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Review of Global Line

DPOD has made a review of the Global Line activity to assess the overall relevance, efficiency and effectiveness of the intervention and to get operational recommendations for improvements and/or change of the Global Line as a model for capacity building of Southern DPOs.

The review is based on interview with the former Global Line students, their organisations in Uganda, Ghana and Nepal, relevant Danish memberorganisations and teachers at the Egmont Højskole.

 

 

Executive Summary

This is a review of the Global Line course at Egmont School funded through the Disabled People’s Organisation Denmark’s Mini-programme Agreement with Danida. The overall finding is that the course is very good and has significant and long-lasting capacity-building effect on the participants, which to a certain extent contributes to the organisational strengthening of the south organisations. The south organisations assess the effects positively in terms of getting improved human resources who after the course contribute to the organisational strengthening. However, it is also observed that the course functions as an isolated appendix to the south organisations and their partnerships with Danish member organisations, and the south organisations’ involvement in and ownership of the course is insufficient. The Global Line participants and the knowledge and skills that they come home with are not well-integrated into the south organisations’ activities and objectives. There is a lack of integrating and relating Global Line to other organisational strengthening activities, and although Global Line forms part of the Mini-programme it is not mentioned in the guidelines and thus not considered as an integrated part of organisational strengthening projects.

The Global Line participant should be perceived as an “organisational strengthening agent”, and an increased focus on the organisational objectives of the course in relation to the individual level outputs is recommended. The challenge is to ensure that the dialogue between the Danish organisation and the south organisation defines the needs of each south organisation, which can lead to a process where a capacity development plan is defined. Global Line (and, for example, DW placements) should be perceived and worked with as elements of this plan that actively contribute to the overall objective of capacity-building and strengthening the south organisation.

The review shows that the Global Line course-content is relevant to the very varied needs and interests of the participants and their organisations. In general, the stakeholders appreciate the cooperation in the design of the course-content, although there is still room for much more involvement of and dialogue with the south organisations to express their specific needs. These needs may have been defined in relation to a project, but are not consciously related to the participation in the Global Line course. As such, the course should relate more systematically to the participants’ home-organisations, for example through a proposal for a Process Action Plan that the participants may develop during the course, with point of departure in a key challenge that each participant in close collaboration with the leadership of their south organisation has defined before the course.

The review shows that the Global Line participants not only learn organisational capacity-building skills and tools. Democracy and the general exposure to the new context and teaching methods at Egmont School and in Denmark have the largest impact on the Global Liners as input to the personal development, which is paramount to anything else. The strengthening of the participants’ self-confidence constitutes a very important part of the effect of the Global Line course. This personal development also contributes to the Global Liners’ work in their south organisations, whether it be a question of speaking up and making oneself heard and taking action in advocacy work, or becoming more active in one’s accountable roles and democratic responsibilities as a board-member.

In relation to course-contents, the participants request more skills in ‘Training of Trainers’ in order to increase their abilities to pass on their skills and knowledge. Also, the Global Liners and their south organisations request more specific information on their particular disability and how to tackle it, which could be an obvious session for the Danish partner organisations to arrange for them while they are on the Global Line course in Denmark. Also, many south organisations express the interest in taking part in internships and exchange visits.

Besides general resistance to changes in the south organisations which is a common reaction to organisational changes, many of the identified specific barriers to optimal use of individual Global Line learnings on an organisational level are connected to the aforementioned fact that the course is not perceived as an integrated element of capacity-building activities. In order to reduce these barriers, south organisations must receive sufficient information and be included in close dialogue to be able to take part of discussions and preparations in a manner where they can perceive Global Line as a tool they are investing in to contribute to their self-defined processes of organisational strengthening. Some means for ensuring this active involvement are recommended. These primarily entail conscious definition of what the Global Line participant is to focus on during the course and formalised communication with the participants’ south organisation on the progress during the course. When the south organisations and their Global Line participants have defined an individual focus with the course for their organisation (key challenge), it is also easier for both parties to outline the tasks and activities to be carried out upon returning home to the south organisation after the course.

The target group and selection criteria for the Global Line course are relevant, but the invitation and preparation process may be improved with DPOD and Egmont providing more information and more time for the south organisations to undertake these processes in a reasonable manner, that precisely allows them to integrate the course as an element in their capacity-building processes.

It is recommended that the existing evaluation formats which the Egmont teachers currently use for evaluating the course are maintained. Regarding the evaluation and follow-up of the individual Global Liners, it is recommended that the monitoring and follow-up formats developed by Egmont teachers are re-introduced, where DPOD has the responsibility for sending out and collecting the follow-up formats one year after the Global Liners have completed their course, and pass these on to Egmont to analyze, dialogue with DPOD and the Danish organisations, and adjust the procedures and content of the Global Line course accordingly. In general, it is reasonable that DPOD holds the overall responsibilities regarding logistics in the sending out and collection of information, since otherwise there is a risk of very varied and fragmented procedures. The Danish member organisations should constantly be invited to contribute as much as their resources will allow them to.  

The main recommendation is to continue the Global Line course following the recommendations with increased focus on integrating the course as an element in the overall organisational strengthening of the south organisations, and include Global Line in the strategy, dialogue and monitoring and evaluation of the Mini-programme.

Last Updated: Friday, 26 December 2014 15:40
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