Support PHE Champions to attend CRC-CI’s “Building Leaders for Coastal Community

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1.6 Support PHE Champions to attend CRC-CI’s “Building Leaders for Coastal Community

Resilience: the Population, Health and Environment Dimensions” In line with recommendations from the mid-term evaluation and previous planning discussions, CRC and CI designed and implemented a three-week course on PHE and climate change, in order to spur interest in PHE and build field practitioner capacity in this integrated approach to development. The course was conducted from June 4 to 22, 2012 at the Coastal Institute located at the URI Narragansett Bay Campus, Rhode Island. Fees for this revenue-based training were paid by participants’ projects, universities, or government agencies. The 17 participants—from Tanzania, Ghana, The Gambia, Senegal, Uganda, Indonesia, the Philippines, and the US—had diverse backgrounds spanning primarily the environment and health sectors. What they shared was the common goal to better understand the PHE approach andor how to better integrate a P, H, or E component into their existing single sector projectswork. In the case of those course participants already implementing PHE projects, the opportunity was to hear and learn from the challenges and successes of other PHE projects and champions and to learn to add a “climate change” lens to their work. The course featured several BALANCED Project publications and training manuals, and at the end of the course, participants presented their plans to advocate for integrated PHE approaches upon return to their work in their home countries By the end of the course, participants who initially had struggled with thinking “outside the box” of their single sector workapproach, were recognizing the value in, need for, and the “how to” of integrating one or two of the “other” sectors into their projectprogram designs and implementation. And, for those already implementing PHE projects, the achievement was in learning new tools and strategies for implementing their work even more effectively and improving the integration between the P, H, and E aspects of their projectwork. Without exception, each participant left with a strengthened commitment to helping their project or agency better pursue the goals of andor more effectively implement the PHE approach. The BALANCED Project did not provide direct funding for the BALANCED Deputy Directors to contribute their time to course curriculum design, marketing or delivery. Rather, the efforts of Squillante, Torell, and Edmond were funded through non-BALANCED Project funds of the CRC and CI organizations. BALANCED did, however, fund two individuals to attend the course: Lucy Shillingi, the Pathfinder Country RepresentativeUganda and Juma Dyegula, the BALANCED PHE Coordinator from Tanzania. Immediately following the course, Shillingi and Dyegula worked with BALANCED staff to adapt the June 2012 course curriculum for the upcoming PHE Africa course scheduled for February 2013. The February course will focus on attracting participants from Africa and will highlight—while not be limited to—case studies, PHE projects, etc. from that continent. BALANCED will also support Shillingi and Dyegula to serve as co-trainers in the 2013 course, helping build the capacity of these two PHE champions to serve in the future as PHE trainers within their region. Results from Activity 1.6 • 2 NGO representatives 1 male, 1 female trained on PHE and climate change 1.1 20 IR1 Priorities for Next Reporting Period July 1 to December 31, 2012 The individual listed in bold is the leadindividual responsible for bringing the activity to completion. Supporting team members follow. This is the best estimate at the time of this report, but the lead or other team members may change based on staff availability and other factors. • Plan the East Africa PHE course for NGOs implementing PHE interventions in Africa, tentatively scheduled for February 2013 in TanzaniaZanzibar Linda, Janet, Elin, Joan • Provide continued technical assistance and mentoring to BALANCED trainees and PHE Fellows in Ethiopia, Tanzania, and Ghana and Mozambique upon request. Elin, Ricky, Joan, Linda • Provide technical support on CRM and fisheries, BCC and IEC materials development, etc. to the HOPE-LVB Project partners upon request and in line with the HOPE-LVB project activities. Ricky, Joan, Linda IR2 PHE knowledge and tools developed, synthesized, and shared The knowledge management KM element of the BALANCED Project continues to serve as the nexus of IR1, Capacity built for integrated PHE implementation and IR3, Results-oriented PHE field activities implemented in areas of high biodiversity. The revised Year 4 workplan acknowledged the recommendation from the BALANCED mid-term evaluation to maintain and build only modestly on the KM-specific activities and outputs from the Project’s first three years. As discussed among BALANCED Project key staff in the September 2011 strategic planning meetings, the Project KM activities during Year 4 would be more strategic and specifically designed to contribute to effective PHE implementation. This required more regular communications between technical staff working in the field and staff working on BALANCED KM activities to identify what is working in the Project’s capacity building interventions and technical support to the field. The focus of IR2 activities remained on three key areas: • Identify, document and synthesize knowledge on PHE Activity 2.1 • Organize existing and new knowledge for the PHE website Activity 2.2 • Share knowledge within the PHE community and beyond 2.3 Accomplishments In line with our Mid-Course Strategic plan, we continued to fine-tune our KM activities that contribute to the Project’s mission of …”building cadres of competent PHE champions and practitioners. ” Toward that end, we completed and disseminated two training curricula during this reporting period. We also successfully published an article on the results of Tanzania Behavior Monitoring Survey BMS baseline, and submitted another article, which is being reviewed by Global Health Journal. We also continued to promote PHE approaches and PHE champions through videos and blog posts. We also worked diligently to promote PHE knowledge, information and successes to the broad PHE community of practice and beyond. Details of our IR 2 activities follow. 21

2.1 Identify, document, and synthesize knowledge