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SECTION I

Livelihoods Support Training Materials

REPUBLIC OF SOUTH SUDAN NATIONAL DDR PROGRAMME 2013-2014 PILOTPilot Reintegration Project

Entrepreneurship, Cooperatives and Financial Literacy

TraININg Of TraINErS CurrICulum

by Gautam Jain Training Consultant

Prepared for: World Bank & NDDRC

JuNE 2014

6 SECTION I

Table of ConTenTs

Introduction ............................................................................................................ 7Project Background ............................................................................................... 8

Phase I: Training Delivery ..............................................................................................................8

Phase II: Follow-up Training .........................................................................................................9

Training of Trainers (TOT) approach .................................................................... 10Key TOT Training Inputs ...............................................................................................................10

Methodology ..............................................................................................................................10

Key TOT Training Outputs ...........................................................................................................10

Structure of Training of Trainers ..................................................................................................11

Training modules .................................................................................................. 12Module 1: Introduction and Micro lab: Expectation and Commitment ..............................12

Module 2: Learning Process and Curriculum Design ..............................................................12

Module 3: Training in Financial and number Literacy ............................................................13

Module 4: Business Skills Development in Cooperatives .......................................................14

Module 5: Steps in Starting a Business and Cooperatives .....................................................14

Module 6: Behavioral Skills in entrepreneurship and Cooperatives .....................................15

Module 7: Training in Business Plan and Financial Transaction .............................................15

Module 8: Training and Services in Enterprise Management ...............................................16

Module 9: Advance Management Skills and Systems ..........................................................18

Module 10: Legal Aspects: Registration and Taxation ..........................................................19

Module 11: Planning and Managing Field Level Operations ................................................19

Module 12: Documentation and Reporting ...........................................................................20

Module 13: Action Plan & Concluding .....................................................................................20

Entreprenuership, Cooperatives and Financial Literacy - Training of Trainers CurriculumsDDR Pilot Reintegration Project in South Sudan 7

The overall objective of the Republic of South Su-dan’s Disarmament, Demobilization, and Reinte-gration (DDR) Pilot Reintegration Project Liveli-

hoods Support Component is to facilitate the successful reintegration of former combatants through sustainable livelihoods support services to ex-combatants in their communities and test the livelihoods mechanism for fu-ture DDR initiatives. The project’s livelihoods support activities for ex-combatants were carried out in the four states of reintegration - Lakes, Warrap, Western Bahr El-Ghazal, and Northern Bahr El-Ghazal. The project’s livelihoods activities focused on 1) cooperatives /asso-ciations with a mix of ex-combatants and community members; 2) individual or partnership enterprise train-ings for small farms, rural agricultural enterprise or mi-cro-enterprise business; and 3) distribution of livelihood start-up toolkits.

The following activities constituted the major deliver-ables of the projects:

Provide all interested ex-combatants with entrepre-• neurship training;

Provide all ex-combatants initiating either partner-• ships or individual enterprises training on business

planning, governance, incorporation, banking, ac-cessing micro-financing, project management, and marketing;

Provide all interested ex-combatants (cooperative, • partnership or individual) business finance train-ing or capital portfolio management as a means to provide enterprises at all their growth stages timely access to finance facilities in order to target their fi-nancial sustainability;

Provide all interested ex-combatants (cooperative, • partnership or individual) business advisory assis-tance to support the creation of business plans and sustainable growth;

Provide all ex-combatants and community members • joining or creating cooperatives training on gov-ernance, incorporation, banking, accessing micro-financing, project management and marketing;

Support community members participating in coop-• eratives with a short entrepreneurship booster train-ing; and

Distribution of livelihood start-up toolkits to all ex-• combatants participating in cooperatives, partner-ships or individual enterprise trainings.

InTroduCTIon

8 SECTION I

Phase I: TraInIng delIvery

In line with the project’s objectives, ex-combatants were a) trained at Mapel Transition Facilities (TF) in financial literacy, entrepreneurship, and cooperatives leading to second careers in business along with their communities, b) follow-up support and State level training in entrepre-neurship, cooperatives, and financial literacy was offered to ex-combatants and community members joining ex-combatants in their business in order to make progress toward establishing successful enterprises in the four states of South Sudan, and c) livelihood start-up toolkits were distributed to participating ex-combatants. Further detail on the financial literacy, entrepreneurship, and co-operatives aspects of this work are outlined below.

Mapel Transition Facility: Training for Ex-combatants

Selection of 10 Trainers for conducting training of • ex-combatants at Mapel as well as follow-up and state level training

Development of Curriculum and Training module • addressing the needs and issues of ex-combatants in setting up small enterprises as individual, part-nership or cooperatives as part of their reintegration process

Development of Training of Trainer Manual as a • guide for training ex-combatants in financial liter-acy, entrepreneurship, and cooperatives for creating small enterprises based on their technical skills sets

The following activities were conducted at the Ma-• pel Transition Facility:

Training of 10 trainers for conducting training in fi-• nancial literacy, entrepreneurship, and cooperatives at Mapel;

Providing training on entrepreneurship, financial lit-• eracy, and cooperatives to the 290 ex-combatants in Mapel during a 10 day training course;

Mentoring the 10 trainers during the training of fur-• ther 290 ex-combatants;

Preparation of a note on the framework of follow-up • support and state level Training for ex-combatants during the process of reintegration with their com-munity;

State Level Training and Follow-up

After providing training at the Mapel Transitional Facil-ity, trainers followed up with the ex-combatants in their communities of return to support and offer state level training and other support assistance for making prog-ress towards setting up small businesses and mobilizing the communities to join them as partner or stakeholders.

In the field, the trainers held several awareness genera-tion meetings in the ex-combatants’ communities of re-turn with regard to what ex-combatants were planning as their second careers and also sharing their technical and business learning from the Mapel TF. Ex-combatants also shared their business ideas that they had selected with the community and explained how these businesses would benefit community and local areas. Trainers also held several individual and group counselling sessions for motivating them to support each other for a common cause.

Trainers continued identifying the needs and issues of ex-combatants and their communities, and offered assis-tance towards startup of their businesses. These included refining the business idea, explaining the need for local resources and market for the product and services as well as assistance in improvement/preparation of business plans as well as support in decision making with regard to the location, name of the business, constitution of as-sociation/cooperatives or other format of businesses, and acquiring critical inputs for startup.

The trainers organized need based training under dif-ferent modules including: 1) the startup process of a business, 2) setting up cooperatives and benefits to com-munity, 3) management of enterprises including sales, writing accounts, purchases, production and work place management, 4) market and business, 5) capital and cost in business, 6) selection of business opportunities, 7) preparation of a business plan building cooperative spirit among community, and 8) business skills development in running a business (from production to market and computing profit and losses).

The trainers helped in the mobilization of ex-combatants along with community members in all four states. The trainers reached out to cover a total of 537 people consist-ing of 253 ex-combatants and 284 community members

ProjeCT baCkground


during the follow-up support period. The community members were mobilized as part of the strategy for rein-tegrating ex-combatants who were away from the com-munity. Ex-combatants upon their return met community members and shared their plans for income generation activities with new skills developed at Mapel. They in-vited community members to join them in the formation of cooperatives and other types of businesses for mu-tual economic prosperity. The trainers further reinforced them to work with each other during the follow-up.

Phase II: follow-uP TraInIng Follow-up with ex-combatants together with community members was one of the key components of livelihoods support in the project’s two phases. This component was designed in phase II to help develop human resources as part of NDDRC’s capacity building efforts through Training of Trainers (TOT). The TOT’s goal was to train and offer support at the state level to ex-combatants and communities to set up their business as cooperatives/association, individual/partnership or private/joint ven-tures. The training would also ensure that the ex-com-batants and their communities are fully equipped with business and management skills to start and manage their businesses successfully through continuous/follow-up training, counselling, and other support services in respective states.

Activities of the Component:

Step 1: Curriculum Design and Training Modules;•

Step 2: Development of Training Manual for Con-• ducting TOT;

Step 3: Training Materials Development (material to • be used during the TOT);

Step 4: Conduct Training of Trainers for ICRS Case-• workers and firm-hired trainers;

Step 5: Preparation of Manual for state-level train-• ing, curricula, and approach for support to ex-com-batants and community members (Added new mod-ules);

Step 7: Planning of State-based follow-up train-• ings;

Step 8: Commencement of State based follow-up • and Trainings

Role of ICRS caseworker as Trainers in Phase II of the Project

Phase II activities involved state level training and sup-port to ex-combatants. ICRS caseworkers and four state level managers led this work. Two of the state level managers also worked as trainers during the project’s first phase. Based on the achievements and feedback of phase I including the findings of the Mid Term Review (MTR), the following framework of the curriculum was proposed:

In the second phase, the ICRS caseworkers who con-ducted the trainings performed the following key roles:

Offered training in financial literacy, entrepreneur-• ship, cooperatives, and advance management to help the enterprises achieve success and growth;

Conducted follow-up to find out and record the • progress being made by ex-combatants and commu-nity members;

Assessed the needs of ex-combatants and commu-• nity members operating at different levels on the progress continuum – from no initiatives to a suc-cessful enterprise creation and management;

Offered support services for trouble shooting and • help in improving business practices such as filling up of various formats, improving or rewriting busi-ness plans, and providing feedback on various busi-ness practices such as stock register or cashbook and counselling for resolving the internal conflicts and improving decision making;

Communicated the field level information to • NDDRC with reports for action; and

Created support network of institutions in the local • areas for technical and business education, employ-ment opportunities, access to market, and other ser-vices to business enterprises.

10 SECTION I

The TOT aimed to achieve the following learning goals:

Design and develop training curricula based on the • need of ex-combatants and community members;

Conduct training sessions on learning’s related to • financial literacy, entrepreneurship, business and management, different forms of enterprises includ-ing cooperatives, behavioral skills development, advance business management practices, and legal aspects of business enterprises;

Apply learning methods based on learning by doing • and experiential learning methods in a way that it becomes relevant and effective for illiterate as well as less educated target groups;

Conduct practice sessions to gain self-confidence in • conducting the various simulated exercise leading to desirable transformation and learning among the target group;

Plan and conduct follow-up in a local area and • analyze the progress being made by trainees with respect to business startup, management of enter-prises, quality of business operations, and results achieved through business in relation what worked well and what did not work for them;

Assist ex-combatants in exploring business oppor-• tunities in local areas based on the vocational skills of ex-combatants;

Prepare reports on progress made by each of the ex-• combatant as well as community members involved in their business enterprises;

Offer support services that improve the business • processes from start-up to management such as sup-port in trouble shooting, improve record keeping or completing application forms for legal compliance;

Consult with ex-combatants and community mem-• bers individually and in groups to facilitate proper decision making and resolve internal conflicts; and

Interact with the local support system to mobilize • their services when needed by the ex-combatants’ businesses.

•

key ToT TraInIng InPuTs

Curriculum and training modules and learning in-• puts;Conceptual and technical learning in entrepreneur-• ship, enterprise management, cooperatives and fi-nancial literacy; Demonstrations of some key experiential and par-• ticipatory based sessions conducted during the first phase; and

Planning and m• anaging state level training and fol-low-up with formats for regular reporting systems.

MeThodology The training methodology is based on the process of un-learn, relearn, and consolidate to build the capacity for training ex-combatants in entrepreneurship, coopera-tives, and financial literacy. The TOT uses experiential and learning by doing as well as participatory methods of learning. The trainers are trained to apply these learn-ing methods in conducting the training in their respective states. The learning process, therefore, largely involves small group exercises, simulations, role-plays, field-work, and small group work and assignments in financial literacy, entrepreneurship and cooperatives.

key ToT TraInIng ouTPuTs ICRS Caseworkers turned trainers could do the follow-ing after the TOT:

Design a need-based curriculum and adjust its inputs • (modules & Sessions) to meet the learning require-ments of ex-combatants and community members so as to support the start-up of businesses in differ-ent forms of enterprises including various coopera-tives relevant to their vocational skills; Offer services to help ex-combatants solve business/• enterprise management issues and meet require-ments; Conduct training sessions in financial literacy, en-• trepreneurship and cooperatives while adjusting the inputs to availability of time and requirements of trainees (need based);

TraInIng of TraIners (ToT) aPProaCh


Conduct follow-up and keep records of the progress • made by beneficiaries, challenges faced, and solu-tions offered to them through training, services, and counselling; Periodically share field reports on trainings conduct-• ed and the status of trainees;Commit themselves to bring about positive changes • in the local situation and establish support networks to the enterprises of ex-combatants; and Manage training materials for each training ses-• sion with exercises, visuals, formats, and simulation games.

sTruCTure of TraInIng of TraIners

The proposed inputs is c• overed in 10 days with 8 hours total on each day (including breaks);Training will have Saturday as a working day; if • needed, Sunday may also be used for certain ses-sions;There are 6 sessions per day, each session will be • 60 minutes: Training will start at 9.00 AM and con-

clude at 5.30 PM every day;Participants may need to do some preparation and • home assignments for demonstration session which means training sessions may be extended beyond 5.30 PM. Therefore, trainees are advised no to make alternate important commitments during the course of the TOT;Three breaks: Morning tea break (15 Minutes), • Lunch break (75 Minutes) and evening tea break (15 Minutes) – The timing is flexible and if there are changes, these would be announced;The consultant uses a training kit initially used dur-• ing the Phase 1;Trainers would have to develop their own training • kit using the material supplied to them – this should be worked on each day after the training hours with the assistance of State level manager; andTrainees (participants) conduct field visits two to • three times during the TOT- arrangements will be made as per schedule. This may be coordinated by the State managers.

Table 2: TOT Training modules

modules Curriculum Development

financial literacy, Entrepreneurship and

Cooperatives

advance Business man-

agement

Training management/ Documentation

1Introduction and Micro lab: Expectation and Commitment

3(1-3)

2 Learning Process and Curriculum Design 6

(4-8)

3 Financial literacy/numeracy6

(9-15)

4Entrepreneurship and Business Development in Cooperatives

3 (16-18)

5Steps in starting a business and Coopera-tives

5 (19-23)

6Business and Behavioral Skills Development in Cooperative Entrepreneurship

10 (24-33)

7Training in Business Plan and Financial Trans-actions in Business

7 (34-40)

8 Enterprise Management 8

(41-48)

9 Advance Management Skills and Systems 6

(49-54)

10Training and advisory in Legal Aspects: Registration and Taxation

2( 55-56)

11Planning and Managing Field Level Opera-tions

2 (57-58)

12 Documentation and Reporting 1

(59)

13 Action Plan & Conclusion1

(60)

Total (60 hours) 8 32 16 4

12 SECTION I

TraInIng Modules

major learning goals Specific learning Input/Activities methods/approach

Session 1: Getting Started: Appetizer and Energizers

Warm up and build rapport with • each other Get rid of initial inhibition and social • barrier Reconnect with each for a different • purpose and cause Introduce the features of training • and its quality of experience for the next 10 days Help participants open up •

Introduce participants and trainers• Exercise to explore the inner self • Experience different facets of life and • capture the thoughts and feelings and share the same Conduct •

Self-Analysis and exploration• Sharing ideas about oneself in the • context Small Group work• Presentation by the participants • Reflections•

Session 2: Creating a Learning Environment: Sharing expectation and commitment Building

Learn what participants and trainers • expect from each other Establish the condition and tone for • mutual benefitsClarify the expectation and process • of meeting the expectationBuild commitment to succeed in the • training

Share the training purpose and its orien-• tation toward the developmental goalIdentify role of trainers in the develop-• ment field in the project context and set expectationsDevelop the condition that will help • build team work for the next 10 days

Rethinking exercises • Small Group work • Presentation by the participants •

Session 3: Exploring challenges: Maphel and State Level Training

Share the Mapel experience and • possible challenges and inadequa-cies Share the State level training and • possible challenges and inadequa-cies Reflect upon what is incomplete • and what needs to be done to at-tain the project goalInitiate the process of thinking about • the approach

State Managers share their report of • State for the past few yearsShare the current conditions Period of • Gap between state level training and nowPresent detailed accounts about what • has been achieved and what remains to be achieved Provide a detail account of constraints • and challenges

Presentation by State managers • Discussion and question and answer• Rethinking approach and methodol-• ogy

Module 1: InTroduCTIon and MICro lab: exPeCTaTIon and CoMMITMenT

Module 2: learnIng ProCess and CurrICuluM desIgn


Session 4: Curriculum Design: Process and Method

Determine qualities of a good cur-• riculum and a bad curriculumDiscuss the key elements of a cur-• riculum Engage participants in the process • of curriculum development in the context of prospective trainees’ need and socio-economic cultural context Identify key learning inputs respond-• ing to needs of trainees in the four states

Participants bring their real life situations • pertaining to needs and issues on ex-combatants and develop a few sample training curriculum design (Training Need Assessment and Analysis)Participants pick up one key need area • of ex-combatants and details out the process of curriculum development Learn to package and repackage train-• ing inputs responding to time constraints and target group

Analysis of a case on Curriculum• Small group work on determining the • key inputs for curriculum development in the given context and needs of ex-combatants and community people Presentation of needs of beneficia-• ries and suggest curriculum based solutions



Session 5-6 Writing Learning Goals and selecting learning inputs

Analyze different components of • learning goals Identify different types of training • inputs Determine the learning goals and • select different types of training inputs Set the sequence of training inputs • Write different learning goals which • are measurable

Participants develop learning goals for • a specific area of development of ex-combatants Analyze whether a particular learning • goal is achievable or not and learn to set achievable learning goals with refer-ence to time and local context

Small group work to develop learning • goalsList different training inputs and con-• nect their implication on nature of learning to be achieved Presentation by the participants •

Session 7-8: Selecting Training methods

Assess and select the training meth-• ods for different training inputs and learning goalsDemonstrate potential benefits and • disadvantages of each learning methodPractice the learning process for • relevant learning methods (for the illiterate target group) as well as en-suring behavioral skills development Practice facilitation of learning •

Participants present on what learning • methods of different types of learning inputs are relevantParticipants conduct sessions on differ-• ent training methods Participants demonstrate how to deal • with adult participants while facilitating learning

Demonstration• Practice conducting some of the key • learning methods like experiential learning and participatory method Feedback and analysis to determine • the effectiveness or ineffectiveness

Module 3: TraInIng In fInanCIal and nuMber lITeraCy


Session 09-12: Introduction to Module in Financial Literacy and Number

Help participants create effective • learning exercises to train illiterate trainees in numbers and financial literacy Learn the importance of number • and financial literacy in business transactionList dangers and threat in the busi-• ness due to poor skills in financial literacy and numbers among illiter-ate and literate people Explore how to develop creative • methods for training in numbers and financial transaction Identify challenges of working with • people who are weak with numbers and financial transaction due to low literacy levels

Participants recall the incidences of • interactions with illiterate people and share what went wrong in communicat-ing with them and how did they solve the problem of working with themParticipants develop a learning plan • and demonstrate teaching for addition, subtraction, and divisionParticipants develop a learning plan • and demonstrate currency recognition and managing the transaction of buy-ing and selling Participants develop a learning plan • and demonstrate teaching the prepara-tion of a family budget including savings Participants develop a format for • record keeping for business transaction such as cash book, budget, sales

Role play based exercise• Small group work• Creative idea generation • Development and testing of lesson • plan in training various skills in financial literacy and numbersWorking to improve the insight for cre-• ating effective methods in teaching financial literacy and numbers

Session 13-15 Demonstration of exercise in Financial Literacy

Apply the structured learning • exercises developed for developing number skills for financial transactionIdentify the process of conducting • the different exercises implemented in Maphel and in state level training Build confidence in managing learn-• ing using participants’ experiences

Participants experience their exercises • as trainees for numbers and financial literacy They analyze their own experience and • relate with an illiterate target groupParticipants prepare notes on how to • conduct these exercises and demon-strate

Experiential Learning • Learning by doing • Analysis of experiences• Demonstration of exercises•

14 SECTION I

Module 4: busIness skIlls develoPMenT In CooPeraTIves


Session: 16-18: Framework in Entrepreneurship and Business Skills Development

Learn the concept of entrepreneur-• ship and business skillsExplore the motivation to start a • business and its process of decision making List the qualities of an entrepre-• neur and skills that are required for creating successful and growing businessesIdentify the process of development • entrepreneurship and business skills Introduce the concept of coopera-• tive as one of the major potential formats useful for ex-combatants

Participants carry out a small group work • based on whom they consider to be an entrepreneur and business personRecall the names of entrepreneurs and • business people as an illustration and share their qualities and skills in business Discuss how these qualities and skills are • developed through training among the illiterate target group Participants visit the market area to see • the operations of business enterprises – to get exposed to how people select their business, location, customers, and what activities they do to their busi-nesses as well as the challenges Participants experience the impact of • cooperatives and list its benefits in the business

Small group work• Experience sharing• Simulation Exercise • Visit to market • Presentation •

Module 5: sTePs In sTarTIng a busIness and CooPeraTIves


Session 19: Decision and Steps for starting a business

Identify steps and factors for taking • decisions and starting a business Learn the process of motivating and • facilitating decision making for a career in business Identify the process of setting up a • cooperative Plan training, counselling and • support services intervention for ex-combatants and community toward to start upLearn how to facilitate ex-combat-• ants’ selection of a business and location

Participants are engaged in a series of • small group discussions to identify the factors and steps in starting a business as well as cooperativesParticipants list the key requirement for • setting up a cooperative Participants prepare a plan and strate-• gies to assist ex-combatants for select-ing a business as well as a cooperative based business format Participants demonstrate how they • plan to build the capacities and lead ex-combatants to succeed in starting a successful business and cooperative

Small group discussion• Presentation by the participants• Demonstration on counselling and • support services

Session 20-23: Business Opportunity Selection and Guidance

Plan and conduct training in deci-• sion making and steps needed for starting a business or cooperativeHelp participants (ex-combatants) • initiate steps and offer services that can speed up the process of starting a business or cooperativeSupport in selecting a business • relevant to their technical or voca-tional skills

Participants go through the relevant • parts of the training manual for ex-combatants and note on State level training and services Participants conduct demonstration on • counselling and offering support services in meeting the requirement of each stepParticipants demonstrate counselling • in selecting a business relevant to their technical skills and also location

Small group work• Demonstration of training • Simulation • Practice session•


Module 6: behavIoral skIlls In enTrePreneurshIP and CooPeraTIves


Session 24- 28: Business skills Development for Operating a business and a Cooperative

Learn the learning methods used in • developing entrepreneurship and cooperativeExperience the development of • business skillsLearn how to conduct the simula-• tions to develop these qualities Apply experiential learning methods • for behavioral qualities’ develop-ment

Participants to participate as potential • training in entrepreneurship and coop-eratives Participants are engaged in formation • of a cooperativesParticipants make products and carry • out business transaction and record the same Participants evaluate themselves and • seek feedback; they conduct the busi-ness simulation again to demonstrate qualities that lead to success in business

Simulation and experiential learning• Demonstration• Use of format for business transac-• tional recording Analysis of business data • Feedback •

Session 29-31: Behavioral Skills in Entrepreneurship

Plan and conduct training in Identify • behavioral qualities in entrepreneur-ship and cooperatives Help ex-combatants deal with the • dynamic of society and community Learn the importance of goal set-• ting, team work, and positive think-ing in entrepreneurshipDevelop learning exercises that can • help develop positive thinking and goals setting behaviour Learn the critical qualities that keep • the cooperatives strong

Participants recall the experience • sharing sessions and identify some key qualities Participants list the challenges in society • and community to be successfulParticipants explore learning methods • to develop the requisite behavioral qualities

Analyze the experience of coopera-• tive entrepreneurs Small group work • Simulation exercise •

Session 32-33: Team Building and Management of Cooperatives

Apply simulation exercise based • on experiential learning to develop behavioral qualities Demonstrate the effects of some of • the behavioural qualities in manag-ing successful cooperative business enterprises Learn to conduct sessions on de-• velopment of behavioural qualities using the structured games

Participants volunteer to participate in • the games through different role playsThey are assisted to share their experi-• ences on what factors helped and affected their performances Relate the performance with some key • behavioral qualities Participants demonstrate how these • qualities help in cooperatives and busi-nesses succeeding

Experiential learning based simulation • and role playsDemonstration of exercises • Discussion on how to conduct these • exercises

Module 7: TraInIng In busIness Plan and fInanCIal TransaCTIon


Session 34: Training in Financial Transaction in different Types of Businesses

Identify different types of businesses and • business transactionsIdentify different types of financial activi-• ties in different types of businesses Identify different cost structure and • capital requirements in different types of business activitiesLearn the process of cost and capital • estimation Follow the training methods for teaching • illiterate trainees on how to manage and estimate cost of production and capital Learn to compute mark up and margin • in product costing and business transac-tion

Participants list the different types of • business activities related to different types of vocational skillsParticipants list different types of busi-• ness transactions – nature of produc-tion to marketing activities and other requirements related to determining cost and capitalParticipants use the simulation tech-• niques to help trainees learn computa-tion of cost, capital as well as mark up and marginFollow the practice sessions to build the • confidence in teaching the financial transactions

Participatory learning process• Small group work• Demonstration and presentation•

16 SECTION I


Session 35-36: Estimating Capital and Cost

Identify different cost structure and • capital requirements in different types of business activitiesEstimate cost and capital • Follow the training methods for teaching • illiterate trainees on how to manage and estimate cost of production and capital Learn to compute mark up and margin • in product costing and business transac-tionCalculate the breakeven point to help • trainees (ex-combatants) to decide the price and sale volume for making profit

Participants use the simulation tech-• niques to help trainees learn computa-tion of cost, capital as well as mark up and marginParticipants follow the practices sessions • to build the confidence to teaching the financial transactions

Small group work• Demonstration and presentation• Individual assignments• Counselling session •

Session 37-38: Sources of Finance

Learn the role of capital in start-up and • management of an enterpriseIdentify different sources of capital • Learn how the capital is generated • through reinvestment Learn the role of micro-finance and im-• portance of loan and loan repayment

Participants list types of capital and • sources of capital Participants assess the terms and condi-• tions of borrowing Your appreciate the importance of pay-• ing back loansParticipants meet a micro-finance insti-• tution (MFI) expert

Small Group discussion• Representative from a Micro-• finance institution to deliver the session

Session 39-40 Business Plan for Setting up Cooperatives /Individual or Partnership

Prepare a business plan for starting a • businessLearn the key decisions toward starting a • business and in the process of preparing a business planFollow the different formats of business • plan for different types of businesses

Participants identify key decisions for • starting a business and preparation of a business planParticipants comprehend different busi-• ness plans Participants learn how to help ex-com-• batants in the preparation of a business plan

Small group work• Demonstration and presentation• Individual assignments• Counselling session•

Module 8: TraInIng and servICes In enTerPrIse ManageMenT


Session 41-42: Introduction to enterprise management in Cooperatives Businesses

Identify key activities of managing a • business and enterprisesComprehend the concept of man-• agement in relation to business and enterprises List the differences in managing a busi-• ness and enterprises among different types– individual, partnership, coopera-tives, and private limited.List the key issues in managing a business • and enterprisesList the skills in management of enter-• prises Determine the learning process on enter-• prise management

Participants visualize the operations • of different types of businesses and list the key processes in managing the enterprise Participants become aware of the issues • in managing different types of business and possible threat to the business in the event of weak or poor management Participants list the key conditions for • training ex-combatants for manage-ment of their business and enterprises

Small Group work• Experience sharing • Make a presentation of cases on • different types of businesses



Session 43-44: Sale and Marketing

Know consumers – where, how, when, • and why they buyLearn the methods of attracting con-• sumers and customers Plan to achieve sales and manage • services pertaining to salesMaintain records of sales transactions •

Participants capture some of the dy-• namic related to market and sale based on their own past experiences Participants participate in simulation • exercise to experience how to attract and market customers as well as know what mistakes entrepreneurs do that kill their businesses Participants use the format for teaching • trainees for recording sales and market-ing (illiterate groups)

Small group work• Simulations and role play•

Session 45-46: Production and Workplace management

Identify the importance of managing • work placesLearn how to organize the workplaces • Plan and execute a production plan • Determine good and bad practices in • production and workplace manage-ment Keep records of production •

Participants visualize the conditions of • good and bad production and work-place List the factors that can lead to poor • production and its bad effects on busi-nessParticipants experience the role plays • for training ex-combatants Participants use the format for teaching • trainees for recording daily production (illiterate groups)

Small group work• Format for planning production • Role play •

Session 47: Purchasing

Determine the needs of supplies • Learn the sources of supplies • Negotiate prices, quality, and delivery • of supplies

Participants list the various supplies • needed in different types of business enterprises Participants detail out the process of determining the needs of supplies, contracting suppliers, and delivery and payment Participants use the format for teaching • trainees for recording purchases (illiter-ate groups)

Small group work• Simulations and role play•

Session 48: Book keeping

Appreciate the importance of book-• keeping in business Use basic booking keeping formats (can • be used by illiterates)List the different types of transactions • and their recording

Importance of book keeping • Participants follow the basic principles of • booking keeping for recording transac-tions related to cash given or received – goods bought or sold Participants learn the formats for daily • recordings of transaction in different books

Role play• Presentation• Use of formats•

18 SECTION I

Module 9: advanCe ManageMenT skIlls and sysTeMs


Sessions: 49-50: Financial management

Prepare trainers to offer assistance in • analyzing their costs / revenues.Help them identify problems ex-• combatants are experience in mobilising required cash/money to keep the business running Facilitate them to reflect on their • monthly budgetsCompute the break-even point to • help them determine the price and sales volume toward making profit Help upgrade the accounting prac-• tices by preparing profit and loss statement and balance sheet

Participants are oriented to offer support • services to help improve financial man-agement in the new businesses already started These include:•

Profit and loss statement • Break-even point• Balance sheet •

Small group work• Practice sessions• Use format for keeping books of • records Practices on advice and counselling•

Session 51-52: Developing and effective system

Initiate trainers to help ex-combat-• ants in appreciating the need for developing business systems Help them know that each activity • in the business is inter-dependent on other activities and similarly impact the other activities positively or negativelyInitiate systems development for • regular monitoring and follow-up in the areas to enhance effective decision making

Sales• Production• Purchasing• Finances•

Participants help established businesses • in upgrading business management practices to empower ex-combatants with greater planning and control with regard to sales, production, purchases, and financesParticipants visit enterprises and help • them use the data being generated from their books of record

Small group work• Practice sessions• Analysis of data for decision making • Practices on advice and counselling•

Session 53-54: Workers management

Initiate participants help combat-• ants start human resources planning Help utilize proper Recruitment • processHelp the importance of employees • training and development

Participants initiate review of the people • requirement and audit how they are meeting their requirement Participants advise them on how to • improve the productivity of people in their enterprises

Small Group work• Problems (case let) and diagnosis • Practices on advice and counselling•


Module 10: legal asPeCTs: regIsTraTIon and TaxaTIon


Session: 55-56 Training and advisory in Legal Aspects: Registration and Taxation

Introduce various laws applicable to busi-• ness enterprises in South Sudan

Sole proprietors• Partnership• Company• Cooperatives •

Explain key laws concerning mobilizing • capital and credits to the business Procedures / formalities in registration of a • business firm as sole, partnership, company, or cooperative Adherences to legal obligation and taxa-• tion – like VAT and Payment of income and corporate taxesHelp acquire various licenses for conducting • different businesses

Participants comprehend the legal • systems as applicable in South Su-dan for different types of enterprises and offer advisory services and guide them to appropriate authori-ties for meeting legal requirement

Small group work• Practice sessions• Analysis of data for decision • making Practices on advice and counsel-• ling

Note: Local Legal expert to share these inputs

Module 11: PlannIng and ManagIng fIeld level oPeraTIons


Session: 57-58 Planning and Managing Field Level Operations – mobilization and capacity building

Appreciate the role of follow-up support and • field level training for ex-combatants and com-munity membersLearn about the business startup and manage-• ment continuum for assessing the progress of ex-combatants and community Follow the framework for follow-up as outlined • in the curriculum for State Level Training and follow-upAssess the needs of ex-combatants and com-• munity at their current level of progress to determine services, counselling, and training they requirePlan and implement support services and train-• ing that help ex-combatants move higher on the business startup and management continuumPackage and repackage different modules to • meet the learning needs of ex-combatants and community Record the progress and support rendered on a • daily basis Establish the local support network for carrying • out follow-up support services and trainingNetwork with local institutions (including govern-• ment bodies) and corporate bodies for support to ex-combatants’ businesses

Participants internalize their role, • activities, and strategies in providing follow-up support and training Participants review the progress • made by the ex-combatant and analyze their current challenges Participants work on their strategy • for follow-upParticipants verify the likely action • and its format for need based sup-port to ex-combatants and their enterprises

Small Group work• Create strategy and plan for • follow-up trainingSelf assessment to know • where trainers would need support Demonstration of support ser-• vices and follow-up training

20 SECTION I

Module 12: doCuMenTaTIon and rePorTIng major learning goals Specific learning Input/Activities methods/approach

Session 59: Documentation and Reporting

Learn the need and objective for the documen-• tation and reporting on the progress as well as field level training and supportDetermine what to document and report peri-• odically Develop format for documentation for each • level of follow-up and training Analyze the follow-up reports and decide further • action Monitor and evaluate the performance of ex-• combatants and trainers

Participants internalize their role, • activities, and strategies in providing follow-up support and training Participants review the progress • made by the ex-combatant and analyze their current challenges Participants work on their strategy • for follow-upParticipants verify the likely action • and its format for need based sup-port to ex-combatants and their enterprises

Small Group work• Demonstration of support ser-• vices and follow-up training

Module 13: aCTIon Plan & ConCludIng


Session 60: Action Plan

Set the goals for follow-up support and training • List the key steps for follow-up and training for • star- up and managementList the key needs of logistics support and • resources List the coordination related to activities with • DDR and State level DDR for logistics support and effective communications and reporting Conduct a Strength, Weakness, Opportunities, • and Threat Analysis (SWOT) of follow-up training with respect to the trainers’ competence and confidence

Participants use the action plan • format to:

Determine all the possible chal-• lenges and take action to meet themParticipants seek clarification with • respect to their role and activities and support in the field Participants set the target for • their respective states and deter-mine the action plan

Small work group work• Presentation of action plan •