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Capacity Building – stimulating demand for evidence

Stimulate research knowledge demand through information capability building of researchers and policymakers. Explore approaches, challenges, and best practices in capacity building. Engage audience, know beneficiaries, co-construct knowledge, listen actively, and encourage reflection.

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Capacity Building – stimulating demand for evidence

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  1. Capacity Building – stimulating demand for evidence

  2. Siobhan Duvigneau • Funded by DFID as part of the MK4D programme • “Stimulating the demand for research knowledge through building the information capability of researchers and policy-makers”

  3. Session • Define an approach • Explore your conceptions / approaches to building capacity • Reflect your challenges • Some Do’s and Don’ts (Top Tips)

  4. Task • Take the A4 paper and build a tower. The tallest tower wins…. • Additional instructions, provided after 2 mins

  5. Purpose: Experiential Activity?

  6. Purpose: Experiential Activity? Placing you in the unique role of being a facilitator and learner Highlighting the importance of teamwork Excellent listening & communication skills Importance of clear instructions Experience plays a central role in learning

  7. Constructivism Nationaal Archief, Flickr

  8. Co-constructing knowledge - task #1 Answer the question: From your experience, what have you learnt about building the capacity of your beneficiaries? Do you make a distinction between capacity at the individual and the institutional levels? What approaches work / are less successful?

  9. 1. Engage your audience In what timeframe should you get people talking in a workshop? • 3 minutes • 10 minutes • 20 minutes • 60 minutes Why?

  10. 2. Know your beneficiaries How? Who? What? When? Why? Where?

  11. 3. Co-construct knowledge / learning Capacity building is a two-way process? Teaching Today, Geoffrey Petty

  12. 4. Listen with big ears & repeat, revisit… The average amount of time a person (e.g. a higher education student) can pay attention for… is? The amount of information retained in a lecture is? Audi_insperation/flickr.com Wilson, K. and Korn, J. H. (2007). Attention during lectures: Beyond ten minutes. Teaching of Psychology, 34 (2), 85–89.

  13. 5. Encourage reflection / seek feedback billsoPHOTO, Flickr

  14. Capacity building is a two-way process? Teaching Today, Geoffrey Petty

  15. Thank you for participating!

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