1. The document outlines the key stages in designing and preparing a learning route, including defining learning objectives, selecting relevant experiences, and systematizing information. 2. Some of the initial steps involve mapping knowledge needs, defining thematic areas, identifying stakeholders, and surveying countries. The goal is to improve knowledge sharing on best nutrition practices. 3. Learning objectives should be concrete, attainable, and measurable, reflecting what participants want to learn within the identified thematic areas. Objectives are identified both generally and specifically for each theme.

1. 1. THE DESIGN AND PREPARATORY STAGE
Case Study and Good Practices
identification
Giulia Pedone, PROCASUR, London, February 11, 2016

2. KNOWLEDGE: PREPARATORY STAGE
STAGE 1. Design and preparation of a LR

3. DESIGN & PREPARATION
ACTIVITY: TOOLS TIPS
Mapping knowledge
needs and
expectations
Define the thematic
areas that will be
covered by the Route
Define the users
Survey to countries,
analysis of reports,
programmes evaluation,
other documents
Interviews with
stakeholders and
promoting organizations
This should be part of
a larger developing
plan
Must consider the
opinion of different
stakeholders involved
STAGE 1. Design and preparation of a LR
DESIGN & PREPARATION:

4. STEP 1: Learning Objectives
Fundamental principles of learning objectives:
The Learning Objectives refers to the person who is
learning, and not the goals or activities of the
organizers of the training.
They will be concrete, attainable and measureable.
They should reflect the learning expectations of
participants and be framed into the thematic areas
previously identified
STEP 1. IDENTIFICATION OF
LEARNING OBJECTIVES:
STAGE 1. Design and preparation of a LR

5. Improve knowledge of SUN member countries
on best practices and successful initiatives in
nutrition for their scaling up
EXAMPLE OF GENERAL LEARNING OBJECTIVES:
STAGE 1. Design and preparation of a LR

6. • Identify good practices to involve rural
communities in the planning,
implementation and monitoring of nutrition
projects at community level;
• Recognize efficient mechanisms for
resource mobilisation;
• Identify effective communication strategies
to raise awareness on nutrition-sensitive
issues and to promote behavioral changes
EXAMPLE OF SPECIFIC LEARNING OBJECTIVES
related to THEMATIC AREAS:
STAGE 1. Design and preparation of a LR

7. TRY TO IDENTIFY LEARNING OBJECTIVES OUT OF THESE MAIN
AREAS OF LEARNING EXPRESSED BY SUN MEMBER COUNTRIES
1. Policy review, policy tracking, communication,
participatory/democratic processes
2. Engagement and stimulation of multi-stakeholder platforms
3. Budget tracking, advocacy, communication, data collection and
sharing for monitoring and accountability
4. Advocacy social mobilization, campaign development,
communication for accountability and awareness
5. Good governance, accountability and participatory processes
EXERCISE: MACRO AREAS OF
LEARNING
STAGE 1. Design and preparation of a LR

8. An experience is relevant when it shows evidence of the use of good
practices and/or innovations that have proved successful in addressing
local challenges and to improve local people’s livelihoods/ nutrition.
Improvement can refer to:
a. Tangible dimension (physical assets, improved diet, nutrition
standards)
b. Intangible dimension (gender equality, social inclusion, political
participation).
STEP 2. SELECTION OF RELEVANT
EXPERIENCES
STAGE 1. Design and preparation of a LR

9. • The experience responds to the learning demand expressed by the LR
users (SUN member countries)
• Demonstrated to achieve sustainable results and have the potential
to be adapted and applied to other similar contexts
• It is possible to extract lessons that can be used to improve
performance of other countries and organizations sharing similar
challenges
• KEY QUESTION: What good practices and/or innovative initiatives
we can identify in the frame of the thematic areas prioritised by
countries, to respond to their learning needs?
STEP 2. SELECTION OF RELEVANT
EXPERIENCES
STAGE 1. Design and preparation of a LR

10. Main thematic
area
Identification
of main
programmes/
initiatives /
strategies
Learning
expectations
expressed by
LR participants
Key elements
to be identified
Key actors
involved
Promotion and
articulation of
social policies
to reduce CCM
Ex. Legal
framework and
decentralization
strategies
Design and
implementation
of multisectoral
initiatives at
institutional
level
Good practices
and strategies
to implement
decentralised
initiatives
involving local
governments
Key
stakeholders
involved in
these
initiatives, their
role in the
process
STAGE 1. Design and preparation of a LR
EXAMPLE

11. STEP 3. SISTEMATIZATION
“Systematize” means: to organize information in a systematic way.
What we want to organize is the set of information, good practices and
innovations that characterize a relevant experience developed by an
organization, community, a formal or informal group, etc.
We undertake the systematization together with the local people that
are the key stakeholders that have developed the experiences.
IMPORTANT: What we do it is not documenting technical innovations
but to explain the PROCESS (the how, who, what) in order to be able to
promote the scaling up of these innovations.
STAGE 1. Design and preparation of a LR

12. During the “systematization process”, the key aspects of the
experience are identified and analyzed by local practitioners.
As conclusion of this process, the main information and learning
are validated by the actors of the experience.
The process of systematization aims to:
a. Identify and analyze the key of success of the experience, its good
practices and innovations;
b. Extract lessons that can be applied for scaling-up the experience
to other similar contexts;
c. Facilitate appropriation of the learning by the actors of the
experience and enhance their ability to share
their knowledge.
What are the objectives of a systematization
process?
STAGE 1. Design and preparation of a LR