Through the HLA’s reactive capacity strengthening work, we provide support to humanitarians during emergencies, helping to ensure effectiveness at every stage for affected populations, from start-up phases which need rapid action, to longer term capacity strengthening.

In this insights article, we spotlight a vital area of this reactive capacity strengthening work in the Asia Pacific (APAC) region: Emergency Preparedness Planning (EPP) training which is led by Asad Zia Iqbal, the HLA’s Regional Humanitarian Capacity Building Lead for Asia based in Pakistan.

In the final quarter of 2023, Asad delivered an important phase of EPP training across the Asia Pacific region. He led a series of face-to-face EPP workshops for Save the Children Country Offices in Bhutan, China, Nepal, Laos, Pakistan and Sri Lanka, and online training for Save the Children in Bangladesh.

Collaboration with Save the Children humanitarian teams was instrumental to the effectiveness of this contextualised training.

Asad explains:

“The assistance provided for Emergency Preparedness and Response in the APAC region has allowed us to collaborate closely with Save the Children humanitarian teams in each respective country.

This collaboration has enabled us to gain insights into the preparedness and response gaps of country offices and partners, as well as the technical and operational capacities of in-country humanitarian responders. 

The information gained has empowered us to tailor capacity strengthening programme specifically suited to the needs of the region, ensuring their relevance and effectiveness.

In addition, through this reactive capacity strengthening work, we advocate for country teams to have EPPs in place in the longer run for effective management of the response.”

This EPP work directly supports and complements the EPP work and training conducted by the Save the Children regional team in Asia – for example in 2023 the Regional Advocacy, Campaigns, Communications and Media (ACCM) team conducted training in crisis communications, media and communications in emergencies, and humanitarian communications.

For this insights article for the HLA, Ka Man Parkinson (HLA Communications and Marketing Advisor) spoke to Asad to gain insights into what EPP training entails and to learn more about the context in each country where this training was conducted.

Hi Asad, could you explain what Emergency Preparedness Planning is?

Preparedness is an essential part of Save the Children’s humanitarian commitment, delivering a timely, appropriate and effective humanitarian response in line with the Core Humanitarian Standard, specifically commitments 1, 2, 3, 8 and 9. [An updated version of the CHS was publicly launched in March 2024].

The plan ensures that the Save the Children International (SCI) Country Offices are prepared to respond to emergencies by having in place operational and thematic Emergency Preparedness Plans (EPPs) and risk-specific Contingency Plans, ensuring staff and partner awareness of SCI’s approaches and systems for humanitarian response, and consistently monitoring humanitarian early warning indicators.

It builds the capacity of staff and partners before and during humanitarian crisis and ensures they are supported to do their job effectively, with systems to draw upon regional and international surge capacity as required.

It sounds like EPP training underpins critical humanitarian operations for Save the Children Country Offices. What role does the HLA and the HLA Asia Regional Centre play in this?

This work directly supports the HLA’s broader work in the area of strengthening leadership and civil society. This EPP training was funded by the country offices through Humanitarian Fund (HF). 

As a result of the Covid-19 pandemic and subsequent humanitarian crises in Asia, the majority of country offices have been unable to conduct their Emergency Preparedness and Response workshops since 2018.

The involvement of HLA has been instrumental in addressing gaps in EPP expertise and in streamlining the EPP processes, revitalising the planning and design of the planning workshop with regional and in-country teams, and ensuring a quality emergency preparedness plan in place that is aligned with in-country context and operating environment.

Moreover, it has played a crucial role in enhancing the capacities of both Save the Children and partners’ staff to independently conduct such planning workshops in the future. 

The pivotal components of the entire EPP planning process included consultations with the government and children, as well as the involvement of local partner organisations.

The participation of local partners in the EPP process has afforded them the opportunity to glean insights and skills, enabling them to conduct their own EPP (partner-led approach) in alignment with Save the Children’s localisation objectives.

Could you briefly outline some general contextual information relating to the EPP for each country?

Yes, I will outline a brief snapshot of key contextual information for each country. The data is drawn from the EPP plans.

• Political instability, shrinking space for civil society, increasing inequalities, and overall limited services represent an impediment to the growth of the country.
• A considerable part of the population faces food and nutrition insecurity and chronic scarcity of livelihoods.
• Structural causes, and the demographic pressure due to rapidly growing population, heighten concerns.
• The country is exposed to natural hazards, including floods, cyclones, and earthquakes, and is highly vulnerable to the effects of climate change. Bangladesh ranks 133 in the 2020 UNDP Human Development lndex and scores 6.0 in lnform: 7.5/10 for hazards and exposure and 5.6/10 for vulnerability.
• The severity and intensity of seasonal weather patterns has intensified, challenging the capacity of vulnerable communities to recover from cyclical stocks. Bangladesh has been affected by more than 200 natural disasters over the last three decades.
  

The country’s susceptibility is exacerbated by the impacts of climate change, leading to more frequent and severe events in recent years. 

• Almost all types of natural disasters occur in China, including flood, drought, earthquake, sand-dust storms, mass movement wet (including avalanches and landslides), extreme weather and temperature, epidemic, air pollution, forestry and grassland fires.
• According to the Chinese Government, in a typical year, up to 200 million people are affected by natural disasters in China, and children are especially vulnerable.

• Nepal is exposed to multiple hazards, including frequent earthquakes, floods, landslides, glacial lake outburst flood (GLOF), fire (forest and house), droughts, road accident thunderstorms, heat waves, cold waves, avalanches, hailstorm, snakebite, drowning, windstorms, number of health hazards and so on. 
  

• While Laos is not a typically disaster-prone country, it is vulnerable to recurrent, sudden-onset and slow onset natural disasters such as floods, as well as storms and typhoons causing the more serious humanitarian impacts.
• A lower-middle income country ($2,353 GDP per capita in 2016) with a population of about 7 million people, 23% of which live below the poverty line. 

• For the past 20 years, Pakistan has consistently ranked among the top 10 most vulnerable countries on the Climate Risk Index, with 10,000 fatalities due to climate-related disasters and financial losses amounting to about $4 billion from 173 extreme weather events.
• Due to its geography and climactic conditions, the country is especially vulnerable to a range of natural hazards such as droughts, earthquakes, and flooding. 
• A history of conflict and political and economic instability also put it at risk of manmade disasters such as armed conflict, bomb attacks, industrial hazards, forest and urban fires, to name a few.

• The prominent hazards in Sri Lanka are identified by the Disaster Management Center (DMC) as coastal erosion, drought, floods, landslides, lightning, sea level rise, storm surge, tropical cyclone, and tsunamis.
• Those hazards are identified based on historical records as well as climate change predictions. Sri Lanka has some records of sea surges possibly due to cyclonic wind and tsunami.
  
  

Could you explain how EPP work is carried out?

The overall support provided involves pre- and post-workshop work that includes working with the country office teams to develop the following for the country office:

Context analysis: highlights emergency risks, trends, indicators and triggers.

Context analysis includes existing analysis of risk and vulnerabilities available within the country of regional context, with the support from the Context Analysis and Foresight Unit (CAFU).

This analysis is also informed by external documents from local government officials, UN agencies and other own programming by country office experience and discussion with communities and children. 

Consultations with Government and Children: The context analysis is then shared with government and other stakeholders to validate that relevance of risks identified with the government’s own disaster risk analysis. The critical input comes from the consultations with children.

The HLA, with the support from regional and global colleagues, has put together a children consultation guidance document that supports SC Country Offices to undertake those consultations with children.

The consultation provides an opportunity for children to influence relevant decisions impacting whether and how we work with them and their communities in times of emergencies.

Workshop Planning and Design is done jointly with in-country humanitarian and team of facilitators.

Terms of Reference (ToRs) for the workshop are developed, workshop action plans are laid out, roles are assigned and agenda/timetable for the workshop is outlined and finalised.

Workshop Delivery includes learning session and group work to validating risk, ranking risks based on likelihood and impact, identifying indicators, assigning of triggers to indicators, outlining anticipatory actions and developing plan of humanitarian actions under each risk identified during context analysis.

During the workshop, participants also work on the Minimum Preparedness Actions (MPAs) and Advance Preparedness Actions (APAs – for high risks). The gaps identified during MPAs review process informs the Preparedness Action Plan (PAP) which serves as the Country Office’s capacity building plan for humanitarian preparedness.

Post workshop review to make sure document accuracy, completeness with respect to the discussions during the workshop and also to get input, review and feedback from the Humanitarian Technical Team (HTT).

An important next step is to prepare a synthesis of Preparedness Action Plans (PAPs) across the region, which will be used for regional capacity strengthening for upcoming responses.

The EPP exercise for the Sri Lanka Country Office was really impressive. I feel that it ensured accountability and commitment by involving all key functions, senior management, and field representatives. This approach not only analysed the range of insights on potential hazards but also effectively assessed in-country needs, gaps, and capacities for better preparedness for humanitarian crisis in both functional and programmatic areas.

The EPP workshop held in October 2023 helped all functions of the China Country Office understand how and what immediate support we are able provide to children and their families suffering after natural disasters. With the process, the China Country Office has also identified the gaps and capacity needs for the coming year – this has allowed the CO to develop appropriate resource plan at national level and partner engagement as well.

Thank you for sharing these insights and for highlighting this important work, Asad.

Asad and the HLA Asia team extends thanks to Save the Children Asia Regional Office’s humanitarian and operational teams for their technical support and input throughout the process and also technical and operational support from respective countries in Asia.


Learn more about the HLA Asia Regional Centre

Learn more about the HLA’s Reactive Capacity Strengthening work

In October, the HLA achieved a milestone by launching an innovative capacity strengthening initiative for Save the Children in Asia, blending the acclaimed Humanitarian Operations Programme (HOP) Core with the Train the Trainers programme to cascade vital humanitarian knowledge across the region.

17 Save the Children International staff from Bangladesh, Bhutan, Cambodia, Myanmar, Nepal, Pakistan, Sri Lanka and Thailand convened in Bangkok to benefit from the training which was led and facilitated by three experts from the HLA.

HOP Core aims to strengthen knowledge, skills and behaviours to respond effectively and prepare to respond to emergencies.

Balanced representation was given careful consideration in the composition of the training cohort. Eight of the 17 participants were women, and all participants hold diverse roles across Save the Children in Asia in both core support and programme functions, including field operations, training, humanitarian response, partnerships, and as technical advisors.

Immersive training approach: interactive and engaging

Over the five-day HOP Core training, participants were guided through classroom sessions and a three-day desk-based scenario where they navigated an early response simulation delivered in a condensed timeframe. This allowed the participants to experience the pressures of balancing procedures, processes, coordination mechanisms and deadlines, using their knowledge and problem-solving skills to present a proposal on a multi-sectorial response to a rapid onset emergency.

The simulation also helped learners to realise the importance of relying and utilising the skills, knowledge and competencies of each other, as they had to share tasks to get the work done in the condensed timeframe.

Participatory exercises and activities that promoted discussion and sharing between individuals and in small groups were prioritised to encourage and foster connections forming.

During the workshop participants had the opportunity to become familiar with and practice applying humanitarian principles, standards, needs assessments and proposal writing. Emphasis was also given to the importance of mainstreaming gender equality in humanitarian actions, ensuring that accountability for the affected populations and the wellbeing of staff involved in the response.

The whole overview of humanitarian action is a wonderful experience, I will use all these principles, steps, and learnings in my current role as education advisor. Becoming operations person in the simulation teaches me patience and understand limitations and improved my ability to work in critical situations.

Amplified training impact

The learning experience did not end there: 15 of the participants with prior training and facilitation experience were then immersed in a three-day Train the Trainers (TtT) workshop to equip them with the skills to deliver HOP Core in their own countries.

HOP Core coupled with the Train the Trainers workshop is based on an innovative capacity strengthening format that has been successfully established in the HLA’s Eastern European Regional Centre as part of the transformation of humanitarian response for Ukraine. The first cohort of Eastern Europe graduates delivered their first HOP Core training in Poland in October.

The establishment of this regional pool of trainers not only bolsters local capacity, but also breaks through language and communication barriers; resolves access issues particularly in fragile contexts in the region; and supports the HLA’s commitment to locally-led learning.

The training content was carefully adapted for Asia according to a learning needs assessment (LNA) which identified the priority core competencies to develop.

A HOP Asia training participant from Sri Lanka praised the facilitation team for creating an inclusive learning environment:

“I have to commend the facilitators for doing a great job, understanding the different needs of all the participants, respecting them and hearing out everyone’s opinions, and of course addressing all queries being raised. That has been very important for the learning.”

Asad Zia Iqbal, the HLA’s Regional Capacity Building Lead for Asia said:

“This was a fantastic opportunity to bring together Save the Children colleagues from across Asia region to provide first-hand experience of HOP and to establish a group who are equipped and confident to organise and deliver HOP workshops in their own countries.

We will remain in close contact with the programme graduates as they develop plans to cascade HOP Core in 2024.”

During the Train the Trainer days, the facilitators were impressed by the training skills that the cohort already held. Tom Russell, Learning Solutions Specialist at the HLA said:

“We as facilitators learnt so much from the creativity, ideas and energy demonstrated by participants, especially when the tables-turned and our participants became the simulation team for ourselves as facilitators to enjoy.

I am filled with confidence that the future of the HOP initiative is in safe hands in the Asia region. I am looking forward to hearing about how HOP is delivered in the coming year or so. It is an exciting time for this cohort and the region.”

I acquired a lot of knowledge from this workshop. Each day we captured more technical knowledge as well as practical aspects. Another thing is communication – because we have different representatives and colleagues, we need to elaborate on our ideas in group discussions with effective communication. After this programme, my immediate objective is to deliver this training to our partners as well as my colleagues who require this training.”

HOP Core: creating impact around the world

Since 2018, and through the HOP Core programme, the HLA has trained INGO staff and national partners in 14 countries: Uganda, South Sudan, Zambia, Mali, Burkina Faso, Nigeria, Bangladesh, Poland, Ukraine, Jordan, Ivory Coast, Kenya, Thailand and Peru.

With the latest cohort having completed the programme in Asia, the impact of this training is being realised in a total of 28 countries.

The HLA Asia Regional Centre expresses its thanks to Save the Children colleagues in Asia for their engagement and support as well as to Save the Children Thailand for hosting the training

Find out more about HOP

Read more about HOP on the programme webpage.

Attendees at the HLA’s upcoming Humanitarian Xchange conference taking place online and in London in February 2024 will be able gain a taster of the immersive experience of HOP.

The HLA Asia Regional Centre is reflecting on the successful delivery of the Education in Emergencies (EiE) Fundamentals course in Afghanistan – the first time that this comprehensive training programme has been delivered in the country.

The EiE Fundamentals programme in Afghanistan is an initiative of the Humanitarian Leadership Academy and Education Cluster leads together with Save the Children in Afghanistan and UNICEF.

The five-day programme was delivered in Kabul between 1-5 October 2023 to Education Cluster members in Afghanistan. The aim of EiE Fundamentals is to equip education and EiE practitioners on the principles, processes and techniques essential for EiE programming.

37 participants benefited from the training: 12 representatives from local and national organisations in Afghanistan, together with 25 participants from international organisations including the UN, UNICEF, IRC, Norwegian Refugee Council, World Vision, and Save the Children International.

Contextualised training

The expert EiE training team led by Efren Lubuguin, the HLA’s EiE Professional Development Programme Manager for Asia, guided the participants through a total of 46 hours of blended learning: 35 hours of in-person training and 11 hours of online learning and remote video lectures with face-to-face support facilitation.

Working in collaboration with Education Cluster in-country leads enabled the EiE Fundamentals training content and delivery to be carefully adapted in line with the Afghanistan national context and directives.

Throughout the training programme, participants from national and local organisations were invited to share daily presentations on their EiE work and experiences in Afghanistan which served as an effective information sharing and discussion tool for the group.

Continuous training feedback enabled dynamic adjustments to the programme, fostering a positive reception from the participants.

The training was delivered in a very professional way and I was satisfied with the facilitators.

The HLA’s EiE Professional Development Programme Manager for Asia praised the engagement and collaborative efforts of all stakeholders and participants, highlighting the active participation and high levels of interest in topics such as EiE assessment, analysis, programme design; teacher supply; and wellbeing.

It was very useful training and I kindly request our EiE cluster to provide us with training like this in the future.

EiE work across the Asia region

This training builds on the roll-out and delivery of the HLA’s Education in Emergencies Professional Development Programme across the wider Asia region this year including the inaugural EiE Fundamentals training in Nepal in May, and the launch of the EiE Certificate of Advanced Studies (EiE CAS) programme in Asia, which welcomed a new cohort in November.

Further work in Afghanistan

The HLA will continue its work on the education and EiE context in Afghanistan in partnership with Save the Children in Afghanistan and Education Cluster members

The EiE Fundamentals training in Kabul provided a valuable forum for the Education Cluster members to discuss and identify capacity strengthening support needs, and to consider how the Education Cluster leads will plan and implement technical support to members.

In the immediate term, the HLA Asia Regional Centre team continues to liaise with the training participants and Save the Children in Afghanistan, particularly in the aftermath of the devastating earthquakes which hit Herat Province shortly after the conclusion of this initial EiE Fundamentals training. At least 14 schools have been damaged across the area, resulting in major disruption to children’s education.   

To aid humanitarian efforts, the HLA has launched a Response Learning Hub for Afghanistan to provide relevant and up-to-date open-access humanitarian training resources including EiE. These resources will be continuously reviewed and updated in line with identified needs.

The HLA Asia Regional Centre extends its thanks and appreciation to Education Cluster members, Save the Children in Afghanistan, as well as to the EiE Fundamentals training funders Save the Children Norway.

Further Information

Education in Emergencies Professional Development Programme

Response Learning Hub for Afghanistan

About the HLA Asia Regional Centre
HLA Asia Regional Centre

Podcast episode
Education in Emergencies: the viewpoint from Asia in 2023

Since May 2016, Kaya – the free digital learning platform operated by the Humanitarian Leadership Academy has upskilled thousands of humanitarians globally to directly respond to crises in their localities. Kaya is providing high quality, expert led and industry recognised learning at times and places where access can be challenging.

A Kaya learner from Syria said: “As someone who faced challenges due to the Syrian crisis, such as limited access and remote management, I found Kaya’s designed courses to be invaluable in enhancing my skills and knowledge.

The platform not only helped me keep learning but also enabled me to share this knowledge with colleagues, team members, and partner staff, ultimately making a positive impact on those affected by the crisis, especially since many courses are available in different languages including Arabic.”

With over 700,000 learners from 190 countries registered on the platform; there are now over 500 learning resources available on Kaya in 12 languages at varying levels of expertise. Resources for people who have never been involved in humanitarian action to resources for people who have worked in the sector for many years.

A Kaya learner from Cote D’Ivoire said: “The learning has changed my outlook, it’s opened my eyes to some of the challenges faced by our colleagues on the ground.”

Kaya content is contextually relevant and is often updated by experts across the globe with new information as new processes are introduced to humanitarian action.

How can I access Kaya and what will I find?

Kaya is free and accessible on a phone, tablet or laptop. You will need access to the internet to sign up and find content. However, your coursework can be done offline, and progress uploaded when you have access to internet again.

Resources range from games, quizzes, and assessments to online self-directed courses and pathways, webinars, videos, MOOCs (Massive Open Online Courses), and blended courses. Kaya users can also find registration for face-to-face workshops and events and so much more available and accessible at the learner’s time/flexibility.

A Kaya learner from South Africa said: “I believe that Kaya fosters creativity and critical thinking and for me that is an essential skill that every humanitarian needs.”

Kaya is not only helping humanitarians grow, but also supporting international, national and local non-governmental organisations (who we partner with) to share their knowledge on an accessible platform.

Another Kaya learner from Ukraine said: I’ve used the Kaya platform during my work with International Rescue Committee till October 2022. And nowadays I was really surprised to see this hub available in Ukrainian. I don’t remember any other humanitarian platform with trainings available in our language.”

Kaya resources are accessible; the platform includes a screen reader helper, a dyslexia friendly view and much more. As a learner on Kaya, you can earn certificates and showcase the certificates you receive from completing courses. Some courses award HPass digital badges, which you can add to your LinkedIn profile. These certificates and badges validate gained knowledge and encourage and motivate humanitarians to accelerate their learning and professional development.

I was really surprised to see this hub available in Ukrainian. I don’t remember any other humanitarian platform with trainings available in our language.”

What should I do now?

If you’re looking to learn something new as a humanitarian – from project management to proposal writing, understanding big concepts like cash and voucher assistance or the Grand Bargain. If you’re looking to join valuable networks such as the Women in Leadership network hosted on Kaya – sign up now.

If you’re already a Kaya learner, tell a friend about Kaya. Share one of the #KayaAppreciation posts on our social media channels or create your own.

The Humanitarian Leadership Academy remains poised to support professional growth and Kaya learners’ impact and invaluable contributions to individual communities.

In May 2023, Education Cluster members came together in Nepal for a five-day Education in Emergencies (EiE) Fundamentals course – successfully establishing this specialist training in the country for the first time.

EiE Fundamentals aims to equip participants with the fundamental competencies to initiate, design and implement an EiE response.

The course is already well-established across the Africa and Middle East regions, and is part of our Education in Emergencies (EiE) Professional Development Programme (PDP), delivered by our regional teams to target countries or responses on demand, typically in collaboration with the country/response Education Cluster or Working Group.

In Nepal, 29 participants – including 9 women – benefited from this inaugural EiE Fundamentals training in the country, including staff from Save the Children Nepal, local partners, INGOs as well as government officials.

The participants work in a variety of humanitarian and education-related roles including as education coordinators, field supervisors, technical managers, humanitarian focal points, as well as individuals working in the area of Monitoring, Evaluation, Accountability and Learning (MEAL).

Participants tackled an intensive series of modules covering EiE Fundamentals – including foundational concepts and frameworks, child participation and safeguarding in EiE, among many more specialist topics.

I feel empowered and accountable after the successful completion of five days of training on Education in Emergencies Fundamentals. Thanks to Save the Children and the Humanitarian Leadership Academy for the wonderful opportunity!

Working with Education Cluster Members

In Nepal, the Ministry of Education, Science and Technology (MoEST) takes overall responsibility for responding to all educational needs during emergencies and is supported by Education Cluster Co-leads – Save the Children and UNICEF. Together they coordinate a group of government, UN, NGOs and other education sector-related stakeholders to respond to the education needs during emergencies and humanitarian crises.

The training was facilitated by the HLA’s Education in Emergencies – Professional Development Programme (EiE-PDP) Manager – Asia together with Save the Children International’s EiE Emergencies Technical Advisor – Asia, and the Senior Programme Development and Quality Advisor from Save the Children Nepal.

The training was funded by the Norwegian Ministry of Foreign Affairs through Save the Children Norway, with support from Save the Children Nepal.

The EiE Fundamentals in Nepal was special! This is the kick-off activity of EiE-PDP in the Asia Region. Based on our pre-test and post-test of the 29 participants from Nepal, they demonstrated up to a 52 percent increase in their knowledge of the basics of EiE. Congratulations to this training cohort! We look forward to delivering three more Fundamentals courses in three more countries by March 2024.

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Approximately 50-60 participants from mid-level managers to field-based staff are participating in the training, drawn from Save the Children International and seven local partner organisations in Northern Shan State and Magway.

The objective of the training programme is to strengthen and enhance the current skills set of the partners for effective programme implementation and equip them for emergency response as well as to contribute to their institutional capacity strengthening.

The change in the context for non-governmental organisations (NGOs) working in Myanmar has brought many operational challenges to the local civil society organisations (CSOs).

To support these organisations in working effectively in the current context and to build stronger partnerships, Save the Children Myanmar identified key operational and thematic areas to strengthen partners’ capacity through a consultative process with the partners. Face-to-face training has been identified as a priority, complemented by online training.

Following the consultation, training programmes on different themes based on the priority learning areas were developed: Programmatic (Accountability and Financial Risk Management, Safe Programme, Contextually-Sensitive Programme Management); Operational (Budget Management, Supply Chain, IT Basic Knowledge Sharing, Safety and Security) and Compliance (Child Safeguarding, and Fraud Awareness).

The training successfully commenced in March 2023 with Contextually-Sensitive Programme Management and Supply Chain Training. 

Contextually-Sensitive Programme Management Training

Contextually-Sensitive Programme Management face-to-face training held on 27-29 March was attended by 33 participants – including 14 women – from programmatic, operational and medical roles from Save the Children International and partner organisations.  

Led by Save the Children Myanmar’s Partnership Adviser, the training was instrumental particularly to understand the concept of stakeholder mapping and the concept of Do No Harm. 

I’m quite impressed by the way the facilitator explained the concepts in detail. I’d participated in similar training in the past and have also conducted this training in the field, but the training was helpful to gain an in-depth understanding of the concepts with broader examples and their implication.

Participants learned about the connector and dividers analysis, how the programme impacts the context, and ways to decrease the negative impacts on the programme by redesigning the project. 

We need this kind of training for our project implementation. We have now learned to do connector and dividers analysis that would help us analyse the programme impacts on the context.

Supply Chain Management Training

The supply chain was identified as the key ‘area for improvement’ during the needs assessment process. The training was designed with the objective of feeding into further fine-tuning partner’s supply change policies, systems and processes that are aligned with best practices in the sector.

Participants learned about the workflow and its management of supply chain, procurement, fleet, and asset management, as well as how to set up this system in their organisational operations.

This training provided us with the opportunity to learn more about the procurement process, fleet and asset management in our organisation through sharing of challenges and lessons learned by other participants. It definitely added value to our learning.

The HLA Asia Regional Centre is funding the training programme and providing support through oversight of the entire process to ensure quality standards.

Soso Bagashvili, Head of the HLA Asia Regional Centre said:

“We are very pleased to fund and support the Save the Children Myanmar Country Office in delivering this vital capacity strengthening training in Northern Shan State and Magway. Thank you to colleagues, partners and participants for these fruitful first training sessions – we look forward to the next stages!’”