Publications

Written by Mekong Institute

This report evaluates the 6th Regional Training Course, "Combating Human Trafficking in the Greater Mekong Sub-region". The course was organized by the United Nations Inter-Agency Project (UNIAP), secretariat to COMMIT (Coordinated Mekong Ministerial Initiative against Trafficking) and the Mekong Institute. It was held at the Mekong Institute in Khon Kaen, Thailand from 19-27 June 2007.

Twenty-four government officials, seven personnel from UNIAP regional office and INGO staff from the six Greater Mekong Sub-region countries attended the course. The participants are middle to senior level government officials from various ministries in the GMS, who have a primary responsibility for combating human trafficking.

The Regional Training Programme curriculum comprises five modules: Module A: Introduction to Human Trafficking

Module B: prevention of Human Trafficking

Module C: Protection

Module D: Prosecution

Module E: Policy

The course not only exposed participants to the emerging trends and complexities of human trafficking issues, but also further fostered development of a network of GMS professionals committed to combating the problem.

The participants developed knowledge and skills through a wide range of course activities and learning methods. Course activities included presentations by facilitators, class discussions, group work/assignments, panel discussions, case studies, role-play, video presentations and course-related social and recreational activities. All participants indicated their overal satisfaction as good (69 percent) or excellent (14 percent) for the eight and a half day course. The participants stated attained with regard to professional skill development, including presentation and English Communication. They also said that they had developed friendships and developed professional contacts and networks with others in the community.

Six resource personnel assisted the participants with knowledge and skills development as well as professional network formation. The participants confirmed that the resource staff were qualified and experienced,spoke with enthusiasm, gave notes, used a variety of learning activities throughout the course, and encouraged them to learn. The resource persons received excellent or god ratings from the participants.

MI facilities and services were also assessed. The participants stated that intranet facilities, bed room facilities, reception desk, recreation facilities, and other services such as laundry, post are good. The internet facilities and support of MI staff were rated excellent.

Written by Mekong Institute

This report evaluates the 5th Regional Training Course, "Combating Human Trafficking in the Greater Mekong Sub-region." The course was organized by the United Nations Inter-Agency Project (UNIAP), secretariat to COMMIT (Coordinated Mekong Ministerial Initiative against Trafficking) and the Mekong Institute. It was held at the Mekong Institute in Khon Kaen, Thailand from 15-23 January 2007.
Twenty-four government officials, six personnel from UNIAP National Project offices and INGO staff from the six Greater Mekong Sub-regions countries attended the course. The participants are middle to senior level government officials from various ministries in the GMS, who have a primary responsibility for combating human trafficking.

The Regional Training Programme curriculum comprises five modules:

Module A: Introduction to Human Trafficking

Module B: Prevention of Human Trafficking

Module C: Protection

Module D: Prosecution

Module E: Policy

The course not only exposed participants to the emerging trends and complexities of human trafficking issues, but also further fostered development of a network of GMS professionals committed to combating the problem.

Participants developed knowledge and skills through a wide range of course activities and learning methods. Course activities included presentations by facilitators, class discussions, group work/ assignments, panel discussions, case studies, role-play, video presentations and course-related social and recreational activities. All participants indicated their overall satisfaction as good (46 percent) or excellent (39 percent) for the eight and a half day course. The participants stated attained with regard to professional skill development, including presentation and English communication. They also said that they had developed friendships and developed professional contacts and networks with others in the community.

Five resource personnel assisted participants wt knowledge and skills development as well as professional network formation. Participants confirmed that the resource staff were qualified,network formation, Participants confirmed that the resource staff were qualified, experienced, spoke with enthusiasm, gave clear explanations, made the learning participatory, provided good lecture notes and used a variety of learning activities throughout the course, and encouraged them to learn. They received excellent or good ratings from participants.

MI facilitates and services were also assessed. Participants state that MI's Internet and intranet facilities are excellent. The helpfulness of MI staff and reception desk were also rated excellent.

The report concludes that the Regional Training Programme was successful. The course participants, resource personnel and MI academic department staff provided valuable recommendations on curriculum, learning activities and methods for future course offerings. These recommendations are summarized in Section 5 of this report.

Written by Mekong Institute

This report evaluates the 7th Regional Training Course. "Combating Human Trafficking in the Greater Mekong Sub-region." The course was organized by the United Nations Inter-Agency Project (UNIAP), secretariat to COMMIT (Coordinated Mekong Ministerial Initiative against Trafficking) and the Mekong Institute. It was held at the Mekong Institute in Khon Kaen, Thailand from 5-13 November 2007. Twenty-three government officials, five personnel from UNIAP regional office and INGO staff from the six Greater Mekong Sub-region countries attended the course. The participants are middle to senior level government officials from various ministries in the GMS, who have a primary responsibility for combating human trafficking.

The Regional Training Programme curriculum comprises five modules: Module A: Introduction to Human Trafficking

Module B: Prevention of Human Trafficking

Module C: Protection

Module D: Prosecution

Module E: Policy

The course not only exposed participants to the emerging trends and complexities of human trafficking issues, but also further fostered development of a network of GMS professionals committed to combating the problem.

The participants developed knowledge and skills through a wide range of course activities and learning methods. Course activities included presentations by facilitators, class discussions, group work/assignments, panel discussions, case studies, role-play, video presentations and course-related social and recreational activities. All participants indicated their overall satisfaction as excellent (54 percent) and good (39 percent) for the eight day course. The participants stated attained wth regard to professional skills development, including presentation and English communication. They also said that they had developed friendships and developed professional contacts and networks with others in the community.

Six resource personnel assisted the participants with knowledge and skills development as well as professional network formation. The participants confirmed that the resource staff were qualified and experienced, spoke with enthusiasm, gave clear explanations, employed participatory learning methods, provided good lecture notes, used a variety of learning actvtes throughout the course, and encouraged them to learn. The resource person received excellent or good ratings from the participants.

MI facilities and services were also assessed. The participants stated that intranet facilities, bed room facilities, reception desk, recreation facilities and other services such as laundry, post are good. The internet facilities and support of MI staff were rated excellent.

The report concludes that the Regional Training Programme was successful. The course participants, resource personnel and MIacademic department staff provided valuable recommendations on curriculum, learning activities and methods for future course offerings. These recommendatons are summarized in Section 5 of this report.

Written by Mekong Institute

Introduction
Invited Paper: Social analysis of transport infrastructure: a case study of funding provision on social components for local communities in the Greater Mekong Subregion.

• Article
• 1. Rural manufacturing in Cambodia: a complementary approach to landmine casualty reduction.
• 2. Doi Moi and Gaige Kaifang: a comparative analysis of economic reforms in Vietnam and the People's Republic of China.
• 3. A monetary growth model of a small-open multi-regional economy
• 4. Can trade spread contagion an empirical investigation
• 5. Credit accessibility of small-scale farmers and fisherfolk in the Philippines
• Features

Written by Mekong Institute

Executive Summary

The follow-up policy dialogue on GMS economic corridors intended to promote a better understanding of the progress and impacts of transport corridors and to develop understanding of the progress and impacts of transport corridors and to develop concrete action plans to advance comprehensive, inter-disciplinary policy regulatory reforms. The meeting was organized by teh Mekong Institute in Khon Kaen, Thailand on 14-16 June 2007.

Day One heard the presentations of research reports on the understanding and perceptions of local communities and institutions regarding the meetings and impacts of economic corridors. Day two discussed and prioritized the risks and social impacts of economic corridors. Day Two discussed and prioritized the risks and social impacts as well presented reports on social action policies and plans of selected GMS countries. The synthesis offered suggestions on research concepts and methodologies to generate sound solid data that wil instruct policy formulaton. Day Three examined national social action policies and implementation plans. Based on report presentations and discussions, the final synthesis raised issues of accountabilities and responsibilities for impact mitigation and refelctions on development accounting, the calculus of meanings and the calculus of pain.

Contested Meaning of Economic Corridors
Local people received the expansion of roads and highways but did not relate this to economic growth. Private business viewed the possibility of commercialization of local products but with did not see much of the trade exchange possibilities among GMS countries. Local institutions expected that economic corridors-related policies will continue to support their mandates.

Socio-economic Impacts
Economic corridors brought some degree of economic opportunities for the local people and helped improve economic activities in the GMS countries. Social problems such as communicable diseases, prostitution, human trafficking, drugs and wildlife smuggling commonly occured as peoples crossed borders to engage n border trade and migrant work. The displacement and livelihood changes as well as degree of cultural permutations. Absent or weak land use policies caused land disputes and unregulated land values along the corridors.

Policy Implications
Comprehensive and integrated strategic policies are neccessary to regulate the social problems that are emerging from economic corridors development, such as those on migration, border trade, health, awareness and skills development, land and livelihoods support, cultures and traditions. The types and degrees of impacts vary from country to country, requiring differentiated strategies to deal wth tensions occurring in several areas and levels. The range of impacts and the uneven capacities and resources of GMS governments necessitate the prioritizaton of impacts and risks to address.

Policy inputs can be put in a sharper context if equal impartance is placed on transparent and democratic development processes. Thus far, the locus of attention has mainly been on potentials and results.The timiing, breadth and depth of participation have to be considered. The levels of democratic space as well as the capacities of responsible parties and governments for leading a transparent and participatory planning process are vital. GMS governments and donors are challenged to review te entirety of planning and implementaton, wth due regard to the processes and the partcipation of local communities.

Knowledge stands at the base of policy and action. The diverse activities, comparaive advantages as well as socal vulnerabilities in these corrdors should be recognized in order to maximize the benefits from these corridors. Micro-level case studies representing macro-realities, such as those in border communities, should be able to stand scrutiny, immeidate and time-bound. These can be used to generate lessons and enhance learning exchanges.

Infrastructure projects comprise a hefty chunk in the economic corridors development budgets, loaned by national governemnts from development banks. Social mitigation has a very minimal share. Creating an enabling environment and research are not provided in the loan. GMS countries should share experiences to strenthen negotiation platforms with donors. Collaborative action and regional cooperation can lead to much improved, comprehensive and holistic policies.

Where do we go from here
Interest groups can manipulate meanings and perceptions on economic corrdors. Therefore, how do we encourage and appropriate alternatve meanings Change is inevitable but it has to be a well managed process, to the extent possible causing little or no adverse effects on anyone. Development practitioners, whether in the public sector or as part of civil society, must call for greater accountability from our governments and donors, be constantly alert and updated with emerging deelopments through research and learning exchanges, continuously critique and monitor and GMS corridors development planning and implementation processes.

Written by Mekong Institute

The course consists of 10 modules, which were covered fundamentals of the facilitation skill and program management. In brief the content of each module was reviewed as follows:

Module 1: Setting the context

This module is essential for enabling free and open participation right from the start of the training program. This session helps trainers to prepare the groundwork, break the ice and give the overvew of the training workshop and adult learning principle. This module has 5 sessions: getting to know each other, setting the context (contents and methodology), exploring expectations, developing norms, and benchmark facilitaton. The benchmarking session were recorded in video so that the participants can review their own performance and assess their pre-workshop faclitaton and curriculum development skills.

Module 2: Participatory Approach in Training program Management

The concept of participation in training course management is introduced in this module through learning games and guided plenary disucussions. Participants are given an active role iin the design, redesign and decision-making in all stages of te training cycle. Participatory training is designed to be learn-centered rather than trainer-centered. At the end of the module participants were able to differentiate tradtional training methods with participatory training methods.

Module 3: Modular Training Cycle and Integrated Curriculum

This module illustrates the modular training approach (Learn to do, do to learn, and share to learn) and futuristic alternative concept of integrated curriculum. The types of learning include cognitive, affective and psychomotor learning. This modue includes sessions on: Adult learning principle and basis elements of modular training program, Integrated Curriculum and Module Development Guidelines

Module 4: Introduction to Planing a Training Course

Participants are guided on planning a participatory training course programs and designing workshops. Participants learn new concepts, methods and tools and go through real practcal experience n applying these principles and methods in MI training sessions.

Module 5: Roles of a Facilitator and Required Competencies

This module focuses on facilitation fundamentals and the main roles of a facilitator: content neutral, process guide and integrator of results. It further elaborates on the required core competencies of a modern trainer/facilitator: This module has three sessions: Practicing being content neutral and process guide, Roles of Facilitator, and required skills, knowledge and attitude for Masterful Facilitator. Case scenarios to show the technical, methodological, social and personal challenges for a facilitator were given. Small group were tasked to show through role play how they will overcome such challenges.

Module 6: Facilitation Tool kits

This module demonstrates the use of different interactive facilitation methods and supporting tools n delivering MI learning packages. The participants go through learning experience in designing different kinds of interventon, using creative process, and utilizing appropriate tools. Partcipants learned and praciticed using VIPP facilitation tools and techniques.

Module 7: Practicing Facilitation Skills

This module gives practical tips on the airt of facilitation and making oral presentations. Participants' facilitation skills were challenged through analysis of case scenarios. Through role play, they presented ideas on how they would handle such challenging situations. Do's and Don'ts of facilitation were recognized. Videos of partcipants taken on the first day of the training course were presented to encourage self-reflection. Each participant provided comments on how he or she would improve his/her presentation and facilitation skills.

Module 8: Field Work Facilitation

This module focuses on practicing how to plan and conduct a fieldwork and share their experiences and knowledge gained from the field work. An actual field visit to an organic farming village allowed participants to interact with organic vegetable growers. Participants were challenged how to apply participatory methods and facilitation skills learned in "inside classroom settings" into real lfe village situations. A guided duscussion to synthesize and reflect expeiences gained from the field work served as basis for improving facilitation skills.

Module 9: Strengthening Team Work

Participatory training courses are best implemented through a team of facilitators. This module allowed participants to analyze the various elements necessary to strengthen a team of facilitators. A learning game challenged te participants' creativety and team dynamics in order to overcome te task given to them. Particpants reflected on the importance of team work on the performance of  a facilitation team. Stages of the team building process were reviewed. Additiona reflectons were encouraged through photo analysis and group discussion.

Module 10: Integrating Skills and Way forward

This module focuses on the integration of different sets of facilitation skills and knowledge in work situations sucas working groups, sectoral meetings, dialogues, and multi-stakeholder consultations. Participants go through exercise on how to mange different training scenarios, promote full participation, handle difficult group dynamics, foster inclusive solutions and ensure participatory decision-making. Participants prepare an action plan and apply participatory methods and facilitation skills learned from the training to their future work at the Mekong Institute. The final evaluation of the training was doen using InWEnt standard end-of-workshop evaluatin forms and techniques.

Written by Mekong Institute

The Mekong Institute (MI) organized a Stakeholder Consulative Meeting to report to the Institute's stakeholders on the progress of MI activities toward its strategic plan and seek inputs and recommendation on its 2007-2010 Business Plan .The meeting was held on July 18, 2007 at the MI Residential Training Center, Khon Kaen, Thailand. Forty-nine representatives of MI stakeholders participated in the meeting. They represented government agencies, development partners, training and research institutions and NGOs operating in the six GMS countries.

Outcomes of the meeting can be summarized as follow:

For long-term Financial Sustainablility:

1. With the granting of ntergovernmental status to MI by the Thai Governmet on July 17, 2007, MI should maximize this competitive advantage by marketing itself as a regional training and development organization owned by all six GMS countries. This can b done by focusing its expertise on addressing transnational/sub-regional issues; establishing niche and developing unique selling point with very focus programs, developing integrated relationship and working with other national and regional development and training institutions to provide learning courses, action researchses and policy advices to national and regional GMS related institutions.

2. GMS ownership of MI is critical to the long-term sustainability of the Institution. This can be demonstrated by more active involvement of GMS governments in developing MI program direction and by making financial contrbutions to te MI Operation Expenses Budget (OEB).

3. MI Secretariat should work in close coordination with the National Coordnating Agents in assessing current and anticipated training needs, marketing its programs and services and forging alliances with development projecs in the member countries. Clear communication and marketing stretegy is needed to be in place.

4. MI should develop a long-term strategy (5-10 years) with the involvement of GMS governments and deveopment partners. This strategy should include the financial mobilization plan. MI donor base should be more diversified.

5. MI must concentrate firstly on building up its internal capacity by increasing its human resouce capability, developing high quality and relevant HRD programs and creating its presence in other five GMS countries.

For Operationalizing MI Strategic Plan:

1. The four thematic areas proposed in the MI Business Plan received strong support from the meeting. Specific recommended topics under each thematic areas are:

    a. Public Sector Reform and Good Governance( Leadership in Public Service Reform, Leadership in Competitive Enterprise, Donor Assistance Coordnation and Aid Effectiveness)

    b. Project Management & Development (Regional Project Mangement, Project Monitoring and Evaluation, Policy-making Process on Poverty Reduction)

    c. Trade Facilitation (Capacity building of Private Sector on SME Cluster Development and Export Consortia, Trade and Investment Facilitation, Trade Negotiation)

    d. Effective Regional Cooperaton (Conflict Mangement for Effective Regional Cooperation, Policy Formulation Program with development issues)

2. In developing and delivering the above core products, MI has to package or repackage its learning courses into different forms like short-term seminar, workshop, working session, policy dialogues and practical training workshop. MI has to expand its services beyong the Khon Kaen residential training center. Some of the program can better be done in country or in a structureed learning visit scheme.

3. Co-organizing courses or workshops with other partners in the GMS is the another marketing strategy. Potential implementing parners include Asin Disaster preparedness Center (ADPC), Asian Institute of Technology  (AIT), Devawongse Varopakarn Institute of Foreign Affairs, International Institute for Trade and Development (ITD), National Chambers of Commerce, different national universities and HRD units of national GMS related agencies.

4. MI has to proactively work with its current and potential development partners. In this way, MI should establish close relationship wth Asan Development Bank (ADb), Mekong River Commission (MRC), Swedish International Development Cooperation Agency (SIDA), ASEAN Secretariat, nernational Trade Center (ITC), Japan International Cooperation Agency (JICA)m World Bank, Australian Agency for International Development (AUSAID), European Union (EU), Japan Bank for International Cooperation  (JBIC), Deutsche Gesellschaft Fur Technische Zusammenarbeit GMbH (GTZ) and Canadian international Development Agency  (CIDA). For example, MI should work with the World Bank's Project on Good Governance at the Ministry of Interior of Camboda to have the World Bank co-finance in MI Public Sector Reform Course. MI should make it learning programs available at "Donor Coordnation" meetings in Cambodia, Lao and Vietnam. Aid Effectiveness and donor coordnation should be included in MI HRD programs.

The meeting agreed that the most valuable and strongest competency of MI was its avowed focus on the GMS. It included that the MI had to access officials and organizations throughout the GMS, its access to alumni and to coordinating agencies. Since this has been identified as the biggest core competency, it needs to be fully exploited and emphasized in such a way that its value is apparent. The focus of MI has to be clearly artculated to starkeholders and intended stakeholders and the value of regional training needs to be clearly understood by the stakeholders. The way in which regional training interlocks with in-country programs also needs to be defined.

The benefits of regionally focused training versus training carried out by regional institutions need sto be the key point of differentiaton to separated MI from other providers.