Publications

Written by Mekong Institute

The 4th Regional Research Development and Methodology Training Course was conducted at Mi Residential Training Center, MI, Khon Kaen, Thailand on 25-June 12,2009. This training course is the first phase of the 10-month MI Su-regional Research Cycle offered annually by MI.

The training course was designed and delivered using modular training approach where participants went through 3 progressive stages. a) "Learn to do", b) " Do to Learn" and c) "Share to learn".

Upon completion of the 3 week training course, all participants developed a research proposal that incorporates the knowledge and skills acquired on problem identification, defining research objectives, formulating research hypotheses and developing a conceptual/theoretical framework. A concrete research hypotheses and sub-regional research, with accompanying work plan and budgetary requirements, was also prepared.

Twenty-two government/non-government officers from 6 GMS countries attended the training course. Two external resource persons were invited to provide lectures and facilitate discussion,and guide the participants throughout the entire process of proposal development. One of the challenges was combining similar research ideas from different GMS countries to come up with a single research proposal. In the end, however, all the participants completed the training course successfully and came up wth 5 sub-regional research proposals.

The results of the overall evaluation for this learning program revealed that the participants were highly satisfied with the program contents, resource persons, recreational activities as well as training management and delivery. The sessions of the recreational activities as well as training management and delivery. The sessions of the program were rated as "useful" by the participated and that their acquired knowledge and skills could be applied in their work. Moreover, throughout the three-week intensive learning course, the participants developed friendships and established network among GMS researchers which is one of the objectives of MI in promoting regional cooperation.

Through the participants were highly satisfied with the learning program, several comments were provided by the participants for further program improvement. These include clear explanations on MI research thrusts and priorities, providing a good balance between course duration and class assignments, getting lecture handouts ready one day in advance, and providing adequate classroom size for the training course.

 

Written by Mekong Institute

Written by Mekong Institute

Twenty two government officials from the 6 GMS countries attended the program. Participants came from junior to middle level positions from a wide variety of ministres. Forty five percent of the particpants were women which is in line with the Millennum Development Goal.

The program was designed and taught by a team of 4 trainers: two PPP's Participants came from junior to middle level positions from a wide variety of ministries. Forty five percent of the participants were women which is in line with the Millennum Development Goal.

The program was designed and taught by a team of four trainers: two PPP's commissioned project management experts and two MI faculty memebrs. In evaluation, the participants reported that the trainers were qualified, experienced and employed effective training delivery methods.

The learning program explored the fundamental nature of project and introduced a comprehensve project management framework. It also covered the definition and typologies of a project, the project cycle, components of project management and the nature and the role of the project team. The development context within which projet opreates and special issues in project design, implementationa nd monitoring were deliberated.

Based on the feedback received, theis report concludes that the learning program was successful. Finally, recommendations for further program improvement are provided in Part 4 of this report.

-Simplify the curriculum desgned to make it easier for the participants to understand the content

-There should be a balance between theory and practice and not too much focus on lecture.

-All participants should have engouh English proficiency to follow the program.

-Lecture handouts should be provided in advance.

-Extend the course duration but fewer hours a day.

Written by Mekong Institute

GMS-focused research and regional/sub-regional studies are critical to the sustainable development and cooperation among the GMS countries. Under he supervsion and guidance of MI Research Advisory Comittee, MI carries out field research and case studies on emerging and contentious issues under the four MI thematic areas. To ensure that the research and case studies are carried out professionally, MI conducts Regional Research Development and Reseach Methodology training for yougn GMS researchers/professionals as part of its capacity-building strategy for GMS researchers. The Regional Researc Development and Methodology Training Course was held frm 25 May to 12 June 2009. Each research team is expected to implement these researces upon return to their respective countries.

This midterm training is a follow-up on the progress of research implementation. All research teams are expected to have completed administering the survey and had their data sets ready in SPSS format as the focus of the midterm training is on data processing and analysis.

The 2 week training course was held at MI. The course activities included presentations from resource person, class discussions, and group work/assignments. Presentation skills of participants were also enhanced to present before their peers. All the training activities were geared towards preparing the participants for the Research Roundtable Meeting in March 2011.

This report conveys the process of the training course, the evaluaton from participants resource persons, the lessons learned from the training course, and some recommendation for improvement in terms of program design, organization and management. The report is divided into 8 sections as follows:

1. Introduction

2. Training Goals and Spcific Objectives

3. Course Participants

4. Course Activities

5. Course Evaluation

6. Lessons learned

7. Conclusion

8. Recommendation

The program schedule, directory of participants and resource persons and MI staff included in the appendix.
 



 

Written by Mekong Institute

The Mekong Institute (MI) was commissioned by Thailand International Development Cooperation Agency (TICA) to conduct a four-week annual international training course on Leadership in Competitive Enterprises from 22 June to 17 July 2009 for twenty-six government officials and private sector personnel from sixteen developing countries in Asia and Africa. The course aims to improve and increase participants knowledge and skills on leadership, enhance participants professional skills in proposal writing, project appraisal, and presentation of projects, and to promote communication, cooperation and trust among professionals across the GMS.

The training course was designed and delivered using modular training approach where participants went through three progressive stages : i) Learn to do training on concepts, techniques and tools to be employed; ii) Do to learn the participants are required to apply what they learn in their work assignments with proper coaching from assigned advisors; and iii) Share to learn the participants will have an opportunity to present their groups works / findings and share their learning experiences and lessons learned.

Five external resource persons and two in-house subject experts were invited to deliver lectures and facilitate discussions, and share experiences to the participants. Six field research visits in Khon Kaen, Nakhon Ratchasima and Bangkok were conducted to enhance the participants understanding of the program contents and to apply the principles, process, structure and stakeholders in planning and implementing business.

The training course is comprised of six inter-related modules. Program introduction allowed the facilitators and participants to introduce themselves and provided an overview of the learning program, methodology, and process. Module 1 Impact of Macro Environmental Factors in Leadership and Management introduced the participants to the broader context within which competitive enterprises operate and how the external environment influenced organizations. Module 2 Leadership versus Management presented concepts on leadership and management. Module 3 Performance Based Management covered the concepts of the Performance Management System (PMS). Module 4 Ethics, Social Responsibility and Governance in Leadership introduced the importance of ethics, social responsibility and governance in leadership. Module 5 Managing Competitive Enterprises included study visits to enhance the participants understanding of the program content through observation and interaction with enterprises management. Module 6 Business Proposal Development introduced structured hands-on training and practices in developing business proposal.

The results from a range of evaluation methods indicated high satisfaction, showing that the learning program is successful. However, recommendations for improvement were also suggested such as: providing feedback/comments for all assigned works, providing glossary and definitions commonly used in leadership and management field, more case studies from countries concerned, and organizing a discussion forum.

Written by Mekong Institute

The Mekong Institute was commissioned by the New Zealand Agency for International Development (NZAID) and Thailand International Development Agency (TICA) to conduct a three-week training course on Effective Project Management for Sustainable Development in the GMS for twenty four participants from public and private sectors in thesix GMS countries. The course, conducted on 17 August 4 September 2009, aimed to develop the participants capacity to plan, implement, monitor and evaluate national and transboundary development projects that address issues relevant to the GMS. It sought to provide knowledge and practical experience on the application of Project Cycle Management and Logical Framework in accordance with international project management standards.

Written by Mekong Institute

The Mekong Institute (MI) was commissioned by the InWEnt gGmbH Capacity Building International, Germany to co-designed, developed and delivered a series of capacity building program for InWEnt targeted groups of Cambodia and Lao PDR. One of the programs was Agriculture Value Chain (Coffee, Cassava, Silk and Rubber) in Lao PDR and Thailand, which was organized for fourteen government officials and 1 SME sector, 2 NGO staff and 2 villagers of Lao PDR. The course aimed for participants to study agriculture sector value chain in term of Coffee, Cassava Silk and Rubber.

The participants visited seven places namely, 1) Coffee and Cabbage in Ban Lak Khao, Paksong District, Champasak Province, Lao PDR, 2) Cassava villager group in Ban Sok, Thung Mon Sub-district, Kham Khuean Kaeo District, Yasothon Province, Thailand, 3) Queen Sirikit Sericulture Center, Muang District, Khon Kaen, Thailand, 4) Silk villager group in Ban Nong Hyar Plaong, Mancha Khiri District 5) Office of Rubber Plantation Aid Fund, Muang District, 6) Rubber Biding Market, Kranuan District, 7) The Learning Center of Rubber Plantation Aid Fund Office in Khao Suan KwangDistrict.

The evaluations conducted throughout the course confirmed that the objectives were achieved and the learning program was successful. Most of the participants were very satisfied with the program as shown in the total average rating on 1) satisfaction on structured learning visits and program design, 3) satisfaction on Mekong Institute Services and 3) impression of the program (4.4, 4.6 and 4.5 respectively, those ratings were almost Much Satisfies). However, there were suggestions for improvements, for example, more time for field visits and more interaction with villagers.

Written by Mekong Institute

The participants indicated useful of the course modules including field visits and assignments. Program introduction allowed the facilitators and participans to introduc themselves and provided an overview of the learning program, and its methodology and process.

Module 1: Impact of Macro Enironmental Factors in Leardership in Mangement" introduced the participants to the broader context within which competitive enterprises operate and how the external environment influenced organizations, organizational cultures, organizational leadership and management.

Module 2: Leadership versus Management" presented general concepts on leadership and management.

Module 3: Performanace Base Management" covered the concepts of the Performance Management System. "Module 3B: Metrology and Applicaition" introduced the metrology and application tat relevant with different activites within legal metrology to leadership, planning and reporting.

"Module 4: Ethics, Social Responsibilit and Goernance n leadership" presented the importance of ethnics, social responsibiliy and goernance in leardership."Module 4b: Coaching as Strategies Mangement Tool" introduced an important 'Coaching" skill to the participants.

Module 5: Managing Competitive Enterprise

Module 6: Business Proposal Development" introduced a structured hand-on-training and practiced in developing business proposal, setting project screening criteria and simulated the role of project appraisal committee.

With regard to the duration of the course, objecives, and the resource presons, 82 percent of the participants indicated that 4 week duration of the program was appropriate, overall objective of te course was excellent, and the resource persons were good in helping them undrstand the program content.

With the lessons learned from the course and results from a range of evaluation methods, the learning program concludes that the learnin program is successful. However, recommendations are provided to identify pfurther cooperation, strengthen the network, provision of clear guidelines, and higher participation of women into the program.

Written by Mekong Institute

Written by Mekong Institute

The Mekong Institute was commissioned by the French Development Agendy (AFD) to conduc a ten-day training course on "Agriculture Sector Value Chain Analysis and Promotion" for fifteen government officials from Department of Irrigation, Ministry of Agriculture and Forestry of Lao PDR. The course aims at deeloping participants professional capacity and broadening their horizon on the features, usefulness and benefits Value Chain Approach to local, national and regional economic development, as well as practicing analysis of agricultural value chain development in the Laos context.

The training course was designed and delvered using modular training approac, of which all participants went through three progressive stages: a) "Learn to do"- training concepts, techniques and tools; b) "Do to learn"- participants are required to apply what they have learned in their work assignment with proper coaching from assigned advisors; and c) "Share to learn"- participants will have an opportunity to present their group works/finding and share their learning experiences and lessons learned.

There are five resource persons/subject experts who contributed to te design and delver of the lectures, workshops and strucutred learning visits, namely: Assoc Prof Nongluvk Suphanchaimar of Khon Kaen Unversity, Mr Sansnthi Bonyothayan of Sakon Nakon Provincial Agriculture and Cooperatives, Ms Anothai Nutasarin of Office of the Agriculture Extension and Deelopment (Region IV), Ms Rawinda Wattanakool of Science and Techonology Research Institute (STRI, Chaing Mai University , and Mr Wichit Hongkarnjanakul of Regional Irrigation Offce, Khon Kaen.

Seven structured learning visits were organized for the participants in this course; their understanding of the program's contents was enhanced through different appreciation visits and interacton with enterprises and group of villagers in Khon Kaen, Roi Et, Yasothon and Sakon Nakhon provinces.

The eveluations conducted throughout te course confirmed that the objectives were achieved and the learning program was successful. Most of the participants were very satisfied with the program as shown in the totla average rating on 1) satisfaction on structured learning visits and program design, and 2) impression of te program (4.4 and 4.5 respectiely, both are almost "excellent"). However, there were suggestions for imprvements, for example, more time for field visits, more interaction wth villagers by homestaying in their community, more detailed information on the background profiles and more involvement of participants from other sectors such as marketing.