UNDP Capacity Assessment Users Guide.pdf - Africa Adaptation ...

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UNDP Capacity Assessment Methodology User‘s GuideCore IssueContext (perUNDP PracticeNote on CapacityAssessment)3.0 KnowledgeKnowledge refers to the creation, absorption and diffusion of information and expertisetowards effective development solutions. What people know underpins their capacitiesand hence capacity development. Knowledge needs can be addressed at differentlevels (national/local/sector, primary/secondary/tertiary) and through different means(formal education, technical training, knowledge networks and informal learning).While the growth and sharing of knowledge is primarily fostered at the level of theindividual, it can also be stimulated at the level of organizations, for example, through aknowledge management system or an organizational learning strategy. At the level ofsociety, knowledge generation and exchange are supported, for example, througheducational policy reform, adult literacy campaigns and legislation on access toinformation.3.1 Knowledge – Enabling environmentFunctional CapacitiesEngage StakeholdersOverall Do authorities have the capacity to engage stakeholders throughout the process ofQuestion: developing and managing policies and reforms for education, learning and training toAdditionalQuestions:promote knowledge generation and retention?Do authorities have the capacity to:Facilitate multi-stakeholder dialogues around knowledge generation and retentionstrategiesOrganize forums for the exchange of information and ideas on knowledgegeneration and retentionBring the local and that national level together to ensure an integrated, and broadlysupported, response to the issueOrganize information campaigns on the importance of education, training andlearning for knowledge generation and retentionPromote the creation of aid coordination mechanismsIndicators • Existence and use (quality and frequency) of a platform for multi-stakeholderengagement on policies and reforms for education, training and learning.• Use and quality of information campaigns no the importance of education, trainingand learning for knowledge generation and retention.• Existence and use (quality and frequency) of aid coordination mechanisms foreducation, training and learning.• Integrated national-local policy and implementation frameworks for knowledgegeneration and retention.Assess a Situation and Define a Vision and MandateOverallQuestion:AdditionalQuestions:IndicatorsDo authorities have the capacity to frame, manage and interpret a comprehensiveanalysis of the knowledge landscape?Do authorities have the capacity to translate the findings of this analysis into a longterm,shared, vision for knowledge generation and retention through education, trainingand learning?Do authorities have the capacity to:Design and organize the collection and analysis of (socio-economically)disaggregated data on enrollment and completion rates at different levels of theeducation system?Design and organize the collection and analysis of (socio-economically)disaggregated data on the availability and use of vocational training?Quality of data and analysis on different knowledge generation and retention-relatedindicators.58
UNDP Capacity Assessment Methodology User‘s GuideDegree of alignment between the vision for knowledge generation and retention andthe authorities‘ overall development vision.Formulate Policies and StrategiesOverall Do authorities have the capacity to formulate policies and strategies to achieve theirQuestion:AdditionalQuestions:vision for knowledge generation and retention?Do authorities have the capacity to:Identify which type of education or training would be most appropriate to meet thecountry‘s knowledge vision?Formulate comprehensive policies and strategies for different levels of education(primary, secondary, tertiary, post-tertiary)Formulate comprehensive policies and strategies for vocational training?Identify quick-win initiativesIndicators • Existence and quality of long-term, comprehensive policies for education, trainingand learning.• Existence and quality of quick-win initiatives for education, training and learning.• Existence, quality and use of procedures for identifying quick-win initiatives.Budget, Manage and ImplementOverallQuestion:AdditionalQuestions:Do authorities have the capacity to mobilize and manage the necessary resources toimplement their knowledge policies and strategies?Do authorities have the capacity to:Coordinate donor contributions?Draw up a comprehensive budget for all knowledge-related policies andprogrammes?Manage the budgetIndicators • Extent to which policies and programmes meet their targets within the timeframeadopted.• Availability and size of the budget envelope for knowledge-related policies andprogrammes.• Existence of a dedicated Unit for budgetary management and oversight.EvaluateOverallQuestion:AdditionalQuestions:Do authorities have the necessary capacity to evaluate the outputs, outcomes andimpacts of their policies and strategies for knowledge generation and retention?Do authorities have the capacity to:Design and manage data collection and storage on relevant knowledge/educationprogress indicatorsCommunicate the findings of their M&E to relevant stakeholdersSet indicators and benchmarks for outputs, outcomes and impacts of knowledgepolicies and reformsCreate and use mechanisms to feed M&E findings back into the policy processIndicators • Availability and quality of public information on progress made on knowledgegeneration and retention at different levels• Existence and quality of feedback mechanisms between M&E and policies• Availability and quality of indicators and benchmarks for outputs, outcomes andimpacts of knowledge policies and reforms3.2 Knowledge – Organizational levelFunctional CapacitiesEngage StakeholdersOverall Does the organization have the capacity to engage stakeholders throughout the processQuestion: of developing and managing policies and reforms for knowledge generation andretention, through education, training and learning?Additional Does the organization have the capacity to:59
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