NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS www

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS www. mil. se/swedint Requirements, Outcomes and Target Audience Analysis M. Pol. Sc. and M. A. (Educ. ) Virpi Levomaa

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS www. mil. se/swedint After this session you should be able to: • plan education, training or exercise with an applied gender perspective. – do Target Audience Analysis – identify learning outcomes for each target audience.

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS Aim is to get familiar with • Requirements • Learning Outcomes • Target Audiences Analysis (TAA) • Backward Design www. mil. se/swedint

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS Method and time Interactive lecture followed by syndicate task and feedback by syndicate leaders and instructors in plenary 08. 10 – 08. 55 Lecture 09. 05 – 10. 30 10. 45 – 11. 45 Syndicate work Back brief in Plenary www. mil. se/swedint

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint What is trainers most important duty?

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint Trainers help learners / students to learn!

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint What is requirement?

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint Requirements are operational commanders‘ performance gaps!

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS Global programming WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint What requirements we have for gender perspective training?

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint Why integrate gender perspective in education and training? Commander’s responsibility It is a force multiplier Gender perspective Imperative in all strategic directives and planning phases Cross-cutting

NATO Bi SC Directive 40 -1 NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint NATO Bi SC Directive 40 -1 (rev 1) CHAPTER 2: EDUCATION AND TRAINING 2 -7. General Compliance. NATO troops engaging with local populations during operations must be trained on UNSCR 1325 and related resolutions, gender perspective prior to deployment. Additional gender specific qualifications must be achieved in accordance with the training requirements. 2 -1. General. The guidance contained in this Directive shall be linked to specific actions during peacetime as well as to NATO Comprehensive Operations Planning processes. The greatest effect is gained if gender perspective is included in the earliest forms of training and education and mainstreamed throughout courses at different levels to achieve lifelong learning.

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS EDUCATION AND TRAINING IN NATO BI-SC DIRECTIVE 75 -2 EDUCATION AND TRAINING Individual Education Individual Training Collective Training Exercises

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint What is target audience?

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint Target audience is the intended audience!

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint Target Audience Analysis (NATO Directive BI SC 75 -7) Determines categories of audience, location and size of population and required annual iterations. • • WHO we need to train? WHERE we need to train? HOW MANY we need to train? HOW OFTEN we need to train? Audience Prioritisation

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint Gender perspective at strategic level • Strategic military guidance and policy Patrol duties Checkpoints and roadblock duties • Military operation planning Search operations Protection tasks Security support tasksconditions of • Military planning to enhance Monitoring and verification tasks Military liaison tasks service • Force generation • Monitoring and reporting • Operational advice and support

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint Gender perspective at operational level • Military protection activities Patrol duties and roadblock duties • Security support. Checkpoints activities (incl. DDR, Electoral Search operations Protection tasks Security support taskssecurity Forces, Security, Support to National Monitoring and verification tasks Mission Support) Military liaison tasks • Monitoring and verification activities • Military liaison activities

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint Gender perspective at tactical level • • Patrol duties and roadblock duties Checkpoints and. Checkpoints roadblock duties Search operations Protection tasks Security support tasks Search operations Monitoring and verification tasks Military liaison tasks Protection tasks Security support tasks Monitoring and verification tasks Military liaison tasks 21

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint What do we need to know about our intended learners?

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint Learner characteristics • How much learners already know about the subject? • How much experience learners have on the subject? • Why are learners taking this course? How motivated they are? • What are their language skills? Computer skills? • What is learners educational background? • What kind off resources they have at their disposal? • What is learners average age? • How many men and woman? • What is their cultural background, ethnicity? • Do any of them have any special needs? • What are there individual learning styles?

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint What is definition of learning?

Definition of Learning NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint “Learning is a relatively permanent change of behaviour based on experience” • Knowledge • Skill • Competence

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint What is learning outcome?

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint Learning outcome describes what learners should be able to do, know or produce after the learning activity (lesson, module, course)

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint Backward Design Evidence • Decide what learners should be able to do, know or produce • Determine how you can measure this, and what will not be accepted Learning outcomes • Plan how and what you can teach so that you can collect this evidence Activities

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint How to set good learning outcomes? • • SPEAK TO THE LEARNER MEASURABLE APPLICABLE REALISTIC TIME-BOUND TRANSPARENT TRANSFERABLE Smart (TT) – Blanchard & Johnson (1981)

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint Example - Applying Gender at the tactical level (from Designing sample gender lessons, 2012): By the end of the lesson the learners will be able to: 1) explain what it means to integrate gender perspective in their day-to-day work as a task force; 2) differentiate the security threats for men and women, boys and girls in the specific area; 3) apply gender perspective in realistic situations of patrolling and engagement with local population in a culturally sensitive manner.

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS www. mil. se/swedint Creating Generating new ideas, products, or ways OF viewing things. Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action. Checking, hypothesising, critiquing, experimenting, judging. Analyzing Breaking information into parts to explore understandings and relationships. Comparing, organising, deconstructing, interrogating, finding. Applying Using information in another familiar situation. Implementing, carrying out, using, executing. Understanding Explaining ideas or concepts. Interpreting, summarising, paraphrasing, classifying, explaining. Remembering Recalling information. Recognising, listning, describing, retrieving, naming, finding. -Designing Sample Gender Lessons

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS www. mil. se/swedint Bloom´s Taxonomy and Verbal Formulation of Learning Outcomes Remembering Cite Count Define Draw Identify List Name Point Quote Read Recite Record Repeat Select State Tabulate Tell Trace Underline Understanding Associate Classify Compare Contrast Differentitate Discuss Distinguish Estimate Explain Express Extrapolate Interpolate Locate Predict Report Restate Review Tell Translate Applying Apply Culculate Classify Demonstrate Dramatize Employ Examine Illustrate Interpret Locate Operate Order Practise Report Restructure Schedule Sketch Solve Translate Use Write Analyzing Analyze Appraise Culculate Categorize Classify Compare Debate Diagram Differentiate Distinguish Examine Experiment Inspect Inventory Question Separate Summarize Test Evaluating Appraise Assess Choose Compare Criticize Determine Estimate Evaluate Grade Judge Measure Rank Rate Recommend Revise Score Select Standardize Test Vlidate Creating Arrange Assamble Collect Compose Construct Create Design Formulate Integrate Manage Organize Plan Prepare Prescribe Produce Propose Specify Synthesize Write

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint How to make sure that your students learn what they are supposed to learn? How to get evidence of learning

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint How to get evidence of learning? • Assessment (incl. assessment tools, assessment and evaluation plan)

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint Example: GFA Course • Advise on framework-guidelines, directives, policies and resolutions • Advice on gender perspective in military operations and peace support operations • Apply gender perspective to planning, execution and evaluation in military operations • Liaise with external actors • Mitigate conflict related sexual violence (CRSV)

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint Example - Lesson on Why and How to Include Gender in Operational Planning Staff Work (from Designing sample gender lessons, 2012) 1) Short scenario; 2) Think-Pair-share; 3) Project work “Operational Plan”. By the end of the lesson the learners will be able to: • 1) explain gender dimensions relevant to Operational planning staff work; • 2) analyse where gender should be incorporated to Operational planning staff work; • 3) suggest an operational plan that integrates gender throughout the document.

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint GFA Course`s Exam Student has to show that s/he: • Understands the substance of UNSCR’s on Women Peace and Security – Protection, Prevention, Participation. • Is able to interpret and use UNSCR resolutions on women, peace and security as a basis for the gender field advisor`s work. • Has knowledge of the roles and responsibilities of acting in position as GFA/GENAD • Is able to advise commanders of the content in the Bi-SC Directive 40 -1. • Is able to support units in accordance with the content in Bi. SC Directive 40 -1.

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS Assessment • • • Practical Theoretical Combinations • Formative assessment • Summative assessment WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS We make a assessment plan • Type of test • Formative, summative • Practical, theoretical, combination • How many tests • When to test • How the results will be interpreted and used • Resources required for each test • Limitations impacting the test • Impact of success or failure WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint Sum up… • What is the most important duty of the trainer?

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint Sum up… • What is the most important duty of the trainer? • Trainers help learners / students to learn!

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint What is definition of learning?

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint What is definition of learning? Learning is a relatively permanent change of behaviour based on experience!

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint What is requirement?

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS What is requirement? WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint Requirements are operational commanders` performance gaps. They state what we need to be able to do!

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint What is target audience analysis?

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint What is target audience analysis? Determines categories of audience, location and size of population and required annual iterations. WHO we need to train? WHERE we need to train? HOW MANY wee need to train? HOW OFTEN we need to train?

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint What is learning outcome?

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint What is learning outcome? Learning outcome describes what learners should be able to do, know or produce after the learning activity.

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint Self assessment of learning • Did you learn to analyse your target audience? • Did you learn to set learning outcomes to different target audiences?

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS So are you able to • plan education, training or exercise with an applied gender perspective. • identify learning outcomes for each target audience and • do Target Audience Analysis. www. mil. se/swedint

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS Questions? www. mil. se/swedint

Syndicate task: Plan gender training for different target audiences

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS Syndicate task You are tasked to perform a gender training session for a specific target audience. This training should use identified material from relevant organizations. The work is done in your syndicates and you report back in plenary at 10. 45 hrs. Be creative and think out of the box!

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS • Syndicate 1: - conduct gender training (3 hrs) for UN soldiers (tactical level) soon to be deployed to Mali.

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS • Syndicate 2: - conduct gender training (6 hrs) for NATO commanders (operational level) in theatre training in Afghanistan.

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS • Syndicate 3: - conduct gender training (2 hrs) for planners (J 5) in National staff (strategic level).

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS • Syndicate 4: - conduct gender training (6 hrs) for instructors at national training institution (Military Academy, Branch or Service school).

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint Criteria • Training template – Introduction- with – Assessable and realistic learning outcomes. – suitable assessment methods for target audience – target audience analysis with learner characteristics.

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS www. mil. se/swedint Introduction Extra info Training requirement Aim Target audience Time Learning outcomes Content/Res ources (Training Environment and Training Materials)

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS WWW. FORSVARSMAKTEN. SE/SWEDINT www. mil. se/swedint Criteria • Training template – Introduction- with – Assessable and realistic learning outcomes. – suitable assessment methods for target audience – target audience analysis with learner characteristics.

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS www. mil. se/swedint Introduction - questions Extra info Training requirement Aim What end result do you want to achieve? (Lesson scope) Why are you training this target audience? (Requirement for training – UNSCR WPS, NAP etc…) Target audience Who are you training? • Audience Categories (what level, which unit) • Audience Size and Throughput (how many, how often…) • Audience Prioritization (who are the most important audience, with who should we start this training ) List of learner characteristics: • Previous knowledge, skills and competence • Previous experience • Motivation • Educational background • Age, cultural background, ethnicity • Individual learning styles • Possible special needs • Available resources Time How long is the training (45 min, 2 days, 3 weeks…)? If your training is part of a longer training program, describe it here Learning outcomes What is the required learning outcome? Standards? • What are your students able to know and do after the training? How well are students able to do the task? How well are the able to know thinks? • How are you going to collect evidence of learning (do assessments)?

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS www. mil. se/swedint Introduction - example Extra info Lesson is designed to support education and training experts as well as trainers in implementing gender perspective into their own training. Lecture focuses on planning phase, especially on requirements, learning outcomes, target audience analysis and lesson plans in backward design. During individual task students will practice defining learning outcomes, choosing assessment tools, suitable instructional strategies and teaching methods for specific target audience. GTo. T METT 2015 Zagreb • Active trainers and education and training experts (people with deep knowledge of educational science and practical training experience). • 24 students / course / year • Personel at national training units NATO Strategic Training Plan for Gender TRA final document. Time 45 min lecture + 60 min individual task GTo. T course is 9 days long (20. -28. 5. 2015) Learning outcomes Plan training with an applied gender perspective: Training requireme nt Aim Target audience • Identify learning outcomes for each target audience. • • Students will be able to explain what term requirement means. Students will be able to explain why we need to integrate gender perspective into our military training. • Do Target Audience Analysis • • • Students will be able to explain what term target audience means. Students will be able to recall what learner characteristics need to be evaluated? Students will be able to (explain how to) do target audience analysis. • Use lesson plans • • • Students will be able to explain what learning outcome is. Students will be able to (explain how to) write good learning outcomes. Students will be able to identify and analyse learning outcomes for each target audience. Ask questions and observe (for details see lesson plan) List of learner characteristics: • Previous knowledge, skills, competence and experience on education and training , but not on gender • Various educational backgrounds (Ph. D, Master to vocational training courses: OR 2 –OF 5) • Highly motivated • From: Croatia, Bosnia Herzegovina, Albania, Slovakia, Macedonia, Sweden and Norway, • Mixture of young and old (from 24 Years to 49 Years)

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS • To have a gender perspective is to have the ability to detect if and when men, women, boys and girls are being affected differently by a situation due to their gender. • Everyone’s responsibility to integrate a gender perspective in planning, conducting and evaluating any project or task

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS Questions? www. mil. se/swedint

NORDIC CENTRE FOR GENDER IN MILITARY OPERATIONS www. mil. se/swedint Introduction Extra info Training requirement Aim Target audience Time Learning outcomes Content/Res ources (Training Environment and Training Materials)