The document outlines a capacity development initiative in Uganda's smallholder pig value chain, focusing on training modules created by national experts. It details the testing of these modules in various districts, the engagement of local partners, and the collaboration with multiple stakeholders for scaling out training efforts. The document emphasizes the need for locally relevant content and the continuous review process to enhance the training's effectiveness.

1. Capacity development in the Uganda smallholder pig
value chain development
Danilo Pezo, Emily Ouma, Michel Dione, Washington Ochola and
Diana Brandes–van Dorresteijn
Testing of (four) Training Modules pertinent to best-bets themes with
representatives from Kamuli and Mukono Districts
Review of Training Modules in Pig Production and Business Management,
Kampala, 1-2 July 2014
1

2. Engaging National Consultants
• Modular content developed
by eight national experts
covering priority themes (best
bet technologies).
• Experts supported through a
4-day Capacity Development
write shop (March, 2014)
STAGE 1 STAGE 2 STAGE 3 STAGE 4
2

3. Capacity Development through Training of Trainers (ToT)
• National ToT workshop for public and private sector, development, and
university/research partners - 25 participants from 4 different districts,
(April, 2014)
• Local level Leadership Development and Partnerships (BRAC, NAADS
NARO, SNV) key to test and deliver trainings at the field level
STAGE 1 STAGE 2 STAGE 3 STAGE 4
3

4. Testing of four modules in Masaka
districts with experts/extension officers,
national and local service providers (e.g.
VEDCO), farmers, traders (May, 2014)
Testing of four modules with
representatives from Kamuli and
Mukono districts (July, 2014)
On-going Technical Peer Review by ILRI
senior scientists and partners – as per
agreed schedule
STAGE 1 STAGE 2 STAGE 3 STAGE 4
4

5. Early partner engagement to reach critical mass of trainees
• The model/network is already in use by BRAC and Pig Production
and Marketing Ltd. tested and delivered 3 field trainings on their
own; other service providers/NGOs interested to roll out trainings
• Field level trainings, local trainers help gauge speed of national
scaling out
• Discussions on-going with AFRISA, Makerere University, VSO how to
feed lessons from the process into on-going and future curricula
and formal training
• Possibility of creating e-content and e-learning delivery under
discussion with INSEAD/ToTo
STAGE 1 STAGE 2 STAGE 3 STAGE 4
5

6. Cascading the
Capacity
Development
Approach
National ToT
25 Trainers
Field Testing
•Masaka
•Kamuli
•Mukono
Local Level
• Further ToT
• Other
Service
Providers
Early engagement with
public and private sector to
strengthen national
ownership, uptake and
(future) scaling out
• BRAC Model
• Multi-Agency Training
• Value Chain actor-led
Training such as through
private sector PPM
• Public Advisory Service
Providers
• Curricula in Universities
Colleges
6

7. • To simulate use of 4 modules for training at district
level
• To review content, appropriateness, accuracy and
delivery methods
• To outline areas where research and practice need
to be strengthened - revision of modules to make
them locally relevant
• Propose approaches/strategies for local level uptake
- going to scale
7
Workshop Objectives

8. • Follow the ILRI Guide to Module
Development (January, 2014) and
Instruction Design – Module Writing Style
Guidance Note (March, 2014)
• Follow ILRI publications style guide
• Check creativity, (content of) exercises;
reality check, is content locally relevant?
• Check flow and elements of module, what
do we miss? Is there cross referencing to
other modules?
• Update module tracking matrix, timelines,
inform (external) peer reviewers about
next steps
8
Reviewing Process

9. Use eview Template
• ACCURACY: Is the content of the module
accurate?
• TIMELINESS: Is content timely?
• REFERENCED: Can the information contained in
the content be accurately referenced?
• APPROPRIATE: Is the content appropriate for the
local context?
• SEQUENTIAL: Is the content presented in a way
that sequences information from basic to
specialized and from simple to complex?
9