First, provide hard copy summaries of training content to participants. Women could then refer back to this information to review key concepts, which is especially important for courses offered in a great deal of detail, like aide nursing.
KEY ACTION: •First, provide hard copy summaries of training content to participants. Women could then refer back to this information to review key concepts, which is especially important for courses offered in a great deal of detail, like aide nursing.
•Second, ensure the right amount of equipment is available and distributed to everyone equally. If sufficient resources for this are not available, clearly explain why some (and not others) receive materials (based on grades/performance for example), or otherwise do not distribute materials.
•Third, include basic literacy and English language skills if women are entering work environments where literacy and English are required.
•Fourth, consider increasing the training time period for very in-depth courses, particularly those offered to MS participants.
•Finally, as covered in lessons learned, vet learning vendors and design venues to ensure they are suitable learning environments. |
UN Women and partners |
2024/12
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Completed
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KEY ACTION: •First, provide hard copy summaries of training content to participants. Women could then refer back to this information to review key concepts, which is especially important for courses offered in a great deal of detail, like aide nursing.
•Second, ensure the right amount of equipment is available and distributed to everyone equally. If sufficient resources for this are not available, clearly explain why some (and not others) receive materials (based on grades/performance for example), or otherwise do not distribute materials.
•Third, include basic literacy and English language skills if women are entering work environments where literacy and English are required.
•Fourth, consider increasing the training time period for very in-depth courses, particularly those offered to MS participants.
•Finally, as covered in lessons learned, vet learning vendors and design venues to ensure they are suitable learning environments. TIME FRAME: December 2024 RESPONSIBLE PARTY FOR IMPLEMENTATION: UN Women LCO WEE, livelihood partners, and third-party service providers STATUS: Initiated COMMENTS: All recommendations are well noted, and UN Women will strive to apply them, where possible, in future programming on WEE.
Hard copies: UN Women will provide handouts for women covering all material discussed in the classroom to allow them to keep all the information in future projects.
Equipment: The equipment distributed to beneficiaries under the project were related to their training/ job and since the training were in totally different sectors, not all women received the same equipment (for example childcare vs. mobile repair trainees). For future programming, we will ensure that this is communicated clearly and transparently.
English skills training: Due to the limited time of the project and the relatively long duration of the training and Cash for Work (CFW) component it was not possible to include English language skills training. English language training was provided under one project component (coding) since the training was 8 hours a day for a period of 6 months. UN Women will consider this recommendation for projects with a longer duration.
Vendor vetting: The UN Women team met with the vendor/ service provider shortly after the training started and addressed all the concerns of the beneficiaries and the vendor accommodated them by providing bigger rooms, larger screens, and better-quality food. UN Women will continue working directly with partners to ensure that the training venues are suitable for women.
Additionally, UN Women team will develop basic criteria that must be ensured in the training venue to be suitable for women and will communicate these criteria with partners. |