The Microfinance Training of Trainers Course

One of the aims of the capacity building program of ADBI is to improve access to a number of existing low cost development-oriented training programs available on CD-ROM. As a step in this direction, ADBI has been commissioning comprehensive reviews of a number of publicly-available CD ROMs. The CD-ROMs reviewed cover a range of sectors related to development such as water, agricultural research, finance, and so on³.

The Microfinance Distance Learning CDs developed by UNCDF was reviewed under this program and received a high rating. More specifically, the reviewer found the course

"engaging and highly interactive. … The UNCDF Microfinance Distance Learning course makes an important contribution to development by providing easy access to the current stock of knowledge on key issues in the field of microfinance."

ADBI and TDLC were, at the time, also exploring new initiatives in using the Global Distance Learning Network(GDLN)⁴ for capacity building in Asia and Pacific. Since microfinance has grown in recognition as the corner stone in poverty reduction, there was a strong interest in piloting a distance learning course on it. UNCDF also agreed to support the course. Three staff members, one from each institution, formed a team to offer the course.

The organizers deemed it critical to focus the course on the training and accreditation of trainers. These certified trainers would serve as core instructors capable of responding to the demand for training in microfinance to a broad audience, including decision-makers and practitioners in the region. For this reason, the course was entitled "Training of Trainers on Microfinance" (MFTOT). The first MFTOT was held from February to June 2005. With the success of the first course, and based on popular demand, the second course was offered from October 2005 to January 2006.

A. Course Design

Taking into consideration the problems associated with self-learning, a blended approach with distributed classrooms and on-line tutoring was adopted. The course design integrated four key learning methods:

1. Self-paced study using the Microfinance Distance Learning (MFDL) package developed by UNCDF.
2. Meetings with international microfinance experts through four, three-hour videoconference sessions at the local GDLN center. The videoconference sessions featured presentations and discussions on current issues and best practices in microfinance.
3. Online tutoring for homework assignments and discussions.
4. Face-to-face meeting at the local GDLN centers.

Once the design of MFTOT was agreed upon, responsibilities for managing the course were identified. The UNCDF provided the distance learning materials and supported the online instructor; ADBI engaged the international experts/tutors and moderated the videoconference sessions; while TDLC oversaw the organization of the course and coordinated with the distance learning sites in the participating countries. Funding and expertise came from each institution. The CD-ROM and workbook were made available to all participants and the two courses were offered free of charge to participants.

1. UNCDF’s Microfinance Distance Learning Course

The self-learning materials, the UNCDF’s Microfinance Distance Learning course (MFDL), forms the core of the MFTOT⁵. The MFDL explores how microfinance operations grow to provide financial services to poor on a sustainable basis. The course brings together advice and best practices from successful practitioners and institutions around the world, from Latin America to Africa to Asia and the Arab States.

The MFDL is designed for new entrants to the field including students, practitioners, policy makers, donor staff, socially responsible investors and others working in development. Along with a workbook, the MDFL comes in a package with two CD-ROMs – one contains the Computer-Based Instruction comprising 11 lessons, and the other contains a selection of reading to accompany the lessons.

2. Videoconference sessions at the GDLN

To supplement the self-learning package, four 2-hour videoconference(VC) sessions were held. Seven international microfinance experts, including policy makers and practitioners, were invited to discuss key issues in microfinance. The topics included, for example, commercialization of microfinance, interest rate, financial management of the poor, as well as case studies of microfinance institutions in selected Asian developing countries.

The videoconferences were provided through the GDLN of the World Bank. The GDLN consists of a network of Distance learning Centers (DLCs) which are public, private, and nongovernmental organizations, connected to one another through interactive distance learning and modern communication technologies. There are 15 GDLN Centers in the East Asia and Pacific Region, and 6 in Central and South Asia.

Once a month during the four-month period of the course, participants gathered at their local GDLN centers to view the lectures and to discuss with international experts in a distributed classroom environment.

3. On-line tutoring

To support participants in their learning, three top accredited trainers from the first MFTOT course were engaged as regional tutors. Each tutor was assigned to about 10-15 participants who took the course for accreditation in various countries. Through email, tutors communicate with participants to address questions, and provide tips for completing assignments, etc. Based on the manual provided to accredited trainers, tutors graded the assignments and executed the final examinations.

4. Face-to-face Meeting at DLCs

In some DLCs, local activities were organized voluntarily either by the staff or by the tutors. For example, in Viet Nam, all participants gathered the day before each videoconference session to a) go over the materials to be presented by the resource speakers on the following day; b) review previous lessons; c) share experiences and best practices in microfinance; and d) discuss future activities. The face-to-face sessions helped to strengthen the network among participants from all sectors of microfinance. They also ensured full understanding of the materials among participants who were non-English speakers.

B. Participant Recruitment

The recruitment of the course was carried out mainly through the ADBI and TDLC websites. The course announcement was also sent out to international and local microfinance networks and ADB local offices in targeted countries. During the three-week period of course announcement, 110 application forms were received. In addition, over 50 inquiries were received after the course had started.

There are two participant categories in the MFTOT:

1. Training of Trainer (TOT) participant. Those who were interested in being accredited as a trainer; and
2. Regular participant. Those who wished to attend the course without seeking accreditation.

TOT participants were selected through a rigorous and competitive process based on their technical qualifications, training experience, and potential to apply the MFDL material effectively to respond to local demand. More specifically, applicants who applied for the course as a TOT participant were asked to submit the following:

1. A written expression of interest indicating clearly why s/he wants to become a certified tutor for the MFDL course.
2. A curriculum vitae providing, inter alia, details of relevant assignments and the names and contact details of two referees.
3. A strategy for using and disseminating the MFDL workbook to a wider audience.

While there was no limit to the number of regular participants, the number of TOT participants was limited to ensure effective participant-tutor ratio. Those who applied as TOT participants but were not selected automatically became “regular” participants. Regular participants did self-study on the interactive CD-ROM and attended four VC sessions.

C. Certification

Based on the assignments, interaction with tutors, and score in the final exam, participants who met the certification standards were given accreditation to become a certified trainer of the Microfinance Distance Learning Course.

Following the guidelines established for the course, participants who completed all assignments and examination with a score higher than 65% were accredited. Those with a score higher than 85% were certified with distinction. Along with the certification issued by three donors, ADBI, TDLC, and UNCDF, participants also received an instructor’s manual for MFDL for use in their future training activities.

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