Publications

Written by Mekong Institute

This report evaluates a learning programme within the MI Professional Development Series 2005/2006: "Rural Development" from August 21 to September 15, 2006. MI designed, developed and delivered this course based on priority learning needs of GMS government agencies (as put forth during the MI Annual meeting in 2005).

Twelve government officials from the six GMS countries attended the course. Participants come from middle level positions from a wide variety of ministries, agencies provincial offices all concerned with rural development. 25% participants completed the learning programme. Seven resource persons, the MI Program Manager and the MI Program Administrator facilitated the learning sessions, guest presentations and field research visits over the four weeks of the learning programmes. Participants confirmed that the resource persons are qualified, experienced people who were able to explain difficult content in clear and simple terms. Overall, participants felt resource persons were well selected and attained their teaching objectives.

The curriculum was divided into four topics. According to the MI questionnaires and written and verbal feedback, participants felt that all course content was satisfactory. Program activities included a wide range of learning and social activities. Participants felt that the main learning activities, including lectures, class discussions, presentations and group work were useful. Participants especially enjoyed field research visits and study tours. They further felt that the social activities were very useful for professional contacts and GMS friendship. Participants found MI to be a clean, well-run facility with dedicated, friendly staff and adequate IT and Library services.

Outcomes of the programme include knowledge and skills gained for professional development. Participants further developed professional skills, such as data and case analysis, presentation, Internet research, and professional networking. Participants felt they attained the new knowledge and professional skills presented n the curriculum.

This report concludes was successful. Finally, recommendations for future programme improvements are provided in Section 5 of this report.

-simplify resource materials and readings; use creative and innovative learning methods and exercises

-organize field visit to enhance their K&sale on PM. -provide inputs on theory and methods for participatory RD rather than focusing on a limited number of field techniques

-improve the scholarship regime in order to facilitated the participation of all GMS countries -expand teaching activities and facilitation by MI staff

Written by Mekong Institute

This report evaluates a learning programme which was requested by the Yunnan Power Grid Corporation (YNPG) for their personnel entitled: "Regional Energy Planning and Project Management" from October 9 to November 4, 2006. Mekong Institute (MI) designed, developed and delivered this course based on a draft training course proposal by YNPG and through subsequent negotiations and clarifications.

Fifteen employees from various offices of YNPG attended the course. Participants come from a mix of junior, middle level positions from a wide variety of offices of YNPG in various districts of Yunnan Province. Most (2/3) of the participants were junior level, and of the total participants, only 27% were women. All participants successfully completed the learning programme except for one who had an accident during sightseeing trip on the third week in Cambodia. Even though all medical assistance was extended by MI staff and our Cambodian hosts, it was decided to send him back to Kunming the next day so that he can rest, recuperate and further observed by doctors in Kunming.

Five resource persons and the MI Academic Director and Program Administrator facilitated the learning sessions in the first two weeks at MI. At least fourteen presenters and facilitators provided additional detailed information during the last two weeks of study/site visits in Bangkok, Phnom Penh and Vientiane. Participants confirmed that the resource persons are qualified, Pnom Penh and Vientiane. Participants confirmed that the resource persons are qualified, experienced people who were able to explain difficult content in clear and simple terms. Because of weak English skills among participants, it is surmised from written feedback that many had difficulty understanding the accents of presenters in various settings. Overall, participants felt resource persons were good or excellent and attained their teaching objectives. The curriculum was divided into two phases. The first two weeks at MI where the participants learned basic information about regional energy projects in the first week from various experts and donor organization representatives who are at the forefront in organization these power interconnections in the Greater Mekong Subregion (GMS). In addition, the second week was devoted to teaching specific Project Management skills necessary for managing regional energy projects. According to the MI questionnaires and written feedback, participants felt that all course content was satisfactory. Program activities included a wide range of learning and social activities. Participants felt that the main learning activities, including lectures, class discussions, presentations and group work were useful. Participants found MI to be a clean, well-run facility with dedicated, friendly staff and adequate IT and library services.

The second two weeks of study/site visits to observe actual regional energy projects and to learn more about each country's electrical power plans and demand was well received by the participants in terms of new information gained. However, the negative side was the long trips and complex logistics required for this three country study/site visits which required constant movement and little rest in between.

Outcomes of the programme include knowledge and skills gained for professional development. Participants felt they attained new knowledge and professional skills presented in the curriculum.

This report concludes, based on the above feedback, that the learning programmes were successful. Finally, recommendations for future programme improvement are provided in Section 6 of this report.

-MI will have to set the basic level of English standard required from participants as well as requires some certification from an English institution of their comprehension and speaking skills. This is based on the logical necessity of equipping YNPG employees with adequate English skills if they are to implement a "going out" strategy. MI does not have English training services at the moment.

-MI will have to insist on the qualifications and seniority level of participants met. MI will assist in the final determination of the participants sent to this kind of training programme.

-YNPG should provide a more comprehensive pre-departure briefing to all participants so that they will understand what to expect from the training course and what the training course expects from them.

-The same recommendation as above is emphasized particularly for first time travelers about certain behavioral and cultural sensitivities one has to learn and be aware of beforehand when traveling in another country.

Written by Mekong Institute

This report evaluates the third learning course "Combating Human Trafficking for the Greater Mekong Sub-Region". This course was organized by Coordinated Mekong Ministerial Initiative against Trafficking (COMMIT) Secretariat United Nations Inter-Agency Project (UNIAP). Mekong Institute (MI) hosted this course from 22 to 30 May 2006.

Twenty-four government officials and five UNIAPDeputy National Project Coordinators from the six Greater Mekong Subregion (GMS) countries attended the course. Participants hold a mixture of middle level to senior level positions from a wide variety of government ministries, agencies and state organizations concerned with anti-trafficking. Of all the participants, 38% are women.

Combating Human Trafficking in the Greater mekong Sub-Region was an eight-day intensive learning program designed to equip participants with the knowledge, understanding and skills to influence and enhance policy and practice fro anti-human trafficking in the GMS. It emphasised prevention, prosecution, protection and policy through cooperative responses by all GMS countries. This not only exposed participants to emerging trends and complexities of human trafficking issues; it further fostered development of a network of GMS professionals committed to combating human trafficking.

Participants developed neccessary knowledge and skills through a wide range of course activities and learning methods. Course activities included presentations by facilitators, class discussions, group work, and course related social activities. These learning activities received very good ratings from participants. According to the MIquestionnaires participants felt they attained the new knowledge and skills offered, learning materials and content were excellent, and they made many new friendships and professional contacts.

Five programme resource presons assisted participants with knowledge and skill development and professional network formation. Participants confirmed that the resource persons are qualified, experienced facilitators who were able to explain difficult content in clear and understandable terms. According to the questionnaires, participants felt resource persons were excellent in helping them acquire module content.

This evaluation also reports on MI support services. In general, participants and resource persons found MI to be a clean, well-run facility with dedicated, friendly staff.

The report concludes, based on the above findings, that the learning programme was successful. Finally, the course participants, facilitators and MIsupport staff provided valuable recommendations on curriculum, learning activities and methods for future course offerings. These recommendations are summarised in Section 5 of this report.

Written by Mekong Institute

This report evaluates the learning program of the MI Professional Development Series 2006/2007 entitled "Leadership for Competitive Enterprises" organized during September 11 to October 6,2006. MI designed, developed and delivered this course based on the priority learning needs of GMS government agencies. MI designed, developed and delivered this course based on the priority learning needs of GMS government agencies. There were twelve government officials from the GMS countries who attended the course. Participants came from a mix of junior and middle level positions from a wide variety of ministries, agencies and state-owned enterprises. Of all the participants, 25% are women. All twelve successfully completed their learning programs.

Eight resource persons facilitated the five topics while the speakers hosted the field research visits over the four weeks of the programs. Overall, participants felt the resource persons were well selected and attained their teaching objectives.

According to the MI formal questionnaires and informal feedback sessions and country-group discussions, participants felt that all course content was overall quite good. (See Appendix A and B) The program included a wide range of learning and social activities. Participants felt that the main learning activities, including lectures, class discussions, presentations and group work were also good. Participants especially enjoyed field research visits and study tours and consistently commented that these must be increased. They further felt that the social activities such as weekend trip were very good. Participants especially enjoyed field research visits and study tours and consistently commented that these must be increased. They further felt that the socal activites such as weekend trip were very good. Participants found M to be a clean, well-run facility, with dedicated, freindl staffs and excellent IT related services.

Outcomes of the programs included knowledge and skills gained by the participants for professional development. Participants further developed professional skills, such as presentation, Internet research, public speaking, and English communication. They felt that they attained the new knowledge and professional skills presented in the curriculum. Further, they made many new friend, professional contacts and fully attained the "Greater Mekong Spirit".

This report concludes, based on the above feedback, that the learning programs were successful. Finally, recommendations for further program improvements are provided in Section 5 of this report.

Written by Mekong Institute

This report evaluates learning programs in the MI Professional Development Series 205/206: "Leadership for Public Sector Reform" held during 6-31 March 2006. MI designed, developed and delivered this course based on priority learning needs of GMS government agencies.

Fourteen government officials from the five GMS countries attended the course. Participants come from a mix of junior, middle and senior level positions from a wide variety of ministries and agencies of which female and male participants took part in an equal manner. Of all the participants, 21% are women and all fourteen successfully completed their learning programs.

Thirteen resource persons facilitated the learning sessions, guest presentations and field research visits over the four weeks of the learning programs. Participants confirmed that the resource persons are qualified, experienced people who were able to explain difficult content in clear and simple terms. Overall, participants felt resource persons were good or excellent and attained their teaching objectives.

Curriculum was divided into topics under the four stages of the change process. According to the MI questionnaires and country-group discussions, participants felt that all course content was overall quite good. Program activities included a wide range of learning and social activities. Participants felt that the main learning activities, including lectures, class discussions, presentations and group work were also good. Participants especially enjoyed field research visits and study tours and consistently commented that these must be increased. They further felt that the social activities were very good. Participants found MI to be a clean, well-run facility with dedicated, friendly staffs and very good IT and library services.

Most participants found the duration of the program is about the right length. Outcomes of the programs include knowledge and skills gained for professional development. Participants further developed professional skills, such as presentation, Internet research, and using English in the international setting. Participantsfelt they attained the new knowledge and professional skills presented in the curriculum.

This report concludes, based on the above feedback, that the learning programs were successful. Finally, recommendations for future program improvement are provided in Section 5 of this report.

Written by Mekong Institute

This report evaluates a learning programme within the MI professional Development Series 2006/207: "Project management" from 20 November to 15 December 2006. MI designed, developed and delivered this course based on priority learning needs of GMS government agencies (as put forth during the MI Annual meeting in 2005).

Sixteen government officials from the six GMS countries attended the course. participants come from a mix of junior, middle and senior level positions from a wide variety of ministries, agencies and state-owned enterprises. Of participants, 37% are women. All successfully completed the learning programme.

Five resource persons, the MI Program Manager and Program Administrator facilitated the learning sessions, guest presentations and field research visits over the four weeks of the learning programmes. Participants confirmed that the resource persons are qualified, experienced people who were able to explain difficult content in clear and simple terms Overall, participants felt resource persons were qualified and helped them to attain the curriculum objectives.

The curriculum was divided into four topics. According to the MI questionnaires and written and verbal feedback, participants felt that all course content was satisfactory. Program activities included a wide range of learning and social activities. Participants felt that the main learning activities, including lectures, class discussions, presentations and group-work were useful. Participants especially enjoyed field research visits and study tours. They further felt that the social activities were instrumental in developing professional contacts and GMS friendship. Participants found MI to be a clean, well-run facility with dedicated, friendly staff and adequate IT and library services.

Outcomes of the program include knowledge and skills gained for professional development. Participants further developed professional skills, such as data and case analysis, presentation, Internet research, and professional networking. participants felt they attained the new knowledge and professional skills presented in the curriculum.

The course>>Project ManagementProject Management for Infrastructure Dev elopement but focused on project management skills only, rther than putting emphasis on infrastructure projects. The curriculum concentrated on development projects funded by or conducted with international and/or development organizations' financial support. Based on the feedback received by participants, resource persons and MI staff, the report concludes that the learning programmes were successful albeit leaving room for further improvements in the curriculum. Finally, recommendations for future programme improvement are provided in Secton 5 of this report.
-Adapt contents and pace of learning actiiites to language abilities and knowledge leel of the participants. This requires flexibility in the curriculum to accommodate different composition of groups each time.
-Provide separate English language instruction.
-Include more best practices and case studies of successful and failed projects.
-Avoid redundancies and multiple approaches to each of the methods and techniques presented to avoid confusion among the participants.