TRANSFORM E-COURSE FACILITATOR GUIDE 2
TABLE OF CONTENTS
1. WHY TRANSFORM E-COURSE? .................................................................................... 3
2. COURSE OVERVIEW .................................................................................................... 5
3. COURSE CONTEXT ....................................................................................................... 7
A. OVERVIEW OF THE MODULE STRUCTURE .................................................................... 7 B. LEARNING OBJECTIVES AND SEQUENCING ............................................................................... 10 C. METHODOLOGY ................................................................................................................. 11 D. CERTIFICATION .................................................................................................................. 12
5. SYNOPSIS OF THE COURSE MODULES ........................................................................ 14
6. LEARNING OUTCOMES - IMPACT OF THE E-LEARNING INTERVENTIONS ...................... 17
7. COURSE PLAN ........................................................................................................... 20
8. FACILITATOR PREPARATION...................................................................................... 25 A. ACTION BEFORE START THE COURSE ....................................................................................... 25 B. ACTIONS AFTER START EACH MODULE .................................................................................... 26 C. ACTIONS AFTER THE END OF THE COURSE ................................................................................ 28
9. MONITORING ........................................................................................................... 28
10. EVALUATION .......................................................................................................... 30
11. FACILITATOR STEP BY STEP - ACTIVITY GUIDE .......................................................... 31 A. INTRODUCTION MODULE..................................................................................................... 31 B. MODULE 1 – SELECTION & IDENTIFICATION ............................................................................ 37 C. MODULE 2 - LEGAL ............................................................................................................. 42 D. MODULE 3 - ADMINISTRATION ............................................................................................. 45 E. MODULE 4 - MONITORING AND EVALUATION ......................................................................... 51 F. MODULE 5 – MANAGEMENT INFORMATION SYSTEM ............................................................... 53 G. MODULE 6 - COORDINATION ............................................................................................... 58 H. MODULE 7 – GOVERNANCE ................................................................................................. 62 I. MODULE 7 - FINANCE .......................................................................................................... 67 J. FINAL MODULE ................................................................................................................... 71
12. TUTORIALS ............................................................................................................. 76
TRANSFORM E-COURSE FACILITATOR GUIDE 3
1. WHY TRANSFORM E-COURSE?
The “Leadership & Transformation Curriculum on Building and Managing Social
Protection Floors in Africa - TRANSFORM” is the product of a large-scale
collaboration between various institutions, conducted over several years.
TRANSFORM has been developed primarily by African experts, to speak more
directly to the specific challenges of building and managing social protection floors
in Africa. The initiative aims at constant joint development and updating of the
material, recognising the importance of growing regional expertise.
TRANSFORM is an inter-agency initiative of United Nations agencies supporting
the building of social protection floors in Africa. It is coordinated in Africa by the ILO,
UNICEF and UNDP. TRANSFORM has received support from Irish Aid and the
European-Union Social Protection Systems project funded by the European Union
and Finland.
This e-course is an adaption of the TRANSFORM training package and proposed
activities from the face-to-face training. The e-course is developed in a linear
curriculum, which integrates several content areas, elements and activities.
The TRANSFORM e-course is organised in a modular structure offering 10
modules:
• Introduction Module
• Module 1 - Selection and Identification
• Module 2 - Legal Framework
• Module 3 - Administration
• Module 4 - Monitoring and Evaluation (M&E)
• Module 5 - Management Information Systems (MIS)
• Module 6 - Coordination
• Module 7 - Governance
• Module 8 - Financing and Financial Management
• Final Module
TRANSFORM E-COURSE FACILITATOR GUIDE 4
This document presents the detailed methodology of the course, learning objectives,
content sequencing and the instructional, delivery and evaluation strategies of the
TRANSFORM e-learning version and a detailed instructions for the facilitator with a
sequence explaining what to do for each activity of the ten weeks of the course.
TRANSFORM E-COURSE FACILITATOR GUIDE 5
2. COURSE OVERVIEW
General course format: Asynchronous tutor-led Online Course.
Target audience: Senior technical-strategic level government officials from Africa.
Objective: Strengthen the technical capacity of the operational and administrative
process in the governance and administration of social protection policies and
programmes.
Workload: 5 hours per week.
Duration: 10 weeks.
Evaluation: Participants will also be asked to deliver a final essay.
General observations:
• Contents and activities are divided in three categories: “Intro”, “Must
know”, or “Good to know”, according to the prioritization of concepts
within each module. However, this vision might not be clear to the
participant.
• “Intro” resources and activities should ease the participants into the
week’s content in a quick and light manner.
• “Must know” resources and activities present the core concepts of each
module and this is where participants should spend most of their time.
This is where the content of the Summary of each module is going to
be presented.
• “Good to know” resources present extra material as well as the Base
document of each module.
• Group activities are guided interactions and discussions among groups
of 6 to eight participants
• All Interactive content or infographics are based on the face to face
training material PPTs, including extra videos and/or readings on the
summary document (they are indicating the page number of the specific
content that is being presented for further reading).
• The map of Africa will work as a resource to the participants with extra
information on the countries (videos, country cases, etc.).
TRANSFORM E-COURSE FACILITATOR GUIDE 6
• The journal will be a tool for participants to reflect on the modules based
on their own home country/institution/activity. For every module there
will be guiding questions presented in the journal area. This weekly
activity won’t be mandatory, but participants will need to deliver a final
paper, which can benefit from this prior guided reflection.
TRANSFORM E-COURSE FACILITATOR GUIDE 7
3. COURSE CONTEXT
A. Overview of the Module Structure
The learning contents and activities will be divided according to the following
sections:
INTRO MUST KNOW GOOD TO KNOW
Resources and activities presenting the week’s in a quick and light matter
Resources and activities presenting the core concepts of each module
Resources and activities presenting extra material
Intr
od
uc
tio
n M
od
ule
1. Welcome video: Why Transform? (Lucca Pellerano) 2. Module roadmap: Presentation of the course structure, permanent features and the presentation of the module structure + learning outcomes 3. Individual activity: Introducing their self through the General Forum
4. Webinar, including: a) Intro of
participants and facilitators
b) Structure of the course
c) SP basis PPT d) Jargon Busters
poll e) Opening the
group forums
5. Group activity: My country’s SP context (general forum divided by participants) 6. Video: mini-lecture on Leadership and Transformation (Daniel Halu)
TRANSFORM E-COURSE FACILITATOR GUIDE 8
Mo
du
le 1
S &
I
1. Video (Mwenya Kapasa) Intro to S & I Module Key concepts. 2. Module roadmap: module structure info + learning outcomes 3. Individual activity: Line-up – individual activity require the participant to vote with their imaginary feet.
I4. Interactive content - Interactive PPT 5. Group activity: Mini Simulation Roleplay activity 6. Individual activity: Line-up revisited - Individual activity
7. Quiz: short test to check the understanding regard the for-stage selection process. 8. Extra reading: Full document
Mo
du
le 2
LE
G
1. Video (Addis Uibzawork) 2. Module roadmap: module structure info + learning outcomes 3. Group activity: My country’s SP legislation – Focusing their own country’s legislation on SP– linking them to international standards + visual results in the padlet
4. Interactive content - Interactive PPT + LEG Summary 5. Individual activity: Scenario Read the scenario, think on the questions and write down on the journal 6. Quiz
7. Extra reading: Full document
Mo
du
le 3
AD
M
1. Video (Flora Myamba) 2. Module roadmap: module structure info + learning outcomes 3. Individual activity: SP Delivery systems - Infographic reflection
4. Interactive content - Voice over PPT 5. Group activity: Scenarios
a. Mini-groups b. Large group debrief
6. Quiz: test the understanding about ADM
7. Journal - Individual Journaling 8. Extra reading: Base document
TRANSFORM E-COURSE FACILITATOR GUIDE 9
Mo
du
le 4
M &
E
1. Video (Consolata Ntoburi) 2. Module roadmap: module structure info + learning outcomes 3. Individual activity: Infographic reflection of supply/demand
4. Interactive content - Interactive PPT 5. Quis : to see how much they have been learning about M& E systems 6. Journal L& T
7. Extra reading: Full document
Mo
du
le 5
MIS
1. Video (Samuel Ochieng)
2. Module roadmap: module structure info + learning outcomes 3. Individual activity: Jargon quiz
4. Interactive content - Voiceover PPT 5. Group activity: Myth busting activity 6. Journal L& T
7. Extra reading: Base document
Mo
du
le 6
CO
O
1. Video (Sarah Mshiu) 2. Module roadmap: module structure info + learning outcomes 3. Group activity: Stakeholder map
4. Interactive content - Interactive PPT 5. Quiz 6. Journal: how coordination can be improved in the country
7. Extra reading: Full document
Mo
du
le 7
GO
V
1. Video (Patience Matandiko) 2. Module roadmap: module structure info + learning outcomes 3. Individual activity: Read through the table
4. Interactive content - Interactive PPT 5. Group activity: Force field 6. Quiz: test the understanding 7. Journal: main capacity gaps in your country
8. Extra reading: Full document
TRANSFORM E-COURSE FACILITATOR GUIDE 10
Mo
du
le 8
FIN
1. Video (Abidemi Coker)
2. Module roadmap: module structure info + learning outcomes 3. Group activity: Triple A mini game
4. Interactive content - Interactive PPT 5. Quiz 6. Journal L&T
7. Extra reading: Full document
Fin
al
Mo
du
le
2. Module roadmap: module structure info + learning outcomes 2. Final Group activity: Social Protection Web
3. Final Webinar: wrap up showing what the participants have done with comments + evaluation of course
4. Final Assignment 5. Survey
On this course learners will have deadlines to accomplish activities and
assignments, but they will be able to schedule their study sessions at their own
pace. The course will use a variety of tools, including discussion forums, glossaries,
webinars, video-clips, short e-lessons, and support material like infographics,
documents and guidelines.
B. LEARNING OBJECTIVES AND SEQUENCING
The modules will be organized into an asynchronous instructor-led online course
using a combination of learning materials and documents used in the face-to-face
training will be adapted for the content production and converted into online
materials to match the learning objectives.
The materials available in the virtual learning environment will be delivered in
different formats, using different types of media, communication and tools to be
attractive, interactive and informative.
By the end of this course, the participant should be able to:
TRANSFORM E-COURSE FACILITATOR GUIDE 11
• Have an overview and enough basic knowledge of Social Protection
Floors and drivers of change and leadership requirements to engage in
transformation towards national systems of social protection.
• Have an overview of the following main interconnected areas of Social
Protection Frameworks: Selection & Identification, Legal,
Administration, Monitoring & Evaluation, Management and Information
Systems, Coordination, Governance, and Financing and Financial
Information.
• Understand why and how a Social Protection Framework is beneficial
to your specific county context and can assist social and economic
development.
• Understand that a Social Protection Framework comprises different
parts – all of which interact with and affect each other.
• Understand the need to adapt and tailor social protection to each
specific country context. Every situation and time is so unique that it
requires the design of a new solution each time.
• Subject design choices to careful analysis of capacity considerations.
• Applying a rights based approach as a lens by which to develop social
protection systems and understand that these approaches go beyond a
country’s legal framework, by actually putting citizens at the center of
the development of managing and administering social protection
systems.
C. METHODOLOGY
The design of this e-course will involve a combination of the following
instructional methods:
• Expository methods - emphasizes the “absorption” of new
information. Expository methods include presentations, case studies,
worked examples and demonstrations.
• Application methods - emphasizes the active processes learners use
to perform procedural and principle-based tasks and build new
knowledge. Application methods include demonstration-practice
TRANSFORM E-COURSE FACILITATOR GUIDE 12
methods, job aids, case-based or scenario-based exercises, role-play,
simulations, guided research and project work.
• Collaborative methods - emphasizes the social dimension of
learning and engages learners to share knowledge and perform tasks
in a collaborative way. They include online guided discussions,
collaborative work and peer tutoring which emphasizes the social
dimension of learning.
This online course will be developed on the Moodle platform
https://virtualcampus.socialprotection.org where the main communication and
interactive tools of the virtual environment allows the development of different types
of activities.
The participants will be encouraged to be creative, to experiment and be receptive
to new ideas, seeking ways of interaction and learning. In addition to learning,
interaction and collaboration will be fundamental to the creation of strong social
connections between participants.
The structure and didactic-methodological organization of the course will enable
participants to interact with the content and with peers, problematizing the content,
reviewing and deepening concepts, creating strategies to solve the challenges
posed, while engaging in socializing practices.
The modules will be opened weekly to carry out the activities and will remain open
for review after the end of each module's specific period.
D. CERTIFICATION
The evaluation criteria include a set of diversified tools and procedures that will
support an accurate, impartial and transparent assessment of all the participants. At
the end of the course, participants will receive a certificate of completion if you score
70 points or above.
TRANSFORM E-COURSE FACILITATOR GUIDE 13
To obtain the final certificate you need to complete the weekly online assignments,
participate in the discussion forums, and perform group and individual activities. The
evaluation criteria are:
GENERAL DISCUSSION FORUM – 20 points
The participant does not write any messages in the module’s discussion forums.
0
The participant writes messages related to the proposed topic that contribute common sense value to the discussion.
5
The participant writes messages related to the proposed topic and brings original ideas that stimulate further discussion.
10
The participant writes messages related to the proposed topic, brings original ideas and/or questions that push the discussion further.
20
GROUP ACTIVITY– 20 points
The participant does not contribute to group activities in the discussion forum.
0
The participant writes messages in the forum that do not further the discussion because they are not related to the topic under discussion of their group.
5
The participant writes messages in the forum related to the topic proposed, but does not contribute in deepening the discussion of their group.
10
The participant writes messages related to the proposed topic contributing to the discussion of their group.
20
INDIVIDUAL ASSIGNMENT – 60 points
The participant does not submit the final assignment or submits an unrelated activity.
0
The participant submits the assignment activity describing the actual scenario of their home country without elaborating on the possibilities for change.
30
The participant submits the assignment activity describing the actual scenario of their home country, providing reflections and possibilities for change.
60
TRANSFORM E-COURSE FACILITATOR GUIDE 14
5. SYNOPSIS OF THE COURSE MODULES
Learning Objectives Main content In
tro
du
cti
on
Mo
du
le
• Have an overview and enough basic knowledge of Social Protection Floors.
• Understand the course structure and
functioning.
• Welcome to the
Introduction Module and
activities
Mo
du
le 1
S &
I
• Dialogue about the critical issues faced by all countries developing systems of social protection and how to select beneficiaries.
• Consider possibilities to effectively cover everyone in need of transfers during the early stages of developing their social protection systems.
• Improve the process and remove
barriers to access of eligible
households.
• Methodologies for identifying people living in poverty: advantages and disadvantages of each method, life cycle and intersectionality considerations.
• Description of the
registration process.
Mo
du
le 2
LE
G
• Deal with the steps involved in constructing a legal framework for social protection (social dialogue, consultation, etc.)
• Determine different elements that should be included in such a framework.
• Identify accountability mechanisms.
• Rights-based approach to social protection: rationale, international standards, constitutional protection and fiscal constraints; progressive realization of national SPFs.
• Protection of individual entitlements and against misuse of personal information in social assistance.
• Principles of accountability in national social assistance laws.
Mo
du
le 3
AD
M
• Know the key components of SP programmes administrative processes and how they relate to each other.
• Understand the constraints for successful programme implementation and potential pitfalls and bottlenecks.
• Know various system design options
and how to plan reform of
administrative systems which are
• Key steps for the design of a new social protection administrative system.
• Registration, eligibility determination, and enrolment: three main approaches to registering households.
• Exit & graduation.
• Case management, linkages & referral systems.
TRANSFORM E-COURSE FACILITATOR GUIDE 15
compatible with existing resources
and capacity.
• Conditionality setting, monitoring & enforcement.
Mo
du
le 4
MIS
• Increase their understanding of
national social protection actors regarding MIS.
• Support social protection actors in the preparation of roadmaps or the development of tools.
• Key components of a functional programme MIS.
• Two approaches: Integrated Beneficiary Registry and Social Registry.
• Key steps when setting up a programme MIS or an integrated system for information management.
Mo
du
le 5
GO
V
• An understanding and appreciation of the importance of policy framework for governance within social protection and ultimately successful programme delivery.
• An understanding of the range of stakeholders involved in social protection, their typical roles and responsibilities, and the opportunities and challenges.
• Centralized and decentralized organisational structures and outsourcing, pros and cons.
Mo
du
le 6
FIN
• Understand the critical aspects of financial governance and social budgeting with a focus on the financial administration of non-contributory social protection.
• Know a number of important issues of
financial governance and social
budgeting, ranging from aspects
around revenue mobilization, the
national budget process, concepts of
financial management to public
expenditure monitoring and
evaluation.
• Affordability and sustainability of social protection.
• Social protection financial governance indicators.
• Tools of financial governance (social budgeting and microsimulation models).
Mo
du
le 7
CO
O
• Know the implications - both positive and negative of different types of integration in social protection.
• Create coordinated systems through
the delegation of roles and
responsibilities and incentive
structures.
Horizontal
(programme/institutional and
administrative levels) and
vertical coordination, with a
PPT summarizing this
content.
TRANSFORM E-COURSE FACILITATOR GUIDE 16
Mo
du
le 8
M &
E
• Identify the various aspects of setting up and implementing an M&E system and how it can improve policy/programme management and planning as well as improve policy/programme accountability.
• The identification and collection of
indicators and data, how to strike a
balance between capacity of data
collection and demand for evidence
and accountability, the function of
Service Standards, staff involvement,
ethical guidelines and examples of
accountability mechanisms.
• Monitoring and Evaluation for Social Protection compared.
• Strengths and weaknesses of selected data sources for a Social Protection M&E system.
Fin
al
Mo
du
le • Understand the Social Protection
system and all elements are interrelated
• Evaluate the course and the way to develop the SP programme.
TRANSFORM E-COURSE FACILITATOR GUIDE 17
6. LEARNING OUTCOMES - Impact of the e-learning interventions
Intr
od
uc
tio
n
Mo
du
le
• Understand the course methodology and “Why Transform”.
• Understand the course structure and functioning.
• Have an overview and enough basic knowledge of Social Protection,
SP Floors, their theory of change, components and functions.
• Understand the role of Leadership & Transformation.
Mo
du
le 1
Se
lec
tio
n &
Ide
nti
fic
ati
on
• Understand the selection process as comprising four key stages: policy choices, fiscal choices, design choices, and implementation choices. Each of these create potential for exclusionary forces.
• Understand the relationship between policy and fiscal choices, and the strengths and weaknesses of economic (poverty-targeted) vs lifecycle approaches.
• Understand the range of design options for operationalizing policies to select beneficiaries, including the implications of these choices.
• Understand the challenges implementing those selection processes, leading to further exclusion.
Mo
du
le 2
Le
ga
l F
ram
ew
ork
• What a social protection legal framework is and its purposes/functions.
• The role of the main international and regional legal instruments for
national legal systems.
• The major aspects a social protection legal framework should cover.
• How to develop a social protection legal framework in a participatory
process.
• The different compliance and enforcement mechanisms for social
protection laws.
Mo
du
le 3
Ad
min
istr
ati
on
• Know the key components of SP programme administrative processes and how they relate to each other.
• Understand how payment modalities can be designed, implemented and evaluated.
• Differentiate between ‘programme exit’, ‘graduation’ and ‘developmental graduation’, and how to avoid detrimental outcomes.
• Understand what a Complaint and Appeal Mechanism is, why it is important and how to overcome the major challenges in establishing one.
• Understand what monitoring and enforcing explicit conditionality involves, as well as whether, why and when it might be appropriate.
• Understand how programme outreach and communications can facilitate public dialogue, participation and social awareness, besides enhancing programme implementation and performance.
TRANSFORM E-COURSE FACILITATOR GUIDE 18
Mo
du
le 4
Mo
nit
ori
ng
&
Ev
alu
ati
on
• Understand what an M&E framework is and its importance for effective
social protection programming.
• How to strike a balance between supply and demand for M&E: how to
ensure supply for M&E data by defining indicators, data sources and
institutional arrangements; how to ensure demand for M&E data.
• Understand the role of service standards and performance
management.
• Learn the role of an accountability system, including its main internal
and external measures.
Mo
du
le 5
Ma
na
ge
me
nt
Info
rmati
on
Sy
ste
ms • Key terminology, for example the difference between a database, a
registry, an MIS and an integrated system for information management.
• The objectives, core functions and key components of a programme MIS.
• The main approaches to developing an integrated system for information management in the social protection sector, including how the drivers of integration and country context affect design choices.
• The advantages and risks of data and information integration – including how these are affected by design choices
• The main steps involved in setting up an MIS or Integrated System for
Information Management, and the importance of a Needs Assessment
and a Feasibility Study
Mo
du
le 6
Co
ord
ina
tio
n
• How integration underpins the Social Protection Floor approach, offering numerous advantages but also some constraints.
• The barriers and challenges to effective social protection coordination and some initial insight to address them.
• How coordination within the Social Protection system, in order to be
truly effective, needs to take place at the policy level, programme level
and administration level; along with vertical coordination, required to
ensure the consistency between the policy and the operational levels.
• The tools available to social protection managers to further harmonize
social protection programme, including back and front office integration.
Mo
du
le 7
Go
ve
rna
nc
e • The multiplicity of options for institutional and organisational structures
for social protection, which very much depend on country peculiarities
and trajectories and offer advantages and disadvantages which need to
be managed.
• How to assess existing capacity of the system and how to plan reform of
administrative systems that are compatible with existing capacity.
TRANSFORM E-COURSE FACILITATOR GUIDE 19
Mo
du
le 8
Fin
an
cin
g &
Fin
an
cia
l
Ma
na
ge
me
nt
• Understand the affordability of social protection can be demonstrated by
economic evidence, and can be realized through adequate planning and
coalition building.
• Demonstrate that investing in social protection in the medium and long
term may lead to an enlarged fiscal envelope and an increased capacity
to meet different social needs.
• Evaluate the numerous ways to mobilize resources necessary to create
fiscal space for social protection.
• Understand more about budgeting and budget processes.
Fin
al
Mo
du
le
• Understand and develop the Social Protection programme.
TRANSFORM E-COURSE FACILITATOR GUIDE 20
7. COURSE PLAN
The course plan below will illustrate the relationships among tasks and contents.
This detailed course plan step by step to support the facilitator during the course:
COURSE PLAN TRANSFORM E-COURSE
Module and Lesson
Title
Description of activities
Introduction
Module
Participants will have an overview and enough basic knowledge of Social Protection floors and understand the course structure and functioning. It will focus on welcoming everyone to the course, familiarizing themselves with the course environment and programmes. They will also have an opportunity to consider their strengths and learning opportunities.
Module Roadmap Presentation of the course structure, permanent features and the presentation of the module structure + Learning outcomes.
Welcome video Participants will be introduced to the general structure of the course, the permanent features, the rationale of the content presentation and the evaluation format.
Individual Activity Introducing themselves in general forum
Webinar An introductory Webinar presenting the summarized content of the introductory module, course structure and functioning. Slides will present an overview of Social Protection Floors and participants will then be asked to interact in the Jargon Busters Activity as well as a general baseline evaluation through the webinar poll. This synchronous online meeting will be recorded and made available in the course environment to those who will not be able to attend in real time.
Group Activity This activity will be held within a tailored introduction module general forum where each ‘discussion topic’ will represent a different country.
Module 1
Selection &
Identification
Participants dialogue about the critical issues faced by all countries developing systems of social protection and how to select beneficiaries, consider possibilities to effectively cover everyone in need of transfers during the early stages of developing their social protection systems, improve the process and remove barriers to access of eligible households.
Module Roadmap Presentation of the module structure + Learning outcomes.
TRANSFORM E-COURSE FACILITATOR GUIDE 21
Video They will watch videos related to the proposed topic.
Individual Activity Line up activity in padlet.
Interactive Content It will cover the four stages and key challenges, directing to relevant reading.
Group Activity This mini simulation role-play will be carried out within mini forums.
Individual Activity Line up revisited in padlet.
Quiz Test aims to check their understanding regarding the four steps selection process.
Extra reading Full document of the Selection & Identification module.
Module 2
Legal Framework
Participants will understand the steps involved in constructing a legal framework for social protection (social dialogue, consultation, etc.), determine different elements that should be included in such a framework and identify accountability mechanisms.
Module roadmap Presentation of the module structure + Learning outcomes.
Video They will watch videos related to the proposed topic.
Group Activity They will be focusing on the topic of ‘legislation’ that they will have started learning about through Addis’ video.
Interactive Content It will guide them through core concepts in more depth and linking to key reading.
Individual Activity They will start to interact with the “imaginary” country scenario that will be given to them.
Quiz
A short questionnaire to check their understanding about the main concepts.
Extra reading Full document of the Legal module.
Module 3
Administration
Participants will learn the key components of SP programme administrative processes and how they relate to each other. They will garner an understanding the constraints for successful programme implementation and potential pitfalls and bottlenecks. In addition, they will learn about various system design options and how to plan the reform of administrative systems so that they are compatible with existing resources and capacity.
Module roadmap Presentation of the course structure, permanent features and the presentation of the module structure + Learning outcomes.
Video They will watch videos related to the proposed topic.
Individual Activity They will see a static infographic and think through how this may apply to a flagship programme in their country.
Interactive Content A voiceover PPT video outlining key aspects.
TRANSFORM E-COURSE FACILITATOR GUIDE 22
Group activity They will be applying some of the learning from the voiceover PPT and will work into their mini group on the same imaginary country: Opar, Bonande or Nambutu.
Quiz The participant will make the activity about the options for payment modality and different payments channel strengths and weaknesses in the form of memory cards.
Journal They will be thinking about social protection administration and that challenges of developing fair and transparent systems to get the right benefit to the right person at the right time.
Extra reading Full document of the Administration module.
Module 4
Monitoring &
Evaluation
Participants will identify the various aspects of setting up and implementing an M&E system and how it can improve policy/programme management and planning, as well as improve policy/programme accountability. The module also includes the identification and collection of indicators and data, how to strike a balance between capacity of data collection and demand for evidence and accountability, the function of Service Standards, staff involvement, ethical guidelines and examples of accountability mechanisms.
Module Roadmap Presentation of the module structure + Learning outcomes.
Video They will watch videos related to the proposed topic.
Individual Activity They will see a static infographic reflection of supply/demand and think through how this may apply to their country.
Interactive content A interactive PPT about M & E.
Quiz This quiz to see how much they have been learning about M&E systems for social protection
Journal Go back to L & T and reread their notes before the next set of question in their journal.
Extra reading Full document of the Administration module.
Module 5
Management
Information System
Participants will increase their understanding of national social protection actors regarding MIS and support social protection actors in the preparation of roadmaps or the development of tools.
Module roadmap Presentation of the module structure + Learning outcomes.
Video They will watch videos related to the proposed topic.
Individual Activity Jargon busting activity.
Interactive Content A voiceover PPT video outlining key aspects.
Group Activity This activity aims to generate discussion on wide number of myths surrounding management information activities for social protection.
TRANSFORM E-COURSE FACILITATOR GUIDE 23
Journal They need to think about the things they'd personally need these social protection information systems to do to improve the job they do on a daily basis.
Extra reading Full document of the MIS module.
Module 6
Coordination
Participants will know the implications - both positive and negative - of different types of integration in social protection and the coordinated systems through the delegation of roles and responsibilities and incentive structures.
Module Roadmap Presentation of the module structure + Learning outcomes.
Video They will watch videos related to the proposed topic.
Group Activity A stakeholder map will be used to understand the complexity of SP coordination.
Interactive Content It will guide them through core concepts in more depth and linking to key reading.
Quiz Quiz to identify the function of each of the key elements of coordination framework for social protection.
Journal They need to look at coordination and the roles of a wide variety of stakeholders. Time for self-reflection.
Extra reading Full document of the COO module.
Module 7
Governance
Participants will have an understanding and appreciation of the importance of the legal and policy framework for governance within social protection and ultimately successful programme delivery; and an understanding of the range of stakeholders involved in social protection, their typical roles and responsibilities, and the opportunities and challenges they present.
Module roadmap Presentation of the module structure + Learning outcomes.
Video They will watch videos related to the proposed topic.
Individual Activity They need to read through the table and accompany sections 3.4 and 3.5 in the governance document.
Interactive Content It will guide them through core concepts in more depth and linking to key reading.
Group Activity Force Field: participants need to think through the wide variety of capacity-related factors restraining the effective delivery of social protection.
Quiz Drag the words into the correct boxes.
Journal They need to write a couple of paragraphs on the main capacity gaps in their country, and what role they could play in stressing these and addressing them.
Extra reading Full document of the GOV module.
Module 8 Participants will understand the critical aspects of financial governance and social budgeting with a particular focus on the financial administration of non-contributory social
TRANSFORM E-COURSE FACILITATOR GUIDE 24
Financing and
Financial
Management
protection. They will get to know a number of important issues of financial governance and social budgeting, ranging from aspects around revenue mobilization, the national budget process, ranging from concepts of financial management to public expenditure monitoring and evaluation.
Module roadmap Presentation of the module structure + Learning outcomes.
Video
They will watch videos related to the proposed topic.
Group Activity
Triple A Mini game: participants need to place a series of cards on a pre-designed picture of three interlocking circles in padlet.
Interactive content It will guide them through core concepts in more depth and linking to key reading.
Quiz A flash cards activity.
Journal Last set of leadership and transformation reflections.
Extra reading Base document of the FIN module.
Final Module
All the social protection elements are interrelated.
Module roadmap Presentation of the final module structure + Learning outcomes.
Group activity Social Protection Web: They will weave all their learning together into a big web using padlet tool.
Webinar Evaluation of the course.
Final Assignment They will produce a final task based on their journaling activities.
Survey They need to answer a final survey.
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8. FACILITATOR PREPARATION
A. ACTION BEFORE START THE COURSE
• Browse through Moodle to knowledge the structure course and
environment.
• Reading of all materials, activities and resources published in each
module and facilitator's guide.
• Survey of possible questions that can be triggered in each thematic
forum to instigate the discussions.
• Check that all participants are enrolled in the course.
• Manage participants subscriptions.
• Access and answer to participants questions on the Technical Support
Forum.
• Before to initiate the course, facilitator must compose the working
groups and distribute the participants into groups. Here are reasons
why you may wish to divide them into smaller learning groups:
o Small groups provide an opportunity to share ‘air time’ to express
opinions, add ideas, ask questions amongst all participant
o Small groups cater for the less confident individuals who limit their
participation in larger groups
o Small groups allow individuals to receive feedback more quickly
o Small groups provide an opportunity to share "air time" to express
opinions, add ideas, ask questions amongst all participant
o Small groups allow participants to learn from each other- learning
becomes more dynamic and active in small groups
o Small groups encourage participants to know each other better,
breaking down barriers and creating a more positive learning
atmosphere. See tutorial - How to create groups
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• Leave only the Introductory Module visible to students. To do this, in the
main page of the course, click on "Turn editing on". See tutorial – How
to leave the content visible.
• Check out if all links and activities are working.
• Publish a message about the groups in the announcements informing
the participants. Note: Only the tutor can post in the ‘Announcements’
forum. See tutorial - How to publish a message in the
Announcements.
• Post in the ‘Announcements’ a message informing to participants the
date/hour of the Webinar.
• Enter in the calendar the start and end date of each module, the date of
the webinar of the module introduction and final module. See tutorial -
How to add events to Calendar.
• Guide and advice participants in the understanding of course structure,
program schedule and activities.
• Publish a message in Virtual Coffee. See tutorial - How to publish in
Virtual coffee.
• Before starting the module it is necessary to set the visible status in
Moodle and turn it visible to the participants. See tutorial – How to
make the module visible.
B. ACTIONS AFTER START EACH MODULE
Online facilitators are responsible for ensuring that the learning process is
organized, stimulating and efficient therefore:
• Publish in the announcements a welcome message to the participants
inviting them and tell about the learning objectives and activities of the
module.
• Publish in the virtual coffee.
• Add new events to calendar and confirm the dates already published
events.
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• Access the virtual technical support to check possible doubts.
• Give quick feedback to participants in their concerns and doubts.
• Access daily the group activities the general and mini groups,
stimulating the discussions, cooperation and instigating the
collaborative learning
• Guide the participants on the topic under discussion to align or direct
possible debates, analyzing the content and giving group inputs. See
tutorial - How to post in General Forum.
• Accompany individual participation in the forums (general and mini
group) during their tasks by checking workflow and results.
• Conduct the debrief after each group activity writing the conclusions
and making sure participants understood the lessons learned from that
activity. See tutorial - How to view posts from participants.
• Facilitate asynchronous/asynchronous online discussions.
• Follow the Journal and the assiduity of posting. See tutorial - How to
post in Journal.
• Answer questions concerning task, deadlines or use of tools.
• Motivate participants to produce, reflect and exchange idea.
• Encourage learning through questions/comments that trigger different
learning behaviours.
• Guide participants through the TRANSFORM curriculum.
• Assess and grade the forums. See tutorial - How to assign grade in
forums.
• Monitor participant’s access through the Moodle report. (See
monitoring item).
• Monitor the delivery of the activities, in order to assess whether it will be
necessary to extend the deadline, etc.
• Prepare the wrap up of each module and publish in the latest news.
Post a message in announcements telling you about the wrap up. See
tutorial – How to leave content visible and How to post the wrap up
in Moodle
• Develop strategies to increase participation, if necessary.
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• Monitor the participants and evaluate the activities and forums. See
monitoring and evaluation item.
• Remember participants they can add words in Glossary.
C. ACTIONS AFTER THE END OF THE COURSE
• Verify and release the grader report to all participants.
• Release certificate for participants.
• Publish a message in the announcements thanking the participation
and informing about the certificate.
• Evaluate number of subscribers and dropouts.
• Prepare a report with the main challenges encountered in the course.
See tutorial – How to generate reports.
• Coordinate participants evaluation and certification.
9. MONITORING
It is very important that as facilitator you acknowledge the contributions of
participants and encourage them to contribute to the discussions:
• Monitor the forum discussion to assess whether participants are able to
engage with each other.
• Monitoring - It is so important to check which participants have not
logged in to the course environments. If after 3 days the participants
have not accessed the course or why they are not participating then
encourage them to join in the course and to get to know one another
sending a message. See tutorial - How to send a message to an
individual participant.
• The progress bar will be available in the environment course, so the
participants will see the activities that are developing through. It will
indicate in blue the activities that still need to be done and in green, the
ones that have already been completed. See tutorial. How to use
the Progress Bar in Moodle.
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Moodle reports
As a tutor, you can generate:
• a log of activity in your Moodle course, for various periods
• a course activity report, showing the number of views for each activity and
resource (and any related blog entries)
• a participation report for a particular activity
• graphs and tables of user activity.
This page gives you basic instruction in generating reports. Instructors can also
enable access for participants to view their individual reports. You can generate
one of a selection of reports for the course. See tutorial – How to generate
reports.
Report Report contents Further info or action
Logs
Selected activity by selected users within selected items for a selected period, in a selected format
Live logs The past hour's activity within the course
Activity report
Number of views of each activity in the course, sorted by topic
Click through to the relevant activity.
Course participation
Selected actions by selected users for a selected period in relation to a selected activity.
Send all or selected users a message. For example, you might want to encourage users who have not posted to a forum to make some contribution.
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Activity completion
Completion of all activities for all users in the course
Display by group, or sorted by first name or surname, or download the data in 2 different formats.
Statistics You select a Course, a Report type and a Time period. The statistics display in a graph and a table
Click through to the relevant course logs.
10. EVALUATION
The evaluation of learning in online education should consider the student's
rhythm and be compatible with the proposed objectives, considering the
development of students' skills and abilities.
According to the course certification criteria will be evaluated the:
• General Forum discussions (with a maximum rating of 20 points).
• Group Activity Forums (with a maximum rating of 20 points). See
tutorial. How to assign grade in forums.
• Final assignment (with a maximum rating of 60 points). See tutorial –
How to assign grade in final assignment.
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11. FACILITATOR STEP BY STEP - ACTIVITY GUIDE
A. INTRODUCTION MODULE
Individual Activity – Welcome forum
Purpose: Give the opportunity to introduce themselves through the General
Forum.The idea is to get a sense of who you are and allow you to get to know fellow
participants better.
Process: They need access the general forum and fill us in on the following: name,
where they are from (country/city/local level/community), why they´re participating in
the course, what their current involvement is in social protection.
Debrief: Use the general forum introduce yourself and invite them to participate
Webinar
Purpose: Introduce themselves during the webinar.
It would also be interesting if all participants presented themselves during the
webinar to facilitate subsequent contacts.Use some questions such as: What´s your
name?, Where are you from? Why are you attending the course? What’s your
current involvement with SP? Show and explain about the permanent resources
available.
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Preparation:
Technical Part
• Set cameras before (only on person speaking).
• Time gaps, noises in the background in meeting room
• Only one person speaking per time.
• The content on social protection could be condensed
on a video in the introductory module.
Pools
• Eliminate option to ask question so early on.
• Do them faster and talk through question as it is
happening?
Intro to course and functionating
• Needs clear distinction between overall explanation
(now) and detailed explanation of how they will be
organised (later) – never good to say ‘I will show you
later’ or people stop listening ‘now’.. explanation felt like
we went round in circles a bit.
• Rather than diving straight into platform it may be useful
to start with a slide showing all the ‘Tools’ they will have
access to… the Full (base) Docs as repository of all the
knowledge, the Summary Docs as a quick go-to source
of content, the videos as an extraction from that
explained by African Experts, etc etc… It could be just
one slide!
• Ideally we would invite to start looking through the
platform as we are explaining + invite them to ask
questions in chat bar if they have any practical doubts
• We said: ‘You will have to reproduce discussions here’
in the forum – better to say ‘you will have to make sure
the key points emerging from the discussions are
reflected in the forum tools”.
• Plus explain why it is important to take an active role in
discussions: especially… this is the way you learn.. it is
all about learning from peers, plus this is the way you
are being assessed!
Process: Show presentation explaining about the course structure, methodology
and invite them to the Jargon Busters activity. Invite them to do the activity during
the webinar, assessing knowledge, debunking misunderstandings, agreeing on
common language and acknowledging overlaps. The purpose of the SP jargon
busting is to understand participants’ knowledge of terminology and trigger curiosity
to better understand core terms and concepts.
TRANSFORM E-COURSE FACILITATOR GUIDE 33
Display Jargon buster slide and ask participants to discuss those words and define
them. Also ask them to think about how these different terms relate to each other
Debrief: Use the table here below to guide:
Social protection Social protection is the set of public actions that address both the absolute deprivation and vulnerabilities of the poor, and the needs of the currently non-poor for security in the face of shocks and lifecycle events. It encompasses a broad range of policy instruments (see Slide)
Social protection
floors
A nationally defined set of basic social security guarantees which secure protection aimed at preventing or alleviating poverty, vulnerability and social exclusion for all – especially those at risk (children, the ill, elderly, disabled & those unemployed). Embedded in ILO Recommendation 202
Social security ➢ Synonymous with social protection
Social safety net ➢ Synonymous with social assistance – used by World Bank primarily to refer to those programmes that ‘goal of protecting families from the impact of economic shocks, natural disasters, and other crises’
Social welfare ➢ Often used as synonym with social assistance
Contributory
social protection
Involve participants making regular payments to a scheme that will cover costs related to life-course events, for example, maternity, unemployment, old age or illness. Sometimes costs are matched or subsidised by the scheme provider. However… social insurance is strongly linked to the formal labour market, meaning coverage is often limited to formal workers.
➢ Synonymous with social insurance
Non-contributory
social protection
SP financed through tax revenues or through external aid in many low income countries. Includes social assistance and social care services. (see Slide)
Social assistance A form of non-contributory social protection, most commonly targeted at low income groups or vulnerable population categories, providing social transfers (cash transfers, in kind or vouchers), cash/food for work (public works) or fee waivers for health or education.
➢ Synonymous with social safety net
Social insurance ➢ Synonymous with contributory social protection
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Social care
services
Sometimes classified entirely separately from social protection, social care helps address the interaction between social and economic vulnerability, through services such as home-based care and family support services
Labour market
interventions
Labour market interventions provide protection for poor people who are able to work, and aim to ensure basic standards and rights. Interventions can be active or passive: Active labour market policies aim to help the unemployed and the most vulnerable find jobs, through interventions such as job centres, training, and policies to promote small and medium sized enterprises. Passive interventions include maternity benefits, injury compensation, and sickness benefits for those already in work, financed by the employer. Passive interventions also include changes to legislation, for example establishing a minimum wage or safe working conditions.
Subsidies Subsidies can keep prices low for basic goods and services consumed by the poor. However, subsidies are often regressive, e.g. on fuel, favours the middle classes who own cars an travel more
Informal social
protection
Traditional community-based forms of social protection distribute risk within a community and fill some of the gaps left by formal interventions. We should always be asking how state interventions support or corrode such spontaneous systems!
Group activity – My country’s Social Protection context
Purpose: The participants need to embed the framework they have just learned and
apply it to their own context, while also starting to discover gaps in their own system.
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Define common ground that will be useful throughout the curriculum: How is social
protection structured in country? What are the key programmes? How does
contributory vs non-contributory fare? The activity will also show there is knowledge
in the forum. It will be essential, however, to stress from the start we are hereby
mapping the status quo… which is not necessarily how we would want a system to
look like – let’s not get stuck in thinking only within existing boxes!
Process: based on what they have learnt and, on this infographic, they need to
brainstorm how social protection is organised in practice in their country and
discuss it in the General Forum.
• Does your system look very different from this?
• What are the key programmes falling under each category and pillar?
• How does contributory vs. non-contributory fare?
• Do you know the coverage of each of these programmes?
• Comprehensively, do they work together to address the life cycle risks
of your population?
There is no right or wrong answer. The aim of this exercise is learning from each
other – also, there are great resources you can use if you have any doubts. To
get started, have a look at socialprotection.org’s country profiles (filter your
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country on the right), the World Bank’s ASPIRE Atlas, and the Chronic Poverty
Research Centre’s Social Assistance in Developing Countries Database. These are
very useful tools in general!
What do they need to be doing in practice to complete this activity?
• Step 1: Access the infographic and the websites listed above.
• Step 2: Brainstorm and reflect on how social protection is organised in
practice in your country. You can use your journal to write down your
insights.
• Step 3: Share their findings with their colleagues. To do so, go to
the General Forum, click on this activity’s corresponding discussion
topic, and then click on “Reply”.
• Step 4: Check out the General Forum to read the findings of fellow
participants. Engage in the discussion by sharing their insights and
lessons learned.
Debrief: brainstorms are open and fast-paced, so it needs to have you encourage
them (by affirming their existing knowledge and experience), and to set some
excitement and hi-energy going into it (pace the forum, talk in a range of tones and
speeds but never softly and slowly, etc.). Following the group discussions, ask the
spokesperson from each group to briefly sketch the structure of the SP System in the
country.
Ask the groups what you should be putting under that:
• Do they have contributory programmes? Which? What are they
called? What type of coverage do they have?
• Do they have no contributory programmes? Which? What are they
called? What type of coverage do they have?
• What other programmes and policies do they have? How do these
fit in the picture? How do different programmes relate to each
other/coordinate?
TRANSFORM E-COURSE FACILITATOR GUIDE 37
Module Checklist – What do you need to do?
• Make everyone welcome and create a comfortable environment.
• Participate in the Virtual Coffee.
• Follow and foster communication between participants in general and
country forum
• Encourage them to post the module activities in the specific forum.
• Post and keep the discussion on topic, when it is necessary.
• Connect the participants’ experiences and reflexions to the content and
raising questions for considerations.
• Remind participants of upcoming due dates for module activities and
that next will be start soon.
• Publish message to all participants to announce the next module,
introduce the next assignment, and remind participants of the upcoming
due dates for activities.
• Monitor the participation and evaluate their participation in the general
and country forum.
• Wrap up: pick information up from the forums and develop a PPT or
other summary including inputs from each group, which is then shared
with all. See Tutorial. How to post the wrap up in Moodle
B. MODULE 1 – SELECTION & IDENTIFICATION
Individual Activity – Line- up
Purpose: understanding where participants stand along the spectrum and why; to
assess the extent to which the course contents affect participants’ thinking (when
compared with follow-up line-up activity)
TRANSFORM E-COURSE FACILITATOR GUIDE 38
This will require they to place themselves along the scale line in the web depending
on their beliefs. They should have heard Mwenya discussing about poverty-targeted
vs life-cycle approaches to social protection in this module video.
• Where do they stand on this issue?
• Should social protection be primarily targeted at the poor or not?
Process:
They need to do:
• Step 1: Access the Padlet Activity Line Up:
https://padlet.com/Transform/1lxopkb2a43l
• Step 2: Drag their name and place it along the line according to where
they stand in their opinion regarding poverty-targeted vs life-cycle
approaches and keep it above the line.
• Step 3: Double-click on the box with their name to explain why they
stand there and generate a note on top of it explaining why you are
standing there.
They do it alone, but they should be able to see what other people have done and
written.
Debrief: Use the announcements or General forum and explain to participants that
they will be ‘voting with their feet’ by moving along the line in padlet depending on
their answer to each of the controversial statements presented (4 in total)… we will
then ask a few candidates to understand why they have chosen to stand there.
Use these statements:
1) Social protection programmes should always be targeted at the poorest
2) A significant amount of SP budget should be spent on a complaints and
appeals and communications
TRANSFORM E-COURSE FACILITATOR GUIDE 39
3) If a country has the right infrastructure, they should always adopt the highest
technology administrative solution
4) If SP programmes want to have an impact on human capital, the best option
is to impose conditionalities
It happens on an ongoing basis after each question. Invite sharing from a few of the
people all along the line-up line – try to probe to better understand their position.
Group Activity - Mini Simulation Roleplay
Purpose: showcase the complexities of targeting; to show participants that our
reflections on who is ‘worse off’ are not purely technical, are not easy to assess
without interaction, and often end up focusing on concepts of ‘labour capacity’,
which is very difficult to operationalize in practice.
15 year old child, heading a family of 3 younger siblings, all living in a vacant field in the city
Aged, sick granny with 5 infant dependants sharing a room in a squatter settlement on the edge of town
22 year old HIV+ man, unemployed, living in a squatter settlement 20km from city centre
Owner of a shop in the countryside, the only one for miles, who charges very high prices and offers credit
35 year old married man, HIV+, unemployed living with brother in the city
Pregnant 14 year old school drop-out, with a substance abuse problem
20 year old unemployed male, recently released from prison after serving a sentence for house-breaking
High-functioning young woman of 19 with Down’s Syndrome (mild to severe retardation) from a wealthy city family
Unemployed gay woman under threat of corrective rape in her poverty- stricken neighbourhood
67 year old retired widow who inherited a house but has no means to support herself
Under-age male migrant labourer living in the city in a men’s hostel known for its violent outbreaks
Poor, rural boy of 9 for whom often the only meal each day is the one his school gives him
Family man in deep rural area who suffers from TB and lives 40km from the nearest clinic, with no roads in his area
20 year old university student from a very poor subsistence farming family
Qualified doctor based in a rural hospital who lost the use of both her arms in a car accident
Illiterate, poverty stricken, elderly bedridden person living in a large city
25 year old male sex-worker living on the street for 12 years
18 year old woman working in a garment sweat shop below minimum wage
Domestic worker with 3 jobs, trying meet the living
Illiterate, low skilled foreign migrant worker with 7 years of education
TRANSFORM E-COURSE FACILITATOR GUIDE 40
costs for a family of 6 children
Sight-impaired beggar of 22 who hopes to learn braille and get a job
45 year old man with asbestosis, (chronic and debilitating disease) retrenched 5 years ago from the mine where he worked his whole life
State Social Protection worker in the community, who has XDR-TB
Unpaid volunteer childcare worker who run a crèche for 15 infants out of her 1 room shack
Process: This activity will be primarily carried out within mini forums (groups of
six) and then the debrief will happen in the general forum. In practice, they need
to do:
• Step 1:See the six potential beneficiaries that have been allocated to
their group.
• Step 2: Discuss between themselves who should receive social
protection benefits among these people and why: they can only choose
3 out of 6 cards.
• Step 3: Nominate a representative member of their team will write a
summary of what they have discussed in the General Forum.
• Step 4: Go back to the General Forum to see what decisions the other
teams have made: participate in the discussions to voice their opinions
and focus on what they have learned.
Debrief: Use the general forum and tell them to think carefully about the character
on their card. Unpack by asking in general forum:
• What happened?
• How did they feel and why?
• Who got the SP? And why? (How would you generalise this in terms of
distributing social protection across a nation? And what design option
would you consider to identify households like this one? And how would
you implement this choice (e.g. registration)?
• What valuable lessons can you draw from this?
TRANSFORM E-COURSE FACILITATOR GUIDE 41
Individual Activity - Line-up revisited
Purpose: assessing and reflecting on any mind shifts that may have occurred. This
activity will build on the same platform (padlet) as the exercise line-up, and add to
it. Participants will be asked to move their figure along the line if they feel their
opinion has changed, add a comment on any reflections or mind shifts they may
have had engaging with the course materials on this topic. This is an individual
exercise that everyone else will be able to view (I.e. they should be working from
the same one).
Process: In practice, they need to do:
• Step1: access https://padlet.com/Transform/1lxopkb2a43l
• Step 2: move their ‘name post’ along line if they have changed their
mind.
• Step 3: double-click anywhere they want and write a comment,
reflecting on any mind shift they may have had on this topic or anything
important they have learned.
• Step 4: if they need support they can check a Padlet Tutorial
Debrief: Use the General Forum and explain to participants that they are free to
move their icon along the line if their opinion has changed in any way. Whether or
not it has, please add a new comment reflecting on any mind shift you may have
had on this topic or anything important you have learned.
Module Checklist – What do you need to do?
• Post a message in the announcements providing orientation about the
padlet’s activities including that they need to put their name on the post-
its.
TRANSFORM E-COURSE FACILITATOR GUIDE 42
• Accompany the construction of the activity in the padlet and support the
participants, when it is necessary.
• Follow and foster communication between participants in general forum
and in each mini group.
• Check if they have nominated a representative
• Encourage participants to reflect on their experience and to provide
feedback in the forum discussions
• Observe if participants and the content are in sync. Make adjust your
strategies as necessary.
• Post and keep the discussion on topic, when it is necessary.
• Connect the participants’ experiences and reflexions to the content and
raising questions for considerations.
• Monitor the participation and evaluate their participation in the general
forum and each mini group.
• Publish message to all participants to announce the next module,
introduce the next assignment, and remind participants of the upcoming
due dates for activities.
• Wrap up: pick information up from the forums and develop a PPT or
other summary including inputs from each group, which is then shared
with all. See Tutorial. How to post the wrap up in Moodle
C. MODULE 2 - LEGAL
Group Activity - My country’s SP legislation
Purpose: for participants to reflect on the legislation concerning social protection in
their country and what they have just learned to apply to their own context, while
also starting to think about gaps in their own system.
Process: based on what they have learned through Addis’ video, they need
to brainstorm the central pieces of legislation on social protection in their country.
TRANSFORM E-COURSE FACILITATOR GUIDE 43
Legislation includes ratified international conventions, the Constitution, key laws
governing social protection, as well as regulations and standard procedures.
What do you need to be doing in practice to complete this activity?
• Step 1: Reflect on the legislation concerning social protection in their
country. Use the interactive content and the websites as references to
guide them. They can use their journal to write down their insights.
• Step 2: Share their thoughts with their colleagues on whether they feel
this legislative framework adequately supports social protection delivery
in their country – and why/why not.
• Step 3: Check out the General Forum to read the findings of fellow
participants. Engage in the discussion by sharing their insights and
lessons learned.
Debrief: Use the announcements or general forum and have them present back
any insights or considerations they may have. Ask to participants to reflect on what
they have just learned and apply it to their own context, while also starting to think
about gaps in their own system.
Individual activity - Scenarios
Purpose: give an opportunity for participants to get to know the scenarios that will
be used on the group activity of module 3 and to reflect on the challenges of setting
up a legal system that responds to the needs of a given context, without getting into
the political complexity of real country examples.
Process: the participants should have already their Scenario (the same they will
use for the group activity) to be able to reflect on it. What does this activity require
they to do in practice?
• Step 1: read their Scenario and reflect on the following question: how
does the legal framework in their country support all of the Social
TRANSFORM E-COURSE FACILITATOR GUIDE 44
Protection programmes, functions and systems that are being run? Are
there any gaps/challenges and spaces for improvement? Which?
• Step 2: write down in their journal the 2-3 key learnings their draw from
this, which may be relevant to their home countries too.
Debrief: Guide participants through a self-reflective process. This allows
participants to access deeper levels of self-knowledge, and to connect this
knowledge to concrete actions. Tell participants that you will read out the notes and
give a feedback.
Module Checklist – What do you need to do?
• Post a message in the announcements providing orientation about the
padlet’s activities.
• Accompany the construction of the activity in the padlet and support the
participants, when it is necessary.
• Follow and foster communication between participants in general forum
and in each mini group.
• Check if they have nominated a representative
• Encourage participants to reflect on their experience and to provide
feedback in the forum discussions
• Observe if participants and the content are in sync. Make adjust your
strategies as necessary.
• Post and keep the discussion on topic, when it is necessary.
• Connect the participants’ experiences and reflexions to the content and
raising questions for considerations.
• Monitor the participation and evaluate their participation in the general
forum and each mini group.
• Publish message to all participants to announce the next module,
introduce the next assignment, and remind participants of the upcoming
due dates for activities.
TRANSFORM E-COURSE FACILITATOR GUIDE 45
• Wrap up: pick information up from the forums and develop a PPT or
other summary including inputs from each group, which is then shared
with all. See Tutorial. How to post the wrap up in Moodle
D. MODULE 3 - ADMINISTRATION Individual Activity - SP Delivery systems infographic reflection
Purpose: To get participants to start relating to the overall delivery system and its
underlying phases.
This is a static infographic reflection where participants look at the infographic and
think through how this may apply to a flagship programme in their country. See
below.
Infographic: Social Protection delivery systems for administration
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Process: Over the course of this module they will be coming back to this infographic
a lot, so this is an opportunity to start engaging with its content. What does it
represent? Any social assistance programme – whether cash-based or in kind,
whether short or long term, whether poverty targeted or not – goes through similar
(not identical!) delivery processes. We map these out here:
• In green, at the top, they see all the support functions, including M&E
and use of the MIS – they will discuss this in future modules.
• In blue, on the left below, they see the ‘gateway functions’ they
discussed in Module 1: identification and registration, eligibility
determination (which varies largely across programmes) and
enrollment.
• In lighter green to the right of that, they see the payment or delivery
system (cash or in kind), followed potentially (after some time), by an
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approach to exit or graduation (very different things they will see!) in
red.
• Below, there are a set of functions that cut across these core delivery
systems, including systems for case management, management of
conditionality (if any), complaints and appeals and communications.
These are not just one-off activities!
What does this activity require they do in practice?
• Step 1: Revise the framework above and reflect about how does this
map refers to one of the flagship social assistance programmes in their
country.
• Step 2: Write down in their Journal their conclusions.
They have gotten their head round this, think about a social assistance programme
in their country. Does that programme go through these same processes in order to
manage and deliver benefits to its recipients? Try to break the programme down
into the various ‘steps’!
• They may prefer to visualise this some other way or you may notice the
programme in your country is missing some elements (e.g. it may not
have a system for complaints and appeals).
• Have a think, take notes in their Journal and then proceed with the
course’s content.
Debrief: Guide participants through a self-reflective process. This allows
participants to access deeper levels of self-knowledge, and to connect this
knowledge to concrete actions. Tell participants that you will read out the notes and
give a feedback.
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Group Activity – Scenarios
Purpose: give an opportunity for participants to analyse the challenges of setting
up administrative systems that responds to the needs of a given context, without
getting into the political complexity of real country examples. For this activity, they
will work in their mini group in the same imaginary country scenario: Opar, Bonande
or Nambutu. The objective is to discuss and answer the following questions:
• Are there any negative implications of the country’s set-up for social
protection delivery?
• What are they and why are they negative?
• Can you suggest any potential solutions to these?
Process: What does this activity require they to do in practice?
• Step 1: Read their country scenario Opar, Bonande or Nambutu.
• Step 2: Discuss the questions below in their mini-groups.
• Step 3: Nominate a representative member of their mini group to add
their conclusions/outputs to the General Forum.
• Step 4: Go back to the General Forum to see what other teams have
said about their scenarios: participate in the discussion by voicing their
opinion focusing on what they have learned.
The chat and BigBlueButton tools will be also available to allow the participants to
communicate with each other online.
Debrief: Encourage the participants to discuss and answer the following questions:
• Are there any negative implications of the country’s set-up for social protection delivery?
• What are they and why are they negative?
• Can you suggest any potential solutions to these?
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Journal
Purpose: Individual journaling reflecting on their own country in a similar diagnostic
way.
Process: They need to write 1 or 2 paragraphs about how the learning from this
module applies to the context you work in:
what are the gaps/challenges and spaces for improvement?
Can you identify any of the underlying reasons that prevent your social protection
programmes from operating at their full potential?
And what role could you play in unblocking this situation?
Secondly, the participants need to think about what they would like to focus on to
develop their leadership & transformation role in social protection… The aim of this
journaling activity, which spreads over the course of the next few weeks, is for them
to gain clarity on how them, in their individual capacity, can make the most
meaningful and transformative contribution to their SP system.
Take 10-15 minutes to quietly reflect on the following questions in their journal in
writing:
1. What about your current SP work frustrates you the most?
2. What about your current SP work gives you most energy? What do you love?
3. What is holding you back? Describe 2 or 3 recent situations when you noticed
a voice of judgement, cynicism or fear in you kicking in, preventing you from
exploring the work situation you were in more deeply.
Debrief: Encourage participants to leave their comfort zone and embark on this
exploratory leadership and transformation journey through the course. Tell participants
that you will read out the notes and give a feedback.
Module Checklist – What do you need to do?
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• Follow and foster communication between participants in general forum
and in each mini group.
• Encourage participants to reflect on their experience and to provide
feedback in the forum discussions
• Check if they have nominated a representative
• Observe if participants and the content are in sync. Make adjust your
strategies as necessary.
• Post and keep the discussion on topic, when it is necessary.
• Connect the participants’ experiences and reflexions to the content and
raising questions for considerations.
• Monitor the participation and evaluate their participation in the general
forum and each mini group.
• Publish message to all participants to announce the next module,
introduce the next assignment, and remind participants of the upcoming
due dates for activities
• Check if the participants are taking notes in the journal space, otherwise
incentive them. Post a message in the announcements and/or send a
private message.
• Wrap up: pick information up from the forums and develop a PPT or
other summary including inputs from each group, which is then shared
with all. See Tutorial. How to post the wrap up in Moodle
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E. MODULE 4 - MONITORING AND EVALUATION
Individual Activity - Reflection of supply/demand
Purpose: to get participants to start relating to the key objectives of a social
protection M&E system, and the interaction between supply and demand of data.
This is a static infographic reflection where participants look at the infographic and
think through how this may apply to their country:
Process: They need to reflect and brainstorm on the following taking notes in their
journal:
• What does M&E for social protection look like in your country?
• Are the main challenges on the supply side or on the demand side? Please
elaborate as to why.
• On the supply side, is there a comprehensive and useful set or indicators that
is being regularly collected and made available to decision-makers at all levels,
building on multiple data sources serving different purposes? Are there clear
institutional relationships guiding this process of information ‘creation’?
• On the demand side, is it easy for stakeholders at all levels of administration
to have access to this information and use it (e.g. to improve programme
design and implementation, plan and budget)? What are the incentives
working for and against this?
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What does this activity require they to do in practice?
• Step 1: Revise the infographic and reflect on the questions above. This will
afford you a better understanding of the M&E system in your country.
Please focus special attention on the existing indicators on the supply and
demand sides, establishing if they are available and well used.
• Step 2: Write down your answers, conclusions and insights in their Journal.
Debrief: Encourage participants to reflect and brainstorm on the following taking
notes in their journal. Tell participants that you will read out the notes and give a
feedback.
Journal
Purpose and process: Go back to their leadership and transformation role once
again take a moment to reread their notes on the previous journaling questions
before continuing this activity by journaling on the next set of questions in their
journal:
1. Over the past couple of days, what new aspects of yourself as a leader
in the SP environment have you noticed? What new questions and
topics have come up for you?
2. Watch yourself from above (as if in a helicopter). What are you trying to
achieve at this stage of your leadership journey to transform social
protection?
Debrief: Guide participants through a self-reflective process. This allows
participants to access deeper levels of self-knowledge, and to connect this
knowledge to concrete actions. Tell participants that you will read out the notes and
give a feedback.
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Module Checklist – What do you need to do?
• Follow and foster communication between participants in general forum
and in each mini group.
• Encourage participants to reflect on their experience and to provide
feedback in the forum discussions
• Check if they have nominated a representative
• Observe if participants and the content are in sync. Make adjust your
strategies as necessary.
• Post and keep the discussion on topic, when it is necessary.
• Connect the participants’ experiences and reflexions to the content and
raising questions for considerations.
• Monitor the participation and evaluate their participation in the general
forum and each mini group.
• Publish message to all participants to announce the next module,
introduce the next assignment, and remind participants of the upcoming
due dates for activities.
• Check if the participants are taking notes in the journal space, otherwise
incentive them. Post a message in the announcements and or send a
private message.
• Wrap up: pick information up from the forums and develop a PPT or
other summary including inputs from each group, which is then shared
with all. See Tutorial. How to post the wrap up in Moodle.
F. MODULE 5 – MANAGEMENT INFORMATION SYSTEM
Individual Activity – Jargon Quiz
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Purpose: To elicit current thinking about program MIS and start to have discussions
that can change beliefs around program MIS
Process: During the course of this module they will soon realise there is a lot of
jargon associated with the topic of Management Information Systems. That is partly
why so many of us fear this topic, as we are not IT experts! Yet once they learn the
main concepts, they will hopefully understand this topic is not as complex as you
feared. They will also slowly understand the role you can play in designing systems
that respond to their needs: this is a policy issue, not an IT issue!
How does this activity work in practice?
• Step 1: Access the QUIZ and complete the Jargon busting activity
• Step 2: If they still have any doubts about the concepts presented in this
activity, make sure to share them in the General forum and ask for the
support of their colleagues and tutors.
Debrief: Use the general forum to guide them according their doubts referring to the
answers outlined in the Quiz.
Group Activity - Myth busting
Purpose: There is a wide number of myths surrounding management information
activities for social protection, this activity aims to generate discussion on these
based on what participants have learned.
Process: This exercise builds on the face-to-face version using the MIS mythbuster
cards. It would be great if the design could be similar for this activity. As for other
activities described above, this activity requires participants to discuss in mini-group
forums before debriefing in ‘plenary’ on the MIS general forum.
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MYTHBUSTER CARDS 1: PROGRAM MIS
CARD NUMBER
STATEMENT
1 You don’t necessarily need an MIS to run a Social Protection Programme
2 An MIS is a database for Social Protection Programmes
3 Management Information Systems are a simple way to improve SP programme processes
4 The design of an MIS can be fully outsourced to IT developers
5 Your MIS solution should be context specific
6 Programme MISs always support all of the SP administrative functions, including: registration and enrolment of beneficiaries, payments/delivery, complaints and appeals, monitoring and evaluation, conditionality compliance, etc
7 Programme MISs ensure transparency and good governance of Social Protection Programmes
8 Databases linked to an MIS need to store huge amounts of data in order to be useful
9 In remote areas where there is limited internet access, MISs will not work
10 An MIS can really support decision making and management but it needs to be carefully designed to do this
11 Depending on your country’s institutional, technological and operational considerations, international best practice may not be the appropriate solution
12 Once your MIS is designed, no further design work is necessary
MYTHBUSTER CARDS 1: INTEGRATION
CARD NUMBER
STATEMENT
13 There is only one key approach to use when developing an Integrated System for Information Management and that’s a Social Registry
14 Regardless of the selected approach to integration (e.g. social registry vs integrated beneficiary registry), a government will be able to have an overview of who receives what in terms of a grant
15 Integration is mainly a policy issue requiring political and institutional arrangements rather than technical “fixes”
16 Integration across the Social Protection Sector increases risks to data privacy and security
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In practice, these are the steps they will be following for this activity:
• Step 1 will involve dividing participants into their standard groups (e.g.
scenario groups) and sending them 6 cards each mixed from the ones
pasted below (just the statement – nicely formatted, not the answer!).
They will be told they need to determine whether each of these is true
or false and briefly explain why.
• Step 2: participants discuss in their small groups and agree on answers.
• Step 3: one representative debriefs all answers (question number + true
or false + explanation why) on group forum to see what decisions the
other teams have made: participate in the discussions to voice their
opinions and focus on what they have learned.
The chat and BigBlueButton tools will be also available to allow the participants to
communicate with each other online.
Debrief: Use the mini forum and ask each group to discuss the statements that they
have been given and say whether they think they are a myth or the truth.
Journal
Purpose: To take some time to think about the things they’d personally need these
social protection information systems to do to improve the job they do on a daily
basis:
• What information would make you work better and help
achieve your objectives in terms of better social protection delivery?
• Where does data need to be flowing from and to for the information to
be easily available to you at the click of a button?
• Who could you talk to so as to voice those needs?
17 If a country does not have 100% of population with national ID they will not be able to integrate data and information management for social protection as there will be no unique identifier for data-matching.
18 In an integrated system, all linkages between databases are bi-directional
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• Can you link these thoughts to those you elaborated last week, when
thinking about M&E?
Process: They to continue their leadership and transformation journaling activity.
Take a moment to read over their earlier notes and spend 10-15 minutes reflecting
and journaling on the following questions:
1. Imagine you could fast-forward to the very last moments of your life,
when it is time for you to pass on. Now look back on your professional
journey as a whole. What footprint in social protection do you want to
leave behind? What would you want to be remembered for?
2. From that future place, look back at your current situation as if you were
looking at a different person. Now if you were to try to help that other
person, what advice would you give (keeping it social protection
focused)?
Debrief: Guide participants through a self-reflective process. This allows participants to
access deeper levels of self-knowledge, and to connect this knowledge to concrete
actions. Tell participants that you will read out the notes and give a feedback.
Module Checklist – What do you need to do?
• Incentive them to carry out the quiz activities
• Follow and foster communication between participants in general
forum and in each mini group. Facilitators should provide comments
and full ‘correct answers’.
• Check if they have nominated a representative.
• Encourage participants to reflect on their experience and to provide
feedback in the forum discussions
• Observe if participants and the content are in sync. Make adjust your
strategies as necessary.
• Post and keep the discussion on topic, when it is necessary.
TRANSFORM E-COURSE FACILITATOR GUIDE 58
• Connect the participants’ experiences and reflexions to the content
and raising questions for considerations.
• Monitor the participation and evaluate their participation in the
general forum and each mini group.
• Publish message to all participants to announce the next module,
introduce the next assignment, and remind participants of the
upcoming due dates for activities
• Check if the participants are taking notes in the journal space,
otherwise incentive them. Post a message in the announcements
and or send a private message
• Wrap up: pick information up from the forums and develop a PPT or
other summary including inputs from each group, which is then
shared with all. See Tutorial. How to post the wrap up in Moodle.
G. MODULE 6 - COORDINATION
Group Activity - Stakeholder map
Purpose: To understand the complexity of SP coordination and the main
stakeholders involved, including a focus on their interest and influence (i.e. how
much and how should they be involved). It will also stress important actors that may
have been forgotten (M&E actors such as the statistics office and auditors,
sometimes beneficiaries!) and help to understand implications of positioning of each
actor in terms of coordination efforts.. including fundamental responsibility we have
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as programme implementers to enable a role for those actors with high interest but
low influence (e.g. beneficiaries and citizens more widely).
Process: This activity will require participants to place a series of actors on a pre-
designed ‘matrix map’ (see below). They should be able to develop cards (i.e. write
information on each) and drag and drop them in a chosen square, potentially using
‘padlet’.
In practice, what do they need to do to complete this exercise?
• Step 1: Brainstorm to come up with a list of all the actors that ‘have a
stake’ in social protection reform and decide where to place each of
them in the four quadrants, based on their levels of ‘power’ (or
‘influence’) and ‘interest’.
• Step 2: Enter their Padlet Stakeholder Mapping tool and complete it with
their brainstorm reflections:
o Fill the empty post-it with the stakeholders they have chosen
o Move them into the relevant quadrant
• Step 3: Once they have finished the mapping on the
padlet, take a screenshot of the result and paste it on the General
Forum, together with a brief explanation.
• Step 4: Check out the General Forum to read the findings of fellow
participants. Engage in the discussion by sharing your insights and
lessons learned!
• Step 5: Go back to the General Forum to see what other teams have
said about their countries: participate in the discussions to voice other
opinions and focus on what they have learned.
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Debrief: Use the General forum and explain the matrix for stakeholder analysis
activity and ask them to think about their country and brainstorm all potential
stakeholders that ‘have a stake’ in social protection reform (government, private
sector, civil society etc). ask each group to present a screenshot of their country
mapping and paste it on the General Forum, together with a brief explanation.
Continue discussions into general forum till all stakeholders are finished.
Journal
Purpose: They will also be reminded about the final assignment and the role of the
journal in this process. This week they have been looking at coordination and the
roles of a wide variety of stakeholders.
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What?
• … does your SP Coordination system look like?
• … are the Coordination issues burning for attention?
• … coordination level needs most attention? … and which are missing?
• … effect does this Coordination system have on the ultimate impact of SP?
Why?
• … was the SP Coordination system built like this?
• … do these issues exist?
• … have previous efforts to solve not worked?
• … do we have less effective SP Coordination than we wish at policy-programme/ institutional/admin levels?
Process: They have to keep reflecting on in their journal (noting these are all work
together and will assist them in their final assignment):
• Returning again to the present ask their self: What vision and intention
do you have for yourself in your work? What are the essential core
elements of the future that you want to create in your professional life?
Describe the images and aspects that you can think of with as much
detail as possible.
• What do you have to let go of in order to bring your vision into reality?
What is the old stuff that must die? What is the old skin (behaviors,
thought processes, etc.) that you need to get rid of?
Debrief: Guide participants through a self-reflective process. This allows participants to
access deeper levels of self-knowledge, and to connect this knowledge to concrete
actions. Tell participants that you will read out the notes and give a feedback.
Module Checklist – What do you need to do?
• Post a message in the announcements providing orientation
about the padlet’s activities.
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• Accompany the construction of the activity in the padlet and support
the participants, when it is necessary. See tutorial, If you need add
more text box in padlet.
• Follow and foster communication between participants in general
forum. Facilitators should discuss the different maps posted by the
groups on the general forum, make comments on implications, etc.
• Check if they have nominated a representative.
• Encourage participants to reflect on their experience and to provide
feedback in the forum discussions
• Observe if participants and the content are in sync. Make adjust your
strategies as necessary.
• Post and keep the discussion on topic, when it is necessary.
• Connect the participants’ experiences and reflexions to the content
and raising questions for considerations.
• Monitor the participation and evaluate their participation in the
general forum and each mini group.
• Publish message to all participants to announce the next module,
introduce the next assignment, and remind participants of the
upcoming due dates for activities.
• Check if the participants are taking notes in the journal space,
otherwise incentive them. Post a message in the announcements
and or send a private message.
• Wrap up: pick information up from the forums and develop a PPT or
other summary including inputs from each group, which is then
shared with all. See Tutorial. How to post the wrap up in Moodle.
H. MODULE 7 – GOVERNANCE
Individual Activity - Table
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Purpose: Read through the table below and the accompanying sections 3.4 and
3.5 in the governance document
Process: To understand the various models of service delivery and reflect on which
model best describes the situation in your country.
What do you need to do in practice here?
• Step 1: Read through the table and the accompanying sections
3.4 and 3.5 in the Governance Full Document.
• Step 2: Once you feel you have understood the different models,
choose the one which best describes the situation in your country,
including the opportunities and challenges this poses. Note that there
may be overlapping models for different aspects of social protection
delivery: for example, you may have a very centralised system overall,
which runs payments through the private sector.
• Step 3: Use their Journal to take notes.
Debrief: Guide participants through a self-reflective process. This allows
participants to access deeper levels of self-knowledge, and to connect this
knowledge to concrete actions. Tell participants that you will read out the notes and
give a feedback.
Group Activity – Force field
Purpose: to get participants to think through the wide variety of capacity-related
factors restraining the effective delivery of social protection and then brainstorm
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how each of these could be addressed. This exercise should serve as a ‘sense-test’
for all the previous models:
What capacity do we really need – at all levels of administration – in order to deliver
the system we want? The ‘force-field’ tool itself is an easy tool to apply in other
contexts!
Process: This activity will require participants to work in small groups (scenario)
and then debrief in the larger groups. It will have to be supported via padlet tool, that
would allow participants to draw arrows of different width, write something on/near
them and place them along a diagram like the one below.
In practice, what do they need to be doing?
• Step 1: Reflect and discuss the questions above, starting from the
‘restraining forces’ and then moving to the driving forces that could
counteract these (including those that are already in place and those
that would need to be set-up).
• Step 2: As they go along, nominate a representative to enter on
the Padlet Force Field analysis tool to start representing this visually:
• Enter the padlet, start from the first RED arrow (barrier), click on it and
click on the edit function (pencil), enter some text explaining what that
barrier is. After that, click outside the text box. Drag the arrow with their
text and drop over the image in the area of the barriers.
o Then, repeat the process, now with the GREEN (strength) arrow.
o Try to leave your arrows organised, avoiding putting it over others.
• Step 3: Once they have finished the force field analysis on the padlet,
the group representative will take a screenshot of the result and paste
it on the General Forum together with the group’s conclusions.
• Step 4: Go back to the General Forum to see what other teams have
done: participate in the discussions to voice their opinions and focus on what they have learned!
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Debrief: Use the forum and do a briefly explanation about the task, if necessary.
Participants need to think through what barriers people may be facing if they have
a complaint or appeal with a programme. and barriers government may be facing in
setting a system up that adequately responds to these. They then need to think
through the other side of the force-field: what can be done to address these? Tell
participants to use thickness of the arrow to indicate strength of the force, as if it
were a representation of physical forces.
Ask participants go to the general forum and talk through the main forces they
identified after take a screenshot from padlet.
Journal
Purpose: They need to make a last set of leadership and transformation reflections:
• Over the next three months, if you were to test the new leader you want
to be by doing something, what would that look like, what would you do?
• Who can help you make this a reality? Who might be your most
important helpers, supporters and partners?
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• If you want to make this a reality, what practical first steps would you
take over the next 3 to 4 days?
Process Use their journaling time to write a couple of paragraphs on the main
capacity gaps in your country, and what role you could play in stressing these and
addressing them – even if indirectly. Think creatively and finish with one last
paragraph on their own capacity and what you have been learning in this
TRANSFORM course. How could you capitalise on this and share with colleagues
in your country?
Debrief: Guide participants through a self-reflective process. This allows
participants to access deeper levels of self-knowledge, and to connect this
knowledge to concrete actions. Tell participants that you will read out the notes and
give a feedback
Module Checklist – What do you need to do?
• Post a message in the announcements providing orientation about the
padlet’s activities.
• Accompany the construction of the activity in the padlet and support the
participants, when it is necessary.
• Follow and foster communication between participants in general forum
and in each mini group. Discussions would happen in the plenary forum
where all debrief.
• Check if they have nominated a representative.
• Encourage participants to reflect on their experience and to provide
feedback in the forum discussions
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• Observe if participants and the content are in sync. Make adjust your
strategies as necessary.
• Post and keep the discussion on topic, when it is necessary.
• Connect the participants’ experiences and reflexions to the content and
raising questions for considerations.
• Monitor the participation and evaluate their participation in the general
forum and each mini group.
• Publish message to all participants to announce the next module,
introduce the next assignment, and remind participants of the upcoming
due dates for activities.
• Check if the participants are taking notes in the journal space, otherwise
incentive them. Post a message in the announcements and or send a
private message.
• Wrap up: pick information up from the forums and develop a PPT or other
summary including inputs from each group, which is then shared with all.
See Tutorial. How to post the wrap up in Moodle.
I. MODULE 7 - FINANCE
Group Activity – Triple A Mini Game
Purpose: To critically evaluate the various options faced by countries wishing to
expand their fiscal envelope for social protection and to reflect on the barriers and
enablers to each – assessing real feasibility and achievability of 8 different options.
Process: This activity will require participants to place a series of cards on a pre-
designed picture of three interlocking circles. They should be able to drag and drop
the cards below in a chosen position, potentially using ‘padlet’ or a similar tool.
TRANSFORM E-COURSE FACILITATOR GUIDE 68
• assess the extent of authority one already has—and the authority gaps
that need to be closed.
• ‘Ability’ focuses on the practical side of reform or policy change, and the
need for time, money, skills and the like to even start any kind of
intervention. It is important to ask what abilities exist and what gaps
need to be closed.
Using these three conceptual categories, they need to consider a set of policy
options for expanding fiscal space for social protection so as to determine where
each one fits on the chart below – noting the three circles have areas of overlap and
achievable reforms tend to sit in the ‘middle sweet-spot’.
Also they need to take a moment to read p.22-23 from Finance document before
joining their groups and discussing where best to place each card they are given!
In practice, what are the next steps to complete this game?
• Step 1: Read pages 22-23 of the Finance document.
• Step 2: Enter their Padlet Triple A and reflect on where they would place
each of the eight cards you were given and why. Once they are
done, drag the cards inside the circle of your choice.
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• Step 3: Take a screenshot of the result and paste it on the General
Forum, together with a brief explanation.
• Step 4: Check out the General Forum to read the findings of fellow
participants. Engage in the discussion by sharing their insights and
lessons learned.
Debrief: Invite participants to study the slide with the three interlocking circles of
Acceptance, Authority, and Ability. Use the general forum and invite each group to
stand up and present their ‘answer’ to the plenary, sticking their card on the spot
within the circles they have chosen. Ask whether others in the forum agree or
disagree… get a debate going.
Once all options have been assessed, see whether there are any in the central
‘sweet spot’ and ask whether those appear to be truly feasible and whether they
should be therefore prioritised.
Journal
Purpose: Last set of leadership and transformation reflections.
Process: They need to take ten-fifteen minutes to answer the following questions:
• Over the next three months, if you were to test the new leader you want
to be by doing something, what would that look like, and what would
you do?
• Who can help you make this a reality? Who might be your most
important helpers, supporters and partners?
• If you want to make this a reality, what practical first steps would you
take over the next 3 to 4 days?
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Debrief: Guide participants through a self-reflective process. This allows participants to
access deeper levels of self-knowledge, and to connect this knowledge to concrete
actions. Tell participants that you will read out the notes and give a feedback.
Module Checklist – What do you need to do?
• Post a message in the announcements providing orientation about the
padlet’s activities.
• Accompany the construction of the activity in the padlet and support the
participants, when it is necessary.
• Follow and foster communication between participants in general forum
and in each mini group. Facilitators should discuss the different maps
posted by the groups on the forum and make comments on implications,
etc.
• Check if they have nominated a representative.
• Encourage participants to reflect on their experience and to provide
feedback in the forum discussions
• Observe if participants and the content are in sync. Make adjust your
strategies as necessary.
• Post and keep the discussion on topic, when it is necessary.
• Connect the participants’ experiences and reflexions to the content and
raising questions for considerations.
• Monitor the participation and evaluate their participation in the general
forum and each mini group.
• Publish message to all participants to announce the next module,
introduce the next assignment, and remind participants of the upcoming
due dates for activities
• Check if the participants are taking notes in the journal space, otherwise
incentive them. Post a message in the announcements and or send a
private message.
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• Wrap up: pick information up from the forums and develop a PPT or other
summary including inputs from each group, which is then shared with all.
See Tutorial. How to post the wrap up in Moodle.
J. FINAL MODULE
Final group activity: Social Protection Web
Purpose: create an experience for participants through which they understand that
each SP element (Finance, MIS, Legal frameworks, Administration, M&E,
Coordination, Selection & Identification) are interrelated, and that those
interrelationships are as important as the individual elements, and form a complex
web, which makes any SP System a ‘Living System’.
Process: This activity is a group activity (as all others, starting in small groups and
debriefing in the plenary group). It requires participants to think through all the
modules we have touched on over the course of the Curriculum and brainstorm how
they are inter-related. To do so, they will need a ‘padlet’ like tool to draw arrows
connecting one module to the other and write what that connection entails. See
instructions below. See image below for what final outcome should look like.. at
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the beginning the ‘padlet’ should only have the key building blocks: one square for
each element of the framework placed in a big circle:
• Selection and identification
• Administration
• MIS
• M&E
• Finance
• Legal
• Coordination
• Governance
In practice, what do they need to be doing?
• Step 1: Watch the video: How Wolves Change Rivers.
• Step 2: Think about all the modules they have touched on over the
course of the curriculum and brainstorm how they are inter-related and
why. To initiate the discussion.
• Step 3: Nominate a representative of their group to enter on
the Padlet Web activity and draw arrows connecting one module to the
other and write what the connections entail:
o Enter padlet, click on any of the modules and on the three dots that
appear on the right, select ‘connect to a post’, click on the post they
want to connect to and this will generate an arrow.
o Once they have the arrow connecting two modules, they need to create
a label for it explaining WHY – to do this, click on the PLUS sign in the
bottom right hand corner of the screen (a new white box will appear in
the left hand corner.
o Add their text in the box and move it on top of the arrow they just
created.
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• Step 4: Once they have finished the web activity on the padlet, the group
representative will take a screenshot of the result and add their
conclusions to the General Forum.
• Step 5: Go back to the General Forum to see what other teams have
said about their scenarios: participate in the discussions to voice their
opinions and focus on what they have learned.
Debrief: Ask participants to share their final reflections and conclusions in group
forum as to what has been particularly useful for them as practitioners in exploring
the systemic nature of SP systems through this activity.
Also, invite participants to contribute to a plenary discussion as to what similarities
they can see between the wolves story and their own SP context and what they can
learn and apply from this.
Webinar
Purpose: Clarifications and high level overview of what all have learned in the
curriculum, more discussion about the weaving the SP web and appreciations and
assessment of the course.
Preparation:
Technical Part
• Set cameras before (only on person speaking).
• Time gaps, noises in the background in meeting
room.
• Only one person speaking per time.
Pools
• Eliminate option to ask question so early on.
Do them faster and talk through question as it is
happening?
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Discussion on the SP Web
• Needs clear distinction between overall explanation
(now) and detailed explanation of how they will be
organised (later) – never good to say ‘I will show you
later’ or people stop listening ‘now’.. explanation felt
like we went round in circles a bit.
Process:
Debrief:
Module Checklist – What do you need to do?
• Send message informing date/hour of the final webinar.
• Remind participants to complete the final survey.
• Remind participants to prepare the final assignment.
• Post a message in the announcements providing orientation about the
padlet’s activities. See step 3 – what they need to do be doing.
• Check if they have nominated a representative
• Accompany the construction of the activity in the padlet and support the
participants, when it is necessary.
• Follow and foster communication between participants in general forum
and in each mini group.
• Check if they nominate a representative.
• Encourage participants to reflect on their experience and to provide
feedback in the forum discussions
• Observe if participants and the content are in sync. Make adjust your
strategies as necessary.
• Post and keep the discussion on topic, when it is necessary.
• Connect the participants’ experiences and reflexions to the content and
raising questions for considerations.
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• Monitor the participation and evaluate their participation in the general
forum and each mini group.
• Publish message to all participants to announce the next module,
introduce the next assignment, and remind participants of the upcoming
due dates for activities
• Communicate to your participants when you graded and return all final
assignments including meaningful feedback. Use the evaluation criteria.
• Final Webinar: wrap up showing what the participants have done with
comments + evaluation of course.
• Wrap up: pick information up from the forums and develop a PPT or other
summary including inputs from each group, which is then shared with all.
See Tutorial. How to post the wrap up in Moodle.
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12. TUTORIALS
Step by step how to perform some Moodle functions.
A. How to create groups?
• Access ‘Participants’ Edit button, select ‘Groups’, as shown:
• On that page, select the group and click ‘Add/remove user’:
• On the next page, select the students that should be in the group and
‘Add’:
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• Repeat the process for all groups. Participants need to be added in each
mini group. Check whether the number of groups that have been
opened is sufficient to allocate all participants. There will be 6
participants per group.
B. How to leave the content visible?
• On the main course page, click on ‘Turn editing on’
• Search in ‘Content’ the module that will make visible and available.
The Module Integration & Introduction, for example, and in ‘Edit’
select ‘Make Available’. Repeat this process on all content that is
published within the module that will start. The student will only be
able to see the contents that are marked ‘Available but not shown
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on course page’, as shown below:
C. How to publish a message in the Announcements?
The subscription mode is forced and all participants will receive the messages.
• Click on ‘Add a new topic’ in the left column of the main course page:
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• To finish click on ‘Post to forum.’
D. How to add events to Calendar?
Under Calendar (left column of the main course page), click the month in which the
event will take place. In the side boxes you can search a last month, current or
future.
• Click on ‘New event’:
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• Fill in the blanks and select the event data that you want to schedule in
the calendar:
Pay attention: In a distance course, asynchronous activities, such as forum and task
delivery, for example, that do not occur in real time, must be marked as start time
(zero) and final time 23h55.
• To finish, click ‘Save’. For each event, repeat the same process.
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E. How to publish in Virtual coffee?
• Access the ‘Virtual Coffee’ (column to the left of the main page, in the
block of green cards):
• Enter into ‘add a new discussion topic’ and place the ‘Subject’ and
write the message in the respective spaces:
• If you want to receive all the messages by email, select ‘Discussion
subscription.’ You can still drag file to attach and even enable the start
and end date on which students will view the discussion:
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• To finish click on ‘Post to forum.’
• To reply to a message, just click on its message and ‘Reply.’
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• If you want, you can attach a file by dragging it to the specific area and
‘Post to forum’.
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F. How to post in General forum?
• Access the ‘General forum’ in the column to the left of the main page,
in the block of green cards:
• Or in the module:
• Enter into ‘add a new discussion topic’ and place the ‘Subject’ and
write the message in the respective spaces:
• If you want to receive all the messages by e-mail, select ‘Discussion
subscription.’ You can still drag file to attach and even enable the start
and end date on which students will view the discussion:
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• To finish click on ‘Post to forum.’
• To reply to a post someone has posted, click on their message and click
on ‘Reply’:
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• Write the subject, the message and post in forum. If you want, you can
attach a file by dragging it to the specific area:
• To finish click on ‘Post to forum.’
• To access the ‘Mini group’ forums go the column to the left of the main
page, in the block of green cards:
• Or use the Modules’ access, under ‘Groups Activity’:
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• The process for posting to the forums of a group is the same as the
‘General forum.’ But note: in Group forums, you first need to select the
group you want to send the message to later ‘Add a new discussion
topic’:
G. How to see post from participants?
A participation report for a particular activity can be generated by a tutor or
administrator. Go to the ‘Participants’ page (at the end of the left column of the
main course page):
• Click on the participant's name:
• After that, click on ‘Forum discussion’:
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• You will see all the messages that the participants posted in the forums,
from the most recent to the oldest:
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H. How to post in Journal?
• Access the ‘Journal’ ((left column of the main course page):
• Or through the Module:
• To read the journal posts, click on the link to the activity. The most posts
appear at the top of the list.
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• Click on the View X ‘journal entries’:
• To write a feedback use the appropriate space:
• To finish click on ‘Save all my feedback’, at the bottom of the page:
I. How to generate reports?
In the Administration block (column to the left of the course main page), access the
reports. See which reports you need to get from Moodle:
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a) In ‘Course completion’ report you can see course progress
• At the bottom of the page you can download the data in a
spreadsheet. Export the Moodle spreadsheet and save to your
computer/ notebook /mobile.
• Locate the exported file.
• Open the document, select the first column (Column A). Click DATA in
the top menu and then select the 'Text to Columns' option.
• Choose the option 'Delimited' and then 'Next' (Step 1 of 3). On the next
screen, select the 'Commas' option for the Delimiters and then 'Next'
(Step 2 of 3). Finish by clicking ‘Finish’ (Step 3 of 3).
b) In ‘Logs Report’ you choose the data you want and you will get all access to the
course and everything that is published: the time, who logged, the user who was
affected, which tool / activity was viewed / completed / posted and even the IP of
the machine used by the user who logged it.
c) In the ‘Live Logs’ Report are the last minute Logs. Updates every 60 seconds.
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d) In Report ‘Activity report’ you will know how many views each resource/activity
of the course had.
e) In ‘Course participation’ report, after selecting the data you want, click ‘Go’:
• You'll see who viewed and wrote the message in the activity you
selected. In addition, you can select those who have not yet done the
activity and send a message:
• Writing a message:
• To finish, click on ‘Send message to x people’.
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f) In the ‘Activity completion’ report you follow the progress of each student:
• You can visualize which activities have already been completed by
each student:
• If you want, you can download a spreadsheet with the data by clicking
on ‘Download in Excel-compatible format (csv)’, below the list of
students:
J. How to send a message to an individual participant?
You can send a message through the environment;
• Go to ‘Participants’ at the end of the left column of the main course
page:
• Select the participant (s) and at the bottom of the page, with the user
(s) selected:
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• Select ‘Send a message’, as shown below. Choose ‘Add/send
message’ from the ‘With selected users’" drop-down menu;
• Assuming you are satisfied with the message, click the ‘Send’ button:
K. How to assign grade in forums?
The evaluation of the forums prioritizes the follow-up of reflection and
argumentation, considering the interaction, demands, interests and lived
experiences of the students and the social context, remembering that the evaluation
is continuous.
The General and Mini Group forums are configurated with a maximum score of 20
points.
The system will average of the general forums and the activities’, add up with the
final activity grade and make the final average of the student.
In the forums, it will be worth the higher grade you placed for the student. So, if a
student posted three messages, the grade that will go to the grader report is the one
in which he had the highest score. The student who does not receive grade, the
system will understand that it is zero.
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• Access the forum and below the message of the student select the rate
from 0 to 20.
• Do it in all publications.
L. How to assign grade in the Final Assignment?
According to certification criteria, you should score the final assignment from 0 to
60. Access the Final Assignment, click on ‘View all submissions’, at the end of the
activity description:
• On ‘options’ view, select the option ‘quick grading’:
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• Put the grade and, if necessary, write a comment in the specific space.
Use the scroll bar to view all page features:
• And just click on ‘save all quick grading changes’.
M. How to use the Progress Bar in Moodle
The Progress Bar is a tool which allows students and tutors to visually track the
completion of selected activities and resources in a Moodle module. It is possible to
select which items are to be monitored and these appear as slots in in a colour-
coded bar that indicates whether the items are complete, incomplete or late.
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The Progress Bar appears to both students and instructors as a block on the main
course page. Each monitored activity represents one section of the bar, and the
colour of the section varies depending on the expected completion date and whether
or not the student has completed the activity:
• Green indicates an activity that has been completed.
• Red indicates an activity that has not been completed, and the expected
completion date is passed.
• Blue indicates an activity that has not been completed, but the expected
completion date has not yet passed.
The Progress bar has the following configuration:
• Activities/resources are presented in the same order they are on the
course page.
• Bars are displayed in Wrap mode.
• Uses Completed and Uncompleted icons.
• Shows completion percentage.
The progress bar does not display all course activities/resources, only those that
are conditional to indicate completion of the activity, as follows:
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Activities/resources Conditional to completion
Roadmap view
Video view
Interactive content view
Quiz view
Forums that are graded (general
and mini group forum) – do one
post
view
Final activity Post file
Final survey view
The other activities/resources have been set to ‘do not indicate activity
completion’, so they do not appear in the progress bar.
The progress bar is personal. Therefore, each user visualizes their progress.
The participant visualizes in the bar the activities that are released, the hidden ones
do not appear.
For example, only the Introductory Module is released for the student who has not
yet posted in the General forum, the progress bar looks like this:
The tutor can view a report showing the progress of all students on the module. To
see this report, click on ‘Overview of students’ in the Progress Bar block.
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A sample report is shown below. The progress bar for each student is displayed and
the percentage of activities/resources completed. If you hover over a slot in the bar,
the corresponding activity will be displayed. If you are using groups, you can also
filter for this:
N. How to post the wrap up in Moodle?
On the main course page click on ‘Turn editing on’.
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• In edit mode, go to the Wrap up web page. Place the cursor on ‘Edit’
and click ‘Edit settings’, as shown:
• You should publish the summary in the ‘Page content’ window:
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• If you have done the synthesis in a tool that allows to embed, click on
the ‘Edit HTML Source’ icon;
• Put the embed code that you took in the tool where you made the
synthesis and click Update:
• Then configure the settings as desired, and then click ‘Save and
return to course’ or ‘Save and display’:
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This process should be done after each module is completed, since each module
will have a wrap up.
O. Checking the Grader Report
All the grades for each student can be found in the course gradebook, or Grader
report.
The grader report collects items that have been graded from various parts of Moodle
like that General Discussion Forum, Group Activity and Individual Assignment.
Only the tutor can see the grades of all the students and the student can only see
their grades
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• The grader report was set up to calculate the students’ final grade
according to the certification criteria. Therefore, Moodle will calculate:
Average
(General forum + groups activities + Individual Assignment)
• The gradebook resource is available in the course administration block
in the left-hand column of the course home page:
• And also in ‘This course’, bar above the course homepage:
The tutor can access to various types of reports. For example:
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• Grader Report - ordered by the name and e-mail of the student, the
tutor looks at the general grades worksheet, with the items that set the
certification criteria (General Discussion Forum, Group Activity and
Individual Assignment), followed by all the evaluation activities (forums
and final task).
• User Report - This option displays the grades table containing the items
(General Discussion Forum, Group Activity and Individual Assignment)
and has the option to view the grades of all or just one student.
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During the course, when the tutor evaluates the activities (forums and final activity),
the system will automatically perform the calculations and the results can be
visualized in the two columns: Grade and Percentage.
• In the example below, the student did all the activities and have the
maximum grade:
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Also, on this page the tutor has access to the configuration of the gradebook,
through the ‘configuration’ tab. However, it is already configured according to the
need of the course.
• Attention: The student can access their grades in the menu ‘This
course’, bar above the course homepage:
• The students will only view their grades: