expedite and add manpower to complete all audits.

Although this constraint has been reported to the government, it has been turned down due to

the on going government rationalization program. Although there is still a long way to go,

the ex-trainee feels the impact of the training course, one of which is PCATT has enhanced

the understanding on concept of post clearance audit. Before practicing the post entry audit,

as soon as the goods are released, there is no systematic way to validate their documents.

Afterward, customs officers are more conscious on the accuracy of documents. Moreover,

the Philippines Customs can now generate additional revenue for the government by

implementing the post entry audit system.

There is no negative impact indicated. However, the importers still ask for time to retrieve

documents for the audit period going back three years upon receipt of audit notification.

Sustainability

The materials acquired from the training course are also disseminated to other

officers/auditors. Therefore, other officers/auditors may also know the interview techniques

on document validation and transaction value checking, which are required prior to the

conduct field audit of importers in the Philippines.

The Philippines Customs also gives significant support to sustain the skill and knowledge

gained from the training course. Another government agency named NEDA (National

Economic Development Authority) also asks the hardcopy of the training materials and

summary report of the training. In addition, copies are also sent to the commissioner of the

Philippines Customs.

To upgrade the knowledge and skill in PCA related field, the interviewee attended other

training courses, namely Intermediate Valuation Training Course. In October 2008, he also

attended a workshop on PCA techniques in Japan, which was intended only for the officers

from the Philippines Customs. Furthermore, a Japanese expert came to the Philippines

Customs on January 2009 to update and check on the progress of the Post Entry Audit

capacity building of its officers. Participants in such workshop were also exposed to the

customs in other countries, which was useful to give more perspective on the practice of post

clearance audit in other countries. Training in Japan aimed to show the participants the

actual audit cases to add the officers’ knowledge of post entry audit.

The interviewee still maintains contact with other ex-trainees of PCATT through e-mail,

especially to exchange notes from time to time.



Budget constraint is considered as one of the roadblocks to sustain the effects of the training

course. Until now, the improvement of customs service is mostly centered in the

headquarters, Manila. Meanwhile, further discussion, particularly on the financial support, is

required to improve the post entry audit to the other ports particularly ports down south.

Another constraint is lack of computer hardware and software, therefore until now some

offices still perform audit manually. There is no direct access to the Bureau of Customs

database. Since data is still mostly manually prepared, PEAG (Post Entry Audit Group) still

has no data warehouse. It was also envisioned to generate statistical data in order to

determine the major errors in the audit of importers (i.e., undervaluation, misclassification,

etc.). Therefore, manual checking is still performed until now. Since PCA will be one of the

pillars in the Philippines Customs, improvements are required in the post entry audit.

At the moment, there is no other cooperation with other agencies on PCA, except with JICA.

USAID limited its assistance to the Philippines Customs by providing laptops. However,

regarding the customs techniques, Japan is ahead.

Computerization should be prioritized in the Philippines Customs to expedite the profiling of

importers for errors. Additional manpower should be provided in order to put up PEAG

Offices in all major ports. Hopefully, post clearance audit will also be included in such

computerized system in the soonest possible time.

Regarding interactive web, it could be a useful tool in disseminating information. In Japan,

completed audit cases are posted in the Customs website for other officers to view. For

future trainings, contents should be emphasized on actual cases since auditors should be

better equipped. Therefore, accounting lessons and exposure to actual experiences should be

increased.

B. Thailand

Another interview through a video conference was held on March 20, 2009 to Ms. Siriwan

Yoosook, Customs Specialist, Customs Privilege Bureau, Customs Department of the

Kingdom of Thailand. The video conference was facilitated by JICA Indonesia and JICA

Thailand Offices.

Relevance

Before attending the training course, Ms. Siriwan was an officer in Human Resources

Development Bureau for 1.5 years. After attending the training course, she considers the

contents or materials taught in the training course are still useful for Thai Customs and

matched with the needs of Thai Customs.

Risk management and customs valuation are considered as the most useful materials in her

present work as a customs specialist in Customs Privilege Bureau, which is related to PCA in

customs valuation method.



Impact

Although she can understand most of the contents of the training course, accounting is

considered as the most difficult material for her since she does not have any accounting

background.

As encouraged by the instructors, she also considers that exchanging experiences with other

participants is useful. Participants were asked to share their experiences on specific problems

arising in their countries, whose solutions may also be implemented in other countries facing

the similar situation. Regarding the adoption of the training materials, it is particularly

possible to adopt the customs valuation and risk management taught in the training course.

The training brought only positive impacts for her, especially in providing fruitful

knowledge and experiences in communicating with participants from other countries. It is

added that participating in the training is very useful for her since after the training course in

Indonesia, she must be one of the speakers in a seminar on post clearance audit in Thailand.

Sustainability

After the training course, she must send report to the Director General at that time, in which

it was emphasized that the training course is very important and interesting. It is difficult for

her to catch up with the recently applied new online system in customs practices, especially

in export import affairs.

Although maintaining contact with other ex-trainees is considered important, she only

maintains limited contact with other Thai ex-trainees. It is rare to hold official meetings with

other customs officers, especially regarding PCA.

There is no follow up activity after the PCATT in Indonesia due to budget constraint. After

attending the PCATT, she has not attended anymore training on PCA.

3.4.3 Planning and Managing IEC in Family Planning/Reproductive

Health

3.4.3.1 Respondents of IEC Training Course

Based on the data from course implementation reports, it is identified that total ex-trainees

from five courses (2002 - 2006) were 86 persons from twenty-one (21) African and Asian

countries. Through email, facsimile and post-mail, questionnaires were sent to 62 persons

out of 86 participants. The remaining 23 ex-trainees could not be contacted due to

unavailability of detailed contact number and one person passed away. In total, there are

fourteen (14) replied questionnaires (hereinafter referred to as “respondents”) from Tanzania,

Kenya Swaziland, Ethiopia and Sri Lanka as shown in Table 3.5.



Table 3.5. Total Respondents of IEC Training Course

JFY

Course

Period

Total

Participants

Attended the

Course

(persons)

Total

Reachable

Ex-Trainees

(persons)

Total

Respondents

(persons)

Total

Reachable

Organization

Total

Replied

/Visited

Organizations

2002 03 Sept. – 03

Oct. 2002

18 10 2 1 -

2003 18 Feb. – 17

Mar. 2004

20 9 1 1 -

2004 21 Nov. – 18

Dec 2004

15 13 3 3 2

2005 10 Nov. – 09

Dec 2005

15 14 2 3 -

2006 29 Aug – 27

Sept. 2006

18 16 5 5 1

Total 86 62 14 13 2

Besides sending the questionnaires to the ex-trainees, questionnaires were also sent to the ex-

trainee organizations. In total, there were 13 ex-trainee organizations which could be directly

contacted by the Team. However, no ex-trainee organization replied the questionnaire.

Meanwhile, 3 organizations were visited and interviewed during the site visit.

The Study Team also visited the BKKBN, as the implementing organization of IEC, on

November 18, 2008. The objective of the visit is to understand the view of BKKBN on the

overall implementation of IEC and also on the relevance, impact, and sustainability of both

the implemented IEC and the similar training courses in the future.

3.4.3.2 IEC Course Evaluation Result Based on Questionnaire Survey

A. Relevance

Seventy nine percent (79%) and eighty six (86%) of the respondents cited that the theme and

content of the training course were moderately to highly align to organizations and

beneficiary countries development plans at the time of training and at current condition

respectively. In average, the relevance of the theme and content of the course was increasing

from moderately high (3.43) into significantly high (3.77) at current situation. For example,

the theme and content is significantly aligned with the NGOs development plans which

focused on the sexual and reproductive Health/Family Planning and HIV/AIDS in Swaziland.

It is also aligned with country population and development plan and health sector strategic

plan (2005-2010) in Kenya, which emphasizes on reduction of maternal mortality and

morbidity and community empowerment plan of Uganda since the FP/RH has been a priority

of the MOH for the past 5 years. Uganda is implementing the Village Health Team initiative

which is in line with the community empowerment aspect of the Indonesian approach to

Family Planning. The FP/RH is also a priority issue in Papua New Guinea. It is also relevant



to Malawi’s Millennium Development Goals which deals with maternal and child health to

enhance the development of IEC for maternal and neonatal health aiming at reduction of

maternal and neonatal and child mortality at community level.

Ninety three (93%) of the respondents cited that the course contents were moderately to

highly appropriate with the ex-trainees organizations needs. In average the course contents

were moderately high appropriate to the ex-trainees organizations needs at right after the

training and it increased into significantly high appropriate at current situation. The key

issues touched upon the training course were relevant to ex-trainees’ daily works to improve

FP/RH programs such as design and produce IEC material and provide policy and standard

of IEC for FP/RH, since most of the beneficiary countries are facing similar health issues

which are mostly related to FP/RH.

Most of the ex-trainees have basic knowledge on IEC for FP/RH. Some of them are working

in their institutions to formulate and review the development policies and programs.

Meanwhile, others are field workers such as nurses and FP/RH extension workers. However,

they have learned much skill and knowledge about IEC for FP/RH during the TCTP course.

The possibility of implementing the IEC for FP/RH programs obtained from the training

course in ex-trainee organizations is moderately high at current situation. However, strong

policy and resources supports from the organizations are still required to maximize the

outcome of the TCTP. For example, Ugandan ex-trainees, most of whom are nurses, were

interested to use Indonesian IEC model to be implemented in their country. However, since

Government’s top priority currently is HIV instead of Family Planning, it is difficult for

them to put strong emphasis on IEC for FP/RH development. Besides, selection of

participants is one key role to achieve the best results of the TCTP. There is one ex-trainee of

IEC training FP/RH who is not really involved in FP/RH program in his country.

B. Impact

Improvement of Ex-trainees and Ex-trainee Organizations Performance

In average, the ex-trainees have understood the IEC course contents in a significantly high

level since BKKBN made the presentation in a systematic and clear manner. The

Observation Study Tour (OST) at field had strengthened their understanding on the

Indonesian FP/RH. The ex-trainees could recognize what should be done to improve their

FP/RH program through development of IEC as resulted by Indonesian success story.

Based on the statistic quantitative analysis, the increment of ex-trainees’ knowledge is

significant by comparing the score of their knowledge which was fair (2.14) before the

training, into moderate (3.43) right after the training and significantly high (3.71) at current

situation. The ex-trainees cited that they gained much improvement on the IEC for FP/RH

skill and knowledge.



Sharing country experiences has made moderately high contribution to ex-trainees’ capacity

improvement at the current situation. Since most of the participants were from Africa, they

could share similar challenges. The ex-trainees got idea from Kenyan experience that used

retired-nurses for IEC for FP/RH development.

In average, the contribution of the ex-trainees in developing new IEC for FP/RH method in

their organizations is moderately high. The positions of ex-trainees in the Ministerial level

such as in Kenya are encouraging their involvements in preparing the strategic development

plan on IEC for FP/RH; coordinating the IEC components on reproductive health programs

and facilitate the workers to produce IEC material in ex-trainee organizations. In Uganda

case, the ex-trainee who works in the Ministry of Health Office has given a contribution on

developing FP/RH communication strategy program. Even, she was promoted as the

Coordinator for Reproductive Health after participating in TCTP training. Meanwhile, other

ex-trainees, who are nurses, are contributing through extension service while they assist

doctors in hospital to handle patients. Sometimes, they are contributing through the class

training for the nurse schools. Basically, the organizations conclude that their performance

has improved due to the capacity strengthening of the ex-trainees.

Meanwhile, in some countries like Swaziland, Uganda and Tanzania, the ex-trainees cannot

contribute much in developing new IEC for FP/RH due to lack of supporting funds which

has hindered development of IEC development in the beneficiary countries. Most of those

countries put priorities in HIV/AIDS issues. However, the situation has been improved since

2008 in Swaziland.

The main factors which support ex-trainees to utilize the knowledge and skills learned from

the training practical knowledge and skill taught during the training course and appropriate

contents of the training course. Basically, the knowledge and skill provided by BKKBN has

been made systematically and easy to be implemented; however, several external factors

such as policy and financial supports are essential in promoting the best results.

Contribution of Ex-Trainees in Handling Sector Issues in Beneficiary Country

Seventy one percent (71%) of the respondents agree that the training outcomes and activities

have helped them to enhance their capacity to perform services to comply the local needs at

moderate to high level.

In Swaziland, they used the community leaders in disseminating the IEC for FP/RH/HIV

which is adopted from Indonesian model.

In Kenya, since the selection of the participants of the TCTP were proposed by the

Coordinator for Family Planning, the contributions of those ex-trainees were great after the

completion of TCTP. The Coordinator herself also attended the course. She disseminated the

outcome of the training through trainings for the regional and district level nurses. She and

other ex-trainees from Kenya provide an initiative to produce health control book for mother

and child and a leaflet to boost men participations in family planning which is still relatively



low in Kenya as they adopted from Indonesia. At present, this concept is introduced in some

districts in Kenya as a pilot project.

She is directly in charge for family planning and reproductive health under the Ministry of

Health, which has the role to propose the programme for FP/RH model in the national

strategic plan and policy. One of the follow up support from the organization is preparing the

Strategic Plan of Kenya as a Strategy for Delivery of Level One Services through Taking the

Kenya Essential Package Health to the Community which mainly sourced from Indonesian

model proposed in the Second National Health Sector Strategic Plan 2005-2010. They

planned to improve the delivery into 40% in 2005-2010.

In Uganda, the contribution of the ex-trainee, who has been promoted as the Coordinator for

Reproductive Health, in handling the sector issue in her country is slightly higher than other

ex-trainees since the policy strategy for health sector is promoted by her office. Meanwhile,

the other ex-trainees, who are involved only with contraceptive users in hospital level, are

just through their consultation role.

The training course has brought no negative impact to ex-trainees and their organizations.

C. Sustainability

Maintaining Effects of the Course

Seventy one percent (71%) of respondents cited that the knowledge and skills acquired from

the training course were remained applicable. In Kenya and Uganda, the ex-trainees used to

disseminate the result of the training course through some training for the regional and

districts FP/RH extension workers. Besides, they disseminate them through sharing during

the work, sharing in meetings or preparing working papers to be disseminated to regional or

district level. In Kenya, since the country development plan emphasizes to reduce Total

Fertility Rate (TFR), the skill and knowledge gained during the training course are still very

useful. Ex-trainees used the knowledge to design and produce the IEC material.


The main inhibiting factors to sustain the effect of training course are lack of budget,

equipment and/or materials and policy supports. The importance in FP/RH at local level is to

disseminate the IEC material up to the grass root level and serve women who need

contraceptive there. However, in fact not all of them can be served due to limited budget

allocated for the activities. So advocating the higher official is very critical which should be

at the top management of the Ministry of Health. Transfer of ex-trainees’ positions to other

un-related position with FP/RH is also highly inhibiting the sustainability.

Factors which promote the sustainability of training course’s effect are external support in

terms of provision of policy and financial support.



Cooperation with External Organizations to Maintain the Training Course Effects

In Kenya, other cooperation on provision of immunization and reproductive health product

with GTZ and USAID has been started since 2007. And one ex-trainee from Kenya has

participated in follow up training in-country training on Integrating VCT into Family

Planning.

In Uganda the cooperation with USAID is conducted in preparing a flipchart for community

health workers both in English and Kiswahili language. No other follow up training has been

attended by the ex-trainees after the completion of TCTP training.

3.4.3.3 IEC Course Evaluation Result Based on Site Survey

A. Kenya

Team has interviewed one ex-trainee from Ministry of Health, Ms. Rose Wangechi Kuria as

the coordinator of family planning. She was also involved in proposing the candidate for

participating in the IEC courses in Indonesia. Therefore, the ex-trainees of IEC course in

Indonesia from Kenya were mostly from the Village Health Workers who are the

implementing officers of family planning at rural area. One of the selected ex-trainees from

the north eastern of Kenya has also introduced the Indonesian family planning model to the

Moslem community around his area and received favorable response.

After participating in the training, she conducted some trainings for the regional and district

nurses to disseminate the Indonesian Family Planning and Reproductive Health experience

which she cited to be more advanced than Kenyan. She and other ex-trainees from Kenya

took an initiative to produce the health control book for mother and child and a leaflet to

boost men participations in family planning which is adopted from Indonesia. At present,

this concept is introduced in some districts in Kenya as a pilot project.

Besides, she proposed an initiative to use the retired midwives to be the extension workers

(Community-Owned Resources Persons/CORPs) in some rural areas which cannot be

reached by the Village Health Workers due to the unreachable distance. The participation of

community’s groups in family planning development in Kenya is still low. The Indonesian

Experience has given her an idea to promote the family planning in Kenya through the

community’s participation which has been stipulated in their national health strategic plan

for 2005-2010.

B. Uganda



In Uganda, the Team has interviewed three ex-trainees and their organizations. The ex-

trainees are Ms. Luwaga N. Christine Liliane affiliated at Minister of Health, Dr. Makanga

Livingstone at Kampala Public Health Department and Ms. Nakangu Berna at Mulago

Hospital.

There are some interesting facts found during interviewing the three respondents who work

under different organizations in Uganda. The impact of the TCTP was highly beneficial for

Ms. Liliane since she was involved directly at the central level which has the role in

preparing the policy and strategic plan.

Another fact is also found that although the TCTP has improved the capacity of the ex-

trainee, selection of the proper candidate shall give more benefit and sustainability for the

beneficiary countries. Mr. Makanga Livingstone, who works in Health Services of Kampala

City Council and has participated in the IEC training for FP/RH, actually is not directly

involved in the FP/RH, but in solid waste management. Therefore, the benefit of the TCTP

cannot be expected to be implemented and disseminated by him to his organization or his

country. Meanwhile, actually there is a senior nurse officer in Kampala City Council who is

directly involved in family planning.

Ms. Nakangu Berna which is a nurse for maternity in Mulago Hospital actually has the direct

in-touch with the users of contraceptive and pregnant women. However, currently there is a

political advocacy to the people to have many children to support the country in the future

since it is expected the number of population will increase into 10 million in 10 years. And

since her role is only implementing the plan set up by the Ministry of Health and Board of

Directors of the hospital, she cannot contribute much the benefit of the TCTP to broader

aspect. She is just sustaining the benefit of the TCTP during consultation with patients and

sometimes through teaching nurses in the nursing school.

Ms. Luwaga N. Christine Liliane is the staff of Ministry of Health. Her position before the

training has no relation with FP/RH. She was promoted as the Coordinator for Reproductive

Health after the training. At present, her roles are to provide policy guideline for support

district; coordinate with other implementing partners in various sectors who are interested in

family planning and hold national meeting on family planning; to empower the community

in pregnancy care, delivery services and newborn babies and disseminating the information

at community level. She and her colleagues are improving the communication strategy for

the reproductive health.

At present, Ministry of Health of Uganda has initiated the village health development which

focuses on community’s health development through strengthening of linkage between

health facilities and the communities. It is similar with Posyandu in Indonesia. The volunteer

basis is possible to adopt from Indonesian model at village level. The Village Health Team is

established to facilitate the process of community mobilization and empowerment for health

action. Each village would have a VHT comprised of 9-10 people to be selected by the

village (LCI). Women’s participation in the VHT is promoted through an affirmative action

measure of requiring at least one third of the team members to be women, thus ensuring their

active participation in health activities at this level.



The Village Health Team is responsible not only for FP/RH but also for all health programs,

such as identifying the community’s health needs and taking appropriate measures;

mobilization of additional resources and monitoring of utilization of all resources for their

health programs, conducted immunization, malaria control, etc. Especially for family

planning program, the Village Health Team is providing information where the household

can get the facility for FP/RH. In terms of providing course to the village health worker, the

MOH conducts evaluation, for which intervention is required for each district.

The problem of family planning in Uganda is lack of men support; women put their own

decisions to take their family planning services. Now, Ministry of Health is trying to

empower the Village Health Team to implement various interventions at community level.

At present the needs of Uganda on the family planning are:

- Trained health workers on communication skill that are used for discussion and

serving the client of family planning;

- Health worker should know how to handle/consult the problem of culture on men

participation in family planning;

- Tool, equipment for demonstration, audiovisual material at national and district

levels;

- Skilled health workers at district level who have expertise on lobbying and

communication on family planning to challenge the rapid education to people;

- Politicians have to understand that family planning is not against the people, in fact it

is to improve the family economic and health. Advocacy from the Politician to have

more family members (4 children) and provide free-tuition fee for those 4 children

are constraining to improve the poor people health.

Other cooperation programs under Ministry of Health of Uganda are as follows:

- Health Communication financed by USAID which produce flipchart for the family

planning in 2 languages, English and Kwahili;

- United Nation Population Development Fund (UNPDF);

3.4.4 Poverty Reduction (PR)

3.4.4.1 Respondents of PR Course

Based on the data from course implementation reports, it is identified that total ex-trainees

from five courses (2001 - 2005) were 107 persons from twenty-four (24) African and Asian

countries and the questionnaires have been sent to 59 persons out of 107 participants. The

remaining 48 ex-trainees could not be contacted due to unavailability of detailed contact

number and 2 persons have retired.



Table 3.6. Total Respondents of PR Course

JFY

Course

Period

Total

Participants

(persons)

Total

Reachable

Ex-Trainees

(persons)

Total

Respondents

(persons)

Total

Reachable

Organization

Total

Responded

Organization

2001 21 Jan - 23

Feb 2002

20 13 1 1 1

2002 6 Oct - 2

Nov 2002

20 11 6 5 4

2003 11 Aug - 3

Sept. 2003

24 15 1 1 1

2004 26 Feb - 18

Mar 2004

22 12 5 5 -

2005 5 Sep - 26

Sep 2005

21 8 2 3 3

Total 107 59 14 15 9

Table 3.6 shows that 14 of the ex-trainees have replied the questionnaires (hereinafter

referred to as “respondents”) that have been sent to them through email, fax or postal-mail,

and person to person delivery in Indonesia. The respondents are from Vietnam, Sri Lanka,

Uganda, Malawi, Bangladesh, Cambodia and Kenya.

Besides sending the questionnaires to the ex-trainees, questionnaires are also sent to the ex-

trainee organizations. In total, there are 15 ex-trainee organizations can be directly contacted

by the team and only 6 ex-trainee organizations have replied the questionnaires from

Indonesia (4), Myanmar (1) and Cambodia (1) and 3 organizations have been interviewed

during the site visits in Kenya and Uganda. The representative of organization in Myanmar

was the ex-trainee who has been promoted into the Deputy of the Organization.

The Study Team also visited the Center for Economic Social Study (hereinafter referred to as

CESS), as the implementing organization of PR, on November 1, 2008. The objective of the

visit is to understand the view of CESS on the overall implementation of PR and also on the

relevance, impact, and sustainability of both the implemented PR and the similar training

courses in the future.

3.4.4.2 PR Course Evaluation Result Based on Questionnaire Survey

A. Relevance

Ninety three percent (93%) and eighty six percent (86%) of respondents cited that the theme

and content of the courses were moderately to highly align to the beneficiary countries

development plans at right after the training and at current situation respectively. Poverty

reduction is the main focus on the strategic development plan of the participating countries.



The theme and content of training course are still relevant with the poverty strategic plans in

beneficiary countries like in Cambodia, it aligns with Community Development Program,

Decentralization Good Governance, Health Service, Nutrition, Education, PRSP (Poverty

Reduction Strategy Paper), NPRS (National Poverty Reduction Strategy); in Kenya it is

related to the National Poverty Eradication Plan (1999-2015) and in Uganda the poverty

reduction is relevant with Poverty Eradication Action Plan (PEAP) to eradicate poverty. It is

also useful to strengthen poverty reduction program in Sri Lanka. Malawi was implementing

the Poverty Reduction Strategy in 2002 aiming at reducing poverty through the agriculture,

social and economic empowerment. Currently, Malawi is implementing the Malawi Growth

and Development Strategy which is focusing on economic growth, by providing subsidized

farm inputs, manufacturing for exports and increase the local consumption.

The overall appropriateness of the training course to the needs of ex-trainee organizations is

moderately high at current situation. Knowledge and skills gained during the TCTP on

Poverty Reduction had improved the ex-trainees’ capacities. The improvement of ex-

trainees’ capacity has benefited the ex-trainee organizations directly or indirectly. The

method of training course, which were exposed in theoretical modules, sharing country

experiences and Observation Study Trip (OST), built good practice to eradicate poverty.

Many issues related to poverty reduction were covered in the training contents. The training

course had enhanced the ex-trainees in preparing the poverty reduction program to

encourage poor people in their home countries as well as mobilizing the external financial

resources, prudent allocation and management of those resources including women

empowerment for development.

Ninety three percent (93%) of respondents cited that they have basic knowledge on poverty

reduction at moderate to high level. In average, the participants’ basic knowledge with the

course content was moderately high appropriate (3.36). Therefore, the ex-trainees could

understand most of the training contents. Moreover, combination of the theory, sharing

experience and practices helped them much to understand the concept of poverty reduction

in Indonesia

The possibility to implement the Poverty Reduction programs obtained from the training

course in ex-trainee organizations are various, from fairly to moderately high. For instance,

in Kenya, since the ex-trainee was also involved in AICAD (African Institute for Capacity

Development) which is supported by JICA also has the role on poverty reduction program.

Therefore, he was also supported in involvement in some AICAD programs. And at current,

although he has been transferred back to his original position in JKUAT (Jomo Kenyatta

University of Agriculture Technology), he is also involved in income generating activities

under Research and Development Section. Therefore, he can implement some ideas from the

training into his programs. Meanwhile, one ex-trainee from Uganda, who is also previously

involved in AICAD, was transferred back after the training to his organization as a lecturer

of Anthropology in Makarere University. He has not had any chance to implement the

programs in the form of empowering the community or women. He is using the knowledge

he gained during the training as the teaching modules. Meanwhile, another ex-trainee from



Uganda who works in Ministry of Finance, Planning and Economic Development can

implement the skill and knowledge she gained during the training into a program which is

politically supported to enhance the households’ incomes. In Malawi, the Government has

put the main priority to implement HIV and AIDS program to assist the infected and affected

areas by those epidemics.

D. Impact

Improvement of Ex-trainees and Ex-trainees Organizations Performance

In average, the ex-trainees have understood the training course contents in a moderately high

level (3.21). The training course had shown multi dimension of poverty in Indonesian and

several participating countries through sharing experiences among the participants. The

training course was delivered in the good concepts, simple, communicative and

understandable. Although there was a little barrier of English proficiency between the ex-

trainees and lectures during the implementation, it had exposed practical ways of

transforming households from poverty to prosperity. The knowledge gained by the ex-

trainees has encouraged them to be involved on developing organizational strategies and

programs in their institutions, which are aimed at reducing poverty directly or indirectly,

involved in developing lots of interest in the subject area and facilitation in related projects.

The improvement of the ex-trainees’ knowledge and skills was measured as fairly moderate

(2.07) before the training, improved into moderate (3.00 and 2.93) right after the training and

then improved into moderately high (3.43 and 3.36) at current situation. The training course

gave new insights and perspectives on practical ways to address poverty eradication and

develop the challenges. Kenyan and Malawian ex-trainees felt they had limited knowledge

on poverty before the training and the training had enhanced their knowledge and skill on the

poverty reduction. The training outcome and activities very much helped the ex-trainees in

building self confidence for doing something for supporting poverty reduction program in

their own country. One Ugandan ex-trainee has contributed in evidence-based analysis

pertinent to inform the policy decision making development after returning back to her

country. Meanwhile, another Ugandan ex-trainee contributes through enhancing the

students’ awareness on poverty reduction in his university.

Sharing country experiences has contributed in a moderately high level to ex-trainees

capacity improvement. Experiences from other countries shared during the course had given

various pictures on poverty for instance ex-trainee from Malawi impressed that the issues

that African and Asian countries have in common can be addressed in more or less similar

manner.

The ex-trainees had moderately contributed in developing new poverty reduction program in

their organizations. Since most of the ex-trainees are not working at Ministry Offices,

basically they are not working in policy or strategic development plan. Kenyan ex-trainee

who previously worked in AICAD has been involved in development of poverty reduction



program where AICAD works on. When he was transferred back to the JKUAT University,

he is also supporting the income generation division to support the farmers in generating

income from the agriculture value added product by introducing further agri-business

processing product such as making the fruit juice bottling product, potato chips, chilly sauce,

cosmetics from agriculture product, etc. At present, since the Government of Kenya put the

main priority to provide enough food as food security for combating poverty, agriculture

processing technology to introduce new food supply such as mushroom and tissue cultures

development becomes the main prioritized program developed by the JKUAT University. In

Malawi, the ex-trainee cannot give further contribution to develop the poverty reduction

program since it needs the involvement of top management. One Ugandan ex-trainee who

works in the Ministry of Finance, Planning and Economic Development has contributed in

development of policy or strategy; however, low level human resources is still constraining

her organization to optimize the result. Other Ugandan ex-trainee from Makarere University

has contributed through enhancing the teaching modules on the Anthropology with the

pictures of poverty from various TCTP participating countries.

The main factors which highly supported ex-trainees to utilize knowledge and skill learned

from the training course are strong commitment from ex-trainees themselves and practical

knowledge and skill taught during the training course. The comprehensive modules and

sharing of other countries experiences as well as field visits to various poverty reduction

initiatives in Indonesia had added the ex-trainees passion and interest on the subject matter.

Interaction with rural people also became the value added of the training.

Contribution of Ex-Trainees in Handling Sector Issues in Beneficiary Countries

The training’s outcome and activities have moderately helped in enhancing ex-trainees

capacity to perform services to local needs and ex-trainees organizations. Since most of

those participating countries are facing the similar problem on poverty, the modules of

training and the field trip to rural areas are enhancing the ex-trainees and building their self

confidence in conducting some follow up programs to eradicate poverty in their own country.

Most ex-trainees impressed that intervention and commitment of Government of Indonesia

in handling poverty reduction program is the key success of Indonesia in handling the sector

issues. Therefore, the involvement of top management in establishing the strategic plan and

policy to eradicate poverty in their countries is also required to strengthen their involvement.

Basically some of the Indonesian model of poverty reduction program management is

moderately possible to be implemented in the beneficiary countries. In Kenya rural women

participation as used in Indonesia has being promoted to be strengthened. The ex-trainee

continues the support on women farmers’ participations which had been initiated by AICAD

which is also supported by JICA.

No negative impact has been brought by the TCTP training so far.



C. Sustainability


Basically, the ex-trainees have maintained the effect of the course by implementing several

follow up programs or using the modules that they gained during the training as a teaching

material or to be shared with their colleagues in solving problem in their daily works. The

course report and project proposal developed after the training course was circulated to

management and other officers. The ex-trainees keep updating information and even

enhancing themselves in PhD program which is done by ex-trainees from Kenya and Uganda.

Some of ex-trainees still keep in-touch to communicate and share further information.

Seventy nine percent (79%) of respondents cited that the knowledge and skills acquired from

the training courses were remained applicable. In average, the knowledge and skills acquired

were moderately applicable (3.07). Basic theory of poverty and many knowledge and skill

acquired from the training course still remain applicable as long as people still face poverty.

The problematic of poverty issues in the real situation is more complex compared to the

exercises and field visit learning.

Promoting or Inhibiting the Effects of Training Course

The main factors which inhibit the sustainability effect of training course are the

organizational policy/strategy has been changed; there are external constraints such as lack

of budget or equipment and/or materials; and the ex-trainees have been transferred to another

position unrelated to the training subject. Lack of support from management to implement

the program established by the ex-trainees was also inhibiting them to sustain the benefit of

the training. Since most of the ex-trainees were from the implementing level rather than in

from the upper level, it is also better to involve the staff from the policy and strategic

planning division (related ministry) to be involved as to support the umbrella for the follow

up program in the beneficiary countries.

The main factors which promote the sustainability of the effect of training course are high

priority of the area related to the training course in the government policy/strategy and

appropriate planning of activities. For instance, the similarity on the main issues faced by the

beneficiary countries, such as Kenya and Uganda, to reduce poverty through improving the

income for the poor has encouraged the ex-trainees to be involved in some income

generating program or entrepreneurship program for the poor or through advocacy for the

poor people to generate income to reduce their poor. The appropriate planning activities

supported by the related Ministry or organization will enhance the supports to implement the

best result.

Cooperation with External Organizations to Maintain the Training Course Effects



The ex-trainees have attended other training courses in related field after the training course

in Indonesia both in ex-trainee countries and overseas. Kenyan ex-trainee attended some in-

house trainings financed by AICAD and the “Entrepreneurship Development and Promotion

of Income Generation Activities” in India under the Colombo Plan and Indian Technical and

Economic Cooperation Scheme. Ex-trainee from Cambodia attended other poverty reduction

training in Korea and One Village One Product (OVOP) in Thailand.

3.4.4.3 Result of Site Visits

Site visit was conducted in 4 countries, Kenya and Uganda in Africa and Cambodia and

Vietnam for Asia. Ex-trainees of Poverty Reduction were only visited in Kenya, Uganda and

Cambodia. In total, there were 3 interviewed ex-trainees and 3 ex-trainee organizations.

A. Kenya

The Team has interviewed Mr. Samuel Kevin O. Mokaya as the Assistant Registrar of Jomo

Kenyatta University of Agriculture and Technology (JKUAT).

Mr. Mokaya is one of the active TCTP ex-trainees. Before the training, he did not know

much about poverty reduction even the definition of poor. After the training, he understood

the meaning of poverty and realized that Indonesia is more advanced in terms of socio-

economic development compared to Kenya. The TCTP has motivated him to promote the

Kenyan rural income through introducing some activities which generate income.

The main problem of poverty reduction in Kenya is that people do not realize that they were

poor people. Although there were some cultural differences between Kenya and Indonesia in

term of poverty reduction, anyhow there were some similarities of the handicraft with

Indonesia. He tried to apply the skill and knowledge gained during the training to his

working experiences. By supports from AICAD (African Institute for Capacity

Development) before he finally left to be shifted to JKUAT University as his original

organization, he was involved in some in-country trainings which emphasized on women

development and SME partnership program. In Dec 2004 - Feb 2005, he also attended the

course on “Entrepreneurship Development and Promotion of Income Generation Activities”

in India under the Colombo Plan and Indian Technical and Economic Cooperation Scheme.

After returning back as the Assistant Registrar in JKUAT University, besides as a lecturer,

he was in charge in income generating activities such as promoting to produce the agro-

products such as juice, sauce, chips, etc. and establish some outlines inside or outside the

JKUAT University. At present, he is promoting consumption of mushroom to generate the

rural income. He was involved in training the women farmers in planting mushroom and

process the mushroom into eatable food.

Until present, he has trained 5 women farmer groups in Rift Valley to transform the

agricultural product into various value added products such as processing yogurt, honey and



chips. The TCTP training also motivated him to advance his knowledge in entrepreneurship

and management in doctoral degree in JKUAT University.

As an Institute for Capacity Development, AICAD aims at achieving poverty reduction and

socio-economic development by developing capacity of the African people to solve the

problem in Africa by utilizing the existing knowledge and technology, creating new

technology suitable for local condition, developing and utilizing the potential capacity of

local expertise, exchanging information, experiences and practices and sharing human

resources and information in region. It also has a role in design and develops several

programs related to poverty through intermediaries with several public and private

universities in Kenya, Uganda and Tanzania.

Mr. Mokaya wrote the training report as a publication after the training. He was involved in

designing the training program for poverty reduction program such as in-country training on

value added training and supported by AICAD to empower small scale farmers in

developing the entrepreneurship program, including women farmers.

B. Uganda

The Team has interviewed Mr. Gumoshabe Gilbert, a lecturer from Makarere University,

Institute of Languages, with the subject Anthropology.

Poverty Reduction is taught under anthropology subject in his University, as a reason why he

was assigned to attend the training. He used the knowledge and skill gained from the TCTP

training course for teaching his students. The knowledge and skill he gained had driven him

to get his PhD focused on Poverty Reduction.

He worked at AICAD at the time of training and just continued working there for one month

after completion of the training and then transferred to Makarere University as his original

organization. Role of AICAD on poverty reduction is to supply the human resources to

combat poverty through research, water resource management, value addition and export

promotion. AICAD has focus area at Miceana, the program was based on people needs. The

activities at Miceana are farming and food processing which also as one of the poverty

reduction program.

The total students at Institute of Language of Makarere University are around 80 – 100 per

year. After graduated from Makarere University, the students were absorbed by several

organizations and local governments, especially Ministry of Finance which implements the

poverty reduction policy and strategic programs. It can be concluded that although he

himself is not conducting the poverty reduction program in his country, he indirectly

supports poverty reduction program in Uganda.

Mr. Gilbert did not have basic knowledge on poverty reduction before he attended the TCTP

training course. He disseminated the knowledge and skill gained through teaching and he has

conducted an expose at Rotary Club in Makarere University. Rotary Club is a community



organization which is organized by the rich people of Uganda. He introduced poverty

reduction program gained from Indonesia to eradicate poverty to the Rotary Club members.

The challenge in combating the poverty in Uganda is lacking of human resources and capital.

People do not have enough money so they need micro credit and the access to the micro

credit. The Government puts priority on the micro finance program currently. The poorest

rural area is located at the eastern part of Uganda. The people prefer to sit at home, eat

cassava and no willingness to work. The men wake up and get drunk, while women go for

gardening to find some food. It is required to set up a program to improve their habit and

advocate them to improve the productivity and to increase their income. Therefore, an access

to micro finance is required to improve their productivity.

Under the Institute of Language of Makarere University, there is no cooperation with other

institutions for poverty reduction activities.

The supervisor of Mr. Gilbert (Prof. Oswald Ndoleriire, Director Institute of Languages,

Makarere University), who was also involved in AICAD, proposed him to attend the training,

since Makarere University is involved as the member of AICAD and more than half of the

resources of AICAD were from Makarere University. At the beginning AICAD, is focusing

mostly at irrigation, value addition and enterprise development. At present, AICAD has been

expanding course for rural women development started in 2008. There is an idea to bring Mr.

Gilbert back to AICAD course especially for rural women development. Poverty reduction

will relate to faculty of social science, environment, geographic, business and small medium

enterprise promotion. So it is difficult to say which faculty is suitable that based on needs.

The present need of Uganda people is mostly on:

- Education, people have to be educated in order they know what they want and have

to do

- People should be trained on different scale and value added, people have to know

how to market the production, how to make diversity of farm production and

manufacture think. Most of rural areas just sell the raw product.

- Transportation facility, improvement of infrastructure is needed to link the farm with

the good transportation facilities such as road or river transportation facilities.

He said that at present AICAD is financed by JICA until 2012. Currently, AICAD has

cooperated with local government through budget sharing such as Regional Strength

Development of Miceana and Management and Irrigation at Miceana started in 2009.

The main inhibiting factors to maintain the effect of training course is lack of fund for follow

up activities of the ex-trainees. He recommended to continue support the South-South

Cooperation including the TCTP training.

C. Cambodia



The Team has interviewed Mr. Loch Riem Deth, as the Chief of Office, Department of Rural

and Economic Development, Ministry of Rural Development.

Mr. Loch Riem Death was working as a staff in Department of Rural and Economic

Development prior to attending training in Indonesia. He is mainly working with farmers in

rural development, specialized in credit and microfinance. His interest is in rural credit and

marketing which is part of rural development to elevate poverty reduction in Cambodia.

Besides the training he participated in Indonesia, later on he also participated in training held

in Korea and some training in Cambodia. Most materials in Indonesian training can be

applied in Cambodia. He was mostly interested in the topic of rural credit and bank loan for

rural development taught by trainers from BRI Bank.

At present, he is responsible for pilot project in 6 villages, supported by ESCAP (Economic

and Social Commission for Asia and Pacific), UN (United Nation). As a facilitator, he works

closely to farmers in a rural area. He combines materials from training in Indonesia and

Korea to be implemented for rural development in Cambodia. Unfortunately, there is no

publication or written materials that he produced.

At present, the Ministry is interested in human capacity development, since the main work is

more technical rather than administrative. Therefore, the Ministry encourages cooperation

with other institution, such as ESCAP and Korea and pay more attention on staffs

participated in trainings.

Mr. Loch Riem Death is now assigned as chief of office, who is responsible in

administration work as well as technical work in some projects. He often goes to provinces

and visits some villages in rural area. He is also appointed as a trainer in some training for

farmers in rural area.

3.4.5 ASEAN Training Course on Dairy Husbandry Technology

3.4.5.1 Respondents of DH Course

Based on the data from course implementation reports, it is identified that in total 60 ex-

trainees from 9 ASEAN countries. Those countries are Brunei Darussalam, Cambodia, Lao

PDR, Malaysia, Myanmar, Indonesia, Philippines, Thailand and Vietnam, had participated in

the 3 (three) training courses of Third Country Training Program on ASEAN Training

Course on Dairy Husbandry Technology. The courses had been implemented in JFY 2003-

2005. Out of 52 reachable ex-trainees, only 27 ex-trainees replied the questionnaires

(hereinafter referred to as “respondents”).



Table 3.7. Total Respondents of DH Course

JFY

Course

Period

Total

Participants

(persons)

Total

Reachable

Ex-Trainees

(persons)

Total

Respondents

(persons)

Total

Reachable

Organization

Total

Responded

Organization

2003 15 Feb – 15

Mar 2004

20 17 6 3 1

2004 15 Jan – 15

Feb 2005

19 14 11 3 2

2005 15 Feb – 15

Mar 2006

21 21 10 6 4

Total 60 52 27 12 7

The respondents are from Cambodia, Malaysia, Myanmar, Indonesia, Philippines, Thailand,

and Vietnam.


trainee organizations. In total, there were 42 ex-trainee organizations to be surveyed;

however, only 12 ex-trainee organizations could be directly contacted by the team.

Meanwhile, only 7 ex-trainee organizations replied the questionnaires.

The Study Team also visited the implementing agency (AAHRD) in Jakarta and

Agribusiness Training Center on Dairy and Post Harvest Technology in Batu, East Java. The

visit to Agribusiness Training Center on Dairy and Post Harvest Technology in Batu, East

Java was conducted in the middle of November 2008. The objective of the visit is to

understand the view of AAHRD on the overall implementation of DH and also on the

relevance, impact, and sustainability of both the implemented DH and the similar training

courses in the future.

3.4.5.2 DH Course Evaluation Result Based on Questionnaire Survey

A. Relevance

Ninety six percent (96%) of respondents cited that the theme and contents of the courses

were moderately to highly relevant to their organizations and countries strategic plan at the

time of the training. In average, the relevance of the course contents with the ex-trainees

organizations and countries strategic plans were moderately high (3.26) at the time of

training and moderate (3.15) at current situation. The respondents described that the situation

of ASEAN countries condition are similar. The respondents from Vietnam stated that theme

and contents match with the organization strategic plan, because it is used to train farmer and

teach students, and some new and modern technologies that have been introduced and

applied.



Unlike Vietnam, Cambodian respondents said that the Department of Animal Health and

Production in Cambodia focuses on draft power doesn’t have development plan in term of

Dairy Cattle Production, and wanted to learn more on about Agro Business management and

Dairy cattle Cooperative organization and management. Whereas for respondents from

Malaysia, Myanmar and Philippine, they agree that the training is important as basic needs

and they are considered align to the ASEAN-countries development plans.

The overall appropriateness of the training course with the organization needs is increasing

at current situation comparing to at the time of training. The average of overall

appropriateness is moderately high (3.30) at the time of training and it is still moderately

high (3.35) at current situation.

The respondents from Vietnam and Cambodia stated that the training is appropriate because

the knowledge and skills are needed to train farmer in cow breeding and it is also appropriate

for participants who are technicians and junior manager in the field of dairy husbandry.

Participants from Malaysia, Myanmar, Philippine and Thailand also pointed out that the

training is appropriate because the knowledge and skills is needed to improve the

organization, because the training is in lined with the grassroot level course and is very much

important for the organization.

In terms of basic knowledge, in average the most respondents stated that their basic

knowledge was moderately high met with the course pre-requisites (the average score is

3.41). The ex-trainee from Vietnam pointed out that they have degree in bachelor of animal

husbandry science, one respondent works as a technician and the other is lecturer in dairy

husbandry. Other participants from Malaysia, Myanmar, and Philippine also stated that the

training was useful to increase their basic knowledge. Unfortunately, participants from

Cambodia never had experienced the study of Dairy husbandry.

Seventy percent (70%) and eighty one percent (81%) of the respondents cited that it was

moderately to highly possible to implement the training outcomes right after the training and

at current situation. The respondents from Vietnam mentioned that the materials are used to

train farmer in cattle breeding and to teach student on farm management as well as to train

state personnel and farmers. Respondent from Cambodia stated that the training is very

important to be disseminated and benefited to livestock’s small-holders, whereas

respondents from Malaysia also pointed out that Current implementation of program

obtained is done but on small area.

B. Impact

Improvement of Ex-Trainee and Ex-Trainee Organization Performance

All of the respondents (100%) cited that they moderately to highly understand the course

contents of DH courses. Forty one percent (41%) cited that they moderately understand and

fifty nine percent (59%) were highly understand the course contents. The respondents from

Malaysia, Vietnam, and Cambodia pointed out that the course contents were easy to be



understood so that they could obtain much knowledge and skill on dairy husbandry to be

implemented in their countries.

In average, the improvement of the ex-trainees knowledge and skills on dairy husbandry

were measured as fairly moderate (2.52 and 2.41) before the training, improved into

moderately high (3.27 and 3.30 at right after the training and 3.50 and 3.44 at current

situation) The respondent from Malaysia stated that with the experience gain from the

course is enhancing his self confidence in the related field, while respondents from Vietnam,

Philippine and Cambodia pointed out that the course brought the new idea on dairy

husbandry which can be provided to the stakeholders.

Ex-trainees become more confident to utilize the skill and knowledge gained during the

training to solve problems on dairy husbandry and contribute to the development of dairy

husbandry sector in their countries.

The respondent from Vietnam mentioned that the skill capability on Dairy Husbandry before

and after participating in the training course is enhanced due to a very good Indonesian

model technology both theorically and practically. His capacity also improved after

receiving the master degree. Meanwhile participant from Cambodia mentioned that he never

practices due to current situation in Cambodia the Dairy Husbandry development is still at

early stage.

The contribution of learning from the other participant’s experiences in average is

contributing moderately to ex-trainees’ capacity improvement. The respondents from

Malaysia stated that he gained more knowledge through sharing experience, while

respondents from Vietnam and Cambodia mentioned that other participant’s experiences help

to them to promote their capacity improvement and the dairy production is very much

worthy. Unfortunately Philippine participants pointed out that he gained not so much

information from sharing experience.

The average of ex-trainee score on applicability of action plan is 2.81 which means moderate

at value inference. The respondents from Malaysia and Thailand mentioned that they have

improved project plan in feeding management and breeding management and after the

training course, their government’s policies have been changed. On the contrary, Vietnam

respondent said that it is difficult to change the old system by him and similarly Cambodian

respondent pointed out that Department of Animal Health and Production don’t have action

plan yet on Dairy Husbandry.

Thus, it can be inferred that most ex-trainees felt that their skills improved because they

received many useful knowledge and skill as well as some practices during the training.

They could also derive the most advantages information from exchanging experiences with

participants from other countries.

Respondents from Malaysia stated that there is limited fund to develop dairy husbandry,

while respondent from Vietnam mentioned his contribution in developing new dairy

husbandry products and other respondent can also participate actively in a project of



developing cattle husbandry. Unfortunately Philippine participants pointed out that dairy

processing was not much given attention during the training course and Cambodian

mentioned that dairy husbandry in Cambodia is not progressed yet.

Contribution of Ex-Trainee in Handling Sector Issues in Beneficiary Countries

Eighty one percent (81%) of respondents cited that the training’s outcomes and activities

were moderately to highly the ex-trainees in enhancing their capacity to perform services to

comply with their organizations’ needs. The respondents from Malaysia stated that the

training output was used to improve the birth rate, while mortality of goat is decreased and in

case of mastitis and milking cows, they are also improved locally. Vietnam respondent

mentioned that knowledge and skill taught during the training course is used to teach farm

school management and to work in farm – holder. Other participant said that if she is the

director, she would perform better than the present. Furthermore, Philippine participants

pointed out that the training has build confident in delivering service to the farmers, and

participant from Cambodia mentioned that the output also improve draft power for small

holder farmer and the organization has a strategy to promote Animal Breeding, Feeding

Management, and Forage Crop Production according to the local needs.

Seventy four percent (74%) of respondents cited that it was moderately to highly possible to

adopt the dairy husbandry programs obtained from the training courses in the beneficiary

countries. Respondents from Malaysia stated that it is possible since the climate and animal

feed are more or less the same to Indonesia, where management practice is taken, while

respondents from Vietnam mentioned that similar model is being applied in the country,

aside from that the development has not been sustainable up to now. Unlike the others,

respondent from Cambodia mentioned that there is no action plan yet from government.

No negative impact has been brought by the TCTP so far.

C. Sustainability


Ninety three percent (93%) of respondents cited that the knowledge and skills acquired from

the DH training courses were moderately to highly remain applicable. The respondents from

Vietnam mentioned that basically it is applicable in all dairy farms either small or medium

farm, however it depends on the local situation. Cambodian respondent said it remains

applicable in particular activities related to feed improvement.

Ex-trainees still use the skill and knowledge gained in the training course in their daily

works to help them solve some arising problems. The skill and knowledge gained during the

training are disseminated in the form of sharing during their daily works, sharing in meetings,

or sharing through distribution of training materials. Some of them are disseminating such

gained skill and knowledge through training courses/seminars and writing in publication(s).



The respondents from Viet Nam mentioned that it was difficult to share materials acquired

during the course because of the language barrier (the materials were published in English

which cannot be used directly by other staffs or farmers).


The main factors that inhibit the sustainability of training course effects are the external

constraints such as lack of budget or equipment and/or materials and the ex-trainees have

been transferred to another position which is not related to the training subject. The

respondent from Cambodia cited that Government has to allocate the budget to develop

availability of equipments and materials for dairy husbandry.

Meanwhile, the main factors that promote the sustainability of the training course effects are

the appropriate planning of the activities and high prioritized of the related training areas

with the organizational policy/strategy. In addition, respondents from Vietnam mentioned

that the knowledge and skill gained from the training course sustains, however, it takes the

best efforts to gain more skills and knowledge from other ways and methods and other

respondent thinks that technicians and manager related to the field of dairy husbandry in

developing countries always have a number of benefits when they have chances to take parts

in abroad training courses.

3.4.5.3 DH Course Evaluation Result Based on Site Visits

Based on site visit to Cambodia and Vietnam, there are two ex-participants from TCTP on

ASEAN Training Course on Dairy Husbandry Technology (DH) were being visited and

interviewed. The participants are Mr. Buth Trek from Cambodia and Mr. Le Cong Hung

from Vietnam. Aside from interviewing ex-trainees interviewed, the ex-trainees

organizations, where the ex-trainees work were also being visited and interviewed. The

following is the result of interview in both countries.

A. Cambodia

The ex-trainee being visited and interview in Cambodia is Mr. Buth Trek who was working

at the Department of Animal Health and Production, Ministry of Agriculture, Forestry and

Fisheries, Phnom Penh, Kingdom of Cambodia. He is specialized in the subject of ‘raising

and breeding’ of livestock in Animal Production Office.

He uses the training knowledge and skill gained from ASEAN Dairy Husbandry training in

Indonesia to develop and enhance training materials for farmers and others in Cambodia.

After the training he is involved in various trainings not only for farmers, but also for

military people who raise and breed cattle in their complex and teachers in primary schools.

He writes some training materials to be disseminated in the training. He cooperates with

provincial officer in farmers training.



Unfortunately, he could not apply the skill and knowledge technically since there were no

farm and lab in his department. Recently the Department’s office moved to a new place with

new buildings and new facilities. Although the facilities are limited, the department

collaborates with university and requests assistance (budget and short/long term expert) from

OIE, FAO and ASEAN. In the past there was a project from EU in cattle breeding, by

crossing local cattle with US or Australian cattle. At present the department also encourages

the government to invite private sector to participate in dairy cattle investment in Cambodia.

Since 1980’s Cambodia has been trying to develop animal production, but due to limited

technical workers and labor, the department’s policy is to build and strengthen capacity

building of dairy husbandry in all levels. Thus, staffs are encouraged to take parts in various

trainings and capacity development abroad and then provide in house training. After

returning from Indonesia, he was also participated in a dairy training in Thailand and South

Korea, thus he combined all the training materials that he got to be applied in his country. He

believes that each country has different situation, such as budget, human resources etc.

B. Vietnam

The ex-trainee being visited and interview in Viet Nam is Mr. Le Cong Hung, who is a

lecturer and staff in College of Agriculture and Rural Development of the North Viet Nam.

After he attended the training course in Indonesia, he applied the output of the training in the

form of lecture materials and laboratory practical guidance for his students and also in the

form of training materials for farmers training.

He also disseminated and informed his colleagues the training materials he acquired in

Indonesia in a seminar or a workshop. The most interesting training material which he

remembered was artificial insemination on dairy which is very useful to develop his lectures

in Vietnam. He also collaborates with his colleagues in research and prepares various writing

materials for his students.

He pursued his Master Degree a few years ago in one of university in Vietnam. Now, despite

his responsibility as a lecturer, he is also a trainer in various trainings. He writes many books

for lectures as well as for training and also involves in curriculum development of his

department.

Last year he was promoted to be the Head of Animal Husbandry, Livestock and Veterinary

Department and he collaborates with Veterinary Research Institute as well as Animal

Husbandry Research Institute and Livestock Center in the form of training. Currently he is

responsible to develop formulation extension services in cooperation with USAID, a donor

institution that help finance the development of farming in rural community by increasing

their skill, knowledge and ability of farmers.

The college where he works sees that Mr. Le Cong Hung has improved not only his

knowledge and skill but also his self confidence after he returned from Indonesia. Therefore,

he was given a bigger responsibility and some challenges such as being the head of the

department and pursuing higher degree. Since one of the policies of the college is focusing



on human capacity development, various activities which involve students and farmers are

being held in the college.

The college supported the activities mostly from their internal budget (about 60%) and about

40% from external resources. The facility used for his activities although quite limited but

sufficient enough. Collaboration among departments within the college is very good in

making success of the activities.

3.4.6 Information Technology Education Methodology (ITEM)

3.4.6.1 Respondents of ITEM Training Course

Based on the data from course implementation reports, it was identified that in total 79 ex-

trainees from 18 ASIAN namely, Bangladesh, Brunei Darussalam, Cambodia, Fiji, Indonesia,

Lao PDR, Malaysia, Mongolia, Myanmar, Nepal, Pakistan, Papua New Guinea, Philippines,

Sri Lanka, Thailand, Timor Leste, Uzbekistan and Vietnam and AFRICAN countries,

namely Ethiopia, Kenya, Madagascar, Tanzania, Uganda, and Zambia had participated in the

3 (three) training courses of Third Country Training Program on ASEAN Training Course

on Information Technology and Education Methodology, which had been implemented in

JFY 2002-2006. Table 3.8 shows that 15 ex-trainees replied the questionnaires (hereinafter

referred to as “respondents”). The respondents are from Cambodia, Indonesia, Kenya,

Thailand, Uganda and Vietnam.

Table 3.8. Total Respondents of ITEM Course

JFY

Course

Period

Total

Participants

(persons)

Total

Reachable Ex-

Trainees

(persons)

Total

Respondents

(persons)

Total

Reachable

Organization

Total

Visited

Organization

2002 Oct 7

th – Nov

5th 2002

16 9 - 2 1

2003

Aug 18th –

Sept 16th

2003

17 7 4 2 1

2004

Aug 30th –

Sept 29th

2004

16 14 4 1 -

2005

Nov 14th –

Dec 13th

2005

14 13 3 - -

2006 Nov 6

th –

Dec 5th 2006

16 13 4 2 -

Total 79 56 15 7 2

The Study Team also visited the implementing agency, Electronic Engineering Polytechnic

Institute of Surabaya (EEPIS) – Institute Technology of Sepuluh Nopember of Surabaya

(ITS) in Surabaya, East Java. The visit to EEPIS has been conducted in the middle of



November 2008. The objective of the visit is to understand the view of EEPIS on the overall

implementation of ITEM and also on the relevance, impact, and sustainability of both the

implemented ITEM and the similar training courses in the future.

3.4.6.2 ITEM Course Evaluation Result Based on Questionnaire Survey

A. Relevance

Eighty seven percent (87%) of respondents cited that theme and contents of the ITEM course

were moderately to highly relevant to their organizations or countries strategic plans at the

time of training. In average, the relevance score is increasing from moderate (3.20) at the

time of training into moderately high (3.53) at current situation. The ex-trainees from

Myanmar from the Computer Science Institute for Diploma Degree cited that the contents

can be applied as teaching modules in diploma course. The respondent from Kenya said that

his country is still a developing country in which such technology trainings are very

important. Many institutions in Kenya especially schools and colleges by the time the

participant went for this thing were yearning for technical support and therefore technical

expertise was and still crucial for ICT programs to run efficiently and effectively so this

training was still highly align to his organization and Kenya at large. While a participant

from Uganda cited that the technologies and training is very vital for his country. A

participant from Vietnam cited that many subjects were covered in the course, however, his

company almost uses windows so cannot apply the open source such Linux software.

Meanwhile a participant from Zambia said that the course is more relevant now than before.

It’s seem that after applying what have been learned in Indonesia, the ITEM training course

give him the understanding how important the training. Bangladesh participant also informed

the training is highly aligned because they already established a LAN in the institute, getting

the internet services and going to develop a website by them.

Ninety three percent (93%) and all (100%) of respondents cited that the course contents were

moderately to highly appropriate with their organizations needs at the time of training and at

current situation. It is due to they were dispatched from IT institutions or IT related

organizations. It can be seen that the scores are quite high and remain the same at time of

training and the training course remains appropriate currently. The course content is still

being applied for the diploma course in Myanmar. One respondent from Kenya cited that

since the institution has moved from Polytechnic into a University, they have to change

some contents in reflecting current needs, other respondent cited that they are still embracing

e-learning. The respondent from Uganda cited that the content during the training is very

essential. Respondent from Bangladesh directly involve with development of computer

network of the course related curriculum.

Since most of them have the basic knowledge on information technology, it would be more

possible for them to implement the knowledge and skill gained in the courses at present than

at the time of the training. This is implied in the score from the respondent which is higher at

current situation comparing to at the time of training. For the Myanmar ex-trainees, since

the contents are similar to their curriculum, hence it can be applied up to present. The



Ugandan ex-trainee is using the outcome of the training as the teaching modules in Makarere

University. In other case a participant from Kenya is not very sure of the current possibility

since he left his organization. Other participant from Kenya cited that Kenya as one of the

developing country was and is still theeting on I.T. integration in its training and leening

instutions, therefore these skills helped and is still semley as a directive on curriculum based

on information technology.

The implementing organizations considered that there is a need of ITEM training and that the

trainings were relevant and appropriate for developing countries in Africa and Asia. The

training course covers not only the information technology, but also education methodology

for lecturers, This training course is done due to capacity building in ITEM for developing

countries in Asia and Africa is necessary in order to be able to catch up with IT development.

B. Impact

Improvement of Ex-trainee and Ex-trainee Organization Performance

In average, the respondents were moderately high understood the ITEM training course

contents. In term of skill capability most of ex-trainees felt that they increase of skill after

the training course, from fairly moderate (2.20) into moderate (3.20) at right after the

training and into significantly high (3.61) at current situation. They felt that their skill and

knowledge on IT is higher after they participated the training, and even the course has

encouraged the ex-trainees to improve themselves after the training by attending other

related courses to update their skill and knowledge.


training to solve problems on ITEM and contribute to the development of information

technology sector in their countries. Ex-trainees felt that their skills improved because they

received many useful practices during the training and they could derive the most advantage

from exchanging information with participants from other countries.

A participant from Myanmar said that he fully understood the ITEM course content because

he is a teaching staff in IT field. Information from Vietnam ex-trainee, training item in

English language is difficult to follow because her fluency in English is less. Kenya’s ex-

trainee informed that there were changes in terms of resourses to implement the course than

the course was being implemented at the first time.

The good reasons for the ITEM also stated by one Kenyan participant that it helped him to

be equipped fully up to now. He got everything during this training and there after it pushed

him to enrol for further training to the level of bachelor of information technology as per

now. It is his hoping to do master and doctor in the future. Other Kenyan participant also

attended other CISCO course to strengthen and update his knowledge and pursuing his PhD

in IT.



In average learning from the other participant’s experiences has contributed moderately to

ex-trainees’ capacity improvement. The participant from Myanmar cited that they only share

and discuss some teaching methodologies. Bangladesh’s participant said the other participant

are co-operative and they are still communicate with each other through email group. The

coordinator still keep communicate with them and they share the knowledge changing in the

field of IT and huminities. A participant from Kenya said that he has a fantastic

opportunity to have met people of different race. They greatly learnt from each other. The

participants very quickly settled down and was a small family of great sharing.

A participant from Kenya said that he left the organization but still using the knowledge

developed new items in his current organization. The other Kenyan respondent said that he

involved in teaching computer related courses on his organization and others who invite him

from time to time. He also serves mostly youth people between 14-18 ages as in lively

information age. They therefore need the best methodology to keep track within the

dynamism of information technology.

Bangladesh’s participant said right after participating in the training he cannot contribute

better due to the lack of knowledge of the authory about the opportunity of computer

Network but now the authority understand and increase the supporting facilities day by day.

The main factors which supported ex-trainees to utilize knowledge and skill learned from the

training course in their work are the strong self commitment and appropriate of the course

content. Besides the work environment and availability of the equipment shall encouraged

the ex-trainees to utilize the skill and knowledge. Bangladesh ex-trainee cited that the

content has covered the information technology, but it was not covering the education

methodology.

Contribution of Ex-Trainee in Handling Sector Issues in Beneficiary Countries

All of respondents cited that the training’s outcomes and activities had helped the ex-trainees

in enhancing to perform service in their organization to comply with the local needs. In

average, it helped to enhance the ex-trainees capacity in moderately high level. The training

highly affected ex-trainees capacity in performing services to their surroundings.

Sixty seven percent (67%) of respondents cited that it was moderately to highly possible to

adopt the Indonesian ITEM model program in their countries. The model can be applied

because the training course contents are in-line with the nature of their countries and

applicable to their countries.

Participants from Uganda and Bangladesh said the training results that they learned can be

implemented them in their institution or organizations. Myanmar’s participants said the

possibility of adopting the Indonesian model of ITEM is in somewhat possible right after the

training course and in current situation since they implement their own model in their

country.



It is very relevant to the local situation in Kenya. Other Kenyan participant cited that

Indonesia as a developing country comes in handy as a point of reference for Kenya.

Indonesia is strategically placed with the Asian tiggers strategy like Malaysia, Singapore,

and Japan. So it has access to the front.

Zambia’s participant cited that the training could have been more effective if the presenters

stuck to the content and some items learnt were irrelevant to the course. Participant from

Bangladesh cited that right after the training course the infrastructure and other facilities in

his country were relatively poor, however, a number of quality IT institutions has been

established now and they are trying to improve the IT education Environment.

The training course has improved their capacity and hence improving their self confidence to

implement the skill and knowledge gained during the training. They also have an opportunity

to know the information technology development in other countries in particular Indonesia.

Ex-trainee from Myanmar responds that he can learn all basic knowledge of IT skills and

share it to his IT technology of each country.

C. Sustainability

Maintaining the Effect of the Training Course

The average score of 3.67 is describing that the skill and knowledge gained during the

training is still highly remained applicable; the ex-trainees still use the skill and knowledge

gained in the training course in their daily works to help them solve some arising problems.

In Myanmar they still use it in diploma course which is similar with their curriculum. It

provided a basis for implementation of current technology in Kenya and other participant

cited that it constituted IT future trend that they need. The respondent from Vietnam said that

the knowledge and skill transferred is necessary for his jobs.

The skill and knowledge gained during the training are mostly disseminated in the form of

sharing during their daily works, sharing through distribution of training materials and

sharing in meetings. In addition, respondent from Bangladesh informed that he has

disseminated the skill and knowledge not only in his organization during his teaching but

also to Bangladesh Technical Education Board through the curriculum design and

development process.While Kenya’s participant that said the components of training

constituted I.T. future trend which he wished if he could visit some of industrialized states

like Japan. Other Kenya’s participant disseminated the skills and knowledge in effective

delivery of content to students as he is a lecturer.

However, since the IT technology is growing rapidly, they have to keep up the technology

updated. Therefore, there is a requirement on it. Respondent from Uganda take some courses

on CISCO and PhD degree to update his knowledge, similar to Bangladesh participant who

take his master degree in CSE. Meanwhile, the respondent from Zambia cited that he got

difficulties to update the information since the internet at his office is not relaible and he

needs more training and materials to develop IT syllabus in his country.



Factors Promoting/ Inhibiting the Sustainability

The main factors that inhibit the sustainability of the course effect are the external

constraints such as lack of budget or equipment and/or materials and the organizational

policy/strategy which has been changed.

The main factors which promote the sustainability of the knowledge and skill gained from

the training course are the the organizational policy and strategy and support from external

constraint such as lack of budget or equipment and/or materials. In addition, participant from

Zambia cited that political will and understanding from the Government and organizatization

are also essential. While a participant from Kenya said the requirement to meet the

International standard as I.T. practioners is also promoting the sustainability of TCTP.

3.4.6.3 ITEM Course Evaluation Result Based on Site Visits

The site visit related to TCTP on Information Technology Education Methodology (ITEM)

is done in Cambodia (Asia) and in Kenya (Africa) where ex-participants from TCTP on

Information Technology Education Methodology (ITEM) were being interviewed. The

participants are Mr. Sok Tha from Cambodia and Mr. Kennedy Omwenga from Kenya.

Aside from interviewing ex-trainees interviewed, the ex-trainees organizations, where the

ex-trainees work were also being visited and interviewed. The following is the result of

interview in both countries.

A. Cambodia

The TCTP Information Technology Education Methodology ex-trainee being visited and

interviewed in Cambodia is Mr. Sok Tha,who has been serving the Ministry of Education,

Youth and Sport (MoEYS) of Cambodia for over a decade. He graduated with a B.A in

Education at the Royal University of Phnom Penh and a MBA degree in Management from

Phnom Penh International University, Cambodia. He has participated in various overseas

training on IT (Information Technology) such as in Singapore, India, Indonesia, Philippines,

Brunei and many others. Among all of the IT trainings he has been participated, the training

in Indonesia, he felt that it was very practical, built his confidence, and was used as a basic

knowledge for IT development in Cambodia. He mentioned that one of the training materials

which was new to him and is still being developed in his office is Linux operating system.

From 2003 to 2005, he was the Country Contact Person for the Asia e-Learning Network

(AEN) [http://www.asia-elearning.net]. He wrote and review some manuals for IT teachers

training and developing Operating System in Cambodian language. He is also a board

member of the Cambodia-Korea Alumni Association and advocacy board member of Center

for Information System Training, a French NGO that offers underprivileged student’s quality

training in the filed of Information Technology.



Since March 2006, Mr. Sok Tha has been serving as the project officer for the two UNESCO

ICT in Education projects namely “Strengthening ICT in Schools and SchoolNet Project in

ASEAN Setting“ and “the Next Generation of Teachers Project”

[http://www.unescobkk.org/education/ict] which aim to enable the next generation teachers

and students in the Asia-Pacific region to exploit the benefits of ICT to enhance teaching and

learning. During the same period, he has been appointed as the Research Coordinator

SEAMEO VOCTECH's three-pronged Project on "Research Networking and Capacity-

Building Program for Higher Education Institutions in Vocational and Technical Education

in Southeast Asia" (SEAVERN) [http://www.voctech.org.bn/cms].

During the interview, he also mentioned that visiting some institutions related to IT during

the TCTP training was very useful in order to be able to see the prospect and development IT

in Indonesia. Government policy and support from ex-trainee organization will enhance the

ex-trainee capacity development as well as organization development.

Training output was used as a start up point to develop IT in Cambodia. He felt that

development of ICT in Cambodia was behind from other neighboring ASEAN countries, yet

some progresses have been done to catch up the development of ICT. The training materials

from TCTP was used to develop training materials for high school teachers training, WEB

and network in Ministry of Education Youth and Sport, some programs in Cambodian

language, and open source Operating System for Cambodian. Furthermore, it is also used as

a source to develop ICT Master Plan in the Ministry of Education Youth and Sport (expected

to be finished end of this year).

It can be inferred from the interview that after 6 years, through dedication, hard work and

commitment, Mr. Sok Tha, the Cambodian ex-participant has successfully developed IT in

his organization as well as his country. His success cannot be separated from the support of

his organization and other micro environment. In addition to that his direct supervisor

recently has been promoted as the Ministry of Education Youth and Sport of Cambodia.

B. Kenya

The visited and interviewed ex-trainee in Kenya is Mr. Kennedy Orwaru OMWENGA a

lecturer in Institute of IT center in JKUAT University, Nairobi Kenya. He used the

knowledge and skill gained from the TCTP training as the teaching modules. Beside to the

students, he also disseminated the knowledge and skill that he gained from the training to his

colleagues.

He used to show the demo of the software and books that he gained during the training to the

students and his colleagues. At present, he usually teaches the internet network, design and

programming. However, since the IT knowledge is change rapidly, he has to improve

himself with the new skill and knowledge. He attended several Cisco course program in

JKUAT University after the TCTP training.

The TCTP training also encouraged himself to pursue his PhD program mainly for using

routing system for efficient internet system. The JKUAT University is the first university



which has IT department in Kenya. Since the current issue of Kenya is to alleviate the

poverty, in relation to IT development, it is necessary to empowering people with IT or ICT

and establish Village Information center to empower rural development.

Through participating the TCTP training, the ex-trainee became more confident and stand

out in term of IT technology to support JKUAT University as a leading University of IT.

3.4.7 Advanced Veterinary Drug Quality Control

3.4.7.1 Respondents of VD Course

Based on the data from course implementation reports, it was identified that in total 50 ex-

trainees from Asian namely Bangladesh, Bhutan, Cambodia, Fiji, Lao PDR, Myanmar,

Philippines, Papua New Guinea, Sri Lanka, Thailand and Vietnam, Vanuatu, and African

countries namely Kenya, Tanzania, Zambia, had participated in the 5 (five) training courses

of Third Country Training Program on Advanced Veterinary drug Quality Control, which

had been implemented in JFY 2002-2006. Table 3.9 shows that 16 ex-trainees replied the

questionnaires (hereinafter referred to as “respondents”). The respondents are from

Cambodia, Malaysia, Myanmar, Lao PDR, Philippines, Thailand, and Vietnam.

Table 3.9. Total Respondents of VD Course

JFY

Course

Period

Total

Participants

(persons)

Total

Reachable

Ex-Trainees

(persons)

Total

Respondents

(persons)

Total

Reachable

Organization

Total

Responded

Organization

2002 Mar 9th –

Mar 23rd

2003

10 9 2 2 -

2003 Feb 1st – Mar

6th 2004

11 5 2 2 -

2004 Jan 16th –

Feb 19th 2005

9 9 4 2 -

2005 10 6 6 4 1

2006 Feb 4th – Mar

10th 2007

10 8 2 2 2

Total 50 38 16 12 3


trainee organizations. In total, there were 12 ex-trainee organizations which could be directly

contacted by the team. Meanwhile, only 3 ex-trainee organizations replied the questionnaires.

The Study Team also visited the implementing agency the Veterinary Drug Assay

Laboratory (VDAL), Gunung Sindur – Bogor, West Java. The visit to the implementing

agency was conducted at the end of October and at the middle of November 2008. The

objective of the visit is to understand the view of VDAL on the overall implementation of

VD and also on the relevance, impact, and sustainability of both the implemented VD and

the similar training courses in the future.



3.4.7.2 VD Course Evaluation Result Based on Questionnaire Survey

A. Relevance

Seventy five percent (75%) of respondents cited that the theme and content of the VD

courses were moderately to highly align to the ex-trainees organizations and countries

strategic plans. In average, the relevance of the theme and contents of the courses were

moderate (3.19) at the time of training and increased into moderately high (3.25) at current

situation.

Seventy five percent (75%) and eighty eight percent (88%) of the respondents said that the

VD course contents were moderately to highly appropriate with their organizations needs at

the time of training and at current situation respectively. In average, level of appropriateness

was moderately (3.06) at the time of training and moderately high (3.38) at current situation.

The participants mostly were dispatched from dairy organizations or related organizations,

which were developing the production of husbandry, including Advanced Veterinary drug

Quality Control. Therefore, they have the basic knowledge on Advanced Veterinary drug

Quality Control, which enhance them to absorb the knowledge and skill gained in the

courses.

The Cambodia respondents cited that Cambodia does not have the Veterinary Drug Assay

system for veterinary drug quality control yet, therefore they used international standard.

Monitoring veterinary drug side effect in the field and the animal quarantine management

and disease diagnostic technique for food animal is highly needed in his country. Therefore,

the VD course is essential in developing the standard for their country.

The participants from Bhutan said that quality check on drug supplies as well as the

Essential Veterinary drug Committee was strengthened by the course. The training program

has helped to streamline the veterinary drug control system. A lot of services have improved

as the feedback information received from the field officers. They are still referring the

training materials for implementation of new techniques.

Participant from Thai said that the contents of the course are in line with his organization

because veterinary drug improvement is one of major role for Department of Livestock

Development. The course content covered many subjects such as guideline for assay of

Pharmaceutical and premixes preparation etc. that can be adopted to use in his organization.

A participant from Philippines who from Provincial Veterinary Office of La Trinided,

Benquet, cited that at present, Philippines imported the veterinary drugs from other country.

Therefore the veterinary drug entering the country must pass quality control. Therefore, the

course is very useful for his country to be used as the considerations for preparing the

standards which is still lacking in his country.

Participant from Lao informed that Lao government has a plan to be a member of WTO and

participant SPS agreement. The participant has been anticipated the future trade system in

his country.



In average, the possibility to implement the knowledge and skill gained from the training in

the ex-trainees organization is at moderate level at right after the training and is increasing

into moderately high at current situation. It seems that most beneficiary countries are

promoting the veterinary drug quality control in their own country.

The participant from Cambodia said that currently Department of Animal Health and

Production does not have Veterinary drug assay system yet but some technique like Animal

quarantine management and Disease diagnostic technique for food animal can be

implemented in his organization.

The participant from Vietnam said that he can apply most of knowledge from the course to

his laboratory at present. Meanwhile a participant from Philippines has never implement the

skill and knowledge learned from the training, since there is no quality control facilities in

his organization yet. The Ministry of Agriculture will take over facility of drug quality

control from Ministry of Health.

B. Impact

Improvement of Ex-trainee and Ex-trainee Organization Performance

The ex-trainees knowledge on Advanced Veterinary drug Quality Control increased after

attending the training course. The increment of the respondents’ capacity is measured by

comparing their skill and knowledge on veterinary drug control before the training, right

after the training and at current situation. In average, the respondents cited that their capacity

in fair (the average score is 2.00) before the training, increasing into moderate (2.94) right

after the training and it is moderately high (3.19)at current situation. It might be affected by

learning from other participants’ during the training, and from other trainings, workshops or

seminars as well as self learning which were much more contributing to their capacity

improvement.


training to solve problems on Advanced Veterinary drug Quality Control and contribute to

the development of Advanced Veterinary drug Quality Control sector in their countries.

According to the respondents the animal quarantine management can be practice, the

lectures were good and clear to understand.

The Cambodian respondent cited that the training provided the idea on Veterinary drug

Quality Control to his Department. However, since Veterinary Drug Quality Control in

Cambodia has not established yet, the ex-trainee cannot practice the skill and knowledge

gained through the training. His position is in vaccine production division and no experience

in veterinary drug essay.

Bhutan respondents said the need for quality control and management is increasing day by

day partly due to increasing public awareness and also due to customer/clients complaints. It

gave immense knowledge on laboratory testing and improvement quality control. The

training provided very good foundation and skill for testing quality. However, due to lack of



laboratory capacity, lack of legislative support which was still at the initial stage, he cannot

apply the knowledge and skill gained during the course fully. Although it is still a long way

to establish the veterinary drug assay laboratory in his country, he as the active member of

Essential Veterinary Drug Committee has established its foundation.

The participant from Thailand said the course lecture was good and clear to understand. The

discussion was very open and positive. Laboratory method introduced was good and easy to

be adopted. It will be helpful in the improving his knowledge and skill. He also learned a lot

on differences among the participating countries and other ex-trainees special talents. At

present, he still contact with some ex-trainees for sharing information about veterinary drug

control.

Contribution of Ex-Trainees in Handling Sector Issues in Beneficiary Countries

The respondents said that the outcome of the training course has moderately enhanced their

capacity to perform services to comply with their organizations’ needs. The Cambodian

respondent said that the animal quarantine management and disease diagnostic technique for

food animal is supporting him in perform services to comply the local needs in his

organization. Thai respondent said that all of knowledge is still useful because he can share it

with another officer who has responsibility on veterinary drug quality control. It can be

conclude the training’s outcome and activities after attended the course clearly can be

implemented in their countries.

The Indonesian veterinary drug assay laboratory is moderately possible to be adopted in the

respondents’ countries. The respondent from Bhutan cited that a lot of techniques are still

being implemented, policies adapted ad a whole new system being constructed. However the

involvement of non-governmental and private agencies is still lacking in the system as well

as lack of awareness in general public and customer demands. It will be more adoptable if

Bhutan has well developed drug testing laboratory.

Meanwhile, a participant from Thai said because the model of veterinary drug improvement,

techniques and methods for control veterinary drug quality in Indonesia and Thailand is

quite similar.

There is no negative impact has been brought by the training so far.

C. Sustainability


The ex-trainees still use the skill and knowledge gained in the training course in their daily

works to help them solve some arising problems. The Cambodian respondent said that he

can participate in some related activities after the training. Meanwhile, respondents from

Bhutan cited that the techniques and knowledge are still remained applicable, however due

to lack of laboratory facilities, not all of them can be applied yet. Respondent from Thai has

disseminated the skill and knowledge he gained during the training to another officer who



responsible to the veterinary drug quality control, since he is not really in charge for that

business.

The skill and knowledge gained during the training are mostly disseminated in the form of

sharing during their daily works and by implementing training course/seminar. One

respondent from Thailand has disseminated the knowledge and skill he gained through the

training to another staff who directly in charge for veterinary drug quality control in his

organization. Basically the technology introduced during the training is still valid to keep up

with the latest technology change. However, financial supports from their Governments are

essential to get the access for the technology changes.

For instance, the ex-trainee from Cambodia cited that Government should allocate budget to

develop availability of equipment and materials for the laboratory. And other respondent

from Bhutan said that they need government support to emphasize on new technologies and

effort to continually update the appropriate staff to access the latest technology changes.


The most inhibiting factors of ex-trainees in sustaining the effect of training course are the

external constraints such as lack of budget or equipment and/or materials and the ex-trainee

has been transferred to other position which is not related to the training subject. The

Cambodian respondents required the support from Government to allocate the budget to

provide the equipment and materials for the veterinary drug assay laboratory. Beside, the

position of Thai ex-trainee which actually is not directly involving in veterinary drug quality

control has limited the benefit of the training. He has to disseminate the training outcomes to

the direct person in charge.

3.4.7.3 VD Course Evaluation Result Based on Site Visits

The site visit to Asia related to TCTP on Veterinary Drug (VD) is done in Cambodia and

Vietnam where ex-participants from TCTP on Veterinary Drug (VD) were interviewed. The

participants are Dr. Sea Visal Rath from Cambodia and Dr. Tran Dinh Lang and Ms. Vu Thi

My Hanh, DVM from Vietnam. Aside from interviewing ex-trainees the ex-trainees

organizations, where the ex-trainees work were also visited and interviewed. The following

is the result of interview in both countries.

A. Cambodia

The TCTP Veterinary Drug ex-trainee being visited and interviewed in Cambodia is Dr. Sea

Visal Rath. Before attending the training in Indonesia, he was a staff in NAHPIC (National

Animal Health Production Investigation Center), Department of Animal Health and

Production. At present, he is responsible for International Cooperation Section and

Development of Veterinary Drug Law of Cambodia as well as working in NaVRI (National

Veterinary Research Institute) in the Department of Animal Health and Production, Ministry

of Agriculture, Forestry and Fisheries.



Although there is a limited facility available, such as laboratory and equipments to apply the

methods acquired from the training in his office, he has disseminated the training output

from Indonesia in the form of workshop and in an annual meeting. He also uses some

materials from the training in the form of simple introduction to inform farmers in rural areas

regarding the important use of veterinary drug. The written materials are only used internally

and there is no publication from him.

Despite his involvement in developing veterinary drug law, his ambition is to encourage his

department in realizing the laboratory and equipments, so that the facility to control

(technically) the quality of veterinary drug is available. Thus, government policy on

veterinary drug in Cambodia can be improved, especially in solving many problems related

to veterinary drug.

Dr. Kao Phal, his superior who also joined the TCTP in 2001, considered him as one of

assets in the Department of Animal Health and Production to develop veterinary drug in

Cambodia. At present, the policy of the department is to enhance and strengthen capacity

building, thus he has been assigned in cooperation to international institution such as OIE,

FAO, and ASEAN countries.

Currently, the department has moved to a new building with new facilities and hopefully

there will be laboratory and small farm to support the activities of the department. With the

ongoing development of veterinary drug law in Cambodia, the Department of Animal Health

and Production can be developed into Directorate General. The Department at present relies

on budget from the government and has prepared a proposal to ADB and World Bank.

B. Vietnam

1. Dr. Tran Dinh Lang

The visited and interviewed ex-trainee in Vietnam is Dr. Tran Dinh Lang, a Bacteriologist,

who studies bacteria and mainly works on animal pathogen in the laboratory. When she

returned from the training in Indonesia, he could not completely apply all of the training

output in her department due to limited facilities. He felt that the training output has

enhanced not only his technical skill but also his confidence, specially working with people

from other countries.

Since the training he joined in Indonesia was just one and half years ago, he felt that there is

not much progress yet, although he had made a training report and disseminated the training

output through a seminar and presented the new methods and techniques during a meeting in

the office. He has not made any publication, but he wrote some lab protocols and seminar

materials to be used internally.

After the training in Indonesia, he maintains contact with some ex-participants from

Madagascar, Solomon and Philippines. He has been participated in other similar training in

Vietnam and not abroad. He is responsible in laboratory work and testing various drugs. At



present he collaborates with Veterinary Research Institute and Biotechnology Research

Institute in some research activities.

The institute has two major functions, which are controlling and checking veterinary drugs

and vaccines and maintaining strains related to pathogens. It is the only institute in Vietnam

which carries those tasks. Most of the staffs in this institute are young and are encouraged to

enhance their knowledge and skills. Most of the staffs that were trained abroad have

improved their ability and also enhance the activities of the institute.

The institute receive budget from Ministry of Agriculture, Fisheries and Aquaculture. In the

past there was a cooperation and financial support from JICA. Recently, the institute

received laboratory facilities to support the activities of the staffs. The institute is developing

new building for biotechnology purposes especially Bioethics and Bio-safety.

2. Ms. Vu Thi My Hanh, DVM

Ms. Vu Thi My Hanh, DVM is a virologist, who works mainly in the laboratory. When she

returned from the training in Indonesia, she could not completely apply all of the training

output in her department due to limited equipments in the lab, but now with new facilities

she can apply the knowledge and skill gained during the training.

Her main responsibility is testing and checking veterinary drug in the laboratory in particular

those viral drug. She also writes some materials for internal presentation based on the

training in Indonesia. She felt that the methods she learned from the training are very useful

for her daily activities in the lab.

She thinks that JICA must be conduct a follow up training so that the ex-participants are well

informed on the progress of VD. She maintains contact with some ex-trainees through email

to exchange information.

The institute has encouraged young staffs to participate in the training such as the one held in

Indonesia. It would be a great honored if there is another invitation to our institute. We

believe that veterinary drug is very important for the future, thus at present we try to

facilitate the lab with new equipments for research and testing.

The institute where she works cannot directly cooperate with other institution. Cooperation

must be reported to the Department of Animal Health. We have difficulties in drug

management, although it has a strong relation with our task but it is under the Department of

animal health.


PT. Indokoei International Chapter IV - 1

Result of Evaluation by Sector

4.1 General Macro Environment of Visited Countries

This chapter will discuss, analyze and prove the impact and other related roles of TCTP to socio economic development at the current situation comparing to the planning stage of beneficiary countries. This subject of discussion is indeed a large scope of not only on sector analysis matters but also by means of number of countries (by which these countries are in two continents, 22 in Africa and 25 in Asia) and it should result in a practical and realistic exposures. Therefore it will be realistic to focus an investigation and yet still having proper and valid analysis, by case study to explain the implication of TCTP results upon socio-economic sector in beneficiary country.

This approach is done through direct interview to 16 ex-trainees and 15 ex-trainee’s organizations (9 in Africa and 6 in Asia) in four countries, 2 in Africa (Kenya and Uganda) and 2 in Asia (Cambodia and Viet Nam). The output of cross country case study is further being mutually verified by result of questionnaire survey that has been reported in Chapter 3.

As it has been discussed earlier in chapter 1, the study covered 7 training courses in TCTP, those are: 1) Microfinance, 2) Post Clearance Audit, 3) Poverty Reduction, 4) Education, Information and Communication in support of Family Planning, 5) Dairy Husbandry Technology, 6) Information Technology Education and Methodology and 7) Modern Technology for Veterinary Drug Control. TCTPs were implemented in respond and to support African and Asian Countries that directly relates to create and increase welfare through human capacity building.

Human capacity building itself can be assumed as the generator for the development strategy of African and Asian countries. Previous strategic concept of development trend was marked by three socio economic indicators that comprise of 1) growth, 2) welfare/income distribution equity or balance and 3) growth stability. Lastly by maintaining these “trilogy” development theories, world is now in convergence to focus on human or people centered development.

In this regard, HDI (Human Development Index) is cited as based reference to be used in addressing a more comprehensive well being and also as macro environment analysis parameter. Accordingly, a country can be classified as developed, developing and under developed country based on HDI score as it can be seen in Table 4.1.



Therefore, further discussion and analysis about the impact and role of TCTP on socio economic will be framed in the domain of the HDI that consists of health, economy and education factors.

All of above mentioned information and evaluation approach are important to be exposed in chapter-4 to address the common macro environment that much influences the level of success in adopting TCTP positive result in beneficiary country.

In addition to the common macro environment cited above, specific regional conditions in the beneficiary country should also be brought up. In ASEAN countries, the recent specific situation is related to the anticipation of AFTA (ASEAN Free Trade Area) that will be fully implemented in the year 2010. The other specific consideration is the consequence of more dynamic and penetration of globalization impact in the region that drives TCTP to hold PCA training as an important specific regional training component. The other specific African situation is that beneficiary country heavily fights to eradicate endemic disease and unemployment that cause more serious poverty.

Table 4.1: Relevant Macro Environment for the Adoption and Follow-Up of TCTP Results

Africa Asia No Profile Kenya Uganda Cambodia Viet Nam Indonesia (Implementing)

I Education 1 General1) 0.693 0.655 0.691 0.815 0.83 2 Literacy1) 73.6 66.8 73.6 90.3 90.4

II Health 1 Life Expectancy (M-F) 1) 52.1 49.7 58 73.7 69.7 2 Infant Mortality1) 79 79 56.8 16 28 3 Specific disease HIV1)

TBC1) 6.1 (5.2-7) 936/100.000

6.7(5.7-7.6) 559/100.000

1.6 (0.9-2.6) 703/100.000

0.5 (0.9-0.9) 235/100.000

0.1 (0.1-0.2) 262/100.000

III Economic

1 a. Income/capita-year nominal b. US $ PPP

(2008)

6404) 1,6404)

4154) 1,6804)

6062) 2, 100 2)

9534) 3,9904)

1,9504) 4,6804)

2 Income Distribution3) 0.425 (2000) 0.457 (2002) 0.417 (2004) 0.344 (2004) 0.343 (2002) 3 Rate of Unemployment

(%) 402)

(est. 2001) 25)

(2003-2006) 3.52)

(est. 2008) 4.92)

(est. 2008) 8.22)

(est. 2008) 4 Rate of Inflation2) 25.5

(est. 2008) 10.5

(est. 2008) 20.2

(est. 2008) 24.5

(est. 2008) 10.5

(est. 2008)

5 Human Poverty Index (rank/%)1) 60/30.8% 72/34.7% 85/38.6% 36/15.2% 47/18.2%

IV HDI1) 0.521 (medium)

0.493 (low)

0.598 (medium)

0.718 (medium) 0.726 (medium)

V Other Demography 1 Population (est. July 2009)2) 39,002,772 32,369,558 14,494,293 86,967,524 240,271,522

2 Area: a. Land (Km2)2) b. Water (Km2)2)

569,250 13,400

199,710 36,330

176,520 4,520

325,360 4,200

1,826,440 93,000

3 Temperature (Ave.) 9.5-34.8 21-25 21-35 21-28 20-35 4 Economic Trust Agriculture Agriculture Agriculture Agriculture Agric&Indtry 1) Source: http://hdrstats.undp.org/countries/data_sheets/cty_ds_IDN.html (Data Human Development Report per 2007/2008) 2) Source: https://www.cia.gov/library/publications/the-world-factbook 3) Refer to Gini Index 4) Source: http://www.economist.com/theworldin/forecasts/COUNTRY_PAGES_2008.pdf 5) Source: http://www.oecd.org/dataoecd/13/3/40578334.pdf



To visualize the human development index, Figure 4.1. on world map of HDI based on

2006 data is provided below.

Figure 4.1. World Map Indicating Human Development Index (Based on 2006 Data)

Source: http://en.wikipedia.org/wiki/List_of_countries_by_Human_Development_Index

The seven training courses are divided into three sectors: 1) economic sector comprising Micro Finance (MF), Post Clearance Audit (PCA) and Poverty Reduction (PR); 2) health sector comprising Information, Education and Communication for Family Planning / Reproductive Health (IEC) and Poverty Reduction (PR); and 3) education and agriculture sectors comprising Dairy Husbandry (DH), Information Technology Education Methodology (ITEM) and Veterinary Drug (VD). Not all sectors are included in site visiting to the four countries aforementioned. The Table below shows the detail of training courses which are covered in each sector at visited countries.

Table 4.2. Sector Covered by the Evaluated TCTP in Visited Countries Visited Countries No. Sectors Kenya Uganda Cambodia Vietnam

1. Economic MF, PR PR PR PCA 2. Health IEC, PR IEC, PR - - 3. Education & Agriculture ITEM - DH, ITEM, VD DH, VD

The following is description of current condition and impact of TCTP training courses to socio-economic development and capacity building development at each sector in visited countries.

0.950 and over 0.900–0.949 0.850-0.899 0.800–0.849 0.750–0.799

0.700–0.749 0.650–0.699 0.600–0.649 0.550–0.599 0.500–0.549

0.450–0.499 0.400–0.449 0.350–0.399 under 0.350 Data unavailable

(Color-blind compliant map) For red-green color vision problems (2007).



4.2 Kenya

4.2.1 Current Related Sector Condition and Present Needs of the Beneficiary Countries

A. Poverty Reduction in Kenya

Qualitative surveys have shown that poverty in Kenya manifests itself in the form of illiteracy, lack of shelter, insecurity, failure to access basic social services like education, health, shelter, water and sanitation, hunger, malnutrition. In Kenya the poor include the aged, pastoralists, people with disabilities, and female headed households without formal education, casual laborers, AIDS orphans, street children, slum dwellers and the unemployed youth.

Statistics show that the number of the poor people increased from 3.7 million in 1972 to 11.5 million people in 1994. Meanwhile, Table 4.1 implies that about 30.8% of Kenyan was living below the poverty line in 2007/2008. Kenya is in rank 60 among 108 developing countries.

Poverty reduction in Kenya has been a major challenge since independence where in addition to elimination of illiteracy and diseases, poverty alleviation is identified as a major policy objective. It is in this regard that the Government has in collaboration with other development partners devoted a lot of resources and implemented policies and programs with the objective of reducing poverty

The Government takes cognizance of putting poverty reduction at the center of economic growth and development. The responsive strategies towards meeting this strategy began at independence when Government identified illiteracy, diseases, unemployment and poverty as the major obstacles to attainment of improved and sustained national development. Subsequent policy documents and papers including the 9th National Development Plan (2002-2008), the National Poverty Eradication Plan (1999-2015), the Poverty Reduction Strategic Plan and Action Plan (2002-2005), Manifesto for the National Rainbow Coalition and the Economic Recovery Strategy on Wealth and Employment Creation (2003-2007) are all focused on poverty eradication.1

Efforts geared towards poverty alleviation in Kenya have included the following:

- Growth Promotion Policies and Initiatives

- Structural Adjustment Policies (SAPs)

- Poverty Reduction Strategy Plan (PRSP)

- Economic Recovery Strategy for Wealth and Employment Creation

1 http://www.pec.go.ke/index.php



- Specially Targeted Projects

- Decentralized Funds

These are initiatives and policies in specific sectors such as education, health and agriculture. For example, these include the introduction of free primary education, enhanced government funding for early childhood education, school feeding program, development and implementation of education sector, HIV/AIDS policy, school health and de-worming program, special support in ASAL (Arid and Semi Arid Region) primary and secondary education, government support to urban poor and non government primary school, support to special needs education, secondary school bursary for poor children and loans to poor children in universities in the education sector.

Other sector initiatives include the Revolving Loan Fund initiated by the Poverty Eradication Commission to assist the low income earners who cannot access credit from banks and micro finance institutions due to the existing conditionality.

B. Micro Finance Development in Kenya

Based on Table 4.1 (Human Development Report per 2007/2008), with population about 38 million people and per capita income of US$890, Kenya is categorized the 60th poorest country in the world, where malnutrition and seasonal famine are not just a consistent fear, but also a frequent reality in their lives. On the other hand, the unemployment value of 1,276 people from 1996 to 2005 threatens to get out of hand as roughly 0.5 million school dropouts continue to join the ranks of the unemployed every year. High levels of poverty combined with slow economic growth in the formal sector have thus forced many Kenyans into self-employment and informal activities, yet access to financial services remains a major challenge.

As of June 2003, there were an estimated 3,460 legally constituted micro finance service providers in Kenya, including 3,397 savings and credit co-operatives and co-operative-like community-based intermediaries, 56 micro finance institutions (MFIs), four commercial banks, two building societies, and the Kenya Post Office Savings Bank. Excluded from this list were 17,305 rotating savings and credit associations (ROSCAs), 115,884 registered women groups, and 1,342 primary agricultural producer and marketing cooperative societies, which were also involved in providing credit countrywide. It is estimated that there are 3.8 million Kenyans depending entirely on financial NGOs for financial services, while another estimated 1.1 million depend on informal associations and groups for similar services countrywide.2

2 http://www.uncdf.org/english/microfinance/pubs/newsletter/pages/2005_09/news_rep_kenya.php



The Government's objectives, policies and strategy for MSMSE (Micro, Small and Medium Scale Enterprise) development are also articulated in an investment program. Micro finance institutions and the savings and credit co-operative societies play an important role in the economy of Kenya. There is a need to encourage and promote them by creating a conducive and enabling environment as well as setting up a regulatory framework.

The ERS (Economic Recovery Strategy) strategy is based on three interlinked pillars:

1. Economic growth, supported by reforms in the financial sector, including micro finance. The strategy to achieve these reforms is to strengthen the intermediation role of the financial sector,

2. Expansion and rehabilitation of infrastructure through increased investment in the sector

3. Governance, including strengthening public safety, law and order.

As a result of the ERS, a Rural Finance Department has been created at the Central Bank of Kenya, while a micro finance unit has been established at the Ministry of Finance. The Government has also accepted stakeholder proposals on formulating a micro finance policy. Finally, a micro finance mapping process, funded by the UK's Department for International Development as part of its contribution to the International Year of Microcredit, is in progress. The IMF/World Bank-supported financial sector reform programme also features a component on reforms in the microfinance industry.

C. Family Planning and Reproductive Health Development in Kenya

Kenya was one of the first African countries to recognize the importance of Family Planning (FP) as a core element in economic and social development. As early as 1957, the Pathfinder Fund assisted the Family Planning Committees of Mombasa and Nairobi to open FP clinics, which went on to become the Family Planning Association of Kenya in 1962 (now Family Health Options Kenya), affiliated with the International Planned Parenthood Federation.3

Facing an annual population growth rate of 3 percent, the Government of Kenya (GoK) incorporated FP into the country’s overall development policy in 1965, and by the mid- 1980s, the growth rate began to decline. Kenya’s Total Fertility Rate (TFR) declined from 8 children per woman in the late 1970s, to 4.7 children at the end of the 1990s. But this dramatic decline in fertility rate has now stagnated, and even reversed in some instances. The 2003 Kenya Demographic and Health Survey (KDHS) found a TFR of 4.9 children per woman. Correspondingly, the Contraceptive Prevalence Rate (CPR), which had grown

3http://www.pathfind.org/site/DocServer/RH_and_FP_in_Kenya__the_Pathfinder_Experience_2008.pdf?docID=13081



by 6 percent in the early 1990s, has also stagnated at 39 percent among married women between 1998 and 2003. Contraceptive discontinuation rates increased from 33 percent of users in 1998 to 38 percent in 2003, linked to problems in contraceptive supply and weaknesses in quality of care and continued high levels of poverty. A 2003 study showed that unmet need for FP in Kenya has remained high, with 20 percent of births unwanted and 25 percent mistimed. Today, only 50 percent of the total potential demand for FP is being satisfied by use of modern methods.

The practice of family planning in Kenya increased steadily since the early 1980s with the contraceptive prevalence rate for all methods reaching 39% in 1998. Use of modern contraceptives rose from 4% to 32% among married women between 1978 and 1998. At the same time, Kenya witnessed a historic decline in fertility, the total fertility rate decreasing from 8.1 births per woman to 4.7 births per woman in 1998. Indeed, Kenya’s Family Planning Program has been an unprecedented success story in sub-Saharan Africa.4

The Ministry of Health (MOH), Division of Reproductive Health (DRH) has developed for easy-to-use screening tools to assist family planning providers in Kenya to efficiently and effectively perform the essential screening process when providing contraceptives to clients, as follows:

(i) Determine whether a client may safely and effectively use their contraceptive method of choice

(ii) Rule out pregnancy among women seeking to initiate their contraception of choice.

The screening tools, developed as checklists, support the use of the Kenya Family Planning Guidelines for Service Providers (revised March 2005) and the recommendations of the Medical Eligibility Criteria for Contraceptive Use (World Health Organization, 2004).

D. Information Technology Development in Kenya

Information and Communication Technology (ICT) provides unparalleled opportunities to improve the lives of the world’s people. It can create jobs, improve access to health care, education and other services, and connect far-flung communities to each other which can boost either local or regional economies. However, without a conscious effort to develop and champion breakthrough applications of ICT to increase income and reduce global poverty, its potential can go unrealized. Meanwhile information, education and training allow policy makers, technocrats and farmers to make use of respective knowledge and technologies. Communication is vital for stimulating awareness and participation for improving knowledge and capabilities among the communities.

4 http://www.drh.go.ke/html/guidelines_fp.asp



Kenya’s National ICT Policy (2005) and ICT Strategy for Economic Growth (2006) are the start of a journey that represents the nation’s vision in the information age. Kenya has reached a point when she must shift from depending on an agricultural base which is characterized by a relatively weak industrial foundation and embrace a knowledge economy. The imminent upgrading of the ICT sector in Kenya through the formulation of a National ICT Policy and Strategy is significant because it has the potential and prospects to generate additional jobs and employment opportunities for a growing youthful population. In setting out the direction, the policy lays emphasis on the development, deployment and exploitation of ICTs to aid the development of other sectors of the economy. It also provides a basis for facilitating the socio-economic development of the country in a globalization era, dominated by information and knowledge-based economies.

In developing the ICT Strategy for Economic Growth, the Government recognizes the broad challenges involved in living in an information age and knowledge economy, and in harnessing the potential of ICTs for economic growth and poverty reduction. Faced with these realities, the Strategy is based on four guiding principles, namely: 1)infrastructure development, 2)human resource development (where TCTP contributed), 3)stakeholder participation, and 4)appropriate policy and regulatory framework.

The Government recognizes that skills and knowledge underpin Kenya’s goal of becoming a knowledge economy and that the economic future and the strength of communities will depend on the extent of investments in the development of human capital. In this regard, the development of the right balance of ICT skills and knowledge that are anchored in collaborative partnerships between the government and all stakeholders in transforming a shared vision into reality through programs and policy response is now a national imperative. The Government is set to play a crucial role not only in assisting local companies benefit from existing and arising market opportunities, but also more importantly in fostering the necessary ICT infrastructure development and regulatory framework.

The Government’s key objective is to transform the Kenyan economy through ICTs by promoting and facilitating the private sector to serve as the driver for economic development through innovation in the ICT sector. Another long-term commitment is to have Kenya develop into a globally competitive ICT outsourcing destination as well as a base for the development, production and sale of information, knowledge, and technology products and services. To achieve these objectives, the Government will collaborate with all stakeholders in maintaining a favorable climate for investment in ICT manufacturing and services as well as Foreign Direct Investment.5

5 http://www.information.go.ke/theminister.htm



4.2.2 Impact of TCTP in Relation to Capacity Development and Socio-Economic Development in Kenya

Micro Finance

According to the policy and strategy in micro finance as stated above, it can be inferred that the TCTP on Micro Finance is in line with capacity and socio-economic development in Kenya. Government of Kenya in partnership with the European Commissions in the past had established a Micro enterprise support trust fund which resembles a wholesaler which suffered from liquidity problems due to its funding limitation by law. Therefore, during the training, Mr. Julius Mutua, the TCTP ex-trainee, drafted an action plan to issue an act for micro finance.

As a follow up of the aforementioned action plan, the law to regulate the sector and the credit program in Kenya was finally legalized in 2008. The wholesalers have been regulated by the Central Bank. He also developed a financing program by wholesaler micro finance institutions targeting second tier micro finance institution and was involved in the program of capacity building for the micro finance institution financed by French Government. Many MFIs at present are going to operate the combination between ASA model landing and particular deposit system.

Actually, there is a big need to conduct the training for the SMEs in Kenya to facilitate them to get the access to financial institutions. He supposed that there will be some donors or JICA to facilitate Kenya in conducting in-house training for the MFI to enhance the SMEs or wholesalers.

As related to the country strategic plan to reduce poverty level in Kenya, Government focuses on micro finance development. In addition to the effort to issue the Act for Micro Finance, Government of Kenya, through its Ministry of Finance, provides soft loan and grant for capacity building for wholesalers and MFI since last year. The government also provides budget for independent audit for credit to make sure that money will be utilized in a proper way and to identify the impact assessment for credit to poor by distributing questionnaire. Related to “syariah banking’ system, the TCTP has an indirect contribution in the establishment of 2 “Syariah Banks” in Kenya.

Poverty Reduction

Another TCTP impact on the economic growth, especially to the economic growth of women farmers, has been supported by Mr. Samuel Mokaya, the ex-trainee of Poverty Reduction course, who at the time of training was involved in African Institute for Capacity Development (AICAD). AICAD aims at achieving poverty reduction and socio-economic development by developing capacity of the African people to solve the problem in Africa by utilizing the existing knowledge and technology, creating new technology suitable for local condition, developing and utilizing the potential capacity of local expertise, exchanging information, experiences and practices and sharing human resources and information in region. It also has a role in design and develops several programs



related to poverty through intermediaries with several public and private universities in Kenya, Uganda and Tanzania.

Mr. Mokaya did not know much about poverty reduction and even the definition of poor. After the training, he understands what poverty is and he realizes that Indonesia is more advanced in terms of socio-economic development compared to Kenya. The TCTP and program in AICAD have motivated him to promote the Kenyan rural income through introducing some activities which generate income.

Mr. Mokaya wrote the training report as a publication in AICAD after the training. He was involved in designing the training for poverty reduction program, such as in-country training on value added training, and supported by AICAD to empower small scale farmers, including women farmers, in developing entrepreneurship program. Support from AICAD was given in the form of chance to conduct a research on small scale agriculture farmer to promote their income, train some women farmer groups, and presenting his paper to some agencies such as Embassy of Indonesia, collaborate with other AICAD staffs in promoting programs, etc.

After returning back as the Assistant Registrar in JKUAT University, besides as a lecturer, he was also in charge in income generating activities such as promoting to produce the agro-products like juice, sauce, chips, etc. and establish some outlines inside or outside the JKUAT University. At present, he is promoting consumption of mushroom to generate the rural income. He was involved in training women farmers in planting mushroom and the process of making the mushroom into eatable food.

Up to present, he has trained 5 women farmer groups in Rift Valley to transform the agricultural product into various value added products such as processed yogurt, honey and chips. The TCTP training also motivated him to advance his knowledge in entrepreneurship and management in doctoral degree in JKUAT University.

IEC for FP/RH

IEC for FP/RH is another TCTP course whose impact is also observed in Kenya. Ms. Rose Kuria, the ex-trainee of IEC course, is the coordinator of family planning in Ministry of Health Kenya. Being directly in charge for family planning and reproductive health under the Ministry of Health, her position is highly appropriate to promote a new strategic plan to apply some parts of Indonesian FP/RH model in National Strategic Plan for FP/RH. She was involved in preparing the Strategic Plan of Kenya as a Strategy for Delivery of Level One Services through Taking the Kenya Essential Package Health to the Community, which was mainly sourced from Indonesian model proposed in the Second National Health Sector Strategic Plan 2005-2010.

She has also conducted an initiative to produce the health control book for mother and child and a leaflet to boost men participation in family planning, which is still relatively low in Kenya, as they are used in Indonesia. At present, this concept is introduced in some districts in Kenya as a pilot.



In addition, she proposed an initiative to use retired midwives to be extension workers (Community-Owned Resources Persons/CORPs) in some rural areas, which cannot be reached by the Village Health Workers due to the unreachable distance. At present, the participation of community’s groups in family planning development in Kenya is still rare. The Indonesian Experience has given her an idea to promote the family planning in Kenya through the community’s participation. Therefore, she also selected some ex-trainees who attended the IEC course in Indonesia from the Village Health Workers who are the implementing officers of family planning in rural area. One of the selected ex-trainees from the north eastern of Kenya has also introduced the Indonesian family planning model to the Moslem community around his area and received favorable response.

It may be concluded that in Kenya all evaluated TCTP programs have contributed high and sustainable impacts since the Government endorses the organizational and policy supports.

ITEM

As a lecturer at Institute of IT center in JKUAT University, Mr. Kennedy Omwenga used the knowledge and skill gained from the TCTP training as teaching modules. Besides disseminating the training materials to his students, he also disseminates the knowledge and skill gained from the training to his colleagues. Dissemination is done by demonstrating the use and application of software and books received from the training.

The JKUAT is the first university which established IT department in Kenya. Since the current issue in Kenya is to alleviate the poverty condition, in relation to IT development, it is necessary to empower people with IT and establishe Village Information Center to help speed up rural development.

At present, he teaches the subjects of internet network, as well as design and programming. Since IT development changes very rapidly, he has to improve himself with recent skill and knowledge by advancing self learning and attended several Cisco course program in JKUAT University after TCTP training. As also encouraged by the TCTP, he is currently studying for his PhD, concentrating on learning the use of routing system for efficient internet system.



4.3 Uganda


A. Poverty Reduction in Uganda

Uganda is one of the fastest growing economies in Africa with sustained growth averaging 7.8 percent since 2000. However, this growth has to be sustained in order for per capita income to rise beyond the current US$370. Though the country has made tremendous strides in recovering from years of economic breakdown in the 1970s, the social economic indicators show that there is still a lot needs to be done. Life expectancy at birth is currently around 50 years and a population growth rate of about 3.4 percent remains one of the highest in the world, which could pose serious development challenges, unless addressed. Uganda also has the highest dependency ratio in the world with children constituting more than half of the population. The dependency ratio currently stands at 1.12 dependents per worker, compared with 0.87 for sub-Saharan Africa.

The country's commitment to poverty reduction is spelled out in the Poverty Eradication Action Plan (PEAP), Uganda's Poverty Reduction Strategy Paper. The World Bank's and other Development Partners' contributions brought the country closer to reaching the Millennium Development Goals: Poverty declined rapidly from 1992 to 2006, as a result of high and broad-based economic growth. The poverty headcount dropped from 56 percent in 1992 to 31 percent in 2006. Poverty, however, remains undisputably high in rural areas and Northern and Eastern Uganda.6

Uganda's prudent economic policies continue to generate robust growth rates. Over the last two decades, Uganda’s economy achieved impressive growth rates propelled by prudent and consistent policy reforms. Economic growth averaged close to 6.5 percent over the 1990s. Over past 5 years to 2007/08, growth accelerated to 8.3 percent in spite of volatility in agricultural output arising from prolonged drought conditions in many parts of the country, and the constraints to production arising from the energy crisis. In addition were the adverse effects of high and volatile world oil prices. At this rate of growth, Uganda is growing well above the average for Sub-Saharan Africa. The growth outlook is positive so long as government continues to focus on eliminating infrastructure constraints and recovery of production in Northern Uganda.

In the short term, infrastructure gaps, internal budgetary pressures, high population growth, exogenous shocks, as well as the recovery cost following a return to peace in the North will continue to limit the prospects for faster growth. First, there was more volatility in agriculture production, with drought during 2005/06 estimated to have reduced agricultural growth by 2 percentage points and put seasonal inflationary pressures on the economy.

6http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/AFRICAEXT/UGANDAEXTN/0,,menuPK:374947~pagePK:141132~piPK:141107~theSitePK:374864,00.html



Second, Uganda faced a worsening power crisis, with a severe curtailment of hydro-power generation in early 2006. Third, the rise in international oil prices has been a major shock for Uganda as a net importer.

Uganda's new PEAP aims at key strategic results in areas of increased GDP growth, reduced poverty and inequality, and improved human development. The PEAP is structured around five pillars including:

• Economic Management • Enhancing Production, Competitiveness and Incomes • Security Conflict Resolution and Disaster Management • Good Governance • Human Development

The PEAP gives the Government's strategic directions. The PEAP is being revised to form a National Development Plan/Update of the PEAP and is likely to focus on:

Sustaining high growth through:

• Stable macro economy • Infrastructure enhancement • Rejuvenating agriculture; • Human capital development; • Balanced growth with special focus on the North.

Economic Transformation through:

• Industrialization • Value addition • Export diversification and development of new export markets

Efficiency & Value for money through:

• Allocate efficiency so as to reduce spending on non-productive sectors • Efficiency within sectors to create fiscal space for enhanced service delivery • Service delivery and results focus



B. Family Planning and Reproductive Health Development in Uganda

A persistently high fertility rate is a key characteristic of Uganda’s demographic profile. Currently, at 6.9 children per woman, Uganda’s total fertility rate is among the highest in the sub-Saharan Africa region covered by the 2006 Demographic and Health Surveys. Clearly, this is of concern for the health sector and its partners, as Uganda’s high fertility rate has contributed to the third highest rate of population growth in the world. Indeed, family planning is an important priority for the Ugandan Ministry of Health and the country’s second Health Sector Strategic Plan (HSSP II). The HSSP II provides the implementation framework for Uganda’s National Health Policy.

In Uganda, more than 80 percent of the population lives in rural areas. Many women do not have adequate access to clinical family planning services. For this reason, community health programs remain an important mechanism for distributing contraceptives. These programs typically provide only a limited selection of contraceptive methods, including condoms and pills. However, evidence shows that these programs are effective and that they can increase and sustain family planning use, particularly when unmet need is high. Furthermore, in areas where contraceptive prevalence is low, community health programs can generate demand for family planning by imparting knowledge of and preferences for certain methods.

The Population Secretariat is the principal Government organ to co-ordinate, monitor and evaluate the National Population Policy and program implementation at the national, sector and district levels. The National Population Policy for Sustainable Development is an integral part of the national development policy and sets explicit guidelines to respond to the impact of population issues on the economy and society, including fertility, mortality and migration. The Policy emphasizes the importance of reflecting population concerns in development planning at all levels.

The Policy (National Family Planning Advocacy Strategy 2005-2010) supports the basic rights of all couples and individuals to decide freely and responsibly the number and spacing of their children, and to have access to information and education in order to make an informed choice and the means to do so. The policy highlights the need for individuals, families and communities to be made aware of the potential health and socio-economic benefits of Planned Parenthood. The policy further promotes the need for parents to be made to realize their basic responsibility for the promotion of child survival and development and the right of the child to the basic need in life as well as to the resources at the family disposal. The policy stresses that the decision individuals and couples to utilize the nation’s limited resources should take into consideration the needs of future generations. The overall goal of the National Population Policy is to influence the future demographic trends and patterns in desirable directions in order to improve the quality of life and the standard of the living people.7

7 National Family Planning Advocacy Strategy 2005-2010 of Uganda



The specific goals of the Population Policy include:

- Low morbidity and mortality, especially among woman of childbearing ages and children under age 5

- Low incidence of high-risk birth - A family size which enhances the health and welfare of the family and is in

harmony with the socio-economic aspirations of individuals, the family and the nation

- Functional integration of population and related socio-economic factors in national, sector, district and lower level planning

- A society that is both informed and conscious of population and development issues

Policy objectives include:

- To promote and expand a comprehensive family planning delivery system - To educate individuals and couples to appreciate the relationship between family

size, health and welfare of the family - To facilitate individuals and couples wishing to practice family planning with the

means to do so - To enhance the role of men in planning for the family including promotion for

family planning services - To promote awareness, increase understanding and influence behavior change

among individuals, families and opinion leaders concerning family planning.

Target includes:

- Reduction of infant mortality - Reduction of mortality among children aged 1-4 years - Reduction of maternal mortality ratio - Reduction of total fertility



4.3.2 Impact of TCTP in Relation to Capacity Development and Socio-Economic Development in Uganda

Poverty Reduction

Mr. Gumoshabe Gilbert, a Lecturer at Makarere University, Institute of Language, Kampala, used the knowledge and skill gained from the TCTP training course on Poverty Reduction as a teaching module in his University. He expects the student may practice the knowledge at community level. Since he is neither really involved in developing the strategic or policy plan, nor cooperates with some community groups or any related institution having the role in poverty reduction program, the impact of TCTP cannot be delivered directly. He expects that he can encourage his students, whom are expected to work in government offices or other institutions, to understand poverty issues and measures to handle it.

However, the TCTP has brought some ideas to him to conduct further study on poverty reduction through the PhD degree. He hopes that in the future he will be able to be involved in some poverty reduction programs.

IEC for FP/RH

The TCTP on IEC for FP/RH is in line with health sector program on improvement of capacity building in Uganda. This fact is not only supported by the result of interview with three ex-trainees: Ms. Luwaga N. Christine Liliane (as Coordinator of Reproductive Health in MOH), Mr. Makanga Livingstone (Kampala Public Health Department) and Ms. Nakangu Berna (Nursing Officer at Mulago Hospital Kampala).

Ms. Liliane is a coordinator of IEC for Reproductive Health (RH) at national level where the institution has a role to provide policy guideline to support districts; to coordinate other implementing partners in various sectors who are interested in family planning; and to conduct quarterly national meeting on family planning to understand the movement of different programs like district programs.

Before the TCTP training, she worked as a senior officer in another area unrelated to family planning. After attending the training, she was promoted into Coordinator for Reproductive Health. The main task is empowering the community on issues, such as pregnancy care, delivery services, newborn, and helping the community level for disseminating the information. She shared the knowledge and skill gained on TCTP training course to her colleagues and conducted trainings for District Health Educators (DHE). She also prepared the improvement of communication strategy on reproductive health in Uganda. After improvement of the Community Strategy, MOH has big impact on family planning delivery to the community in Uganda.

Inappropriate selection of participant for IEC course occurred as Mr. Livingstone is not really in charge in FP/RH. He is in charge in solid waste management in Kampala City



Council; therefore, he cannot contribute much in the development of IEC for FP/RH in Uganda.

Another respondent, Ms. Nakangu Berna, is also one of ex-trainees of IEC for FP/RH course. Her position before TCTP training was nursing officer for young children and at present she is a nursing officer for maternity, who implies family planning and guideline. Basically, her capacity is improved by TCTP course on IEC for FP/RH. Currently, she provides counseling to patients who need service in maternity, including users of contraceptive. She has also submitted a proposal to her supervisor to implement some IEC for FP/RH which she adopted from Indonesian experience, such as condom use awareness. However, due to no management policy support, she cannot implement the TCTP outcome in her organization.

She disseminated the knowledge and skill gained through dialog with people outside, doctors, fellow workers, midwives, providing training to private hospital or through teaching nursing students. She also keeps contact with other Ugandan ex-trainees from rural hospital to discuss about implementation of IEC for FP/RH adopted from Indonesian model in Uganda. However, since they are only at implementing level, it is difficult for them to implement it without adequate support from the organization or Ministry of Health. In addition to the current priority of the Government to combat HIV/AIDS, the advocacy from politicians to have minimal 4 children is constraining her to improve the FP/RH in her country. Therefore, the impact and sustainability of the TCTP in this country is not the same as in Kenya.

4.4 Cambodia


A. Poverty Reduction in Cambodia

After suffering serious setback due to foreign invasion, Cambodia obtained its full independence in the year 1953. Cambodia fell into great trouble arising out of capture by Communist Khmer Rouge which ordered evacuation of all cities and towns killing 1.5 million people of Cambodia. There was factional fighting among Cambodians. After holding peaceful election, a coalition government was formed in 1998.

As Cambodia is a less developed country with low per capita income, it has made very slow progress since. The income per capita of the people of Cambodia is estimated to be US$297 in 2002 which reflects very slow progress in economic development. Economic growth in Cambodia averaged 5.6 percent over the last decade. Moreover, recent data show that the annual population growth rate has declined form 2.49 percent in 1998 to 1.81 percent in 2004.



The estimates of poverty existing in Cambodia are based on Cambodia Socio-Economic Surveys (CSES). The latest survey has been conducted in 2003/04 which collected consumption data using both recall and diary methods. New benchmarks and poverty estimates for 2004 using the diary data are not yet available. However, according to the recall data, the proportion of population under the national poverty line for the whole of Cambodia is 35 percent in 2004. The estimates of geographically comparable sample, nevertheless, indicate strong and consistent decline in Cambodia's poverty rates from 39 percent in 1993/94 to 28 percent in 2004, a decline of 11 percentage points. Similarly, the percentage of population living below the food poverty line, for comparable sample, declined form 20 percent to 14.2 percent over the same period although the estimate for the full sample covering the entire country is 19.7 percent in 2004.

Ninety percent of the poor people in Cambodia live in the rural area. It indicates that the economy of Cambodia depends on agricultural sector to a large extent which has low productivity and low growth, but provides livelihood to the vast majority of the country's population. The regional differences in poverty rates also widened during the period as reflected in increasing rural share in total poor population in the country. While the success in reducing poverty is commendable given the past unfavorable situations facing Cambodia, meeting the CMDG target of halving the poverty rates from the benchmarks of 1993/94 would require faster economic growth along with its greater pro-poor orientation in the coming decade.

According to a report, 35% of people in the Cambodia live below poverty line. The causes of poverty in Cambodia are attributed to high population growth, low capabilities, exclusion, inadequate opportunity, insecurity and vulnerability. The blending microeconomic stabilizing policy and macroeconomic structural reform are factors which foster sound economic management in Cambodia. Cambodia is making progress in the implementation of macroeconomic framework designed to attain equitable long-term economic growth and sustainable development. It is heartening to note that Cambodia has significant progress in consolidating political and economic stability.

The Royal Government of Cambodia approved the Action Plan on Harmonization and Alignment 2004-2008 on 19 November 2004 and, following its spirit, has produced a single overarching policy document, called the National Strategic Development Plan (NSDP) 2006-2010.8 In contrast with the past, there will not be a plethora of policy documents, all addressing similar concerns and prepared at the request or need of individual external development partner (EDP).

The NSDP is a strategic document that amalgamates and synthesizes all development concerns facing Cambodia and expressed in Cambodia Millennium Development Goals (CMDGs) and National Poverty Reduction Strategy (NPRS). It lies out for the next five years:

• Clear, measurable, and prioritized goals.

8 Cambodia NSDP Concept paper for Poverty Forum in Lao PDR 4-Apr. 2006



• Priority strategies and actions to be followed. • Cost estimates resources and programming sequences. • Procedures and methods for annual monitoring, evaluation and updating.

The NSDP is not overly descriptive; it is a succinct, concise and compact document. Within its framework, detailed sector plans would be prepared providing disaggregated and more detailed sub-goals, targets and planned programs and projects. Programming and implementation of NSDP will be done through the three-year rolling Public Investment Programs (PIPs). The PIPs, and the annual budgets, will be aligned and made to adhere strictly to overall priorities and outlays of NSDP, as updated every year.

B. Dairy Husbandry Development in Cambodia

The Cambodian population depends on product from agriculture, which contributed to total GDP of one-third of 34 percent in 2003. The agricultural production remains a critical and important component in the strategic development of the Royal Government of Cambodia for improving the living condition of the people and contributing to the poverty reduction as well as national economic development.

Animal husbandry, in particular dairy husbandry plays a major role as one of protein sources for Cambodians. Cambodia has begun to redevelop it after the social war, which drastically lowers dairy production of most of livestock and buffalo. According to Cambodian statistical data, there are increased production of cattle and buffaloes by 10.47% from 2001 to 2005. Most of the cattle are imported to Malaysia and Vietnam, while the buffaloes are imported to Thailand.

Dairy husbandry in Cambodia is mostly done traditionally, without proper farming and cattle management. Livestock production in Cambodia is characterized by low productivity and high risk. High risk include: the small number of livestock head owned per household; high livestock mortality rates from diseases; and high livestock morbidity rates and lowered productivity associated with seasonal shortage of feed and water.

Livestock in Cambodia are used for cash income, draught power, and organic fertilizer and as protein supplement in household diets. Animals are raised in a traditional family-smallholder fashion involving little semi-intensive and no intensive rising. Animal ownership varies according to wealth. Poor families commonly have chickens and may raise one or two growing pigs; poultry are free range and are not usually penned at night. Rich farmers often have a draught pair and breeding cattle, which they sometimes give to poor farmers for share-farming. Strategies for productive management of ruminants and pigs remain to be worked out.

According to agricultural development plan 2001-2005, programs related to animal and production are to promote the development of household animal raising, reduce and eliminate the spreading out of animal diseases, increase feed quality, improve breeding



technique and animal raising technique as well as promoting the development of livestock service at commune level (private service).

According to strategy development plan of agricultural sector 2006-2010, an overarching constraint to improve agriculture and livestock production for improving food security is that poor small-hold farmers typically lack of knowledge and skills in how to increase productivity of livestock production technology and often lack of material means to adopt these improved technologies.

C. IT Development in Cambodia

Information technology (IT) provides information and services in a more accessible and efficient way to improve communication, which gives benefits to the community including increased public confidence, more openness, open learning environment and knowledge sharing. Moreover, IT is crucially essential for assisting governments and local authorities to enter into participatory development processes with rural people, with mutual trust, and in a genuine expression of common cause and future.

Cambodia has been developing IT in particular education of IT through Ministry of Education, Youth and Sport (MoEYS). Previously, in the early of 2000 IT was just a small part of Department of External Affairs, MoEYS. Through some cooperation and partnership with other foreign institutions, many activities have been developed to build IT in Cambodia.

After almost 30 years of devastating war in Cambodia, the Royal Government of Cambodia is trying to develop its human resources in order to reconstruct the country and integrate it into the regional and global community. The current stage of development of education is still at an early stage compared with its neighbors.

According to the Association of Southeast Asian Nations (ASEAN) Readiness Assessment conducted in 2001, Cambodia ranked eighth out of the 10 ASEAN countries in terms of e-infrastructure, e-society, e-commerce and e-government. As such, it was classified as an “emerging” readiness country, characterized by the need to build basic ICT infrastructure and ICT literate workforce. Furthermore, referring to the International Telecommunications Union, as of 2002 Cambodia had the lowest Internet penetration in Southeast Asia and the highest Internet prices.

The government and international community are working together to achieve the EFA (education for all) goals by 2015 and the government recognizes that ICT is crucial for achieving not only these goals but also in enabling freedom of expression and communication. It is expected that use of ICT will also encourage a culture of self-learning and lifelong learning. The term ICT as used in Cambodia encompasses computer technology, computer networks, email and Internet and also radio and television. This



policy was developed in consultation with national and international partners through a series of workshops and meetings in Cambodia and the region.

The Ministry is committed to promote the use of ICT in education. All students in teacher colleges are required to attend 2 hours per week in ICT courses, starting in 2003. The number of computers in teacher training institutions increased dramatically during the year 2003. Some of these computers have come from Priority Action Plan (PAP) budget and some from donations from different sources. The recent increase in computer numbers has been significant and all colleges now have a computer room.

By early September 2004, more than half of the total 600 teacher trainers had attended training courses in basic ICT skills and in using ICT for administration, teaching and learning. One teacher trainer from each college has been trained in basic web-site design and their web-pages are also published in the MoEY’s website.

The medium-term objectives of strategy for promoting the use of ICT in education for the period 2004-2010 are: 9

a) to build ICT infrastructure and provide hardware for education and training. This will include computer rooms and networks (local, intranets and Internet). Computers will be provided in educational institutions, secondary schools, colleges, universities, municipal/ provincial education services and precinct/district education offices, community learning centers. MoEYS departments, municipal/provincial education services and precinct/district education offices will be linked together providing access to various databases and resources for educational management.

b) to develop human resources to meet the needs of the ICT and education sectors. c) to promote innovative thinking, communication, problem solving skills, research

and information retrieval and processing skills by using ICT as tool in teaching and learning.

d) to increase efficiency in administration by using ICT for educational management through the use of tools such as information management systems.

D. Veterinary Drug in Cambodia

In order to contribute to the implementation of the government policy for food security, poverty reduction, food safety and economic development, the Department of Animal Health and Production plays main roles and responsibilities in the following areas: (i) Animal raisings (production), (ii) Reduction of animal morbidity and mortality, (iii) Prevention of highly pathogenic avian influenza (HPAI), (iv) Protection and safety of public health or human health.

During the implementation period, there have been observed that animal disease outbreaks occurred in some areas in several provinces. However, these diseases have been prevented 9 http://www.moeys.gov.kh/DownLoads/Publications/ict_edu_en.pdf



by all efforts made from the technical staff in all level, national and international communities, especially from the Royal Government of Cambodia. This is acknowledged that at the present situation, the disease outbreaks could not cause any serious problems to the people.

Production of all livestock species is constrained by infectious and parasitic diseases. Disease outbreaks regularly decimate village poultry flocks; Newcastle disease is strongly suspected as the major cause. There are high mortality rates in pigs; most deaths occur in the post-weaning period, when pigs suffer a complex of stress and parasitism. Swine fever breaks out regularly. Haemorrhagic septicaemia in cattle and foot-and-mouth disease are believed to be endemic throughout the country. The Government’s ongoing country-wide HS vaccination program suffers from poor organization and covers only 14% of cattle and buffalo.

Lack of access to animal health services, inappropriate drugs, lack of knowledge among farmers about animal diseases and poorly organized vaccination services contribute to loss of stock from disease. Private-sector response to the problems is constrained by lack of access to vaccines and drugs, lack of organized cold-chain facilities and lack of technical knowledge among vendors about the medicines and animal feeds that they purvey.

According to agricultural development plan 2001-2005, programs related to animal and production is to reduce and eliminate the spreading out of animal diseases and to manage and control animal drugs. The National Veterinary Diagnostic Laboratory has the potential to provide an effective nationwide service and to establish a national animal health and production investigation centre. Additional financial support, however, is needed for expanding and strengthening such services.

Referring to policy development of veterinary drug in Cambodia, it seems that it is still at an early stage. At present, National Animal Health Production Investigation Center (NAHPIC) through the Ministry of Agriculture, Forestry and Fishery has been developing national law for animal health, which includes the law for veterinary drug. The law is expected to be enforced in 2013.

4.4.2 Impact of TCTP in Relation to Capacity Development and Socio-Economic Development in Cambodia

Poverty Reduction

Mr. Loch Riem Deth was working as a staff in Department of Rural and Economic Development prior to attending TCTP training on Poverty Reduction in Indonesia. He is mainly working with farmers in rural development, specialized in credit and micro finance. His interest is in rural credit and marketing which is part of rural development to elevate poverty reduction in Cambodia. After the training in Indonesia, later on he also participated in training held in Korea and some training in Cambodia. Most materials in



Indonesian training can be applied in Cambodia. He was mostly interested in the topic of rural credit and bank loan for rural development taught by trainers from BRI Bank.

At present, the Ministry is interested in human capacity development, since the main work is more technical rather than administrative. Therefore, the Ministry encourages cooperation with another institution, such as Economic and Social Commission for Asia and Pacific (ESCAP) and Korea, and pays more attention on staffs participated in trainings. Currently, he is responsible for pilot project in 6 villages, supported by ESCAP, United Nation (UN). As a facilitator, he works closely with farmers in a rural area. He combines materials from training in Indonesia and Korea to be implemented for rural development in Cambodia.

Mr. Loch Riem Deth is now promoted as chief of office, who is responsible in administration work as well as technical work in some projects. He often goes to provinces and visits some villages in rural area. He is also appointed as a trainer in some training for farmers in rural area.

Dairy Husbandry

ASEAN Training Course on Dairy Husbandry Technology is in line and support Cambodian government policy on capacity building. One of the participants from Cambodia joined the TCTP is Mr. Buth Trek. Prior to attending training course in Indonesia, he was working specially in the subject of ‘raising and breeding’ in Animal Production Office. The knowledge and skill gained from ASEAN Dairy Husbandry training in Indonesia are used to develop and enhance training materials for farmers and others in Cambodia. Unfortunately, he could not apply the skill and knowledge technically to the province and farmer group since there were no farm and laboratory in his department.

After the training, he is involved in various trainings not only for farmers, but also for military people who raise and breed cattle in their complex and teachers in primary schools. He prepares some training materials to be disseminated in the training, but unfortunately copies of the materials are unavailable in the office since the office has recently moved. He cooperates and works closely with provincial officer in farmers training.

After returning from Indonesia, he also participated in a dairy training in Thailand and South Korea, he combined all the training materials that he received to be applied in his country. He believes that each country has different situation, such as budget, human resources and supporting facilities. The department, where he works, supports only some parts of his activities due to limited budget allocation from the government. Meanwhile, to get resources from foreign institution, it requires approval from and must convince the Ministry of Agricultural Forestry and Fisheries of Cambodia.

To overcome the limited facilities, the department collaborates with university in research and requests assistance (budget and short/long term experts) from OIE, FAO and ASEAN.



In the past, there was a project from EU in cattle breeding, by crossing local cattle with US or Australian cattle. At present, the department also encourages the government to invite private sector to participate in dairy cattle investment in Cambodia.

ITEM

According to policy and strategy in IT as stated above, it can be inferred that the TCTP on ITEM is in line with IT and socio-economic development in Cambodia. This fact is not only supported by the result of interview with Mr. Sok Tha, Head of ICT Department, Cambodian Ministry of Education Youth and Sport, but also confirmed with the result of questionnaire responses inferred in Chapter 3. According to Mr. Sok Tha, among all of the IT training he has participated, he felt that the training in Indonesia was very practical, built his confidence, and was used as a basic knowledge for IT development in Cambodia. He mentioned that one of the training materials which was new to him and is still being developed in his office is Linux operating system.

He used some materials and experiences from the TCTP training in Indonesia to develop in-house training materials, proposals and some activity plans. He wrote and reviewed some manuals for IT teachers training and developing Operating System in Cambodian language. He is also a board member of the Cambodia-Korea Alumni Association and advocacy board member of Center for Information System Training, a French NGO that offers underprivileged student’s quality training in the field of Information Technology. As it has been cited earlier, the role of ITC is providing opportunities to improve lives, create jobs, improve access to health care, education and other services, and connect communities to each other, which can boost either local or regional economies.

Since March 2006, Mr. Sok Tha has been serving as a project officer for two UNESCO ICT in Education projects, namely “Strengthening ICT in Schools and School Net Project in ASEAN Setting“ and “The Next Generation of Teachers Project”10, which aim to enable the next generation of teachers and students in the Asia-Pacific region to exploit the benefits of ICT to enhance teaching and learning. During the same period, he has been appointed as the Research Coordinator SEAMEO VOCTECH's three-pronged Project on "Research Networking and Capacity-Building Program for Higher Education Institutions in Vocational and Technical Education in Southeast Asia" (SEAVERN).11

At present, he is still involved in development of ICT master plan of MoEYS, which is expected to finish this year (end of 2009). As the head of ICT in Education Office, his major roles are administering and coordinating the deployment of ICT in educational institutions; managing information systems in education sector; developing e-learning and distance learning and recommending hardware and software requirements for educational institutions.

10 http://www.unescobkk.org/education/ict 11 http://www.voctech.org.bn/cms



He is currently a Co-Project Manager of the Open Schools Program and Co-Program Coordinator of Open Learning Program, joint project of the Ministry of Education, Youth and Sport12 and the Open Institute, who are working together to improve the quality of education through the use of ICT, including the necessary plans, computer programs in Khmer language, curricula, distance learning methodology, training materials, and technology for sustainability.

Eventually, it can be inferred that the training output is used as a start up point to develop ICT and it has been expanding in Cambodia’s MoEYS. Moreover, the training gave participants a chance to learn ITEM development in other countries (during presentation of proposed project to be applied in participants’ countries) and other participants’ culture and attitude which relate to socio-engineering of ITEM. Visiting some institutions related to IT was very useful in order to be able to see the prospect and IT development in Indonesia. Nevertheless, government policy and support from ex-trainee organization indeed enhanced the ex-trainees’ capacity and in return strengthened organization rollover development. The great contribution of ITEM ex-Trainee, Mr. Sok Tha, to the socio-economic development in Cambodia is surely not solely due to TCTP, but it is a blend of personal commitment and confidence, effective TCTP impact, and conducive situation on both macro and micro environments.

Veterinary Drug

Before attending the training in Indonesia, Dr. Sea Visal Rath was a staff in NAHPIC, Department of Animal Health and Production. At present, he is responsible for international Cooperation Section and development of Veterinary Drug Law of Cambodia as well as working in NaVRI (National Veterinary Research Institute) in the Department of Animal Health and Production.

Although there is no facility available, such as laboratory to apply the methods acquired from the training in his office, he has disseminated the training output from Indonesia in the form of workshop and in an annual meeting. He also uses some materials from the training in the form of simple introduction to inform farmers in rural areas regarding the important use of veterinary drug. Regrettably, there is no written material or publication from him.

Despite his involvement in developing veterinary drug law, his ambition is to encourage his department in realizing the laboratory and equipments, so that the facility to control (technically) the quality of veterinary drug is available. Thus, government policy on veterinary drug in Cambodia can be improved, especially in solving many problems related to veterinary drug.

Dr. Sea Visal Rath is one of assets in the Department of Animal Health and Production to develop veterinary drug in Cambodia. At present, the policy of the department is to

12 http://www.open.org.kh/en/osp



enhance and strengthen capacity building, thus he has been assigned in cooperation to international institutions such as OIE, FAO, and ASEAN countries.

Currently, the department has moved to a new building with new facilities and it is expected that there will be laboratory and small experiment farm to support the activities of the department. With the on-going development of veterinary drug law in Cambodia, the Department of Animal Health and Production can be developed into Directorate General. The Department at present relies on budget from the government and has prepared a proposal to ADB and World Bank.

4.5 Vietnam


A. Customs Reform in Vietnam

AFTA agreement was signed in 1992 in Singapore. Joining ASEAN in 1995, Vietnam was also required to sign the AFTA agreement but was given longer time frame to meet AFTA's tariff reduction obligations, including the realization of customs reform. As the strategic objectives and requirements of Vietnam Customs until 2010, the plan of Customs reform, development and modernization are designed to strongly renovate and modernize all customs aspects in a comprehensive way. It is aimed to strengthen management capacity, to facilitate trade transactions and to fully comply with international commitments.

Internally, Vietnam Customs presently controls an increasing volume of export and import commodities as well as entry and exit means of transportation. It is forecasted that traffic and movement of drug, addictives, arms, depraved and reactionary publications are increasing at a more sophisticated level. There appears new smuggling and fraudulent tricks such as violation of copyright and intellectual property, violations in information technology industry, money laundering, smuggling precious animals and plants, etc. However, the number of Customs officers is impossible to go up in a direct proportion. Meanwhile, state management in Customs area should be ensured to facilitate and streamline export and import activities, investment, tourism, services, etc. It is to say that customs procedures should be simple and transparent; information should be quickly provided and publicized; especially customs clearance should be rapidly performed so as to reduce costs that enterprises must pay for. Thus, it helps to create an attractive environment for foreign investors for the purpose of achieving socio-economic development objectives of the State until 2010 concerning state management in customs area, budget revenue and requirements for nationally administrative reform.13

13 http://www.customs.gov.vn/English/Lists/VietnamCustoms/Details.aspx?ID=9



Meanwhile, internationally, originating from requirements for integration and development tendency of international and regional Customs organizations, Vietnam Customs must fully comply with its international commitments in Customs within the framework of WTO, ASEAN, APEC, ASEM, WCO and other international organizations. Vietnam must ensure a sufficient, consistent, clear and public system of legislation in customs area in line with international commitments; ensure that all regulations of law on customs must be implemented strictly, equally to all objects involved. Besides, the development of Vietnam Customs should be viewed in the context of international trade development. For example, the appearance of new protective forms in circumstances of duties and taxes becomes decreasing, exchange and rotation of goods require more rapid service, ways of multi-mode transportation and development of e-commerce becomes more popular. There comes into existence increasing risks of international terrorism, criminals relating to drug, etc.

Until 2010, it is required to complete reforming and changing customs business operations in line with the standards of a modern Customs agency. In conformity with regional and international standards, it is also deemed indispensable to strengthen duties collection contributing to competitive capacity of domestic enterprises; implement international commitments concerning customs field such as Kyoto Convention, GATT/WTO Valuation Agreement, HS Convention; and also anticipate change of business management methods, reform of single window process, and enhancement of customs control for export and import of goods.

Therefore, automation and computerization are required to carry out the automated customs procedures at all pivotal areas, international and national border gates, to strive for the automated customs procedures for 95% volume of export and import of goods throughout the country, to automate customs supervision and control, to receive and process e-transactions arising from manifest receiving step, customs declaration, duties assessment, duties collection, goods release, the supervision of ports and warehouses, to support customs procedures reform with “paperless environment”, and to speed up customs clearance.

B. Dairy Husbandry in Vietnam

Based on preliminary assessment of sector performance over the last period, 2001-2005, animal husbandry continued to develop with high growth rate to meet the increasing domestic consumer’s demand of meat, eggs and milk products.

To meet the increasing demand of meat, eggs and milk products in the country, the animal husbandry sector continued to develop with high growth rate and in a quite comprehensive manner. Large scale animal farms are developed in most areas, which are using industrial methods, good breeds and industrial feed that ensure safety against diseases and rather high



efficiency. By this time, in the country there have been 197 animal feed factories with the total capacity of 5.4 million tons.

Compared to the year 2001, there have been 71 new factories, adding 2.1 million tons to the total capacity. Along with this increased number are better breeds of animals and stronger veterinary system. These are the reasons why the animal husbandry sector could reach quite good growth rate in spite of widespread occurrence of the avian influenza. The value of the animal husbandry sector in the agricultural structure has been increased from 19.3% in the year 2000 to 22.4% in the year 2004. Compared to the year 2000, the number of pigs was increased by 29.5% in 2004, that of beeves increased by 18.9%, milking cows – 2.2 times, and poultry – 11.3%. 14

The objective and direction for agricultural and rural development in the next five years period, 2006-2010 is to develop the cattle breeding at large scale following the form of farming, industrial grown; ensure the epidemic-free, in order to meet the domestic and export demands. To develop different breeds of cattle in the view of establishing concentrated breeding regions in the form of farms, industrial grown, and linked to processing premises and waste treatment.

Dairy husbandry advancement concentrates on the development of meat cow herds with high productivity and high quality of meat in order to meet the demand on meat and hide. The total number of cow herds should reach 6.5 – 6.7 millions; and buffalo herds should reach 2.8-3 millions. Classify and evaluate in order to implement measures aiming at improving the quality of the existing milk cow herds; increase the number of milk cow herd on the basis of planning and improving the productivity with the aim of substituting part of current imported milks as raw materials. It is planned that by 2010, there will be 200 thousand milk cows, in which 100 thousand cows producing milks. The expected fresh milk production will reach 300 thousand tons/year.

In the 2006 - 2010 animal husbandry development program, the objective is to increase the weight of animal husbandry in the sector’s structure to 25%, even 30% in some provinces. The program activities include establishing the system of animal breeds; establishing the animal feed production system; establishing the slaughtering system and animal product processing system.

Confronting with pressing demands on fast increasing yield, quality and ensuring food safety and hygiene, and increasing competitiveness of the agricultural sector; increasing scientific and technological potentials of dairy husbandry is one of the most important tasks. Main research orientations are studying to choose animal breeds with high quality and yield, suitable with various ecological areas, to meet the demands on the bio-diversity and sustainable development. In immediate future, priorities are given to choose and create market-oriented animal breeds.

14 http://xttmnew.agroviet.gov.vn/TestE/Plan/Plan_01.asp



Having policy to encourage and support farmers to plan their agricultural production; promoting some advantaged sectors such livestock and poultry breeding, in coming years, training of human resources is considered one of key tasks, aiming at adequately staffing for management of production, processing, consuming agricultural products in a commodity-oriented agriculture that is more and more integrated in the international economy.

C. Veterinary Drug in Vietnam

Agriculture production in Vietnam contributed about 30% of national GDP and among the agricultural products, crops and livestock are the major sectors. Veterinary drug play a major role in animal husbandry, which is to keep the cattle and other animals healthy. At present some of the drugs found in the market are still imported; 90 national and 197 foreign veterinary drug companies (from 35 countries) engage in manufacturing and trading around 5,200 different kinds of products in Vietnam (statistic figures in 2008).

Veterinary drug control system in Vietnam is under Ministry of Agricultural and Rural Development, which consists of 3 institutions: drug management division, national center for VET drugs and bio product control No.1 (NCVC 1), and national center for VET drugs and bio product control No.2 (NCVC 2). Each institution has its own function in regulating and controlling the veterinary drugs in Vietnam.

To strengthen the planning and management capacity of the Department of Animal Health and to improve the delivery of veterinary services, Vietnam through Ministry of Agriculture and Rural Development/Department of Animal Health and related Provincial Sub-Departments of Animal Health received an aid from EC (European Community). The aid had been conducted for six years from 1998 to 2004.

Earlier this year, the Viet Nam Veterinary Agency announced that to meet Viet Nam's commitments to the WTO, domestic veterinary producers would have to halt production if they failed to obtain good manufacturing practices (GMP) certificate before late 2008. However, the Viet Nam Veterinary Medicine Producers' Association (VVPA) recommended that relevant bodies postpone the deadline for obtaining the GMP certificate to 2012 instead of 2008 in a move to avoid the forced closure of 90 percent of domestic producers. Most veterinary medicine manufacturers currently have less than 30 employees and a total revenue of between VND10 million ($632) and VND100 million ($6,319) a month. Meanwhile, only companies with 100 to 400 workers and monthly revenues of billions of dong are able to meet GMP standards.15

15 http://vietnamnews.vnagency.com.vn/showarticle.php?num=01BUS050608



4.5.2 Impact of TCTP in Relation to Capacity Development and Socio-Economic Development in Vietnam

Post Clearance Audit

According to the previously explained strategy and policy of Vietnam Customs, it may be inferred that TCTP for PCA is in line with the needs of Vietnam Customs to realize customs reforms. The interviewed ex-trainee, Mr. Nguyen Van Bien, is one of the staff who is responsible for developing PCA in his department after attending the PCATT. Joining Vietnam Customs 10 years ago, such presently borne responsibility is very much relevant since he is considered as an experienced officer in the field of PCA. The basic knowledge acquired from the training is very useful and can be applied in Vietnam Customs, particularly to support his current position as the Head of Value Checking Section. He shared his knowledge with his colleagues in an internal seminar and he also wrote a report on the training to the General Director of Vietnam Customs.

Established in 2002, the PCA effective operation in Vietnam Customs started in 2003. To meet modernization and streamlining of customs administrations within ASEAN countries as set in AFTA, Vietnam Customs is trying hard to develop its PCA. Considering the specific condition of each country, Mr. Nguyen assumes that the development of PCA in Vietnam Customs should be adjusted to such specificity. Therefore, Vietnam Customs may apply a specific PCA by also continuously learning from the experiences of other countries. In this respect, he considers the high usefulness of all the taught training materials in PCATT. The conducted field visit to Customs Office in Tanjung Priok during the training is also important for him to see daily application of PCA. Therefore, the training output has a high significance to support the development of PCA in Vietnam Customs.

To maintain the gained knowledge and skill, Mr. Nguyen was involved in several in-country training courses, including as a trainer in an international training on PCA attended by participants from Lao PDR and Cambodia. Furthermore, he still maintains contact with other ex-trainees from Cambodia, Lao PDR, and Indonesia. Such contact may be intensified by participating in meetings, workshops, and some undertaken (case) studies.

It should also be noted that Vietnam Customs actively cooperates with customs administrations in other ASEAN countries and also the French Customs. By being a member of WCO, Vietnam Customs may be exposed to any latest information related with customs. Such active international participation allows the Vietnam Customs to develop itself, particularly in the field of PCA.

At present, there are 33 customs offices throughout Vietnam which require reliable and qualified human resources. Realizing the importance of PCA, the improvement of such human resources will definitely support the policy of the government to speed up PCA which may in turn facilitate enterprises to do business in Vietnam.

To conclude, TCTP is not the sole contributor to the improvement of Mr. Nguyen’s capacity. Continuous active participation in international events and exposure to the



common and international practices of PCA are required to further enhance his capacity. In addition, strong self commitment and support from the organization are also pivotal to materialize the impact of TCTP. Contribution of Mr. Nguyen to the development of PCA in Vietnam Customs may be further endorsed by encouraging government policy in order to realize favorable socio-economic condition.

Dairy Husbandry

Education in dairy husbandry technology is important for Vietnam. Xuan Mai College, the North Vietnam College of Agriculture and Rural Development, is not only focusing its education for the students, but also directly for farmers in rural area. The college belongs to the Ministry of Agriculture and Rural Development of Vietnam. Up to 2020, Xuan Mai College aims to become one of the leading and top Universities providing training, retraining courses, consultancy services and scientific researches in agriculture and rural development fields with senior experiences, professionalism and efficient modern methods to meet market demands and requirements of the national socio-economic development.

The college management sees that Mr. Le Cong Hung has improved not only his knowledge and skill but also his self confidence after he returned from Indonesia. Therefore, he was given a bigger responsibility and some challenges such as being the head of the department and pursuing higher degree. Since one of the policies of the college is focusing on human capacity development, various activities which involve students and farmers are held in the college.

The college supported the activities mostly from their internal budget (about 60%) and about 40% from external resources. Though limited, the facility used for his activities is sufficient. Collaboration among departments within the college is very endorsing to support the success of necessary activities.

Mr. Le Cong Hung is a lecturer and staff in College of Agriculture and Rural Development of the North. After he attended the training course in Indonesia, he applied the output of the training in the form of lecture materials and laboratory practical guidance for his students and also in the form of training materials for farmers training. He also disseminated works together with his colleagues using the training materials he acquired in Indonesia in a seminar or a workshop. The most interesting training material which he remembered was artificial insemination on dairy which is very useful to develop his lectures practiced at farm household in Vietnam.

He pursued his Master Degree a few years ago in one of universities in Vietnam. Now, in addition to his responsibility as a lecturer, he is also a trainer in various training for group of farmers in particular. He writes many books for lecture as well as for training and is also involved in curriculum development of his department.

Last year he was promoted to be the head of Animal Husbandry, Livestock and Veterinary



Department and he collaborates with Veterinary Research Institute as well as Animal Husbandry Research Institute and Livestock Center in the form of training and research. Currently, he is responsible to develop method for extension services in cooperation with USAID, a donor institution that helps finance the development of farming in rural community by increasing their skill, knowledge and ability of farmers.

Veterinary Drug

The National Center for Veterinary Drug and Bio-Product Control has encouraged young staffs to participate in trainings, such as the one held in Indonesia. It is believed that veterinary drug is very important for the future, thus at present the institute tries to facilitate the laboratory with new equipments for research and testing.

The institute cannot directly cooperate with other institutions since cooperation must be reported to the Department of Animal Health. Although drug management has strong relation with the task of the institute, difficulties are currently faced in the drug management as it is under the Department of Animal Health.

Ms. Vu Thi My Hanh, DVM is a virologist, who works mainly in the laboratory. When she returned from the training in Indonesia, she could not completely apply all of the training output in her department due to limited equipments in the laboratory, but now with new facilities she can apply the knowledge and skill gained during the training.

Her main responsibility is testing and checking veterinary drug in the laboratory in particular those viral drug. She also writes some materials for internal presentation based on the training in Indonesia. She felt that the methods she learned from the training are very useful for her daily activities in the laboratory. She maintains contact with some ex-trainees through email to exchange information.

Other ex-participant is Dr. Tran Dinh Lang, a Bacteriologist, who studies bacteria and mainly works on animal pathogen in the laboratory. Both Dr. Tran Dinh Lang and Ms. Vu Thi My Hanh, DVM works in the same institution but different laboratory. When he returned from the training in Indonesia, he could not completely apply all of the training output in her department due to limited facilities. He felt that the training output has enhanced not only his technical skill but also his confidence, specially working with people from other countries.

Since the training he joined in Indonesia was just one and half years ago, he felt that there is not much progress yet, although he had made a training report and disseminated the training output through a seminar and presented the new methods and techniques during a meeting in the office. He has not made any publication, but he wrote some laboratory protocols and seminar materials to be used internally. The mandatory reporting system helps much in disseminating any new knowledge throughout the institution and motivated the ex-trainees to come up with a feasible action plan.



After the training in Indonesia, he maintains contact with some ex-trainees from Madagascar, Solomon and Philippines. He participated in other similar training in Vietnam but not abroad. He is responsible in laboratory work and testing various drugs. At present, he collaborates with Veterinary Research Institute and Biotechnology Research Institute in some research activities.

The institute has two major functions, which are controlling and checking veterinary drugs and vaccines and maintaining strains related to pathogens. It is the only institute in Vietnam which carries those tasks. Most of the staffs in this institute are young and are encouraged to enhance their knowledge and skills. Most of the staffs, who were trained abroad, have improved their ability and also contributed to enhance the activities of the institute.

The institute receive budget from the Ministry of Agriculture, Fisheries and Aquaculture. In the past, there was cooperation from JICA. Recently, the institute received laboratory facilities to support the activities of the staffs. The institute is developing new building for biotechnology purposes, especially Bioethics and bio-safety.


Analysis of Promoting/Inhibiting Factors 5.1 Promoting Factors

5.1.1 Factors that Have Promoted Each Respective Course in a Positive Level of Effect

There are three factors that have been recognized as promoting factors. They are: 1) factors concerning planning in which the role of the implementing organization and ex-trainee organizations are very important, especially in preparing the action plan during the training course and the plan to implement the outcome of the trainings to their respective countries after the ex-trainees returning back to their countries; 2) factors concerning implementing process are factors which have supported smoothly in the preparation and implementation of action plan after the ex-trainees returning back to their home countries; and 3) factors concerning application of the output.


Mainly, each implementing organization has conducted cooperation with Coordinating Committee including JICA to prepare the criteria to be put in the General Information to be submitted as the selection criteria. The general criteria are as follows:

• Administration criterion (selected by representative beneficiary governments, the participant age is not older than 45 years old and the participant has to be physically and mentally healthy, pregnancy is regarded as a disqualifying condition); and

• Participant background criterion (excellent in English both spoken and written and has related background and experience to the course content).

Besides, each implementing organization has also designed each training course curriculum in the proper and systematical way and in balance between the theory and field trip in best practice of Indonesian experiences. The field trip had encouraged the participants to get the real pictures on the real practice of each course. Most of the ex-trainees informed that the field trips had given more contribution to enhance their capacities.

In some courses, the ex-trainees were trained to prepare action plans during the training in group as the sample action plan to be implemented in their institutions when the ex-trainees returning back to their countries. This mechanism is one of the promoting factors of the success of the ex-trainees to implement the best results of the TCTP training course.

PT. Indokoei International Chapter V - 1



There are four factors involved in the training process; they are a) The trainers (including implementing agency), b) the methods of training (teaching methodology), c) the trainees and d) the training materials. Each of the factors will be discussed in the following:

1) The trainers (including implementing organization)

Trainer is one of the important factors in the success of training. Good to excellent trainers can handle favorable training atmosphere, can emphasize the ex-trainees not only to understand materials and increase their knowledge, but also to enhance their interest, motivation and curiosity on the materials. Basically, all of the implementing organizations have reliable reputation and competence in handling the related course. Each implementing organization had provided qualified trainers in each course field, whom mostly are the experts and practitioners in their work environments.

In addition, each implementing organization always makes an evaluation after the training to understand points to be improved for the next training.

2) Methods of Training (Teaching methodology)

Training methodology or also known as methods of transfer is also important since it is related to trainee’s acceptance to the training materials. Ideally, the methods must be interesting, varied (not monotonous) and can give clear description for the trainees. Based on the implementation report, the teaching methodology varied in class sessions, field sessions, and individual works as well as group works.

3) Trainees

Trainees are one of the success factors in the training. Evaluation on the trainees was done by the implementing agency in order to review the trainee’s acceptance to the training materials. Unfortunately, such evaluation was done only at the end of the training. Therefore, the increment of knowledge and skill gained cannot be measured.

4) Training Materials

This last factor also plays an important role in the accomplishment of the training. Basically, one of the reasons a person decides to join training is his/her interest in the training materials or curriculum design. An interesting training materials packed in a good curriculum design will draw many participants to join the training course.

(3) Factors Concerning Application of the Output

The result of the TCTP training is expected to be applied by the participants in their countries. However, there are factors that promote the results of TCTP, the micro-environment and



macro-environment. Micro-environment consists of some factors that surround the ex-participants and directly influence the application of training result. Whereas, the macro-environment, although consists of few factors, does not surround the participants, thus indirectly influences the application of the training result.

Application of the training output is recognized as a promoting factor. The participants were expected to do some “follow up action” to apply the course output. These actions should be implemented in their working environment and gradually expanding to their country. Each year the output slightly varied but mostly related to development of related sector in beneficiary countries.

5.2 Inhibiting Factors

5.2.1. Factors that Have Inhibited Each Respective Course

Inhibiting factors have been identified into three possibly hindering factors for the sustainability of the course effects: 1) in planning stage, 2) implementing process and 3) external factors.


Selection of improper candidates will inhibit the best result of the TCTP. Although, in any case, the TCTP will certainly enhance the capacity of participants as one of the objectives of the TCTP, anyhow, the impact and sustainability of the course outcome shall not be maximum.

There was a case found during the site visit to Uganda that an ex-trainee who has attended the training on IEC for FP/RH cannot contribute or disseminate the training outcome to his organization since he was not really in-charge for the related course, but in solid waste management. It also occurred in VD Course, the ex-trainee from Thailand is not really the person in charge in veterinary drug quality control, and hence he has to disseminate the outcome of the training to another person in charge.

Besides, in some courses such as in PCA and ITEM, there were some cases that the ex-trainees have been shifted to other positions unrelated to the course after participating in the TCTP training. In this case, the impact and sustainability of the TCTP cannot be expected so much.

During the site visit, the Team has also visited JICA Office in the beneficiary countries. There is also a recommendation from JICA Uganda to involve JICA in the beneficiary countries to propose the candidates for the TCTP in Indonesia. The reason is JICA in the beneficiary countries also has similar or related programs, which can be strengthened or optimized. On the other hand, the involvement of JICA in beneficiary countries may support to establish alumni association to optimize the benefits of the TCTP and to keep communication among the TCTP alumni.



Another recognized inhibiting factor is the too short period provided between sending General Information and the obligation of the participants to send the application. Some of the ex-trainees could not participate in the TCTP training course due to limitation of preparation time.


In some cases such as in PR and MF, some respondents cited that due to some language barriers from the lecturers, the ex-trainees could not get more knowledge and skill on the related courses. Some participants from Asian countries, like Thailand and Vietnam, also faced the similar problems. Uneven English proficiency also affected to the learning process since English proficient participants usually dominated the discussion rather than other participants.

It is also difficult for the implementing organization to track the follow-up action which should be done by the ex-trainees after the ex-trainees returning back to their home countries. There is no network/media set up during the course for their communication means. Therefore, only few ex-trainees are still keeping contact with the implementing organizations. Despite the limited contact, it is one of the good ideas to set up media to keep exchanging or sharing ideas or information between ex-trainees and the implementing organization to update and develop new technology.

(3) External Factors

The external factors which may influence and inhibit the sustainability of the training output varied in each country. Some of the external factors are strategy and policy from the organization/country, budget proficiency, and technology advancement. These factors are usually related to the development and prioritized programs of their organizations/institutions and countries.

The strategic plan or policy of each organization and the beneficiary countries is the most essential factors to promote the benefit of the TCTP outcomes. As a case in Uganda, the ex-trainee for IEC for FP/RH cannot implement the planned program since they are not supported with the organization support policy, which is currently prioritized on HIV/AIDS program.

Insufficient budget and equipment to implement the action plans prepared by the ex-trainees during the course has also inhibited the ex-trainees to disseminate the outcome of TCTP. Basically, each action plan has been prepared based on the knowledge gained in the course; however, there are several external factors which are really needed by the ex-trainees, such as support from their organization in terms of budget and equipment or budget from other donors as the follow-up action after the course.

Another external factor is technology advancement. As for some courses, such as ITEM and VD, technology advancement are highly required. Therefore, lack of supports from the organizations in terms of equipment provision has inhibited the ex-trainees to implement the impact of the TCTP.




Another inhibiting factor is the transfer of ex-trainees to other positions, which makes them unable to maintain the action plan prepared in the training course.


Conclusion

6.1 Conclusion on the Relevance Criterion

Results of evaluation on the relevance criterion are shown in Table 6.1. Based on the statistic calculation on the questionnaire survey results of the seven (7) evaluated TCTP below, it may be conclude that the relevance of theme and content of TCTP courses to the beneficiary countries strategic plan, the appropriateness of the course contents to the ex-trainee organizations’ needs and appropriateness of the participants basic knowledge to the course content are moderately high. The possibility to implement the results of the training courses in the beneficiary countries are increasing from moderate (2.94) at the time of training into moderately high (3.37) at current situation. In average, the relevance of each course to the needs of the beneficiary countries can be concluded as moderately high.

Table 6.1. Result of Evaluations on the Relevance Criterion

1.1 Theme and the content of the coursea. At the time of training 3.27 3.08 3.43 3.29 3.26 3.20 3.19 3.25 Moderately Highb. Current situation 3.55 3.26 3.77 3.36 3.15 3.53 3.25 3.41 Moderately High

1.2 The overall appropriateness of the course contenta. At the time of training 3.45 3.25 3.57 3.38 3.30 3.40 3.06 3.35 Moderately Highb. Current situation 3.73 3.38 3.64 3.43 3.35 3.47 3.38 3.48 Moderately High

1.3 Appropriateness of the participants' basic knowledge with the course content 3.36 2.83 3.62 3.36 3.41 3.36 2.94 3.27 Moderately High

1.4 Possibility to implement the resulta. At the time of training 3.00 3.11 2.79 3.07 2.89 3.00 2.75 2.94 Moderateb. Current situation 3.50 3.33 3.43 3.46 3.11 3.64 3.13 3.37 Moderately High

AVERAGE OF RELEVANCE CRITERIA 3.41 3.18 3.46 3.34 3.21 3.37 3.10 3.30 Moderately High

IN PERCENTAGE 85.23% 79.50% 86.58% 83.38% 80.22% 84.29% 77.49% 82.38%

QUALITATIVEQuestions on Relevance Criteria MF PRPCA IECAVERAGE FOR ALL COURSES

AVERAGE SCORE PER COURSE

VDITEMDH

Basically, all of the invited countries, which are developing countries in Asia and Africa, are facing similar problems mostly in health, economic and education issues. Therefore, the evaluated TCTPs had been implemented in response to support African and Asian countries to improve health and social-welfare condition through human capacity building.

6.2 Conclusion on the Impact Criterion

Table 6.2 shows the results of evaluation on the impact criterion for all seven (7) evaluated TCTP programmes. The average results show that the respondents understand the course content in a moderately high level, hence improving their capacity in related sector. The increment of the ex-trainee knowledge and skills increases from fairly moderate before the

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training into moderate at the time of training, and improves again into moderately high at current situation. Besides, learning from other participants’ experiences moderately has given contribution to the ex-trainees’ capability improvement. Table 6.2. Result of Evaluations on the Impact Criterion

2.1. Understanding of the Ex-trainees to the course content 3.73 3.27 3.85 3.21 3.59 3.27 3.06 3.43 Moderately High

2.2. Improvement of the Ex-trainees in related fielda. Before the training course 2.09 2.14 2.14 2.07 2.52 2.20 2.00 2.17 Fairly Moderateb. Right after the training course 3.45 3.05 3.43 3.00 3.27 3.20 2.94 3.19 Moderatec. Current situation 3.82 3.21 3.71 3.43 3.50 3.67 3.19 3.50 Moderately High

2.3. Improvement of the Ex-trainees skill capacitya. Before the training course 2.09 1.92 2.14 2.07 2.41 2.47 2.06 2.17 Fairly Moderateb. Right after the training course 3.36 3.03 3.50 2.93 3.30 3.33 2.94 3.20 Moderatec. Current situation 3.82 3.24 3.69 3.36 3.44 3.57 3.19 3.47 Moderately High

2.4. Contribution of learning from the other participant’s experiences to ex-trainees capacity improvementa. Right after the training course 3.27 2.78 3.21 2.93 2.74 2.73 2.56 2.89 Moderateb. Current situation 3.27 2.83 3.07 3.15 2.73 2.93 2.69 2.95 Moderate

2.5. The applicability of action plan which have produced by Ex-trainees after the training course 3.09 2.80 2.85 2.71 2.81 3.47 2.81 2.94 Moderate

2.6. Contribution in developing new products/ methods resulted by the training course

a. Right after the training course 2.91 2.57 3.08 2.43 2.59 2.93 2.44 2.71 Moderateb. Current situation 3.09 2.47 3.15 2.69 2.81 3.43 2.63 2.90 Moderate

2.7. Supporting factors to utilize knowledge and skill learned from the training course (Mutiple Answers)

a. Appropriate contents of the training course 3.55 3.16 3.57 3.21 3.00 3.33 3.13 3.28 Moderately Highb. Appropriate level of knowledge and skill taught during the training course 3.36 3.14 3.71 3.07 3.35 3.21 3.31 3.31 Moderately Highc. Practical knowledge and skill taught during the training course 3.73 3.05 3.86 3.36 3.37 3.07 3.63 3.44 Moderately Highd. Strong self commitment 3.70 3.24 3.62 3.43 3.42 3.36 3.13 3.41 Moderately Highe. Others (please specify) 4.00 3.67 4.00 3.25 3.50 3.20 2.75 3.48 Moderately High

2.8. The training’s outcome and activities help in enhancing ex-trainees capacity to perform services to comply the local needs or ex-trainees organizations after the training course 3.45 3.11 3.50 2.93 3.04 3.47 3.00 3.21 Moderately High

2.9. The possibility of adopting the Indonesian model of program management and development in beneciary country

a. Right after the training course 2.82 2.63 2.62 2.82 2.93 2.87 2.75 2.77 Moderateb. Current situation 3.00 2.70 3.08 3.00 2.96 3.07 3.00 2.97 Moderate

AVERAGE OF IMPACT CRITERIA 3.28 2.90 3.29 2.95 3.06 3.14 2.86 3.07 Moderate

IN PERCENTAGE 82.01% 72.49% 82.23% 73.82% 76.60% 78.46% 71.48% 76.73%

Questions on Impact Criteria QUALITATIVEVDDHPCA IEC ITEMAVERAGE FOR ALL COURSESPR


MF

In general, the 7 (seven) courses had significantly improved the performance of the ex-trainees and their organizations. The ex-trainees gained many new techniques related to their knowledge and skills to be applied in practical way in their organizations. Basically, the composition of the course, which was divided into class session and field session, had given high contributions to the improvement of ex-trainees’ capability. Although there was some little language barrier in comprehending the course content, in general it can be concluded that the ex-trainees could understand and acquire the skill and knowledge being transferred to them.



The increment of ex-trainees’ knowledge and skill in related field by the training was measured by comparing the result of their knowledge before, right after the training and at current situation. The ex-trainees’ knowledge and skill increase from fairly moderate (2.17) before the training to moderate (3.19 and 3.20) right after the training, and increase to moderately high (3.50 and 3.47) at current situation.

The courses had contributed to the improvement of ex-trainees’ self confidence in performing services in their organizations. The ex-trainees were able to prepare an action plan to promote the development of each related sector by using the experiences gained during the courses. Some of the ex-trainees have also been promoted after participating in the courses, and some have even been encouraged to pursue their master or doctoral degrees on related field to strengthen the benefit of the course to themselves and their organizations. One ex-trainee for IEC for FP/RH from Uganda was promoted as the Coordinator for Reproductive Health right after participating in the course, since she was able to show her improved capacity due to the result of the course. Ex-trainee of ITEM course from Cambodia has also been promoted as the member of Center for Information System Training and head of a new ICT Office in Ministry of Education, Youth and Sport that offers underprivileged students quality training in the field of Information Technology.

However, the applicability of the TCTP outcomes to the beneficiary countries achieves different degree of success, which is mostly influenced by the macro and micro environment of those countries. Macro environment is the major external and uncontrollable factors that influence an organization's or country’s decision making, and affect its performance and strategies. These factors include the economic, demographics, legal, political, and social conditions, technological changes, and natural forces. Micro environment which is recognized as organizational structure and its set up, budget, facility, and priority program, should be conducive to make training result successfully and sustainably be adopted in an organization. The macro and micro environments much influence the success of adopting the positive results of TCTP in beneficiary countries. In other words, the successful adoption and implementation of TCTP results cannot stand alone. It cannot be separated either from those environments.

No negative impact has been brought by the TCTP programmes so far.

6.3 Conclusion on the Sustainability Criterion

The sustainability of TCTP outcomes in the beneficiary countries achieves different degree of success, which is mostly influenced by the macro and micro environments of those countries. The average evaluation results of the seven (7) TCTP evaluated programs on the sustainability criterion are shown in Table 6.3. In average, the knowledge and skills acquired from the training course remain applicable in a moderately high level, since most of the entire themes and contents of the evaluated courses are in line to the strategic plans of beneficiary countries and needs of the ex-trainee organizations.

The ex-trainees have moderately maintained the effects of the TCTP with the latest technology change. Generally, the ex-trainees disseminate the knowledge and skills gained from the TCTP



through sharing them with their colleagues at works, sharing in meetings and sharing the provided course materials to other staffs to sustain the benefit of TCTP in their own countries. However, to maintain the effect of the course to the beneficiary countries, supports from ex-trainee organizations in terms of policy and financial supports are essentially required. For instance, the ex-trainees of Dairy Husbandry Course and Veterinary Drugs from Cambodia and Vietnam have not been fully applying the TCTP results because some related laboratory tests and related facilities are not available. However, the ex-trainees and their organizations have been trying hard to initiate the development of the institution’s laboratory, and even working to draft the VD bill as the umbrella for the establishment of a modern laboratory.

Table 6.3. Result of Evaluations on the Sustainability Criterion

QUALITATIVE

3.1. The applicability of knowledge and skills acquired from the training course 3.73 3.14 3.42 3.07 3.26 3.67 2.94 3.32 Moderately High

3.2. Maintaining the effect of training course with the latest technology changes 3.45 2.78 2.73 3.00 2.85 3.47 2.44 2.96 Moderate

3.3. Dissemination of the knowledge and skills gained a. Sharing during the work 3.27 3.11 3.36 3.43 3.23 3.79 3.06 3.32 Moderately Highb. Sharing in meetings 3.27 2.92 3.36 2.92 2.81 3.13 2.75 3.02 Moderately Highc. By conducting training courses/seminars 2.27 2.38 2.86 2.67 2.35 3.07 2.56 2.59 Fairly Moderated. Writing in publication(s) 1.67 1.46 2.08 2.17 1.81 2.57 1.50 1.89 Faire. Sharing material provided during the training course 3.00 2.72 2.93 2.92 2.69 3.29 2.50 2.86 Moderate

AVERAGE OF SUSTAINABILITY CRITERIA 2.95 2.64 2.96 2.88 2.71 3.28 2.54 2.85 Moderate

IN PERCENTAGE 73.81% 66.07% 74.03% 72.02% 67.82% 82.07% 63.39% 71.32%

PRMF PCA IEC DH


ITEM VDAVERAGE FOR ALL COURSESQuestions on Sustainability Criteria

In some cases, shift of priority on certain issues, such as the focus of African countries on HIV/AIDS, as well as political advocacy have contributed to inhibit the sustainability of the TCTP programs.

There are also some cases where ex-trainees are not really in-charge with the related course subjects or have been shifted to other positions unrelated to the course subjects after participating in the TCTP training. Some position transfer cases are also found for PCA ex-trainees from Thailand and ex-trainee for DH from Myanmar.

Involvement of some ex-trainees in other related in-country or overseas trainings or programs are also contributing to the sustainability of the TCTPs effects in the beneficiary countries.

6.4 Results of Site Visits

TCTP has contributed directly or indirectly to the socio-economic development in the beneficiary countries. The visit to Kenya has given the conclusion that the supports from country and organization of the ex-trainees in the form of policy and finance are essential to sustain the benefit of the TCTP outcomes. An ex-trainee of MF course with strong support from his Director has managed to issue the Act for microfinance development in his country. An ex-trainee from Poverty Reduction course with the support from AICAD and JKUAT University



has ideas to use rural women to generate income in Kenya. The TCTP on IEC for FP/RH is one of the good sample which shows the impact and sustainability of TCTP due to proper selection of candidates. The candidates were selected by the Coordinator of Family Planning in the Ministry of Health, who is really in-charge for the related sector in the Central Government and has the role to coordinate the staffs in the district areas.

Visit to Uganda shows the importance to prioritize the selection of participants from the central level first to set up the regulatory and policy supports for the related sector. The coordination between the central and district offices are required to sustain the impact and benefit of the TCTP programs. Involvement of other related institutions in beneficiary countries during selection stage is necessary to enhance selection of candidates to attend the TCTP program. Therefore, collaboration may be made between the TCTP programs and the programs of the beneficiary countries to get the better achievement. Closer cooperation between JICA country representative and Embassy of Indonesia certainly strengthens the success of trainee candidate selection.

Visit to Cambodia gives the conclusion that the TCTP on ITEM course has brought an idea to translate and expand IT software in Cambodian language. As a good case for coordination in selecting the candidates, JICA Cambodia and Embassy of Indonesia had conducted the whole recruitment process through both parties. Besides, support from Cambodian Rehabilitation and Development Board (CRDB) of the Council for the Development of Cambodia (CDC) in the selection of proper candidates is very useful in matching with follow up programs planned by CRDB. The CDC acts as the “Focal Point” for Cambodia’s ministries and agencies in aid coordination and allocation/utilization.

The Team notes that the mandatory reporting system in Vietnam helps much in disseminating any new knowledge throughout the institution and motivated ex-trainees to come up with a feasible Action Plan. TCTP on DH course has brought high policy down to grass root to improve poor households earning in the Northern part of the country etc. Such policy has given direct contribution to the improvement of socio-economic of each beneficiary country.

There are three promoting factors that have been recognized to promote the sustainability of the TCTP are 1) factors concerning planning in which the role of the implementing organization and ex-trainee organizations are very important. The appropriate criteria for selecting the participant, proper trainers, proper curriculum and proper methodology shall give the best achievement on the TCTP; 2) factors concerning implementing process are factors which have supported smoothly in the preparation and implementation of action plan after the ex-trainees returning back to their home countries; and 3) factors concerning application of the output. The strong support from organization in terms of policy and finance will contribute to better application of the outputs. The mandatory reporting system would help in disseminating any new knowledge throughout the institution and motivated the ex-trainees to come up with a feasible Action Plan.

The visits to Cambodia and Vietnam have given the features that the visited ASEAN countries are progressing very rapidly. Indonesia should also improve the current condition and capacity




with the latest update technology changes to sustain its position as the resource country for TCTP.


Lessons Learned

Interview results with some implementing organizations shows that pre-test and final test of each lecture is important to measure the incremental gain of knowledge and skill of each ex-trainee. The pre-test result will give clear picture on the participant’s role and position in the organization and whether the participant has the capacity to implement the outcomes of the TCTP program.

Since TCTP on related sectors are usually implemented in multi-years, the implementing organizations should make reviews on the implementation of TCTP every time it has been concluded to get favorable feedback to improve the similar training. If possible, question on the current need of each country in related sector should be addressed to the participants, to get further information on the best curriculum, cultural approach and method in implementing the TCTP for the beneficiary countries.

Overseas visit to four beneficiary countries (Cambodia, Vietnam, Kenya and Uganda) give some lessons learned concerning the selection process. Involvement of other related institutions in-close cooperation with Indonesian Embassy in beneficiary countries is essential to enhance the candidate selection. Clear mechanism in distributing the General Information to the proper participant and institution shall have better impact to the achievement of the TCTP. As a good case, close coordination between JICA Cambodia and Embassy of Indonesia in selecting the candidates had contributed to the selection of the suitable candidates. Besides, support from Cambodian Rehabilitation and Development Board (CRDB) of the Council for the Development of Cambodia (CDC) in the selection of proper candidates is very useful in matching with follow up programs planned by CRDB. The CDC acts as the “Focal Point” for Cambodian ministries and agencies in aid coordination and allocation/utilization.

Some implementation reports stated that some of the candidates could not participate in the TCTP due to insufficient preparation time. The Coordinating Committee may consider longer time to distribute the GI and give the notification of acceptance to the beneficiary countries. It may be considered that the GI and notification of acceptance to the training course be distributed at least three (3) months and one (1) month respectively before the commencement of the course through diplomatic channel. It aims to make sure that the participants receive all required information and have enough time to prepare the requirements for submitting application and preparing the required documents, having the valid yellow fever certificate, etc. It has been noted that the bureaucratic inertia always occurs in developing countries.

Another lesson has been learned from the site visit to the beneficiary countries that proper participants from the related institutions shall enhance the implementation of the TCTP outcomes in the beneficiary countries. Otherwise, the impact and sustainability of the TCTP is

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less than as it is expected. Therefore, involvement of some related institutions in the beneficiary countries is very important in selecting the proper candidates.

In some least developing countries in which the coordination between the central and district government are inadequate, selection of participants should be prioritized at the central government level first to support the establishment of policy and regulation in the related sector. It is required to speed up the implementation of the TCTP outcomes. In this case, the involvement of other institutions which can collaborate for realization of any action plan or outcomes which might be produced during the course is highly needed. Otherwise, the impact and sustainability of TCTP will be less than as it is expected.


Recommendation

8.1 For JICA and Government of Indonesia

• It is recommended to consider (but not limited to) to include the terms of educational background and the main functions of the participants in their institutions to get eligible participants to achieve the best impacts and sustainability of the TCTP. It is recommended to involve other related institutions, such as CDC in Cambodia, in cooperation with the Indonesian Embassy in the beneficiary country in the selection stage. Each Focal Point in the beneficiary countries and the Indonesian Embassy are expected to collaborate in the selection of candidates before sending the list of candidates to the Coordinating Committee for selection process.

• Developing a link among ex-trainees through interactive web would be very useful to exchange information, but thorough deliberation should be made regarding the moderator/administrator of such interactive web. Since many JICA Overseas Offices have established an alumni association of JICA training program, ex-trainees of TCTP could also join the alumni association to enhance the impact and sustainability of the TCTP. JICA overseas offices should send participant information to JICA offices in the beneficiary countries.

• Dissemination of the TCTP outcomes in the form of in-house trainings in the beneficiary countries shall enhance the TCTP achievement. Therefore, involvement of other related institutions in the selection or planning stage, like CDC, JICA in beneficiary countries or other donors/institutions, which can collaborate to plan any follow up program in the beneficiary countries, is necessary to enhance the TCTP achievement.

• Distribution of General Information (GI) of TCTP should be through acceptable mechanism in order to send them to the correct recipients. It is recommended to put the definitive address in the GI to speed-up the selection process, while remaining respectful of the official procedure or mechanism. It is important to make sure that the Focal Points in each beneficiary country disseminate the GI to the relevant candidates.

• The mandatory reporting system which is successfully applied in Vietnam to disseminate new knowledge may be recommended to be applied in other beneficiary countries to assure the dissemination of TCTP outcome.

• The results of site visit to two ASEAN countries (Vietnam and Cambodia) show that development progress of some ASEAN countries are very rapid; therefore, Indonesia

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should continually improve and develop the capacity with the latest technology changes to sustain as a resource country in the region.

8.2 For Implementing Organization

• It is necessary for the implementing organization to maintain the relationship with the ex-trainees since the implementing organizations always handle international trainings. Maintaining contact with ex-trainees is very important if there follow up of the TCTP is planned. It can be done through interactive web, where each participant will be given free account or password. Presently, developing an interactive web is relatively cheap by using or downloading open source.

• Another possible follow up activity is carefully selecting the best ex-trainees, who have successfully implemented the output of the training in their countries, from each batch. Such selected ex-trainees will take part in the refresher training.

• It is necessary to conduct pre-test and post-test with regard to training course contents to give clear description on each participant’s role and position in the organization and whether the participant has the capacity to implement the outcomes of the TCTP program. It is also recommended to ask the current needs of each beneficiary country in related program. It will affect the improvement of TCTP programs in terms of development of curriculum and method.

• It is recommended to include more practices during the training. It will be useful for the participants, since most respondents were impressed with the field trip or field observation. They can get clear picture on the related course development or how to solve the related problem through the field trip or field observation.

• Since some English proficiency barrier still occurred in some TCTP trainings, it is better to emphasize consideration on English proficiency of lecturers and participants to achieve the best results for the beneficiary countries.

8.3 For Focal Points of beneficiary countries

• Getting the right candidates is important for the beneficiary countries in order to realize the utmost utilization of the knowledge for the development of their countries. Thus, the Focal Points of the beneficiary countries should be more active in seeking qualified and relevant candidates to meet the qualifications specified in the GI.

• To keep up with the application schedule specified in the GI, the Focal Points of the beneficiary countries should make sure to send all applications to the Coordinating




Committee through diplomatic channel (via the Indonesian Embassy in the beneficiary country).

• For group-type of TCTP, the participants will make an Action Plan at the end of the training course. Thus, some form of coordination should be considered to ensure that the Action Plan is implemented and applied in the participants’ institutions.


PROJECT DESIGN MATRIX FOR EVALUATION (PDM)

Project Title: Ex-Post Evaluation Study on Third Country Training Programmes (7 Courses)

Project Period: JFY 2001 - 2006

Name of Implementing Organization: Joint Evaluation Committee Targeted Region: Asia and Africa

Project Site: Indonesia Date: September 2008

Narrative Summary Objectively Verifiable Indicators Means of Verification Important Assumptions

Overall Goal • To extract lessons-learned and

recommendations to improve future JICA planning and the quality of programmes.

• To meet the accountability of the Japanese tax payers through producing reports in both electronic and printed forms.

• To confirm the present needs in each sector, and possible follow-up methodologies, as the by-products of the Study.

• Promoting and Inhibiting factors for implementing the courses

• Promoting and Inhibiting factors for implementing the courses effects

• Confirmations on the present needs of the beneficiary countries on related course

• Questionnaires and Interviews to ex-trainees

• Questionnaires and Interviews to the organizations which ex-trainees work for

• Questionnaires and Interviews to the implementing organization

• Training report • Training brochure • Other related documents • Discussion with in country

stakeholders

• Knowledge gained in related field was in line to the respective countries strategy

• Policies of the countries which dispatched trainees to the training course support the sustainability of the project effects

Project Purpose • To verify the important issues related

to the project relevance, impact and sustainability observed after two until three (2-3) or more years following the project completion;

• To seek responses to the evaluation questions provided by the Study;

• To extract lesson learned and recommendations in order to realize more effective and efficient planning and implementation of similar scheme in the future;

• Degree of understanding of trainees

• Degree of satisfaction of the trainees with the training course

• Product related to the training course that produced by the ex-trainees

• Transfer of knowledge from the ex-trainees to his colleagues or staffs

• Dissemination of TCTP program as reflection to the country strategy

• Questionnaires and Interviews to trainees conducted at the end of the training course




• Test results during training • Sample of brochure, pamphlet

or other dissemination materials

• Ex-trainees are assigned to post where they can make use of the skills obtained from the training course

• Ex-trainees continue working in their previous organizations

• Transfer of skills and knowledge internally by the ex-trainees

PT. Indokoei International A1-1

ir Co


Ex-Post Evaluation Study on Th d untry Training Programmes

Outputs • Records and outlines of the

courses are identified • Scope of evaluation is identified • The Course are evaluated in

view of relevance, impact and sustainability

• Positive and negative outcomes of the courses are analyzed

• Results, lesson learned and recommendations are examined

• Appropriates of the training program (scope of the training curriculum, depth of expertise, etc.)

• Level of trainees • Level of lecturers competency

(transfer of skill) • Appropriateness of materials,

facilities and equipment for the training course

• Questionnaires and Interviews to trainees conducted at the end of the training course




• Ex-trainees are assigned to post where they can make use of the skills obtained through the training course

• Ex-trainers continue working in their previous organizations

• Transfer of skills and knowledge internally by the ex-trainees

Activities

• To hold Evaluation Committee Meetings

• To develop Evaluation Grid • To conduct Questionnaire

Survey and Bibliography Survey

• To interview implementing agencies in Indonesia

• To conduct interview survey at selected beneficiary countries

• To conduct the evaluation and study

Inputs (Japanese Side)

• All expenses relevant to the Study (questionnaire surveys, site surveys and video conferences)

(Indonesian Side)

• Establishment of Evaluation Committee • Expenses for Evaluation Committee meetings

• Trainees meet the qualification requirements (English ability, business experience)

• The implementing organization has the capability to implement and manage TCTP

• Lecturers’ competency meet the requirement of the course


EVALUATION GRID

Project Title: Ex-Post Evaluation Study on Third Country Training Programmes (7 courses) Project Period: JFY 2001 - 2006

Name of Implementing Organization: Joint Evaluation Committee Targeted Region: Asia and Africa

Project Site: Indonesia Date: September 2008

Evaluation Questions Evaluation Criteria Main Questions Sub Questions

Achievement Criteria Measures Data Needed Data Sources Data Collection

Methods

RE

LE

VA

NC

E

1. Were the contents of training course aligned with the development plan of relevant sector in beneficiary countries?

1-1. Were the theme and contents of the training course aligned with the development plan of the ex-trainees’ organizations?

1-2. Was the overall goal aligned with related course policies of the ex-trainees’ organizations?

− Parametric and indicator analysis based on time series and quasi comparison

− Analysis of related documents

− Examine the relevance of training theme on the strategic development plan

− Examine the relevance of overall goal with the policies of the ex-trainees’ organizations

− Development plan policy in each beneficiary country

− Development plan of the ex-trainees’ organizations

− Related documents

− Theme and The training content

− Policy/ strategic development plan of related sector in each beneficiary country

− List of related programs in each beneficiary country

− Organizations of ex-trainees

− Ex-trainees − Implementing

organization

− Interview − Literature/

document review − Questionnaire

survey − Random

sampling to interview ex-trainee and people, where the ex-trainees practicing their improved knowledge and skills

− Group discussion − Internet surfing − Video conference

*) This term will be used along the script/ this paper





Methods

RE

LE

VA

NC

E

2. Were these coherences with JICA’s cooperation policy (to beneficiary countries and/or the region conformed)?

2-1. Were the theme and contents of the training course relevant to JICA’s cooperation policy to each beneficiary country and region?

2-1. Was the planning and implementation process of training course relevant to JICA’s policy on Asia-Africa Cooperation and TCTP?

− Examine the relevance on JICA’s cooperation policy

− Theme and contents of the training courses and JICA’s cooperation policy

− Implementation process of the training courses and JICA’s cooperation policy

− JICA − Document review − Internet surfing





Methods

RE

LE

VA

NC

E

3. Were the present needs of each beneficiary country relevant to the training courses conducted?

3-1. Was the training program appropriate with the needs of the beneficiary countries?

3-2. Could the programs obtained from the course be implemented in the ex-trainees’ organizations?

− Identify the need of the beneficiary countries on related sector

− Examine the appropriateness of the training program with the needs of the beneficiary countries

− Examine the relevance of the training program with the program in the ex-trainees’ organizations

− Analyze the relevance of training conducted with the needs of the Ex-trainees and Ex-trainees organizations

− Theme and contents of the training courses and JICA’s cooperation policy

− Data of development plan of each beneficiary country

− Improvement in performing services after the course

− Current situation and needs of the beneficiary countries on related sector development


− Ex-trainees − Organizations of

ex-trainees



survey − Random sampling

to interview ex-trainee and people, where the ex-trainees practicing their improved knowledge and skills




Evaluation Questions Evaluation

Criteria Main Questions Sub Questions Achievement Criteria

Measures Data Needed Data Sources Data Collection Methods

IMPA

CT

1. Was the performance of the ex-trainees improved by the training course?

1-1. Have the ex-trainees understood the training course contents?

1-2. Did the ex-trainees’ capacity improve after the training course?

1-3. Did the ex-trainees contribute in developing new program and techniques in ex-trainees’ organizations?

1-4. Did learning among the other participant’s experience contribute to the ex-trainees’ capacity improvement?

1-5. How is the effectiveness of action plan which ex-trainees produced after the course?


− Examine the change of ex-trainees’ capacity

− Examine new program and techniques contributed by ex-trainees

− Analyze the supporting factors to apply the knowledge and skill gained from the training course

− Examine the effectiveness of action plan produced by ex-trainees

− Record of ex-trainees/ participants involvement on related programs or activities in their countries before and after the termination of the project, respectively

− Record of the latest related attended by the ex-trainees

− Supporting factors to apply knowledge and skill gained from the training course in the ex-trainees’ organizations

− Level of ex-trainees knowledge and skill before and after

− Action plan by ex-trainees

− Course contents − Related documents



organization



survey − Random sampling








IMPA

CT

2. Was the performance of ex-trainees’ organization improve by the ex-trainees capacity improvement?

2-1. Have the knowledge and skill learned from the training course contributed to improve the services of the ex-trainees’ organizations?

2-2. What are the factors that enable the ex-trainees to utilize knowledge and skills learned from the training course in ex-trainees’ organizations?


− Examine the contribution of knowledge and skill by ex-trainees to the performance of their organizations

− Examine the changes in the services provided by the organization.

− Review the changes on the ex-trainee capacity

− Analyze the supporting factors in applying the knowledge and skill gained from the training course

− Record of IEC for FP/RH program proposed and implemented by organizations where the ex-trainees are affiliated before and after the termination of the project

− Activities conducted by ex-trainees after the training course




organization

− Interview − Questionnaire

survey − Literature/

document review − Random sampling


− Video conference − Internet surfing − Group discussion






IMPA

CT

3. Was the sector issue in the beneficiary country improved? Through its process, how did the ex-trainees’ organizations, contribute to the improvement?

3-1. Had the training helped to enhance the ex-trainees’ organizations service to local need?

3-2. Did the training course result influence to the improvement of community awareness on family planning and reproductive health in beneficiary country?

3-3. What is the possibility of adopting the Indonesian model program and development in beneficiary country?


− Examine the ex-trainees’ organizations service to local need

− Examine the influence of the training course result upon community awareness on family planning and reproductive health

− Examine the possibility of adopting the Indonesian model program management and development in ex-trainees’ organization

− Record of courses conducted in the organizations where the ex-trainees are affiliated

− Activity / input from the ex-trainees for related sector development




organization











IMPA

CT

4. Were there other positive/negative impacts of the training courses?

4-1. Were there positive impacts of the training course to beneficiary countries?

4-2. Was there any negative impact of the training course to beneficiary countries?


− Analysis of related documents

− Examine the level of improvement of the organizations / ex-trainees capacity

− Level of attention of beneficiary countries to the training

− Supports from the concerned organizations

− Record of ex-trainees involvement in the beneficiary countries

− Positive and negative impacts




organization









Criteria Main Questions Sub Questions


Methods

SUST

AIN

AB

ILIT

Y

1. How could the ex-trainees’ organizations maintained the effects of the training course?

1-1. Did the ex-trainees’ organizations have the capacity to maintain the effects of the training?

1-2. Did organization where ex-trainee works keep up with the technology/ information change?


− Analyze views and information on the capacity of the ex-trainees’ organizations to maintain the course effects

− Analyze views and information on dissemination of the training effects in the ex-trainees’ organizations

− Policy of the government and concerned organizations

− Activities/ opportunities to disseminate knowledge and skill in the ex-trainees’ organizations

− Support from organization to the ex-trainees to maintain the effects of the training




organization










Methods 2. Have the effects of the

training course been maintained after its termination?

2-1. How have the knowledge and skill gained by the ex-trainees been disseminated in their organizations?

2-2. Did the skill and knowledge gained from the training course remain applicable in beneficiary countries?


− Examine the views and information of ex-trainee organization in maintaining the positive course effect

− Number of continuous training

− Record of supported strategic action plan

− Activities / opportunities to share knowledge and skills in the organization




organization






SUST

AIN

AB

ILIT

Y

3. What factors are promoting or inhibiting the sustainability of the effects of the training course?

3-1. What factors are promoting the sustainability of the knowledge and skill gained from the training course?

3-2. What factors are inhibiting the sustainability of the knowledge and skill gained from the training course?


− Analyze views and information on factors that promote the sustainability of knowledge and skill gained

− Analyze views and information on factors that inhibit the sustainability of improved knowledge and skill

− Factors that promote the sustainability of knowledge and skill gained from the training course

− Factors that inhibit the sustainability of knowledge and skill gained from the training course




organization












SUST

AIN

AB

ILIT

Y

4. Is there any cooperation with external organizations to sustain the effects of the training course?

4-1. Do the Implementing Organization and/or Supporting Agencies perform follow-up activities, such as refreshing training and sharing seminar, to expand and/or sustain the effects of the training course?

4-2. Are there cooperation programs with other external agencies, including donor agencies, in the related field of the training course in the country after the training?


− Identify follow-up activities by JICA and implementing organization

− Identify programs cooperated by other external agencies

− Follow-up activities and enhancing out puts

− Cooperation programs with other external agencies




organization − Other donor/

support organizations







Questionnaire for

Ex-Post Evaluation Study on JICA’s Third Country Training Programmes

Ex-Trainee

Third Country Training Programme (TCTP) on Planning and Managing Information, Education and Communication for Family Planning/Reproductive Health

(IEC for FP/RH) Profile of Respondent

Country:

Name:

Month and Year of Participation: Month Year

Current Position/Organization:

Position/Organization at the time of training:

The Ex-Post Evaluation Study Purposes 1) To evaluate mainly the relevance, impact and sustainability of the course; 2) To extract lesson learned and recommendations for both the maintenance and development of their

results and the planning and implementation of similar training courses in the future. Outline of the TCTP on IEC for FP/RH Implementing Organization : National Family Planning Coordinating Board (BKKBN)

Supporting Agency : Japan International Cooperation Agency (JICA)

Period of Implementation : Japanese Fiscal Year 2002-2006

Duration of Each Training Course : 3-4 weeks

Target Countries : Asia and Africa (21 countries in total)

Overall goal of the Training Course : Providing participants from African countries with an opportunity to update and upgrade relevant strategies and skills of Information, Education and Communication (IEC) management and development for family planning / reproductive health programs

Objectives of Training Course : Participants are expected to be able to:

(1) Describe the FP/RH program policies, strategies and approaches;

(2) Describe the IEC program management and development by level, particularly in district and grass-root levels;

(3) Describe steps or processes of IEC program using the P-Process approach;



(4) Describe IEC implementation, network/forums, channels and manpower especially at community level; and

(5) Develop a strategic IEC design in support of FP/RH IEC programs in their respective countries.

Major Content of the Training Course : - Orientation and overview the Indonesian FP/RH

program focusing on IEC such as health and reproductive health promotion; family empowerment; policies, strategy & program; contraceptive services; RTIs/HIV/AIDS prevention program, role of NGOs, Adolescent Reproductive health program; Mother Friendly Movement; Community Empowerment and introducing the communication design program through P-Process.

- Field visit to observe the main family activities at the grass-root level.

- Workshop for countries sharing.



Please tick (√) the box which best describes your answer.

1. RELEVANCE A criterion for considering the validity and necessity of a project whether the expected effects of a project meet the needs of target beneficiaries, whether the intervention is appropriate as a solution for problems concerned, whether the content of a project is consistent with policies, and whether project strategies and approaches are relevant 1.1 How do the theme and the content of the training course align with your country or

organization development plan? (1 = not aligned, 2 = somewhat aligned, 3 = moderately aligned, 4 = highly aligned)

1

2

3

4

a. At the time of training b. Current situation Reason:

1.2 How far is the overall appropriateness of the training course to the needs of your

organization? (1 = inappropriate, 2 = somewhat appropriate, 3 = moderately appropriate, 4 = highly appropriate)

1

2

3

4


1 2 3 4 1.3 To what degree do you feel your basic knowledge on IEC for FP/ RH meet the

training course pre-requisite during the training course implementation? (1 = not meet, 2 = somewhat meet, 3 = moderately meet, 4 = highly meet)

Reason:

1.4 What is the possibility of implementing the IEC for FP/ RH programs obtained

from the training course in your organization? (1 = not possible, 2 = somewhat possible, 3 = moderately possible, 4 = highly possible)

1

2

3

4




2. IMPACT

A criterion for considering the effects of the project with an eye on the longer term effects including direct or indirect, positive or negative, intended or unintended

1 2 3 4 2.1 To what degree had you understood the IEC for FP/ RH course content? (1 = not understood, 2 = somewhat understood, 3 = moderately understood, 4 = fully understood)

Reason:

2.2 How would you rate your knowledge level on IEC for FP/ RH before and after

participating in the training course? (1 = low, 2 = fair, 3 = moderate, 4 = high)

1

2

3

4

a. Before the training course b. Right after the training course c. Current situation Reason:

2.3 How would you rate your skill capability on IEC for FP/ RH before and after

participating in the training course? (1 = low, 2 = fair, 3 = moderate, 4 = high)

1

2

3

4

a. Before the training course b. Right after the training course c. Current situation Reason:

2.4 To what degree did learning from the other participant’s experiences contribute to

your capacity improvement? (1 = low, 2 = fair, 3 = moderate, 4 = high) 1

2

3

4

a. Right after the training course b. Current situation Reason:



2. IMPACT

A criterion for considering the effects of the project with an eye on the longer term effects including direct or indirect, positive or negative, intended or unintended

1 2 3 4 2.5 What is the degree of the applicability of action plan which you produce after the training course? (1 = less applicable, 2 = slightly applicable, 3 = moderately applicable, 4 = highly applicable)

Reason:

1 2 3 4

2.6 How far is your contribution in developing new IEC for FP/ RH methods in your organization? (1 = low, 2 = fair, 3 = moderate, 4 = high) a. Right after participating in the training course (6 – 12 months after the

training course)

b. Current situation Reason:

2.7 To what degree have the following factors supported you to utilize knowledge

and skill learned from the training course in your work? (1 = less supportive, 2 = slightly supportive, 3 = moderately supportive, 4 = highly supportive)

1

2

3

4

a. Appropriate contents of the training course b. Appropriate level of knowledge and skill taught during the training course c. Practical knowledge and skill taught during the training course d. Strong self commitment e. Others (please specify) Other comments:

1 2 3 4

2.8 To what degree do the training’s outcome and activities help in enhancing your capacity to perform services to comply the local needs or your organization after the training course? (1 = low, 2 = fair, 3 = moderate, 4 = high)

Reason:



2. IMPACT A criterion for considering the effects of the project with an eye on the longer term effects including direct or indirect, positive or negative, intended or unintended 2.9 What is the possibility of adopting the Indonesian model of IEC for FP/ RH

program management and development in your country? (1 = less possible, 2 = somewhat possible , 3 = moderately possible, 4 = fully possible)

1

2

3

4

a. Right after the training course (6 – 12 months after the training course) b. Current situation Reason:

2.10 Were there other positive or negative impacts of the training course? 1 2 3 4

a. Positive impact (1 = no impact, 2 = slight impact, 3 = moderate impact, 4 = high impact)

Reason:

1 2 3 4 b. Negative impact (1 = no impact, 2 = slight impact, 3 = moderate impact, 4 =

high impact)

Reason:

3. SUSTAINABILITY

A criterion for considering whether the produced effects continue after termination of JICA’s assistance 1 2 3 4 3.1 To what degree do the knowledge and skills acquired from the training course

remain applicable? (1 = less applicable , 2 = somewhat applicable, 3 = moderately applicable, 4 = highly applicable)

Reason:

1 2 3 4 3.2 To what degree can you keep up with the latest technology changes?

(1 = less , 2 = fair , 3 = moderate, 4 = high) Reason:



3. SUSTAINABILITY

A criterion for considering whether the produced effects continue after termination of JICA’s assistance 3.3 How far have you disseminated the skills and knowledge in your organization?

(1 = less, 2 = fair, 3 = moderate, 4 = high) 1

2

3

4

a. Sharing during the work b. Sharing in meetings c. By conducting training courses/seminars d. Writing in publication(s) e. Sharing material provided during the training course Other comments:

3.4 To what degree do you agree with the following statements which inhibit the

sustainability of the knowledge and skill gained from the training course? (1 = less inhibit, 2 = fairly inhibit, 3 = moderately inhibit, 4 = highly inhibit)

1

2

3

4

a. The government policy/strategy has been changed b. The organizational policy/strategy has been changed

c. I have been transferred to another position which is not related to the training subject

d. My level of knowledge and skill are not enough to catch up with the dynamic demand of works

e. There are external constraints such as lack of budget or equipment and/or materials

f. Others (please specify) Other comments:



3. SUSTAINABILITY A criterion for considering whether the produced effects continue after termination of JICA’s assistance 3.5 To what degree do you agree with the following statements which promote the

sustainability of the knowledge and skill gained from the training course? (1 = less promoting, 2 = fairly promoting, 3 = moderately promoting, 4 = highly promoting)

1

2

3

4

a. High priority of the area related to the training course in the government policy/strategy

b. High priority of the area related to the training course in the organizational policy/strategy

c. Appropriate planning of activities d. Appropriate provision of budget e. Availability of equipments and materials f. Appropriate support from my organization g. Support from external factors h. Others (please specify) Other comments:

3.6 Are there follow-up activities, such as refreshing training and seminar, by the Implementing Organization and/or Supporting Agencies to expand and/or sustain the effect of the training course? (1 = rarely, 2 = seldom, 3 = occasionally, 4 = often)

If your answer is yes, please specify the activities:

Follow-up Activities Organization Refreshing

training Seminar Others

1 2 3 4 1 2 3 4 1 2 3 4

Ministry which ex trainee works for

JICA

Other Organizations

Yes No



3. SUSTAINABILITY

A criterion for considering whether the produced effects continue after termination of JICA’s assistance 3.7 Have you attended other training courses in the related field after the

training course in Indonesia?

If your answer is yes, please specify the supporting organization and name of the training.

Supporting Organization

Name of the Training Course

In country :

Overseas :

Yes No

4. LESSONS LEARNED AND RECOMMENDATIONS: 4.1 What lessons can be extracted from your training participation:

4.2 Are there recommendations or other actions to be taken by your organization, JICA, and

Implementing Organization for better realization of future training courses in Indonesia?

1. For your Organization: 2. For JICA:




3. For Implementing Organization:

The Evaluation Team will visit some of beneficiary countries in February 2009 to conduct interview survey with Ex-trainees and Ex-trainees’ Organizations. Therefore, please provide us the detail of your contact below. Address : Telephone Number : Fax Number : Mobile Phone Number : E-mail Address : Please contact the following persons for inquiries on the questions in this Questionnaire.

Local Contact : Contact Person :

PT. INDOKOEI INTERNATIONAL Mr. Besar Hatmaya Ms. Nani Susanti

Address : Tel/Fax :

Jl. Sultan Hasanuddin No. 45 Kebayoran Baru, Jakarta 12160, Indonesia +62 21 7237620 / +62 21 72796068

E-mail : [email protected]

Thank you very much for your cooperation



Third Country Training Programme (TCTP) on Planning and Managing Information,

Education and Communication for Family Planning/Reproductive Health

(IEC for FP/RH)

Profile of Respondent

Country:

Name:

Month and Year of Participation: Month Year



The Ex-Post Evaluation Study Purposes

1) To evaluate mainly the relevance, impact and sustainability of the course;

2) To extract lesson learned and recommendations for both the maintenance and development of their

results and the planning and implementation of similar training courses in the future.

Outline of the TCTP on IEC for FP/RH

Implementing Organization : National Family Planning Coordinating Board (BKKBN)





Overall goal of the Training Course : Providing participants from African countries with an

opportunity to update and upgrade relevant strategies and

skills of Information, Education and Communication

(IEC) management and development for family planning

/ reproductive health programs


(1) Describe the FP/RH program policies, strategies and

approaches;

(2) Describe the IEC program management and

development by level, particularly in district and

grass-root levels;

(3) Describe steps or processes of IEC program using the

P-Process approach;

Questionnaire

for


Ex-Trainee Organization



(4) Describe IEC implementation, network/forums,

channels and manpower especially at community

level; and

(5) Develop a strategic IEC design in support of FP/RH

IEC programs in their respective countries.


program focusing on IEC such as health and

reproductive health promotion; family empowerment;

policies, strategy & program; contraceptive services;

RTIs/HIV/AIDS prevention program, role of NGOs,

Adolescent Reproductive health program; Mother

Friendly Movement; Community Empowerment and

introducing the communication design program through

P-Process.

- Field visit to observe the main family activities at the

grass-root level.




Please tick (√) the box which best describes your answer.

1. RELEVANCE A criterion for considering the validity and necessity of a project whether the expected effects of a project meet the

needs of target beneficiaries, whether the intervention is appropriate as a solution for problems concerned, whether

the content of a project is consistent with policies, and whether project strategies and approaches are relevant

1.1 To what degree do the theme and content of the training course align with your

country strategic development plan? (1 = not aligned, 2 = somewhat aligned, 3 =

moderately aligned, 4 = highly aligned)

1

2

3

4

a. At the time of training

b. Current situation

Reason:

1.2 To what degree does the training course meet your organization’s expectations?

(1 = low, 2 = fair, 3 = moderate , 4 = high)

1

2

3

4



Reason:

1.3 How far was the application of IEC for FP/ RH programs introduced by the

training course in your organization? (1 = not applied, 2 = somewhat applied, 3 =

moderately applied, 4 = highly applied)

1 2 3 4

Reason:

1.4 How far was the fairness of participant selection in term of equality (gender) point

of view? (1 = less fair, 2 = somewhat fair, 3 = moderately fair, 4 = completely

fair)

1 2 3 4

Reason:



2. IMPACT A criterion for considering the effects of the project with an eye on the longer term effects including direct or

indirect, positive or negative, intended or unintended

2.1 What is your assessment on the ex-trainee capacity before and after the training

course? (1 = low, 2 = fair, 3 = moderate, 4 = high)

1

2

3

4

a. Ex-trainee knowledge and skill on IEC for FP/ RH before the training course at

the time of training

b. Ex-trainee knowledge and skill on IEC for FP/ RH after the training course

c. Ex-trainee knowledge and skill on IEC for FP/ RH at current situation

Reason:

2.2 To what degree has the performance of your organization been benefited by the

improvement of the ex-trainee’s capacity? (1 = less benefited, 2 = somewhat

benefited, 3 = moderately benefited, 4 = highly benefited)

1

2

3

4

a. Before participating to the training course

b. After participating to the training course

Reason:

2.3 What is the possibility of applying new techniques obtained during the training

course in your organization? (1 = less possible, 2 = somewhat possible, 3 =

moderately possible, 4 = highly possible)

1 2 3 4

Reason:

2.4 To what degree have the following factors enabled the utilizing of knowledge and

skills learned from the training course in your organization? (1 = low, 2 = fair, 3 =

moderate, 4 = high)

1 2 3 4

a. Appropriateness of the training course

b. Appropriate and practical knowledge and skills obtained from the training

course

c. Strong commitment of organization

Reason:



2. IMPACT A criterion for considering the effects of the project with an eye on the longer term effects including direct or

indirect, positive or negative, intended or unintended

2.5 To what degree does the training course result influenced the improvement of

community awareness on family planning and reproductive health? (1 = less

influential, 2 = somewhat influential, 3 = moderately influential, 4 = highly

influential)

1 2 3 4

Reason:

2.6 To what degree had the positive changes brought by the training course influenced

your organization? (1 = low, 2 = fair, 3 = moderate, 4 = high) 1 2 3 4

Reason:

2.7 To what degree had the negative changes brought by the training course

influenced your organization? (1 = low, 2 = fair, 3 = moderate, 4 = high) 1 2 3 4

Reason:

3. SUSTAINABILITY A criterion for considering whether the produced effects continue after termination of JICA’s assistance

3.1 To what degree has your organization maintained the benefit of the training

course? (1 = low, 2 = fair, 3 = moderate, 4 = high) 1 2 3 4

Reason:

3.2 To what degree do the skill and knowledge gained from the training course remain

applicable? (1 = less applicable, 2 = somewhat applicable, 3 = moderately

applicable, 4 = highly applicable)

1 2 3 4

Reason:



3. SUSTAINABILITY

A criterion for considering whether the produced effects continue after termination of JICA’s assistance

3.3 To what degree can your organization keep up with technology changes on

IEC for FP/ RH program? (1 = low, 2 = fair, 3 = moderate, 4 = high) 1 2 3 4

Reason:

3.4 How far have the effects of the training course been adopted in your

organization? (1 = low, 2 = fair, 3 = moderate, 4 = high)

1

2

3

4

a. In the daily work

b. Through regular meetings

c. By implementation of training courses/seminars

d. Presented in publication(s)

e. Others (please specify)

Other

comments:

3.5 To what degree do you agree with the following statements which inhibit the

sustainability of the knowledge and skill gained from the training course? (1 =

less inhibit, 2 = fairly inhibit, 3 = moderately inhibit, 4 = highly inhibit)

1

2

3

4

a. The governmental policy/strategy has been changed b. The organizational policy/strategy has been changed

c. The ex-trainee has been transferred to another position which is not related

to training subject

d. The ex-trainee’s level of knowledge and skill are not enough to catch up

with the dynamic demand of organization

e. There are constraints such as lack of budget or equipment and/or materials

f. Others (please specify)

Other

comments:



3. SUSTAINABILITY A criterion for considering whether the produced effects continue after termination of JICA’s assistance

3.6 To what degree do you agree with the following statements which promote the

sustainability of the knowledge and skill gained from the training course? (1 =

less promoting, 2 = fairly promoting, 3 = moderately promoting, 4 = highly

promoting)

1

2

3

4

a. High priority of the area related to the training course in the government

policy/strategy

b. High priority of the area related to the training course in the organizational

policy/strategy

c. Appropriate planning of activities

d. Appropriate provision of budget

e. Sufficient of equipment and material

f. Appropriate organizational structure

g. External support

h. Others (please specify)

Other

comments:

3.7 Are there cooperation programmes with other external organizations for the similar

training courses?

If your answer is yes, please specify the programs and names of external agencies.

4. LESSONS LEARNED AND RECOMMENDATIONS:

4.1 What lessons can be extracted from sending trainees to the training course in Indonesia?

Yes No



4.2 Are there any recommendations or other actions to be taken by your organization and JICA for

better realization of future training courses in Indonesia?

1. For your Organization:

2. For JICA:

The Evaluation Team will visit some of beneficiary countries in February 2009 to conduct interview

survey with Ex-trainees and Ex-trainees’ Organizations. Therefore, please provide us the detail of your

contact below.

Address :

Telephone Number :

Fax Number :

Mobile Phone Number :

E-mail Address :

Please contact the following persons for inquiries on the questions in this Questionnaire.

Consultant :

Contact Person :

PT. INDOKOEI INTERNATIONAL

Mr. Besar Hatmaya

Ms. Nani Susanti

Address :

Tel/Fax :

Jl. Sultan Hasanuddin No. 45 Kebayoran Baru, Jakarta 12160, Indonesia

+62 21 7237620 / +62 21 72796068





Third Country Training Programme (TCTP) on Planning and Managing Information,

Education and Communication for Family Planning/Reproductive Health

(IEC for FP/RH)

Profile of Respondent

Country:

Name:



Overall Goal of the Ex-Post Evaluation Study

The overall goals of the ex-post evaluation study are as follows: 1) To evaluate mainly the relevance, impact and sustainability of the training course;

2) To extract lessons learned and recommendations for both the maintenance and development of

their results and the planning and implementation of similar training courses in the future.

Outline of TCTP on IEC for FP/RH

Implementing Organization : National Family Planning Coordinating Board (BKKBN)





Overall Goal of the Training Course : To provide participants from African countries with an

opportunity to update and upgrade relevant strategies and

skills of Information, Education and Communication

(IEC) management and development for family planning

/ reproductive health programs


(1) Describe the FP/RH program policies, strategies and

approaches;

(2) Describe the IEC program management and

development by level, particularly in district and

grass-root levels;

(3) Describe steps or processes of IEC program using the

P-Process approach;

Interview Questions for


Implementing Organization



(4) Describe IEC implementation, network/forums,

channels and manpower especially at community

level; and

(5) Develop a strategic IEC design in support of FP/RH

IEC programs in their respective countries.


program focusing on IEC such as health and

reproductive health promotion; family empowerment;

policies, strategy & program; contraceptive services;

RTIs/HIV/AIDS prevention program, role of NGOs,

Adolescent Reproductive health program; Mother

Friendly Movement; Community Empowerment and

introducing the communication design program through

P-Process.

- Field visit to observe the main family activities at the

grass-root level.




1. RELEVANCE OF THE COURSE

1.1 Was the implementation of the training course relevant or appropriate?

• In terms of theme and contents

• In terms of implementation process

• In terms of duration and number of participants

• In terms of background / level of participants

• In terms of level of knowledge, skill and applicability

• To the Implementing Organization

• To the current situation, etc.

1.2 Were the outputs of the training course to improve the situation in the related field in the

beneficiary countries clear and appropriate?

• Both for implementing organization and participants

• Appropriateness/practicability

2. IMPACT OF THE COURSE

2.1 Are there positive and negative impacts of the training course for the implementing

organization?

• In term of policy, motivation/awareness of the staff, capacity of the organization/staff,

reputation of the organization, networking, etc.

• Continuation/implementation of related training course by itself, or with other organization

• Factors of the impacts particularly changes, improvement

3. SUSTAINABILITY OF THE COURSE

3.1. Continuation/implementation of related training course by itself, or with other organization

3.2 Follow up for ex trainees in beneficiary countries?

3.3 Are there follow-up activities by the implementing organization?

• If yes, contents of the activities, such as refresher training, sharing seminar, etc.

• Necessity and constraints to take up follow up

• Possible activities, please mention

4. LESSON LEARNED

5. RECOMMENDATION TO IMPROVE THE SCHEME (TCTP)

5.1 Ex-trainee’s Organization

5.2 JICA


Profile of Ex-Post Evaluation Study Team

Consultant : PT. INDOKOEI INTERNATIONAL

Contact Person : Mr. Besar Hatmaya

Ms. Nani Susanti

Address : Jl. Sultan Hasanuddin No. 45 Kebayoran Baru, Jakarta 12160, Indonesia

Tel/Fax : +62 21 7237620 / +62 21 72796068



Attachment 4

1.1 Theme and the content of the course

a. At the time of training 3.27 3.08 3.43 3.29 3.26 3.20 3.19 3.25

b. Current situation 3.55 3.26 3.77 3.36 3.15 3.53 3.25 3.41

1.2 The overall appropriateness of the course content



1.3 Appropriateness of the participants' basic knowledge with

the course content3.36 2.83 3.62 3.36 3.41 3.36 2.94 3.27

1.4 Possibility to implement the result



2.1. Understanding of the Ex-trainees to the course content 3.73 3.27 3.85 3.21 3.59 3.27 3.06 3.43

2.2. Improvement of the Ex-trainees in related field

a. Before the training course 2.09 2.14 2.14 2.07 2.52 2.20 2.00 2.17

b. Right after the training course 3.45 3.05 3.43 3.00 3.27 3.20 2.94 3.19

c. Current situation 3.82 3.21 3.71 3.43 3.50 3.67 3.19 3.50

2.3. Improvement of the Ex-trainees skill capacity

a. Before the training course 2.09 1.92 2.14 2.07 2.41 2.47 2.06 2.17

b. Right after the training course 3.36 3.03 3.50 2.93 3.30 3.33 2.94 3.20

c. Current situation 3.82 3.24 3.69 3.36 3.44 3.57 3.19 3.47

2.4. Contribution of learning from the other participant’s

experiences to ex-trainees capacity improvement

a. Right after the training course 3.27 2.78 3.21 2.93 2.74 2.73 2.56 2.89


2.5. The applicability of action plan which have produced by Ex-

trainees after the training course 3.09 2.80 2.85 2.71 2.81 3.47 2.81 2.94

Table A4.3 Improvement of Ex-Trainees Organization Performance Affected by Ex-Trainees Capacity Improvement

2.6. Contribution in developing new products/ methods resulted

by the training course



2.7. Supporting factors to utilize knowledge and skill learned

from the training course (M.A)

a. Appropriate contents of the training course 3.55 3.16 3.57 3.21 3.00 3.33 3.13 3.28

b. Appropriate level of knowledge and skill taught during the

training course 3.36 3.14 3.71 3.07 3.35 3.21 3.31 3.31

c. Practical knowledge and skill taught during the training

course 3.73 3.05 3.86 3.36 3.37 3.07 3.63 3.44

d. Strong self commitment 3.70 3.24 3.62 3.43 3.42 3.36 3.13 3.41

e. Others (please specify) 4.00 3.67 4.00 3.25 3.50 3.20 2.75 3.48

Note :

M.A = Multi Answer

Table A4.1 Comparison of Relevance Criteria

AVERAGE

ALL

AVERAGE

ALL

AVERAGE

ALLVD

PR

AVERAGE

VDITEMDHPRPCA IECMF

AVERAGE

IEC ITEM VDDH

Questions on Relevance Criteria

Table A4.2 Improvement of Ex-trainees Performance by the Training Course

Questions on Impact Criteria

AVERAGE

PR DHMF PCA

MF PCA

Questions on Impact CriteriaIEC ITEM

PT Indokoei International A4-1


Attachment 4

Table A4.4 Contribution of Ex-Trainees Organization in Handling Sector Issues in Beneficiary Country

2.8. The training’s outcome and activities help in enhancing ex-

trainees capacity to perform services to comply the local needs

or ex-trainees organizations after the training course

3.45 3.11 3.50 2.93 3.04 3.47 3.00 3.21

2.9. The possibility of adopting the Indonesian model of

program management and development in beneciary country



2.10 Positive or Negative Impact Brought by the Training

Course

a. Positive impact 3.55 3.09 3.31 3.25 3.23 3.33 3.13 3.27

b. Negative impact 1.63 1.21 1.09 1.11 1.41 1.36 1.31 1.30

3.2. Maintaining the effect of training course with the latest

technology changes 3.45 2.78 2.73 3.00 2.85 3.47 2.44 2.96

3.1. The applicability of knowledge and skills acquired from the

training course 3.73 3.14 3.42 3.07 3.26 3.67 2.94 3.32

3.3. Dissemination of the knowledge and skills gained

a. Sharing during the work 3.27 3.11 3.36 3.43 3.23 3.79 3.06 3.32

b. Sharing in meetings 3.27 2.92 3.36 2.92 2.81 3.13 2.75 3.02

c. By conducting training courses/seminars 2.27 2.38 2.86 2.67 2.35 3.07 2.56 2.59

d. Writing in publication(s) 1.67 1.46 2.08 2.17 1.81 2.57 1.50 1.89

e. Sharing material provided during the training course 3.00 2.72 2.93 2.92 2.69 3.29 2.50 2.86

AVERAGE

ALL

ITEM VD

VD

AVERAGE

AVERAGE

AVERAGE

ALL

AVERAGE

ALL

AVERAGE

ALL

IEC

DH

AVERAGE

Questions on Sustainability Criteria

DH

PRPCA IEC

Table A4.7 Maintaining Effect of the Taining Course by the Ex-trainees

PCA PR DH

PR

MF PCA IEC VD

Table A4.5 Positive or Negative Impact Brought by the Training Course



ITEM

MF ITEM

ITEMPR

MF

DH

PCA

IEC

AVERAGE

VD

MF

Table A4.6 Maintaining the Effect of Training Course by the Ex-trainees Organization




Attachment 4

3.4. Factors that are inhibiting

a. The government policy/strategy has been changed 1.91 2.00 1.50 1.82 2.13 2.00 2.19 1.93

b. The organizational policy/strategy has been changed 2.00 2.30 1.21 1.82 2.13 2.08 2.19 1.96

c. I have been transferred to another position which is not

related to the training subject 2.44 2.53 1.17 1.90 2.14 1.77 2.31 2.04

d. My level of knowledge and skill are not enough to catch up

with the dynamic demand of works 1.78 2.19 1.08 1.40 2.04 1.62 2.13 1.75

e. There are external constraints such as lack of budget or

equipment and/or materials 2.45 2.55 3.38 2.09 2.40 3.00 3.31 2.74

f. Others (please specify) 4.00 2.33 0.00 2.67 1.83 3.33 3.00 2.45

3.5. Factors that are promoting

a. High priority of the area related to the training course in the

government policy/strategy 3.18 3.12 3.08 3.09 3.11 3.50 3.50 3.23

b. High priority of the area related to the training course in the

organizational policy/strategy 3.40 3.25 3.08 2.92 3.41 3.57 3.44 3.30

c. Appropriate planning of activities 2.91 3.18 3.00 3.00 3.44 3.43 3.38 3.19

d. Appropriate provision of budget 2.80 2.97 2.67 2.73 3.07 3.36 3.31 2.99

e. Availability of equipments and materials 2.80 2.91 2.77 2.45 3.15 3.50 3.25 2.98

f. Appropriate support from my organization 3.36 3.31 3.09 2.75 3.11 3.47 3.50 3.23

g. Support from external factors 2.90 2.84 3.33 2.36 2.78 3.50 2.94 2.95

h. Others (please specify) 3.00 1.00 4.00 0.00 3.67 4.00 0.00 2.24

3.6. Follow up activities

a. Ministry which ex trainee works for

Refreshing training 3.50 2.53 2.00 2.75 2.83 2.67 2.67 2.71

Seminar 3.00 2.60 2.00 2.67 2.93 3.00 2.40 2.66

Others 1.50 2.00 3.00 2.00 2.77 4.00 2.00 2.47

b. JICA


Seminar 1.00 2.77 1.67 1.67 2.94 2.40 2.07

Others 1.00 1.75 3.00 1.50 3.15 4.00 2.40

c. Other agencies


Seminar 2.50 2.27 2.25 2.94 4.00 2.60 2.76

Others 3.00 1.60 2.33 3.08 4.00 3.00 2.84

3.7. Cooperation programs with other external agencies in

implementing the related training course after the TCTP

In country training 1.18 1.46 1.07 1.29 1.22 1.53 1.00 1.25

Overseas training 1.18 1.16 1.00 1.50 1.15 1.33 1.19 1.22

PR ITEM

ITEM VD

DH

PR

AVERAGE

ALLPCA

DH

IEC

Table A4.8 Factors that Promoting or Inhibiting the Sustainability of the Training Course's Effect

Table A4.9 Cooperation with External Organizations to Sustain the Effects of the Training Course

AVERAGE

ALL

AVERAGE

Questions on Sustainability CriteriaVD

Questions on Sustainability CriteriaMF PCA IEC

AVERAGE

MF


Ex-Post Evaluaton Study on Third Country Training Programmes

11 37 14 14 27

n % n % n % n % n % n % n % n % n % n % n % n % n % n % n % n % n % n % n % n % n % n % n % n % n %


a. At the time of training 0 0 2 18.18 4 36.36 5 45.5 0 0 2 5.41 5 13.51 17 45.95 12 32.43 1 2.70 0 0 3 21.429 2 14.286 9 64.3 0 0 0 0.00 1 7.14 8 57.14 5 35.71 0 0.00 1 3.70 0 0.00 17 62.96 9 33.33 0 0.00

b. Current situation 1 9.09 0 0 2 18.18 8 72.7 0 0 1 2.70 1 2.70 20 54.05 12 32.43 3 8.11 0 0 1 7.1429 1 7.1429 11 78.6 1 7.143 0 0.00 2 14.29 5 35.71 7 50.00 0 0.00 1 3.70 2 7.41 15 55.56 8 29.63 1 3.70


a. At the time of training 0 0 1 9.091 4 36.36 6 54.5 0 0 0 0.00 4 10.81 19 51.35 13 35.14 1 2.70 0 0 1 7.1429 4 28.571 9 64.3 0 0 0 0.00 2 14.29 4 28.57 7 50.00 1 7.14 0 0.00 2 7.41 15 55.56 10 37.04 0 0.00

b. Current situation 1 9.09 0 0 0 0 10 90.9 0 0 0 0.00 2 5.41 17 45.95 15 40.54 3 8.11 0 0 1 7.1429 3 21.429 10 71.4 0 0 0 0.00 1 7.14 6 42.86 7 50.00 0 0.00 0 0.00 2 7.41 13 48.15 11 40.74 1 3.70

1.3 Appropriateness of the participants basic knowledge with the

course content0 0 2 18.18 3 27.27 6 54.5 0 0 2 5.41 9 24.32 18 48.65 7 18.92 1 2.70 0 0 1 7.1429 3 21.429 9 64.3 1 7.143 0 0.00 1 7.14 7 50.00 6 42.86 0 0.00 1 3.70 3 11.11 7 25.93 16 59.26 0 0.00


a. At the time of training 1 9.09 1 9.091 6 54.55 3 27.3 0 0 1 2.70 4 10.81 20 54.05 10 27.03 2 5.41 0 0 7 50 3 21.429 4 28.6 0 0 0 0.00 3 21.43 7 50.00 4 28.57 0 0.00 0 0.00 8 29.63 14 51.85 5 18.52 0 0.00

b. Current situation 0 0 1 9.091 3 27.27 6 54.5 1 9.09 1 2.70 2 5.41 15 40.54 15 40.54 4 10.81 1 7.14 2 14.286 1 7.1429 10 71.4 0 0 1 7.14 0 0.00 4 28.57 8 57.14 1 7.14 0 0.00 5 18.52 14 51.85 8 29.63 0 0.00

11 37 14 14 27


2.1. Understanding of the Ex-trainees to the course content 0 0 0 0 3 27.27 8 72.7 0 0 0 0.00 3 8.11 21 56.76 13 35.14 0 0.00 0 0 0 0 2 14.286 11 78.6 1 7.143 0 0.00 2 14.29 7 50.00 5 35.71 0 0.00 0 0.00 0 0.00 11 40.74 16 59.26 0 0.00


a. Before the training course 2 18.2 6 54.55 3 27.27 0 0 0 0 9 24.32 17 45.95 8 21.62 3 8.11 0 0.00 2 14.3 8 57.143 4 28.571 0 0 0 0 3 21.43 7 50.00 4 28.57 0 0.00 0 0.00 2 7.41 11 40.74 12 44.44 2 7.41 0 0.00

b. Right after the training course 0 0 0 0 6 54.55 5 45.5 0 0 0 0.00 3 8.11 29 78.38 5 13.51 0 0.00 0 0 1 7.1429 6 42.857 7 50 0 0 0 0.00 3 21.43 8 57.14 3 21.43 0 0.00 0 0.00 1 3.70 17 62.96 8 29.63 1 3.70

c. Current situation 0 0 0 0 2 18.18 9 81.8 0 0 0 0.00 3 8.11 21 56.76 10 27.03 3 8.11 0 0 0 0 4 28.571 10 71.4 0 0 0 0.00 0 0.00 8 57.14 6 42.86 0 0.00 0 0.00 3 11.11 7 25.93 16 59.26 1 3.70


a. Before the training course 2 18.2 6 54.55 3 27.27 0 0 0 0 11 29.73 19 51.35 6 16.22 1 2.70 0 0.00 2 14.3 8 57.143 4 28.571 0 0 0 0 4 28.57 5 35.71 5 35.71 0 0.00 0 0.00 3 11.11 10 37.04 14 51.85 0 0.00 0 0.00

b. Right after the training course 0 0 1 9.091 5 45.45 5 45.5 0 0 1 2.70 3 8.11 27 72.97 6 16.22 0 0.00 0 0 1 7.1429 5 35.714 8 57.1 0 0 1 7.14 2 14.29 8 57.14 3 21.43 0 0.00 0 0.00 3 11.11 13 48.15 11 40.74 0 0.00

c. Current situation 0 0 0 0 2 18.18 9 81.8 0 0 1 2.70 2 5.41 19 51.35 12 32.43 3 8.11 0 0 0 0 4 28.571 9 64.3 1 7.143 0 0.00 2 14.29 5 35.71 7 50.00 0 0.00 0 0.00 3 11.11 9 33.33 15 55.56 0 0.00



a. Right after the training course 0 0 0 0 8 72.73 3 27.3 0 0 2 5.41 7 18.92 25 67.57 3 8.11 0 0.00 0 0 2 14.286 7 50 5 35.7 0 0 0 0.00 4 28.57 7 50.00 3 21.43 0 0.00 0 0.00 10 37.04 14 51.85 3 11.11 0 0.00

b. Current situation 1 9.09 0 0 5 45.45 5 45.5 0 0 2 5.41 6 16.22 23 62.16 4 10.81 2 5.41 1 7.14 2 14.286 6 42.857 5 35.7 0 0 1 7.14 1 7.14 6 42.86 5 35.71 1 7.14 2 7.41 9 33.33 9 33.33 6 22.22 1 3.70


trainees after the training course2 18.2 1 9.091 2 18.18 6 54.5 0 0 3 8.11 6 16.22 21 56.76 5 13.51 2 5.41 2 14.3 2 14.286 5 35.714 4 28.6 1 7.143 0 0.00 5 35.71 8 57.14 1 7.14 0 0.00 2 7.41 5 18.52 16 59.26 4 14.81 0 0.00

11 37 14 14 27


2.6. Contribution in developing new products/ methods resulted by

the training course

a. Right after the training course 1 9.09 2 18.18 5 45.45 3 27.3 0 0 4 10.81 12 32.43 14 37.84 5 13.51 2 5.41 2 14.3 1 7.1429 4 28.571 6 42.9 1 7.143 3 21.43 4 28.57 5 35.71 2 14.29 0 0.00 3 11.11 8 29.63 13 48.15 3 11.11 0 0.00

b. Current situation 2 18.2 1 9.091 2 18.18 6 54.5 0 0 7 18.92 9 24.32 13 35.14 5 13.51 3 8.11 0 0 3 21.429 5 35.714 5 35.7 1 7.143 2 14.29 3 21.43 5 35.71 3 21.43 1 7.14 4 14.81 4 14.81 11 40.74 7 25.93 1 3.70

2.7. Supporting factors to utilize knowledge and skill learned from

the training course (M.A)

a. Appropriate contents of the training course 0 0 1 9.091 3 27.27 7 63.6 0 0 1 2.70 2 5.41 24 64.86 10 27.03 0 0.00 0 0 0 0 6 42.857 8 57.1 0 0 0 0.00 1 7.14 9 64.29 4 28.57 0 0.00 0 0.00 3 11.11 20 74.07 3 11.11 1 3.70


training course0 0 1 9.091 5 45.45 5 45.5 0 0 1 2.70 1 2.70 27 72.97 8 21.62 0 0.00 0 0 0 0 4 28.571 10 71.4 0 0 0 0.00 1 7.14 11 78.57 2 14.29 0 0.00 0 0.00 1 3.70 15 55.56 10 37.04 1 3.70

c. Practical knowledge and skill taught during the training course0 0 0 0 3 27.27 8 72.7 0 0 1 2.70 5 13.51 22 59.46 9 24.32 0 0.00 0 0 0 0 2 14.286 12 85.7 0 0 0 0.00 2 14.29 5 35.71 7 50.00 0 0.00 0 0.00 1 3.70 15 55.56 11 40.74 0 0.00

d. Strong self commitment 0 0 0 0 3 27.27 7 63.6 1 9.09 1 2.70 3 8.11 19 51.35 14 37.84 0 0.00 0 0 0 0 5 35.714 8 57.1 1 7.143 0 0.00 0 0.00 8 57.14 6 42.86 0 0.00 0 0.00 3 11.11 9 33.33 14 51.85 1 3.70

e. Others (please specify) 0 0 0 0 0 0 2 18.2 9 81.8 0 0.00 0 0.00 1 2.70 2 5.41 34 91.89 0 0 0 0 0 0 2 14.3 12 85.71 1 7.14 0 0.00 0 0.00 3 21.43 10 71.43 0 0.00 0 0.00 2 7.41 2 7.41 23 85.19

Note :

M.A = Multi Answer

11 37 14 14 27



trainees capacity to perform services to comply the local needs or

ex-trainees organizations after the training course0 0 2 18.18 2 18.18 7 63.6 0 0 1 2.70 3 8.11 24 64.86 9 24.32 0 0.00 0 0 2 14.286 2 14.286 8 57.1 2 14.29 1 7.14 4 28.57 4 28.57 5 35.71 0 0.00 0 0.00 5 18.52 16 59.26 6 22.22 0 0.00

2.9. The possibility of adopting the Indonesian model of program

management and development in beneciary country

a. Right after the training course 2 18.2 1 9.091 5 45.45 3 27.3 0 0 4 10.81 6 16.22 20 54.05 2 5.41 5 13.51 1 7.14 5 35.714 5 35.714 2 14.3 1 7.143 0 0.00 4 28.57 5 35.71 2 14.29 3 21.43 1 3.70 7 25.93 12 44.44 7 25.93 0 0.00

b. Current situation 2 18.2 1 9.091 3 27.27 5 45.5 0 0 4 10.81 3 8.11 21 56.76 2 5.41 7 18.92 0 0 3 21.429 6 42.857 4 28.6 1 7.143 0 0.00 4 28.57 3 21.43 4 28.57 3 21.43 2 7.41 7 25.93 7 25.93 10 37.04 1 3.70

Table A4.11 Improvement of Ex-Trainees Organization Performance Affected by Ex-Trainees Capacity Improvement

Table A4.9 Comparison of Relevance Score at the Time Right After the Training Course and Current Condition

Table A4.12 Contribution of Ex-Trainees Organization in Handling Sector Issues in Beneficiary Country

Table A4.10 Improvement of Ex-trainees Performance by the Training Course

1 (Low) 2 (Somewhat) 3 (Moderate)4 (High) No answer3 (Moderate) 4 (High) 1 (Low)1 (Low) 2 (Somewhat) 2 (Somewhat)No answer

Score ScoreNo answer

Score2 (Somewhat) 3 (Moderate)1 (Low) No answer4 (High)4 (High)

Poverty Reduction Dairy Husbandry

1 (Low) 2 (Somewhat) 3 (Moderate) 4 (High) No answerQuestions on Impact Criteria

MF PCA IEC

3 (Moderate)

4 (High) 4 (High) No answer3 (Moderate) 1 (Low) 2 (Somewhat) No answer

Dairy Husbandry

3 (Moderate) 4 (High) No answer 1 (Low) 4 (High)Questions on Impact Criteria

MF PCA IEC

No answer 1 (Low)

Score2 (Somewhat) 2 (Somewhat)

Score Score

4 (High) No answer

ScorePoverty Reduction

2 (Somewhat) 3 (Moderate) 4 (High)No answer No answer3 (Moderate)1 (Low) 2 (Somewhat) No answer 1 (Low)3 (Moderate) 4 (High) 1 (Low)2 (Somewhat)2 (Somewhat) 3 (Moderate)

Score Score Score Score ScoreDairy Husbandry

4 (High) No answer 1 (Low) 2 (Somewhat) 3 (Moderate) 1 (Low)

IEC Poverty Reduction

4 (High)

2 (Somewhat) 3 (Moderate)

Score3 (Moderate)2 (Somewhat) No answer 1 (Low)3 (Moderate) 4 (High)

Score Score


MF PCA

4 (High) No answerQuestions on Relevance Criteria

1 (Low) 2 (Somewhat)

1 (Low)

4 (High)

Score1 (Low)1 (Low) 2 (Somewhat) 3 (Moderate)3 (Moderate) No answer No answer 1 (Low) 2 (Somewhat) 3 (Moderate)4 (High)No answer 2 (Somewhat)

MF PCA

ScorePoverty Reduction

3 (Moderate)1 (Low) 2 (Somewhat)

IEC

Score ScoreDairy Husbandry

Score3 (Moderate) 4 (High) No answer4 (High)



11 37 14 14 27


2.10 Positive or Negative Impact Brought by the Training Course

a. Positive impact 0 0 1 9.091 3 27.27 7 63.6 0 0 1 2.70 4 10.81 21 56.76 9 24.32 2 5.41 1 7.14 1 7.1429 4 28.571 7 50 1 7.143 0 0.00 1 7.14 7 50.00 4 28.57 2 14.29 3 11.11 1 3.70 9 33.33 13 48.15 1 3.70

b. Negative impact 5 45.5 1 9.091 2 18.18 0 0 3 27.3 28 75.68 3 8.11 2 5.41 0 0.00 4 10.81 10 71.4 1 7.1429 0 0 0 0 3 21.43 8 57.14 1 7.14 0 0.00 0 0.00 5 35.71 15 55.56 6 22.22 0 0.00 1 3.70 5 18.52

11 37 14 14 27



technology changes0 0 2 18.18 2 18.18 7 63.6 0 0 1 2.70 11 29.73 19 51.35 5 13.51 1 2.70 0 0 5 35.714 4 28.571 2 14.3 3 21.43 0 0.00 5 35.71 3 21.43 5 35.71 1 7.14 1 3.70 6 22.22 15 55.56 4 14.81 1 3.70

11 37 14 14 27



training course 0 0 0 0 3 27.27 8 72.7 0 0 1 2.70 2 5.41 24 64.86 9 24.32 1 2.70 1 7.14 1 7.1429 2 14.286 8 57.1 2 14.29 0 0.00 3 21.43 7 50.00 4 28.57 0 0.00 0 0.00 2 7.41 16 59.26 9 33.33 0 0.00


a. Sharing during the work 0 0 0 0 8 72.73 3 27.3 0 0 2 5.41 4 10.81 19 51.35 12 32.43 0 0.00 0 0 1 7.1429 7 50 6 42.9 0 0 0 0.00 2 14.29 4 28.57 8 57.14 0 0.00 0 0.00 2 7.41 16 59.26 8 29.63 1 3.70

b. Sharing in meetings 0 0 1 9.091 6 54.55 4 36.4 0 0 4 10.81 5 13.51 17 45.95 10 27.03 1 2.70 1 7.14 0 0 6 42.857 7 50 0 0 0 0.00 5 35.71 3 21.43 4 28.57 2 14.29 4 14.81 1 3.70 17 62.96 4 14.81 1 3.70

c. By conducting training courses/seminars 5 45.5 0 0 4 36.36 2 18.2 0 0 7 18.92 12 32.43 15 40.54 3 8.11 0 0.00 2 14.3 2 14.286 6 42.857 4 28.6 0 0 3 21.43 3 21.43 1 7.14 5 35.71 2 14.29 5 18.52 10 37.04 8 29.63 3 11.11 1 3.70

d. Writing in publication(s) 4 36.4 4 36.36 1 9.091 0 0 2 18.2 23 62.16 8 21.62 4 10.81 0 0.00 2 5.41 4 28.6 5 35.714 1 7.1429 2 14.3 2 14.29 4 28.57 4 28.57 2 14.29 2 14.29 2 14.29 13 48.15 6 22.22 6 22.22 1 3.70 1 3.70

e. Sharing material provided during the training course 1 9.09 2 18.18 3 27.27 4 36.4 1 9.09 6 16.22 7 18.92 14 37.84 9 24.32 1 2.70 2 14.3 3 21.429 3 21.429 6 42.9 0 0 1 7.14 2 14.29 6 42.86 3 21.43 2 14.29 4 14.81 2 7.41 18 66.67 2 7.41 1 3.70

11 37 14 14 27



a. The government policy/strategy has been changed 5 45.5 2 18.18 4 36.36 0 0 0 0 12 32.43 9 24.32 6 16.22 3 8.11 7 18.92 10 71.4 2 14.286 1 7.1429 1 7.14 0 0 5 35.71 3 21.43 3 21.43 0 0.00 3 21.43 7 25.93 10 37.04 4 14.81 3 11.11 3 11.11

b. The organizational policy/strategy has been changed 3 27.3 4 36.36 3 27.27 0 0 1 9.09 9 24.32 7 18.92 10 27.03 4 10.81 7 18.92 12 85.7 1 7.1429 1 7.1429 0 0 0 0 6 42.86 3 21.43 0 0.00 2 14.29 3 21.43 7 25.93 9 33.33 6 22.22 2 7.41 3 11.11

c. I have been transferred to another position which is not related

to the training subject 4 36.4 0 0 2 18.18 3 27.3 2 18.2 12 32.43 2 5.41 10 27.03 10 27.03 3 8.11 11 78.6 0 0 1 7.1429 0 0 2 14.29 5 35.71 2 14.29 2 14.29 1 7.14 4 28.57 7 25.93 8 29.63 4 14.81 3 11.11 5 18.52

d. My level of knowledge and skill are not enough to catch up with

the dynamic demand of works 5 45.5 2 18.18 1 9.091 1 9.09 2 18.2 8 21.62 12 32.43 8 21.62 3 8.11 6 16.22 11 78.6 1 7.1429 0 0 0 0 2 14.29 6 42.86 4 28.57 0 0.00 0 0.00 4 28.57 8 29.63 6 22.22 9 33.33 0 0.00 4 14.81


equipment and/or materials 2 18.2 5 45.45 1 9.091 3 27.3 0 0 6 16.22 8 21.62 11 29.73 6 16.22 6 16.22 2 14.3 0 0 2 14.286 9 64.3 1 7.143 4 28.57 4 28.57 1 7.14 2 14.29 3 21.43 9 33.33 3 11.11 7 25.93 6 22.22 2 7.41

f. Others (please specify) 0 0 0 0 0 0 2 18.2 9 81.8 1 2.70 1 2.70 0 0.00 1 2.70 34 91.89 1 7.14 0 0 1 7.1429 1 7.14 11 78.57 1 7.14 0 0.00 1 7.14 1 7.14 11 78.57 4 14.81 0 0.00 1 3.70 1 3.70 21 77.78



government policy/strategy 2 18.2 0 0 3 27.27 6 54.5 0 0 2 5.41 4 10.81 15 40.54 12 32.43 4 10.81 1 7.14 2 14.286 5 35.714 5 35.7 1 7.143 1 7.14 3 21.43 1 7.14 6 42.86 3 21.43 1 3.70 3 11.11 15 55.56 8 29.63 0 0.00


organizational policy/strategy 1 9.09 0 0 3 27.27 6 54.5 1 9.09 1 2.70 5 13.51 14 37.84 16 43.24 1 2.70 0 0 3 21.429 6 42.857 4 28.6 1 7.143 1 7.14 4 28.57 3 21.43 5 35.71 1 7.14 0 0.00 3 11.11 10 37.04 14 51.85 0 0.00

c. Appropriate planning of activities 2 18.2 0 0 6 54.55 3 27.3 0 0 2 5.41 3 8.11 15 40.54 13 35.14 4 10.81 0 0 3 21.429 7 50 3 21.4 1 7.143 1 7.14 2 14.29 4 28.57 4 28.57 3 21.43 1 3.70 0 0.00 12 44.44 14 51.85 0 0.00

d. Appropriate provision of budget 2 18.2 2 18.18 2 18.18 4 36.4 1 9.09 3 8.11 5 13.51 15 40.54 10 27.03 4 10.81 1 7.14 5 35.714 3 21.429 3 21.4 2 14.29 2 14.29 3 21.43 2 14.29 4 28.57 3 21.43 2 7.41 5 18.52 9 33.33 11 40.74 0 0.00

e. Availability of equipments and materials 2 18.2 1 9.091 4 36.36 3 27.3 1 9.09 3 8.11 7 18.92 15 40.54 10 27.03 2 5.41 1 7.14 5 35.714 3 21.429 4 28.6 1 7.143 2 14.29 4 28.57 3 21.43 2 14.29 3 21.43 1 3.70 5 18.52 10 37.04 11 40.74 0 0.00

f. Appropriate support from my organization 1 9.09 0 0 4 36.36 6 54.5 0 0 1 2.70 3 8.11 16 43.24 16 43.24 1 2.70 0 0 2 14.286 6 42.857 3 21.4 3 21.43 2 14.29 2 14.29 5 35.71 3 21.43 2 14.29 1 3.70 5 18.52 11 40.74 10 37.04 0 0.00

g. Support from external factors 1 9.09 3 27.27 2 18.18 4 36.4 1 9.09 3 8.11 7 18.92 14 37.84 8 21.62 5 13.51 0 0 2 14.286 4 28.571 6 42.9 2 14.29 2 14.29 4 28.57 4 28.57 1 7.14 3 21.43 4 14.81 6 22.22 9 33.33 8 29.63 0 0.00

h. Others (please specify) 0 0 1 9.091 0 0 1 9.09 9 81.8 1 2.70 0 0.00 0 0.00 0 0.00 36 97.30 0 0 0 0 0 0 1 7.14 13 92.86 1 7.14 0 0.00 0 0.00 0 0.00 13 92.86 0 0.00 0 0.00 1 3.70 2 7.41 24 88.89

Table A4.16 Factors are promoting or inhibiting the sustainability of the effects of training course

Table A4.14 The ex-trainees organizations maintained the effect of training course

Table A4.15 Effects of the training course have been maintained

Table A4.13 Positive or Negative Impact Brought by the Training Course

3 (Moderate) 4 (High) No answer2 (Somewhat) 3 (Moderate) 3 (Moderate) 4 (High)No answer 1 (Low) 2 (Somewhat) No answer3 (Moderate) 4 (High) No answer 1 (Low) 2 (Somewhat)

3 (Moderate)

Score Score Score Score2 (Somewhat) 3 (Moderate) 4 (High) No answer 1 (Low)1 (Low) 2 (Somewhat)

Poverty Reduction

Score4 (High)

MF PCA IEC Dairy Husbandry

4 (High) No answer3 (Moderate) 1 (Low)1 (Low) 2 (Somewhat) 3 (Moderate) 4 (High) No answer4 (High) No answer 1 (Low)

Score2 (Somewhat)2 (Somewhat) 4 (High) No answer1 (Low)

Score Score Score2 (Somewhat) 3 (Moderate)2 (Somewhat) 3 (Moderate)No answer4 (High) 1 (Low)

Dairy Husbandry

No answer 1 (Low) 4 (High)

Score Score Score1 (Low)No answer3 (Moderate) 4 (High) No answer 4 (High)

MF PCA IEC Poverty Reduction

4 (High) No answer 1 (Low) 3 (Moderate)

Score3 (Moderate) No answer2 (Somewhat)

No answer

Poverty Reduction

2 (Somewhat)4 (High)

Score

4 (High) 2 (Somewhat)No answer 1 (Low)

Dairy Husbandry

3 (Moderate)

2 (Somewhat)

1 (Low)

PCA IEC

3 (Moderate) 4 (High)3 (Moderate) 4 (High) 1 (Low)

Score2 (Somewhat) 3 (Moderate)

PCA

Score3 (Moderate) 4 (High)

Dairy HusbandryPoverty ReductionIEC

Score2 (Somewhat)

ScoreNo answerNo answer 1 (Low)



MF

1 (Low) 2 (Somewhat) 3 (Moderate)

Score


MF

1 (Low) 2 (Somewhat) 3 (Moderate) 2 (Somewhat) 2 (Somewhat)

Score

Questions on Sustainability Criteria1 (Low)

1 (Low)No answer4 (High)



11 37 14 14 27




Refreshing training 0 0 0 0 1 9.091 1 9.09 9 81.8 2 5.41 5 13.51 9 24.32 1 2.70 20 54.05 2 14.3 1 7.1429 2 14.286 0 0 9 64.29 1 7.14 0 0.00 2 14.29 1 7.14 10 71.43 4 14.81 2 7.41 5 18.52 7 25.93 9 33.33

Seminar 0 0 0 0 2 18.18 0 0 9 81.8 1 2.70 5 13.51 8 21.62 1 2.70 22 59.46 2 14.3 1 7.1429 2 14.286 0 0 9 64.29 1 7.14 0 0.00 1 7.14 1 7.14 11 78.57 1 3.70 3 11.11 7 25.93 4 14.81 12 44.44

Others 1 9.09 1 9.091 0 0 0 0 9 81.8 1 2.70 2 5.41 1 2.70 0 0.00 33 89.19 0 0 0 0 1 7.1429 0 0 13 92.86 1 7.14 0 0.00 1 7.14 0 0.00 12 85.71 1 3.70 5 18.52 3 11.11 4 14.81 14 51.85

b. JICA

Refreshing training 1 9.09 0 0 0 0 1 9.09 9 81.8 1 2.70 0 0.00 3 8.11 2 5.41 31 83.78 2 14.3 0 0 1 7.1429 0 0 11 78.57 2.00 14.29 0 0.00 0 0.00 1 7.14 11 78.57 1 3.70 0 0.00 2 7.41 6.00 22.22 18 66.67

Seminar 1 9.09 0 0 0 0 0 0 10 90.9 1 2.70 0 0.00 3 8.11 3 8.11 30 81.08 2 14.3 0 0 1 7.1429 0 0 11 78.57 2.00 14.29 0 0.00 1 7.14 0 0.00 11 78.57 1 3.70 1 3.70 1 3.70 5.00 18.52 19 70.37

Others 2 18.2 0 0 0 0 0 0 9 81.8 0 0.00 2 5.41 0 0.00 0 0.00 35 94.59 0 0 0 0 1 7.1429 0 0 13 92.86 1.00 7.14 1 7.14 0 0.00 0 0.00 12 85.71 1 3.70 1 3.70 2 7.41 5.00 18.52 18 66.67

c. Other agencies

Refreshing training 0 0 1 9.091 1 9.091 0 0 9 81.8 2 5.41 1 2.70 1 2.70 0 0.00 33 89.19 2 14.3 0 0 0 0 0 0 12 85.71 1.00 7.14 0 0.00 1 7.14 2 14.29 10 71.43 0 0.00 1 3.70 2 7.41 5.00 18.52 19 70.37

Seminar 0 0 1 9.091 1 9.091 0 0 9 81.8 2 5.41 1 2.70 2 5.41 0 0.00 32 86.49 1 7.14 0 0 0 0 0 0 13 92.86 1.00 7.14 2 14.29 0 0.00 1 7.14 10 71.43 1 3.70 1 3.70 5 18.52 2.00 7.41 18 66.67

Others 0 0 1 9.091 0 0 1 9.09 9 81.8 1 2.70 1 2.70 0 0.00 0 0.00 35 94.59 0 0 0 0 0 0 0 0 14 100 1.00 7.14 1 7.14 0 0.00 1 7.14 11 78.57 0 0.00 2 7.41 4 14.81 3.00 11.11 18 66.67



In country training 9 81.8 2 18.18 0 0 0 0 0 0 22 59.46 13 35.14 2 5.41 0 0.00 0 0.00 13 92.9 1 7.1429 0 0 0 0 0 0 10 71.43 4 28.57 0 0.00 0 0.00 0 0.00 21 77.78 6 22.22 0 0.00 0 0.00 0 0.00

Overseas training 9 81.8 2 18.18 0 0 0 0 0 0 31 83.78 6 16.22 0 0.00 0 0.00 0 0.00 14 100 0 0 0 0 0 0 0 0 9 64.29 3 21.43 2 14.29 0 0.00 0 0.00 23 85.19 4 14.81 0 0.00 0 0.00 0 0.00

Table A4.17 Cooperation with external organizations to sustain the effects of the training course

1 (Low) 2 (Somewhat) 3 (Moderate) 4 (High)3 (Moderate) 4 (High) No answer 1 (Low)

ScoreNo answer

Poverty Reduction

2 (Somewhat) 3 (Moderate) 2 (Somewhat) 3 (Moderate)

Score Score Score4 (High)4 (High)

Dairy Husbandry


MF PCA IEC

1 (Low) 2 (Somewhat) 2 (Somewhat)1 (Low) No answer 1 (Low)3 (Moderate) 4 (High) No answer

ScoreNo answer









1.3 Appropriateness of the participants basic knowledge with the

course content




2.1. Understanding of the Ex-trainees to the course content


a. Before the training course

b. Right after the training course

c. Current situation


a. Before the training course

b. Right after the training course

c. Current situation



a. Right after the training course



trainees after the training course

2.6. Contribution in developing new products/ methods resulted by

the training course



2.7. Supporting factors to utilize knowledge and skill learned from

the training course (M.A)

a. Appropriate contents of the training course


training course

c. Practical knowledge and skill taught during the training course

d. Strong self commitment

e. Others (please specify)

Note :

M.A = Multi Answer


trainees capacity to perform services to comply the local needs or

ex-trainees organizations after the training course

2.9. The possibility of adopting the Indonesian model of program

management and development in beneciary country






Questions on Relevance Criteria

15 16 134

n % n % n % n % n % n % n % n % n % n % n % n % n % n % n %

0 0.00 2 13.33 8 53.33 5 33.33 0 0.00 0 0.00 4 25.00 5 31.25 7 43.75 0 0.00 3 2.24 17 12.69 61 45.52 52 38.81 1 0.75 3.27 3.08 3.43 3.29 3.26 3.20 3.19 3.25

0 0.00 0 0.00 7 46.67 8 53.33 0 0.00 0 0.00 2 12.50 8 50.00 6 37.50 0 0.00 3 2.24 8 5.97 58 43.28 60 44.78 5 3.73 3.55 3.26 3.77 3.36 3.15 3.53 3.25 3.41

0 0.00 1 6.67 7 46.67 7 46.67 0 0.00 0 0.00 4 25.00 7 43.75 5 31.25 0 0.00 0 0.00 15 11.19 60 44.78 57 42.54 2 1.49 3.45 3.25 3.57 3.38 3.30 3.40 3.06 3.35

0 0.00 0 0.00 8 53.33 7 46.67 0 0.00 0 0.00 2 12.50 6 37.50 8 50.00 0 0.00 1 0.75 8 5.97 53 39.55 68 50.75 4 2.99 3.73 3.38 3.64 3.43 3.35 3.47 3.38 3.48

0 0.00 2 13.33 5 33.33 7 46.67 1 6.67 0 0.00 4 25.00 9 56.25 3 18.75 0 0.00 3 2.24 22 16.42 52 38.81 54 40.30 3 2.24 3.36 2.83 3.62 3.36 3.41 3.36 2.94 3.27

1 6.67 2 13.33 8 53.33 4 26.67 0 0.00 0 0.00 7 43.75 6 37.50 3 18.75 0 0.00 3 2.24 32 23.88 64 47.76 33 24.63 2 1.49 3.00 3.11 2.79 3.07 2.89 3.00 2.75 2.94

0 0.00 0 0.00 5 33.33 9 60.00 1 6.67 0 0.00 3 18.75 7 43.75 5 31.25 1 6.25 3 2.24 13 9.70 49 36.57 61 45.52 8 5.97 3.50 3.33 3.43 3.46 3.11 3.64 3.13 3.37

15 16 134


0 0.00 1 6.67 9 60.00 5 33.33 0 0.00 0 0.00 1 6.25 13 81.25 2 12.50 0 0.00 0 0.00 7 5.22 66 49.25 60 44.78 1 0.75 3.73 3.27 3.85 3.21 3.59 3.27 3.06 3.43

0 0.00 12 80.00 3 20.00 0 0.00 0 0.00 5 31.25 6 37.50 5 31.25 0 0.00 0 0.00 23 17.16 67 50.00 39 29.10 5 3.73 0 0.00 2.09 2.14 2.14 2.07 2.52 2.20 2.00 2.17

0 0.00 0 0.00 12 80.00 3 20.00 0 0.00 0 0.00 2 12.50 13 81.25 1 6.25 0 0.00 0 0.00 10 7.46 91 67.91 32 23.88 1 0.75 3.45 3.05 3.43 3.00 3.27 3.20 2.94 3.19

0 0.00 0 0.00 5 33.33 10 66.67 0 0.00 0 0.00 2 12.50 9 56.25 5 31.25 0 0.00 0 0.00 8 5.97 56 41.79 66 49.25 4 2.99 3.82 3.21 3.71 3.43 3.50 3.67 3.19 3.50

0 0.00 8 53.33 7 46.67 0 0.00 0 0.00 6 37.50 3 18.75 7 43.75 0 0.00 0 0.00 28 20.90 59 44.03 46 34.33 1 0.75 0 0.00 2.09 1.92 2.14 2.07 2.41 2.47 2.06 2.17

0 0.00 0 0.00 10 66.67 5 33.33 0 0.00 0 0.00 4 25.00 9 56.25 3 18.75 0 0.00 2 1.49 14 10.45 77 57.46 41 30.60 0 0.00 3.36 3.03 3.50 2.93 3.30 3.33 2.94 3.20

0 0.00 0 0.00 6 40.00 8 53.33 1 6.67 0 0.00 3 18.75 7 43.75 6 37.50 0 0.00 1 0.75 10 7.46 52 38.81 66 49.25 5 3.73 3.82 3.24 3.69 3.36 3.44 3.57 3.19 3.47

0 0.00 6 40.00 7 46.67 2 13.33 0 0.00 1 6.25 5 31.25 10 62.50 0 0.00 0 0.00 3 2.24 34 25.37 78 58.21 19 14.18 0 0.00 3.27 2.78 3.21 2.93 2.74 2.73 2.56 2.89

0 0.00 4 26.67 7 46.67 3 20.00 1 6.67 0 0.00 6 37.50 9 56.25 1 6.25 0 0.00 7 5.22 28 20.90 65 48.51 29 21.64 5 3.73 3.27 2.83 3.07 3.15 2.73 2.93 2.69 2.95

0 0.00 1 6.67 6 40.00 8 53.33 0 0.00 2 12.50 2 12.50 9 56.25 3 18.75 0 0.00 11 8.21 22 16.42 67 50.00 31 23.13 3 2.24 3.092.80 2.85 2.71 2.81 3.47 2.81 2.94

15 16 134


1 6.67 3 20.00 6 40.00 4 26.67 1 6.67 3 18.75 4 25.00 8 50.00 1 6.25 0 0.00 17 12.69 34 25.37 55 41.04 24 17.91 4 2.99 2.91 2.57 3.08 2.43 2.59 2.93 2.44 2.71

0 0.00 1 6.67 6 40.00 7 46.67 1 6.67 2 12.50 3 18.75 10 62.50 1 6.25 0 0.00 17 12.69 24 17.91 52 38.81 34 25.37 7 5.22 3.09 2.47 3.15 2.69 2.81 3.43 2.63 2.90

0 0.00 2 13.33 6 40.00 7 46.67 0 0.00 0 0.00 2 12.50 10 62.50 4 25.00 0 0.00 1 0.75 11 8.21 78 58.21 43 32.09 1 0.75 3.55 3.16 3.57 3.21 3.00 3.33 3.13 3.28

0 0.00 1 6.67 9 60.00 4 26.67 1 6.67 0 0.00 0 0.00 11 68.75 5 31.25 0 0.00 1 0.75 5 3.73 82 61.19 44 32.84 2 1.49 3.36 3.14 3.71 3.07 3.35 3.21 3.31 3.31

0 0.00 3 20.00 7 46.67 4 26.67 1 6.67 0 0.00 0 0.00 6 37.50 10 62.50 0 0.00 1 0.75 11 8.21 60 44.78 61 45.52 1 0.75 3.73 3.05 3.86 3.36 3.37 3.07 3.63 3.44

0 0.00 0 0.00 9 60.00 5 33.33 1 6.67 0 0.00 2 12.50 10 62.50 4 25.00 0 0.00 1 0.75 8 5.97 63 47.01 58 43.28 4 2.99 3.70 3.24 3.62 3.43 3.42 3.36 3.13 3.41

1 6.67 0 0.00 1 6.67 3 20.00 10 66.67 1 6.25 0 0.00 2 12.50 1 6.25 12 75.00 3 2.24 0 0.00 6 4.48 15 11.19 110 82.09 4.00 3.67 4.00 3.25 3.50 3.20 2.75 3.48

15 16 134


0 0.00 0 0.00 8 53.33 7 46.67 0 0.00 0 0.00 2 12.50 12 75.00 2 12.50 0 0.00 2 1.49 18 13.43 68 50.75 44 32.84 2 1.49 3.45 3.11 3.50 2.93 3.04 3.47 3.00 3.21

0 0.00 5 33.33 7 46.67 3 20.00 0 0.00 0 0.00 7 43.75 6 37.50 3 18.75 0 0.00 8 5.97 35 26.12 60 44.78 22 16.42 9 6.72 2.82 2.63 2.62 2.82 2.93 2.87 2.75 2.77

1 6.67 2 13.33 7 46.67 5 33.33 0 0.00 1 6.25 4 25.00 4 25.00 6 37.50 1 6.25 10 7.46 24 17.91 51 38.06 36 26.87 13 9.70 3.00 2.70 3.08 3.00 2.96 3.07 3.00 2.97

Table 3.12 Improvement of Ex-Trainees Organization Performance Affected by Ex-Trainees Capacity Improvement

Table 3.13 Contribution of Ex-Trainees Organization in Handling Sector Issues in Beneficiary Country

Table 3.10 Comparison of Relevance Score at the Time Right After the Training Course and Current Condition

Veterinary Drug ALL SECTORS

3 (Moderate)3 (Moderate) 4 (High)

AVERAGE

ALL

Score ScoreMF PCA IEC4 (High) No answer2 (Somewhat) 2 (Somewhat)No answer 1 (Low)3 (Moderate) 4 (High)1 (Low)

ITEM

Score2 (Somewhat)

2 (Somewhat)

1 (Low) No answer

1 (Low)3 (Moderate) No answer1 (Low) 2 (Somewhat)

Score AVERAGE

ALL

Score ScoreMF PCA IEC3 (Moderate) 4 (High)4 (High) No answer

AVERAGE

No answer

2 (Somewhat) 3 (Moderate) No answer 1 (Low) PCA

2 (Somewhat) 3 (Moderate) 1 (Low)

Score Score1 (Low) 3 (Moderate)1 (Low) VD

ScoreITEMNo answer4 (High)

ALL SECTORS

4 (High)

Veterinary DrugITEM

4 (High) PRNo answer2 (Somewhat) 3 (Moderate) MF2 (Somewhat)

ITEM Veterinary Drug

AVERAGE

ALLDHIEC

Veterinary Drug

AVERAGE

ALL

AVERAGE

MF PCA IEC PR DH

ALL SECTORS

Score1 (Low) 2 (Somewhat) 3 (Moderate) No answer

AVERAGE

VDPR

VD

ITEM

ITEM

4 (High) DH

PR DH

Score2 (Somewhat) 3 (Moderate)

Score

AVERAGE

ITEMNo answer 3 (Moderate)

ALL SECTORS

1 (Low) 2 (Somewhat) 4 (High) No answer 4 (High)

Table 3.11 Improvement of Ex-trainees Performance by the Training Course

VD4 (High)

ITEM

1 (Low)



2.10 Positive or Negative Impact Brought by the Training Course

a. Positive impact

b. Negative impact


technology changes


training course


a. Sharing during the work

b. Sharing in meetings

c. By conducting training courses/seminars

d. Writing in publication(s)

e. Sharing material provided during the training course


a. The government policy/strategy has been changed

b. The organizational policy/strategy has been changed

c. I have been transferred to another position which is not related

to the training subject

d. My level of knowledge and skill are not enough to catch up with

the dynamic demand of works


equipment and/or materials

f. Others (please specify)



government policy/strategy


organizational policy/strategy

c. Appropriate planning of activities

d. Appropriate provision of budget

e. Availability of equipments and materials

f. Appropriate support from my organization

g. Support from external factors

h. Others (please specify)





15 16 134


0 0.00 1 6.67 8 53.33 6 40.00 0 0.00 2 12.50 0 0.00 8 50.00 6 37.50 0 0.00 7 5.22 9 6.72 60 44.78 52 38.81 6 4.48 3.55 3.09 3.31 3.25 3.23 3.33 3.13 3.27

10 66.67 3 20.00 1 6.67 0 0.00 1 6.67 11 68.75 1 6.25 0 0.00 1 6.25 3 18.75 87 64.93 16 11.94 5 3.73 2 1.49 24 17.91 1.63 1.21 1.09 1.11 1.41 1.36 1.31 1.30

15 16 134


0 0.00 0 0.00 8 53.33 7 46.67 0 0.00 3 18.75 4 25.00 8 50.00 1 6.25 0 0.00 5 3.73 33 24.63 59 44.03 31 23.13 6 4.48 3.45 2.78 2.73 3.00 2.85 3.47 2.44 2.96

15 16 134


0 0.00 1 6.67 3 20.00 11 73.33 0 0.00 0 0.00 3 18.75 11 68.75 2 12.50 0 0.00 2 1.49 12 8.96 66 49.25 51 38.06 3 2.24 3.73 3.14 3.42 3.07 3.26 3.67 2.94 3.32

0 0.00 0 0.00 3 20.00 11 73.33 1 6.67 1 6.25 1 6.25 10 62.50 4 25.00 0 0.00 3 2.24 10 7.46 67 50.00 52 38.81 2 1.49 3.27 3.11 3.36 3.43 3.23 3.79 3.06 3.32

1 6.67 3 20.00 4 26.67 7 46.67 0 0.00 1 6.25 4 25.00 9 56.25 2 12.50 0 0.00 11 8.21 19 14.18 62 46.27 38 28.36 4 2.99 3.27 2.92 3.36 2.92 2.81 3.13 2.75 3.02

2 13.33 2 13.33 3 20.00 7 46.67 1 6.67 2 12.50 6 37.50 5 31.25 3 18.75 0 0.00 26 19.40 35 26.12 42 31.34 27 20.15 4 2.99 2.27 2.38 2.86 2.67 2.35 3.07 2.56 2.59

4 26.67 2 13.33 4 26.67 4 26.67 1 6.67 10 62.50 4 25.00 2 12.50 0 0.00 0 0.00 62 46.27 33 24.63 20 14.93 9 6.72 10 7.46 1.67 1.46 2.08 2.17 1.81 2.57 1.50 1.89

1 6.67 2 13.33 3 20.00 8 53.33 1 6.67 4 25.00 3 18.75 6 37.50 3 18.75 0 0.00 19 14.18 21 15.67 53 39.55 35 26.12 6 4.48 3.00 2.72 2.93 2.92 2.69 3.29 2.50 2.86

15 16 134


7 46.67 2 13.33 1 6.67 3 20.00 2 13.33 5 31.25 5 31.25 4 25.00 2 12.50 0 0.00 51 38.06 33 24.63 23 17.16 12 8.96 15 11.19 1.91 2.00 1.50 1.82 2.13 2.00 2.19 1.93

7 46.67 2 13.33 0 0.00 4 26.67 2 13.33 5 31.25 6 37.50 2 12.50 3 18.75 0 0.00 49 36.57 32 23.88 22 16.42 15 11.19 16 11.94 2.00 2.30 1.21 1.82 2.13 2.08 2.19 1.96

9 60.00 1 6.67 0 0.00 3 20.00 2 13.33 4 25.00 5 31.25 5 31.25 2 12.50 0 0.00 5238.81

18 13.43 24 17.91 22 16.42 18 13.43 2.442.53 1.17 1.90 2.14 1.77 2.31

2.04

9 60.00 2 13.33 0 0.00 2 13.33 2 13.33 4 25.00 6 37.50 6 37.50 0 0.00 0 0.00 5138.06

33 24.63 24 17.91 6 4.48 20 14.93 1.782.19 1.08 1.40 2.04 1.62 2.13

1.75

1 6.67 3 20.00 6 40.00 5 33.33 0 0.00 0 0.00 3 18.75 5 31.25 8 50.00 0 0.00 2417.91

26 19.40 33 24.63 39 29.10 12 8.96 2.452.55 3.38 2.09 2.40 3.00 3.31

2.74

1 6.67 0 0.00 1 6.67 4 26.67 9 60.00 0 0.00 0 0.00 1 6.25 0 0.00 15 93.75 8 5.97 1 0.75 5 3.73 10 7.46 110 82.09 4.00 2.33 2.67 1.83 3.33 3.00 2.86

0 0.00 3 20.00 1 6.67 10 66.67 1 6.67 0 0.00 1 6.25 6 37.50 9 56.25 0 0.00 7 5.22 16 11.94 46 34.33 56 41.79 9 6.72 3.183.12 3.08 3.09 3.11 3.50 3.50

3.23

0 0.00 2 13.33 2 13.33 10 66.67 1 6.67 0 0.00 2 12.50 5 31.25 9 56.25 0 0.00 3 2.24 19 14.18 43 32.09 64 47.76 5 3.73 3.403.25 3.08 2.92 3.41 3.57 3.44

3.30

0 0.00 2 13.33 4 26.67 8 53.33 1 6.67 0 0.00 0 0.00 10 62.50 6 37.50 0 0.00 6 4.48 10 7.46 58 43.28 51 38.06 9 6.72 2.91 3.18 3.00 3.00 3.44 3.43 3.38 3.19

0 0.00 2 13.33 5 33.33 7 46.67 1 6.67 0 0.00 2 12.50 7 43.75 7 43.75 0 0.00 10 7.46 24 17.91 43 32.09 46 34.33 11 8.21 2.80 2.97 2.67 2.73 3.07 3.36 3.31 2.99

0 0.00 2 13.33 3 20.00 9 60.00 1 6.67 0 0.00 3 18.75 6 37.50 7 43.75 0 0.00 9 6.72 27 20.15 44 32.84 46 34.33 8 5.97 2.80 2.91 2.77 2.45 3.15 3.50 3.25 2.98

0 0.00 1 6.67 6 40.00 8 53.33 0 0.00 0 0.00 1 6.25 6 37.50 9 56.25 0 0.00 5 3.73 14 10.45 54 40.30 55 41.04 6 4.48 3.36 3.31 3.09 2.75 3.11 3.47 3.50 3.23

0 0.00 1 6.67 5 33.33 8 53.33 1 6.67 1 6.25 2 12.50 10 62.50 3 18.75 0 0.00 11 8.21 25 18.66 48 35.82 38 28.36 12 8.96 2.90 2.84 3.33 2.36 2.78 3.50 2.94 2.95

0 0.00 0 0.00 0 0.00 4 26.67 11 73.33 0 0.00 0 0.00 0 0.00 0 0.00 16 100.00 2 1.49 1 0.75 1 0.75 8 5.97 122 91.04 3.00 1.00 4.00 3.67 4.00 3.13

Table 3.15 The ex-trainees organizations maintained the effect of training course

Table 3.16 Effects of the training course have been maintained

2 (Somewhat)

Table 3.14 Positive or Negative Impact Brought by the Training Course

2 (Somewhat) 4 (High) No answer 4 (High)3 (Moderate)1 (Low) 2 (Somewhat)No answer3 (Moderate) VDPR ITEMDHNo answer3 (Moderate) 4 (High)

ScoreMF1 (Low)

Score1 (Low)

ScoreITEM Veterinary Drug

3 (Moderate) 4 (High) No answer 1 (Low)

AVERAGE

1 (Low) MF2 (Somewhat) 3 (Moderate) No answer4 (High)

AVERAGE

ALLDH ITEM VDIEC PR

ScorePCA3 (Moderate) 4 (High) No answer 1 (Low)

Score2 (Somewhat)

Score2 (Somewhat)

ITEM Veterinary Drug ALL SECTORS

4 (High)3 (Moderate)1 (Low)4 (High) No answer 2 (Somewhat)

AVERAGE

ALL

Score ScorePR VDMF PCA IEC3 (Moderate)No answer3 (Moderate)

ALL SECTORS AVERAGE

Score1 (Low) 2 (Somewhat) 4 (High)

No answer

DH ITEMNo answer1 (Low) 2 (Somewhat)

PR

ITEM Veterinary Drug

1 (Low) 2 (Somewhat)4 (High) DH3 (Moderate)

AVERAGE

4 (High) No answer

ITEM

ITEM VD4 (High) No answer

Veterinary Drug ALL SECTORS

1 (Low)1 (Low) 2 (Somewhat) 3 (Moderate)2 (Somewhat) 3 (Moderate)

AVERAGE

ALL

Score ScoreMF PCA IEC

Score

Table 3.17 Factors are promoting or inhibiting the sustainability of the effects of training course

AVERAGE

ALL

ALL SECTORS AVERAGE

PCA IEC





Refreshing training

Seminar

Others

b. JICA

Refreshing training

Seminar

Others

c. Other agencies

Refreshing training

Seminar

Others



In country training

Overseas training


15 16 134


1 6.67 0 0.00 1 6.67 1 6.67 12 80.00 0 0.00 3 18.75 2 12.50 1 6.25 10 62.50 10 7.46 11 8.21 22 16.42 12 8.96 79 58.96 3.50 2.53 2.00 2.75 2.83 2.67 2.67 2.71

1 6.67 0 0.00 0 0.00 2 13.33 12 80.00 0 0.00 3 18.75 2 12.50 0 0.00 11 68.75 6 4.48 12 8.96 22 16.42 8 5.97 86 64.18 3.00 2.60 2.00 2.67 2.93 3.00 2.40 2.66

0 0.00 0 0.00 0 0.00 2 13.33 13 86.67 0 0.00 2 12.50 0 0.00 0 0.00 14 87.50 4 2.99 10 7.46 6 4.48 6 4.48 108 80.60 1.50 2.00 3.00 2.00 2.77 4.00 2.00 2.47

1 6.67 0.00 0.00 1.00 6.67 0 0.00 13 86.67 1 6.25 0.00 0.00 2 12.50 3.00 18.75 10 62.50 9 6.72 0 0.00 9 6.72 13 9.70 103 76.87 2.50 2.67 1.67 2.00 3.18 2.00 3.17 2.45

0 0.00 0.00 0.00 1.00 6.67 0 0.00 14 93.33 2 12.50 1.00 6.25 0 0.00 2.00 12.50 11 68.75 9 6.72 2 1.49 7 5.22 10 7.46 106 79.10 1.00 2.77 1.67 1.67 2.94 2.40 2.07

0 0.00 0.00 0.00 0.00 0.00 0 0.00 15 100.00 0 0.00 0.00 0.00 0 0.00 2.00 12.50 14 87.50 4 2.99 4 2.99 3 2.24 7 5.22 116 86.57 1.00 1.75 3.00 1.50 3.15 4.00 2.40

0 0.00 0.00 0.00 0.00 0.00 1 6.67 14 93.33 0 0.00 2.00 12.50 3 18.75 1.00 6.25 10 62.50 5 3.73 5 3.73 8 5.97 9 6.72 107 79.85 2.50 2.00 1.00 3.00 3.19 4.00 2.83 2.65

0 0.00 0.00 0.00 0.00 0.00 1 6.67 14 93.33 0 0.00 2.00 12.50 3 18.75 0.00 0.00 11 68.75 5 3.73 7 5.22 11 8.21 4 2.99 107 79.85 2.50 2.27 2.25 2.94 4.00 2.60 2.76

0 0.00 0.00 0.00 0.00 0.00 1 6.67 14 93.33 0 0.00 0.00 0.00 2 12.50 0.00 0.00 14 87.50 2 1.49 5 3.73 6 4.48 6 4.48 115 85.82 3.00 1.60 2.33 3.08 4.00 3.00 2.84

9 60.00 5 33.33 0 0.00 1 6.67 0 0.00 16 100.00 0 0.00 0 0.00 0 0.00 0 0.00 100 74.63 31 23.13 2 1.49 1 0.75 0 0.00 1.18 1.46 1.07 1.29 1.22 1.53 1.00 1.25

12 80.00 2 13.33 0 0.00 1 6.67 0 0.00 13 81.25 3 18.75 0 0.00 0 0.00 0 0.00 111 82.84 20 14.93 2 1.49 1 0.75 0 0.00 1.18 1.16 1.00 1.50 1.15 1.33 1.19 1.22

Table 3.18 Cooperation with external organizations to sustain the effects of the training course

4 (High) No answer 1 (Low) 2 (Somewhat) 2 (Somewhat) 3 (Moderate)3 (Moderate) 4 (High) No answer 1 (Low) MF PCA IEC PR DH4 (High) No answer

AVERAGE

AVERAGE

ALL

ScoreALL SECTORS

Score ScoreITEM VD

Veterinary DrugITEM

3 (Moderate)1 (Low) 2 (Somewhat)



Attachment-5

No Name Country

1 Shaban Aly Mohamed Salem Egypt

2 Kaimu Ismail Mwanga Tanzania

3 Musa Makin Kabbashi Sudan

4 Ivor Muluba Zambia

5 Widad Abdel Rahim Haj Omer Sudan

6 Khalid Mahmoud Ahmed Sudan

7 Marwa Nyahende Kesanta Tanzania

8

RANARIVELO RALINORO

PhilibertineMadagascar

9 Dorothy B. Katantazi Uganda

10 Johannes Naanda Namibia

11 Julius Kimeu Mutua Kenya

1 Wivina Pumatong Philippines

2 Iskandar Bin Jaafar Malaysia

3 Prajak Jantaratim Thailand

4 Wan Boon Oon Singapore

5 Ho Sze Sze Jeanine Singapore

6 Jovik Gallo Philippines

7 Somchai Kirdkeaw Thailand

8 Haji Radiman Bin Haji Ranek Brunei Darussalam

9 Lau Boon Hian Singapore

10 Nguyen Van Bien Vietnam

11 Henry D. Angeles Philippines

12 Jarinya Sripratoom Thailand

13 Malee Sumanotayan Thailand

14 Waraporn Chalermloy Thailand

15 Siriwan Yoosook Thailand

16 Gregory Leong Singapore

17 Faridah Haji Abdul Hamid Brunei Darussalam

18 Olivia G. Viaga Philippines

19 Tinnawat Silarug Thailand

20 Timothy T. Tinun Malaysia

21 Lupi Hartono Indonesia

22 Pol Kimsen Cambodia

23 Awai Bin Mamat Malaysia

24 Say Senglay Cambodia

25 Supachai Soihongprai Thailand

26 Sein Myint Myanmar

27 San San Myint Myanmar

28 Mar Mar Win Myanmar

29 Seung Sok Vaney Cambodia

30 Mr. Azman Bin Abdul Aziz Malaysia

31 Mrs. Hairiza Azlan Malaysia

32 Marlina Indonesia

List of Respondents

Micro Finance

Post Clearance Audit

A5-1


Attachment-5No Name Country

Micro Finance33 Mrs. Paowana L Thailand

34 Dwi Agus Prasodjo Indonesia

35 Tri Andini Kusumandari Indonesia

36 Setya Djunaedi Indonesia

37 Salmah Binti hj abu Bakar Brunei Darussalam

1 Jairo Frederick Songa Kenya

2 Kassim Issa Kirobo Tanzania

3 Dlamini Vusie Norman Swaziland

4 Weideyes Temechew Mekusha Ethiopia

5 Dr. Edmond Baraza Kenya

6 Josephine Kannaa Mutua Kenya

7 Dr. Girma Desta Nunamo Ethiopia

8 Dr. Indira Nimali Wijayasinahe Sri Lanka

9 Bertha Chikuse Malawi

10 Rose Wangechi Kuria Kenya

11 Tumushime Charles Uganda

12 Luwaga Liliane Uganda

13 Sentogo Miriam Uganda

14 Roslyn Bombom Kera Papua New Guinea

1 Putut Gunawan Indonesia

2 Dang Van Dung Vietnam

3 Ira Kirungi John Byaruhanga Uganda

4 Andi Rohman Kurniadi Indonesia

5 Fransisca Fitri Indonesia

6 Mr. S.M.U.B. Samarakoon Sri Lanka

7 Sawasawa C. Olive Malawi

8 Md. Golam Mahabud S. Bangladesh

9 Mak Sonieng Cambodia

10 Esrom Aritonang Indonesia

11 Akbarudin Arief Indonesia

12 Samuel Kevin O. Mokaya Kenya

13 Gomushabe Gilbert Uganda

14 Loch Riem Deth Cambodia

1 Setiabudi Udraya Indonesia

2 Jusuf Hidayat Bogor Indonesia

3 Khy Youhkeng Cambodia

4 Sahachai Chaichoolee Thailand

5 Wahyu Rianti SPT MP Indonesia

6 Ir H. Andi Panggeleng Indonesia

7 Mam Somony Cambodia

8 Thim Kimsan Cambodia

9 But Trek Cambodia

10 Chabo Chin Cambodia

11 Yaungyote Jindatajak Thailand

12 Le Cong Hung Vietnam

13 Azmi bin Othman Malaysia

14 Dr. Kim Zaw Myanmar

IEC for FP/RH

Poverty Reduction

Dairy Husbandry

A5-2


Attachment-5No Name Country

Micro Finance15 Mr Narongkhorn Kasemsuk Thailand

16 Nguyen Quoc Toan Vietnam

17 Mr.Sompon Waipanya Thailand

18 Vichai Tippawong Mr. Thailand

19 Daniel Lopez Aquino Philippines

20 Sahattaya Subrod Ms. Thailand

21 Werdelyn G. Solarina Philippines

22 Udik Sulijanto Indonesia

23 Mr Moe Moe Khaing Myanmar

24 Ngo Dinh Tan Vietnam

25 DR Thein Soe Myanmar

26 Mr Tin Win Myanmar

27 Om Reth Cambodia

1 Khin Sandar Myint Myanmar

2 Than Than Wai Myanmar

3 Edith Alhuoch Okoth Kenya

4 Padam B Bhandari Nepal

5 Charuda Luanglath Lao PDR

6 Zahed Ahmed Chowdhury Bangladesh

7 Moses Niwe Uganda

8 KHANH NGUYEN Vietnam

9 Kennedy Omwenga Kenya

10 Raphael Banda Zambia Zambia

11 Md. Shah Alam Majumder Indonesia

12 Karimov Nurulla Republic Uzbekistan

13 Ahmad Marzuki Indonesia

14 Fredrick Chieng Omoga Kenya

15 Sok Tha Cambodia

1 HARI SAKTI Indonesia

2 NUR KHUSNI Indonesia

3 Khy Youkhang Cambodia

4 Edi Budi Susila DVM Indonesia

5 Siti Hanifah DVM Indonesia

6 Tran Dinhlang Vietnam

7 Narapati Dahal Bhutan

8 Vu Thi My Hanh Vietnam

9 NARAYA TANGSIRISAP Thailand

10 Dr Phuntsho Wangdi Bhutan

11 Tiburcio T. Piok Philippines

12 Nilar Latt Myanmar

13 Dr Moe Moe Mein Myanmar

14 Signa Kittiphone Lao PDR

15 Nguyen thi kim Dung Vietnam

16 Sea Visal Rath Cambodia

Total Respondents 134

ITEM

Veterinary Drug

A5-3


SCHEDULE OF OVERSEAS INTERVIEW

ASIA REGION

DAY DATE TIME SCHEDULE CITY REMARKS

1 Feb 22, 09 (Sun) 11.40 Departure from Jakarta

17.15 Arrive in Phonm Penh Phonm Penh

2 Feb 23, 09 (Mon) 09.30-10.30 Courtessy Call to Embassy of Indonesia or additonal interview Phonm Penh

11.00-12.00 Courtessy Call to Embassy of Indonesia or additonal interview

12.00-13.00 Lunch Break

14.00-15.30 Interview with Mr. Loch Riem Deth and Mr. Thann Saphoeurn (Ministry of Rural Development, Cambodia)

Stay Phonm Penh

15.45-17.15 Interview with Mr. Sok Tha (Ministry of Education Youth and Sport)

3 Feb 24, 09 (Tue) 08.00-09.00 Travel to Departement of Animal Health and Production, MAFF-Cambodia Phonm Penh

09.00-10.30 Interview with Dr. Sea Visal Rath and Dr. Kao Phal (Dept of Animal Health and Production)

10.30-12.00 Interview with Mr. Buth Trek and Dr. Kao Phal (Dept of Animal Health and Production)


14.30-15.30 Report to JICA office

16.00-17.00 Report to CDC (Council for the Development of Cambodia)

Stay in Phonm Penh

4 Feb 25, 09 (Wed) Internal Meeting / Document Preparation Phonm Penh

15.50-19.10 Move to Hanoi

5 Feb 26, 09 (Thu) 08.45-10.00 Courtessy Call to JICA Vietnam Hanoi

10.30-11.30 Courtessy Call to Embassy of Indonesia or FERD/MPI


13.30-15.00 Interview with Mr. Nguyen Van Bien and Ms. Ta Thi Mao (Custom of Vietnam)

15.00-16.30 Internal Meeting or additional interview

6 Feb 27, 09 (Fri) 08.00-09.00 Heading to National Centre for Quality Control of Veterinary Product-Vietnam Hanoi

09.00-10.30 Interview with Ms. Vu Thi My Hanh and Mr. Ta Hoang Long (National Centre-, Vietnam)

10.30-12.00 Interview with Dr. Tran Dinh Lang and Mr. Ta Hoang Long (National Centre-, Vietnam)


14.00-15.30 Interview with Mr.Le Cong Hung (Colleges of Agriculture and Rural Development of

The North, Vietnam)

Stay Hanoi

7 Feb 28, 09 (Sat) 13.30-19.20 Departure to Jakarta



PT. Indokoei International A 7 - 1

Photograph 1. Interviewing Mr. Julius Mutua (Ex-trainee of MFTC) in Kenya

Photograph 2. Interviewing Mr. Justus Nyamunga (Director of Mr. Julius)



Photograph 3. Mr. Samuel Mokaya (ex-trainee of PR Course) and JKUAT Income Generating Products, Kenya

Photograph 4. Interviewing Vice Chancellor of JKUAT



Photograph 5. Interviewing Ms. Rose Kuria (ex-trainee of IEC Course) in Kenya

Photograph 6. Mother and Child Booklets & National Reproductive Health Policy Produced by the Ex-trainees of IEC Course in Kenya



Photograph 7. Interviewing Mr. Gumoshabe Gilbert (Ex-trainees of PR Course) in Makarere University, Uganda

Photograph 8. Interviewing Ms. Nakangu Berna (Ex-trainees of IEC Course) in Mulago Hospital, Uganda



Photograph 9. The Study Team, Mr. Loch Riem Deth (Ex-trainee of PR Course) & Mr. Thann Saphoeurn in Ministry of Rural Development, Cambodia

Photograph 10. The Study Team, Mr. Buth Trek (Ex-trainee of DH Course) & Dr. Kao Phal in Department of Animal Health & Production, Cambodia



Photograph 11. Mr. Sok Tha (Ex-trainee of ITEM Course) from Cambodia

Photograph 12. Mr. Nguyen Van Bien (Ex-trainee of PCA Course) from Vietnam



Photograph 13. The Study Team, Mr. Tran Dinh Lang, Ms. Vu Thi My Hanh in National Center for Veterinary Drug, Vietnam

Photograph 14. Interviewing Mr. Le Chong Hung (Ex-trainee of DH Course) in Xuan Mai Collage, Vietnam



Photograph 15. Third Evaluation Committee Meeting in Jakarta

Photograph 16. Joint Evaluation Team Members

Ex-Post Evaluation Study of Third Country Training Programmes … · 2009-10-22 · Ex-Post...

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