{"query_echo":{"q":"","filters":{"analysis_type":["training guide"]},"warnings":[{"code":"facet_value_not_in_vocabulary","message":"Value 'training guide' for facet 'analysis_type' is not in the controlled vocabulary."}]},"total":{"value":8,"relation":"eq"},"page":1,"page_size":20,"self":"https://climateinsightsdirectory.org/api/v1/search?analysis_type=training+guide","stability":"beta","ai_marking":{"digital_source_type":{"uri":"http://cv.iptc.org/newscodes/digitalsourcetype/trainedAlgorithmicMedia","name":"Created using Generative AI"},"notice":"Summary and key insights are generated using artificial intelligence."},"results":[{"id":"cdkn-000061","url":"https://climateinsightsdirectory.org/document/cdkn-000061","title":"Training game on 'Climate and Society' explores gender and social inclusion","publisher":{"name":"Climate and Development Knowledge Network","organization":"climate-and-development-knowledge-network"},"document_type":"guide","language":"en","date_published":"2021-03-20","source_url":"https://cdkn.org/resource/resource-training-game-on-climate-and-society-explores-gender-and-social-inclusion","generator":"Climate Insights Directory","generated_fields":["summary","key_insights","climate_tags","geography_discussed","analysis_type"],"summary":{"text":"The 'Climate and Society Game' is a training tool that uses role-play to help participants understand the intersection of social identity and climate risk. Set in the fictional Indian neighbourhood of Krishna Nagar, the game asks participants to adopt character cards—representing diverse identities such as a transgender woman, an elderly grandmother, and a pastoralist—to simulate consultations on coastal flooding and resilience planning. The exercise aims to highlight barriers to participation and foster more equitable climate action.","ai_generated":true,"unit":"cdkn-000061#summary","date_modified":"2026-10-23"},"key_insights":[{"text":"The training game uses a fictional scenario set in Krishna Nagar, a low-income neighbourhood in an Indian coastal city, to simulate the impacts of sea level rise, coastal flooding, and heavier rain.","ai_generated":true,"unit":"cdkn-000061#insight-1","date_modified":"2026-10-23"},{"text":"The primary objectives of the exercise are to examine how diverse gender, social, economic, and cultural roles contribute to climate risk, how these attributes impact the ability to respond to climate change, and how to use tools to empower diverse participation in resilience planning.","ai_generated":true,"unit":"cdkn-000061#insight-2","date_modified":"2026-10-23"},{"text":"The game employs a two-round role-play structure: the first round focuses on identifying barriers to participation and the specific effects of flooding on different characters, while the second round involves responding to proposed adaptation and resilience plans.","ai_generated":true,"unit":"cdkn-000061#insight-3","date_modified":"2026-10-23"}],"climate_tags":["climate change adaptation","climate change vulnerability","coastal flood","sea level rise"],"geography_discussed":["Ecuador","Ethiopia"],"frame_perspective":[],"analysis_type":["training guide","educational tool"]},{"id":"iisd-000916","url":"https://climateinsightsdirectory.org/document/iisd-000916","title":"Training Module - Achieving National and Sectoral Development Priorities: The use of integrated environmental assessment tools for improved MEA implementation","publisher":{"name":"International Institute for Sustainable Development","organization":"international-institute-for-sustainable-development"},"document_type":"guide","language":"en","date_published":"2012-01-31","source_url":"https://www.iisd.org/publications/report/training-module-achieving-national-and-sectoral-development-priorities-use","generator":"Climate Insights Directory","generated_fields":["summary","key_insights","climate_tags","analysis_type"],"summary":{"text":"The document outlines a training module designed to overcome challenges in the Caribbean regarding the implementation of multilateral environmental agreements (MEAs). It introduces six working sessions using integrated environmental assessment (IEA) tools—including mapping and stress testing tools—to demonstrate the relevance of MEAs to national development and identify synergies between different agreements. The module specifically references the Cartagena Protocol on Biosafety, the Convention on Biological Diversity, and Caribbean-specific protocols on wildlife and land-based pollution.","ai_generated":true,"unit":"iisd-000916#summary","date_modified":"2026-10-23"},"key_insights":[{"text":"National-level implementation of MEAs in the Caribbean is hindered by a lack of clear national benefits, a failure to integrate MEAs into national development plans, and the perception that MEAs are the sole responsibility of a single ministry.","ai_generated":true,"unit":"iisd-000916#insight-1","date_modified":"2026-10-23"},{"text":"The training module employs six specific sessions and IEA tools to improve MEA implementation: an MEA Priorities Mapping Tool to link MEAs to ecosystem services and human well-being; an MEA Synergies Mapping Tool using the Driving Forces-Pressure-State-Impact-Response (DPSIR) framework; a process for setting MEA Challenge Scenarios and progress indicators; a Policy Mapping Tool using DPSIR to identify policy gaps; a Policy Stress Testing Tool for risk assessment; and the creation of an MEA Policy Brief for policymakers.","ai_generated":true,"unit":"iisd-000916#insight-2","date_modified":"2026-10-23"},{"text":"The module uses specific agreements for illustration, including the Convention on Biological Diversity, the Cartagena Protocol on Biosafety, the Protocol Concerning Specially Protected Areas and Wildlife in the Wider Caribbean, and the Protocol Concerning Pollution from Land-Based Sources and Activities.","ai_generated":true,"unit":"iisd-000916#insight-3","date_modified":"2026-10-23"}],"climate_tags":["ecosystem service","biodiversity"],"geography_discussed":[],"frame_perspective":[],"analysis_type":["training guide"]},{"id":"cdkn-000457","url":"https://climateinsightsdirectory.org/document/cdkn-000457","title":"Training handbook for climate-adaptive, resilient livelihoods","publisher":{"name":"Climate and Development Knowledge Network","organization":"climate-and-development-knowledge-network"},"document_type":"guide","language":"en","date_published":null,"source_url":"https://cdkn.org/sites/default/files/files/CDKN-Training-Hanbook-Ghana_WEB.pdf","generator":"Climate Insights Directory","generated_fields":["summary","key_insights","climate_tags","geography_discussed","analysis_type"],"summary":{"text":"The document is a training handbook designed to empower women in Ghana's Volta delta region to adapt to climate-related economic challenges. It focuses on four key modules: value addition to agricultural products, business management using a tree metaphor, financing through loans and savings, and leadership within women's associations. The guide emphasizes an informal, non-literacy-based teaching approach using drawings, storytelling, and physical objects to accommodate participants with low literacy levels. It is aligned with the Ghana National Climate Change Policy Master Plan (GNCCP) 2015-2020 and the National Climate Change Adaptation Strategy 2012.","ai_generated":true,"unit":"cdkn-000457#summary","date_modified":"2026-10-23"},"key_insights":[{"text":"Climate change in the Volta delta region, manifested through coastal erosion and the salinisation of groundwater and lagoons, has adversely affected fishing and agricultural livelihoods, contributing to a high number of female-headed households due to the migration of men.","ai_generated":true,"unit":"cdkn-000457#insight-1","date_modified":"2026-10-23"},{"text":"Women in the Volta delta face significant economic barriers, including a patrilineal inheritance system that restricts land tenure, lack of access to regional markets, and limited knowledge of productive land use and business management.","ai_generated":true,"unit":"cdkn-000457#insight-2","date_modified":"2026-10-23"},{"text":"To support women with low literacy, the handbook employs a training methodology that avoids reading and writing, instead utilizing drawings, storytelling, metaphors, and physical objects like sticks and stones for counting.","ai_generated":true,"unit":"cdkn-000457#insight-3","date_modified":"2026-10-23"},{"text":"The handbook promotes 'value addition'—adding features to basic products to increase profit margins—and guides participants through the Progressive Licensing Scheme (PLS) of the Food and Drugs Authority (FDA) to enter new markets.","ai_generated":true,"unit":"cdkn-000457#insight-4","date_modified":"2026-10-23"},{"text":"Business management is taught using a 'tree metaphor' where seeds represent business ideas, water represents money, branches represent activities, and fruits represent results, making complex concepts like cash flow and business planning accessible.","ai_generated":true,"unit":"cdkn-000457#insight-5","date_modified":"2026-10-23"},{"text":"The guide identifies Village Savings and Loan Associations (VSLAs) as an empowering alternative to formal banking because they provide a structured process for savings and loans without requiring landed property as collateral.","ai_generated":true,"unit":"cdkn-000457#insight-6","date_modified":"2026-10-23"}],"climate_tags":["climate change adaptation","microfinance","coastal erosion","land tenure"],"geography_discussed":["Keta","Sogakope"],"frame_perspective":[],"analysis_type":["training guide","capacity building"]},{"id":"cdkn-000810","url":"https://climateinsightsdirectory.org/document/cdkn-000810","title":"The GESI (gender and social inclusion) bingo game Facilitator/trainer instructions","publisher":{"name":"Climate and Development Knowledge Network","organization":"climate-and-development-knowledge-network"},"document_type":"guide","language":"en","date_published":null,"source_url":"https://cdkn.org/sites/default/files/files/The-GESI-bingo-game_facilitators-instructions-and-play-cards-Ethiopia-version.pdf","generator":"Climate Insights Directory","generated_fields":["summary","key_insights","climate_tags","analysis_type"],"summary":{"text":"The document outlines a training tool designed to help climate project managers identify and commit to inclusive practices. It provides two versions of a bingo-style game—one seated and one active—where participants draw cards describing specific GESI measures and reflect on whether they are already implementing these actions or could do so in their specific project context. The guide includes a set of suggested action cards covering physical accessibility, gender representation, data collection, and social protections.","ai_generated":true,"unit":"cdkn-000810#summary","date_modified":"2026-10-23"},"key_insights":[{"text":"The GESI bingo game is designed for climate project managers to identify 'measures we can take to deliver climate projects and programmes that are inclusive for everybody', focusing on actions that are 'largely voluntary or discretionary' rather than legal employment requirements.","ai_generated":true,"unit":"cdkn-000810#insight-1","date_modified":"2026-10-23"},{"text":"Facilitators are instructed to customize the game by removing cards that are 'contextually irrelevant or inappropriate' for the specific trainee group, such as removing pushchair-friendly meeting requirements in rural areas where infants are carried in slings.","ai_generated":true,"unit":"cdkn-000810#insight-2","date_modified":"2026-10-23"},{"text":"The game offers two operational modes: a 'slower version' where players stay seated in pairs or small groups to discuss actions and fill out answer sheets, and a 'faster version' for groups of 20 or fewer that involves movement and posting commitments on a shared visual 'tree' or board.","ai_generated":true,"unit":"cdkn-000810#insight-3","date_modified":"2026-10-23"},{"text":"The provided action cards cover a wide range of social inclusion measures, including physical accessibility for wheelchairs and visual impairments, the provision of safe sanitation and childcare, and the use of gender-neutral language in communications.","ai_generated":true,"unit":"cdkn-000810#insight-4","date_modified":"2026-10-23"},{"text":"Specific gender-focused measures include targeting micro-credit and skills training for women and girls, ensuring women are equally represented in key decision-making, and implementing gender-responsive budgeting with disaggregated indicators.","ai_generated":true,"unit":"cdkn-000810#insight-5","date_modified":"2026-10-23"},{"text":"The tool addresses social protections and safety, suggesting the appointment of trusted 'point persons' to handle complaints of sexual harassment or bullying and ensuring access to services for sufferers of domestic violence.","ai_generated":true,"unit":"cdkn-000810#insight-6","date_modified":"2026-10-23"}],"climate_tags":["climate finance","social protection"],"geography_discussed":[],"frame_perspective":[],"analysis_type":["training guide","facilitator instructions"]},{"id":"iisd-001527","url":"https://climateinsightsdirectory.org/document/iisd-001527","title":"Manual de Capacitación para Evaluaciones Ambientales Integrales y Elaboración de Informes","publisher":{"name":"International Institute for Sustainable Development","organization":"international-institute-for-sustainable-development"},"document_type":"guide","language":"es","date_published":null,"source_url":"https://www.iisd.org/system/files/publications/iea_brochure_es.pdf","generator":"Climate Insights Directory","generated_fields":["summary","key_insights","climate_tags","geography_discussed","analysis_type"],"summary":{"text":"The document describes a comprehensive training package for Integrated Environmental Assessments (IEA), structured into two volumes. Volume 1 covers eight methodological modules ranging from design and data monitoring to scenario analysis and communication. Volume 2 provides a thematic module specifically focused on vulnerability and impact assessment for climate change adaptation. The manual is designed to be flexible and interactive, supported by a Community Platform for resource sharing and a database of trainers.","ai_generated":true,"unit":"iisd-001527#summary","date_modified":"2026-10-23"},"key_insights":[{"text":"The training manual is divided into two volumes: Volume 1 contains eight basic methodological modules, and Volume 2 consists of a thematic module on climate change adaptation.","ai_generated":true,"unit":"iisd-001527#insight-1","date_modified":"2026-10-23"},{"text":"The IEA methodology follows a structured analytical framework (FMPEIR) to answer five key questions: what is happening to the environment and why, the consequences for environment and humanity, the effectiveness of current actions, future trajectories, and measures for a sustainable future.","ai_generated":true,"unit":"iisd-001527#insight-2","date_modified":"2026-10-23"},{"text":"To ensure that assessments lead to actual policy changes rather than being ignored, the manual emphasizes the creation of an 'impact strategy' to navigate 'data smog' and capture the attention of decision-makers.","ai_generated":true,"unit":"iisd-001527#insight-3","date_modified":"2026-10-23"},{"text":"The manual utilizes scenario analysis not as a prediction, but as a description of possible future developments to support decision-making and illustrate the role of human activity in shaping the future.","ai_generated":true,"unit":"iisd-001527#insight-4","date_modified":"2026-10-23"},{"text":"The IEA capacity-building package includes the manual (available in six official UN languages), the IEA Community Platform for resource exchange, an online learning version, and a Database of IEA Trainers.","ai_generated":true,"unit":"iisd-001527#insight-5","date_modified":"2026-10-23"}],"climate_tags":["climate change adaptation","vulnerability assessment","environmental policy","capacity building","sustainable development"],"geography_discussed":["Switzerland","Africa","Bhutan","Mexico City","South Africa"],"frame_perspective":[],"analysis_type":["training guide","methodological framework"]},{"id":"wacc-000122","url":"https://climateinsightsdirectory.org/document/wacc-000122","title":"Manual de capacitación sobre el Derecho a la Comunicación, para líderes y lideresas en los municipios de El Alto, Pucarani, Viacha y Tiahuanacu","publisher":{"name":"World Association for Christian Communication","organization":"world-association-for-christian-communication"},"document_type":"guide","language":"es","date_published":null,"source_url":"https://new.waccglobal.org/wp-content/uploads/wacc-global/Images/Galleries/MULTI_YEAR_PROJECTS/bolivia/3Manual-de-capacitacion.pdf","generator":"Climate Insights Directory","generated_fields":["summary","key_insights","climate_tags","geography_discussed","analysis_type"],"summary":{"text":"The document is a training guide designed for Aymara leaders in four Bolivian municipalities to overcome 'colonial fear' and silence by exercising the right to communication. It frames communication not as a professional right to media, but as a fundamental human right that enables the exercise of other social rights, specifically health, education, housing, and employment. The manual provides a theoretical basis on human rights, gender perspectives (including community feminism), and practical technical instructions for producing popular radio content, such as news reports, interviews, and sociodramas, to influence public agendas and improve living conditions.","ai_generated":true,"unit":"wacc-000122#summary","date_modified":"2026-10-23"},"key_insights":[{"text":"The document introduces the 'Colonial Fear' (Teoría del Miedo), arguing that the Spanish invasion of America established a 'pedagogy of fear' that resulted in the systemic silencing of Aymara people, robbing them of their word and the ability to express themselves in their own language and culture.","ai_generated":true,"unit":"wacc-000122#insight-1","date_modified":"2026-10-23"},{"text":"The right to communication is presented as an articulating element that allows individuals to exercise other fundamental rights and transform their environment to improve living conditions in areas such as education, health, housing, and employment.","ai_generated":true,"unit":"wacc-000122#insight-2","date_modified":"2026-10-23"},{"text":"The manual advocates for 'popular or alternative communication' over commercial or state media, noting that commercial media follow a logic of economic profitability and state media follow a logic of political profitability, whereas popular media prioritize social-cultural profitability and horizontal participation.","ai_generated":true,"unit":"wacc-000122#insight-3","date_modified":"2026-10-23"},{"text":"From an Aymara perspective, the document incorporates 'Community Feminism' to decolonize gender analysis, arguing that the traditional 'chacha-warmi' (man-woman) concept can be used to naturalize the oppression and discrimination of women.","ai_generated":true,"unit":"wacc-000122#insight-4","date_modified":"2026-10-23"},{"text":"The guide details specific social rights guaranteed by the Bolivian Political Constitution, including the right to health (including traditional medicine), the right to education (under the Avelino Siñani – Elizardo Pérez Law), the right to adequate housing, and the right to dignified work.","ai_generated":true,"unit":"wacc-000122#insight-5","date_modified":"2026-10-23"},{"text":"The manual describes the SAFCI (Salud Familiar Comunitaria Intercultural) as a health management model based on community participation and interculturality, which integrates traditional medicine and the cosmovision of indigenous peoples.","ai_generated":true,"unit":"wacc-000122#insight-6","date_modified":"2026-10-23"},{"text":"Practical radio production guidance is provided, emphasizing that radio is an effective popular medium. It outlines the use of the 'radio language' (human voice, music, sound effects, and silence) and various formats such as the 'cuña' (short, concrete, and creative spots), sociodramas, and debates.","ai_generated":true,"unit":"wacc-000122#insight-7","date_modified":"2026-10-23"},{"text":"The role of the popular communicator is defined as a community servant who investigates facts and amplifies the voices of protagonists to help build a public agenda and promote social control over the fulfillment of rights.","ai_generated":true,"unit":"wacc-000122#insight-8","date_modified":"2026-10-23"}],"climate_tags":["human rights","indigenous rights"],"geography_discussed":["La Paz","Cochabamba","Santa Cruz"],"frame_perspective":[],"analysis_type":["training guide","theoretical framework"]},{"id":"wwfza-000018","url":"https://climateinsightsdirectory.org/document/wwfza-000018","title":"3-ycc-training-session-three-9f79ae63c938f990.pdf","publisher":{"name":"WWF South Africa","organization":"wwf-south-africa"},"document_type":"guide","language":"en","date_published":null,"source_url":"https://wwfafrica.awsassets.panda.org/downloads/3-ycc-training-session-three.pdf","generator":"Climate Insights Directory","generated_fields":["summary","key_insights","climate_tags","geography_discussed","analysis_type"],"summary":{"text":"The guide uses the case study of Rejoyce Kgabo Legodi, a community activist in Limpopo, South Africa, to demonstrate how to use diverse communication tools—such as solar-powered film screenings, workshops, and plant nurseries—to engage rural communities. It outlines a training structure that encourages participants to analyze the rural-urban divide and apply specific 'lenses' (wealth, gender, language, and age) to ensure a variety of voices are included in climate action and the just transition debate.","ai_generated":true,"unit":"wwfza-000018#summary","date_modified":"2026-10-23"},"key_insights":[{"text":"Rejoyce Kgabo Legodi employs a multi-faceted approach to grassroots climate communication in the peri-urban area of Ga-Mokgokong, Limpopo, using tools such as solar-powered film screenings, workshops, dialogues, and a backyard nursery where she gifts seedlings to make abstract climate conversations more practical.","ai_generated":true,"unit":"wwfza-000018#insight-1","date_modified":"2026-10-23"},{"text":"The document identifies Limpopo as a region deeply affected by climate-related challenges, specifically citing mining pollution, excessive heat, and drought.","ai_generated":true,"unit":"wwfza-000018#insight-2","date_modified":"2026-10-23"},{"text":"To avoid marginalizing certain groups during climate data gathering and awareness raising, the guide proposes using several analytical lenses: the wealth gap, gender divide, rural versus urban differences, language dominance (specifically the exclusion of non-English speakers), and age differences.","ai_generated":true,"unit":"wwfza-000018#insight-3","date_modified":"2026-10-23"},{"text":"The training suggests a variety of communication tools tailored to different community contexts, including town halls, digital platforms, radio, festivals, door-to-door engagement, and faith-based settings.","ai_generated":true,"unit":"wwfza-000018#insight-4","date_modified":"2026-10-23"}],"climate_tags":["climate justice","just transition","sustainable agriculture","agroecology","climate change communication","drought"],"geography_discussed":["Ga-Mokgokong","Polokwane","Kenya"],"frame_perspective":[],"analysis_type":["training guide","case study"]},{"id":"wwfza-000068","url":"https://climateinsightsdirectory.org/document/wwfza-000068","title":"Mentors for the Environment","publisher":{"name":"WWF South Africa","organization":"wwf-south-africa"},"document_type":"guide","language":"en","date_published":null,"source_url":"http://awsassets.wwf.org.za/downloads/mentors_course_file.pdf","generator":"Climate Insights Directory","generated_fields":["summary","key_insights","climate_tags","analysis_type"],"summary":{"text":"The document outlines a customised course designed to equip individuals with the conceptual and practical tools necessary to develop effective mentoring activities in the environmental sector. It employs a systemic approach, treating mentoring as an activity system influenced by organisational culture, national policies, and individual dynamics. The course is structured into three modules: a systems analysis of mentoring, an exploration of mentoring theories (developmental, learning, and social/economic), and a toolkit for practical implementation. Key components include a pre-course assignment, a multi-day workshop, and an action research project where learners implement and evaluate a mentoring plan in a real-world workplace. The guide emphasizes the need for transformational competencies to create enabling environments for learning and professional growth in biodiversity and conservation.","ai_generated":true,"unit":"wwfza-000068#summary","date_modified":"2026-10-23"},"key_insights":[{"text":"The environmental sector in South Africa faces a shortage of mentoring capacity, which hinders the development of necessary green skills; however, the issue is often a lack of time, skills, and confidence among willing mentors rather than a total absence of candidates.","ai_generated":true,"unit":"wwfza-000068#insight-1","date_modified":"2026-10-23"},{"text":"The course adopts a systemic approach to mentoring, viewing it as an 'activity system' where the relationship between individuals is shaped by interacting components: objects/outcomes, artefacts, subjects, rules of engagement, communities of practice, and the division of labour.","ai_generated":true,"unit":"wwfza-000068#insight-2","date_modified":"2026-10-23"},{"text":"Mentoring theories are categorized into three main groups: Developmental theories (focusing on life stages), Learning theories (such as Andragogy, Behaviourism, and Constructivism), and Social and Economic theories (focusing on human capital and social networks).","ai_generated":true,"unit":"wwfza-000068#insight-3","date_modified":"2026-10-23"},{"text":"The guide identifies several mentoring models beyond the traditional one-on-one dyad, including group mentoring, peer mentoring, reverse mentoring, and 'secondments' where an expert is temporarily placed in an organisation to share experience.","ai_generated":true,"unit":"wwfza-000068#insight-4","date_modified":"2026-10-23"},{"text":"Effective mentoring requires specific 'power tools' for communication, specifically active listening, reflective listening, and the use of 'powerful questions' to guide the mentee through the GROW model (Goals, Reality, Options, Wrap-up).","ai_generated":true,"unit":"wwfza-000068#insight-5","date_modified":"2026-10-23"},{"text":"The document highlights the role of macro-level South African policies—such as the National Skills Development Strategy III and the Human Resource Development Strategy for South Africa—in framing workplaces as sites of learning and necessitating increased mentoring.","ai_generated":true,"unit":"wwfza-000068#insight-6","date_modified":"2026-10-23"},{"text":"The course methodology is based on 'participatory learning' and 'action research,' requiring participants to conduct a situational analysis of their workplace and implement a mentoring plan to achieve 'expansive learning'.","ai_generated":true,"unit":"wwfza-000068#insight-7","date_modified":"2026-10-23"},{"text":"The guide provides a competency profile for mentors, asserting that effectiveness depends on a combination of knowledge (e.g., HR policy), practical skills (e.g., conflict resolution), and values (e.g., empathy and integrity).","ai_generated":true,"unit":"wwfza-000068#insight-8","date_modified":"2026-10-23"}],"climate_tags":["biodiversity conservation","capacity building"],"geography_discussed":[],"frame_perspective":[],"analysis_type":["training guide","methodological framework"]}]}