| 4. In which ways is the initiative creative and innovative?
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1. First stage of the project: Training of GRB trainers and GRB tools development (2011-2012)
- GRB TOT methodology elaboration
- GRB TOT methodology polishing, testing, adjusting GRB TOTs holding
- elaborating GRB curricula for civil servants
- training course approbation for civil servants
- students' knowledge quality control
- tracking and assisting civil servants (in their sectors)
- setting up post-training "Student-Center" feedback mechanism
2. Second stage of the Project: Providing educational services to CIS partners (2013)
- curricula adjustment for CIS countries approbation, testing
- holding GRB trainings for CIS civil servants
- ensuring students knowledge quality control and assistance in the GRB knowledge application through the post-training "Student-Center" feedback mechanism;
- studying lessons learnt to improve teaching methods carrying out consultative missions to the CIS academies of public administration
- provision of consultancy services to Public Administration Academies in CIS countries
- Facilitation of and support in the practical implementation of the national model of gender budgeting.
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| 5. Who implemented the initiative and what is the size of the population affected by this initiative?
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1. Russian Presidential Academy of National Economy and Public Administration (RANERA);
2. UN Women Subregional Office for Eastern Europe and Central Asia
3. National Academies of Public Administration of CIS countries (Armenia, Kazakhstan, Kyrgyzstan, Moldova, Russia, Tajikistan, Ukraine);
4. Ministries of Labor and Social Policy, Ministries of Finances, Ministries of Economics of CIS countries involved in the implementation of the project;
5. Research Institutes from Russian Academy of Sciences (Institute of Economics, Institute of Sociology);
6. Leading research institutes (Moscow State University, Higher School of Economics);
7. NGO’s from all CIS countries involved in the project.
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| 6. How was the strategy implemented and what resources were mobilized?
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1. When determining the structure of the project financing, were taken into account bilateral contributions in its implementation from RANEPA and UNWomen .
2. Contribution from RANEPA was formed by providing in the use of the Centre of all necessary infrastructure: classrooms (including conference rooms), distance learning classes, computer equipment and other specialized equipment, etc.
During the workshops for civil servants from the CIS countries, RANEPA also provided preferential rates for accommodation and meals for participants in RANEPA’s campus.
3. Financial support from the UNWomen was carried out during the first two years of the Centre (2012-2013). Allocation of funds was made in accordance with the agreed cost estimates.
The resulting funds were spent to pay the preparation of educational and methodical tools, publications, the costs of training seminars and the functioning of the Internet portal on GRB.
4. Financial contribution from the UNWomen was made by bank transfers from the Regional Office for UN Women EECA to separate correspondent account of the International Centre for GRB.
Banking tranches were made exclusively upon receipt and acceptance of the structure UN Women EECA interim reports on the progress of the project.
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| 7. Who were the stakeholders involved in the design of the initiative and in its implementation?
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1. The agreement on cooperation on GRB was signed between:
• Russian Presidential Academy of National Economy and Public Administration (RANERA),
• UN Women Sub-regional Office for Eastern Europe and Central Asia
• and Academic Institutions from countries - participants of the project:
- Academy of Public Administration under the President of Kazakhstan
- Academy of Public Administration under the President of the Kyrgyz Republic
- Academy of Economic Studies of Moldova
- Academy of Public Administration of the Republic of Armenia
- Institute for training of civil servants of the Republic of Tajikistan
2. Teaching and Action Materials Collection prepared and published:
- Training Manual with CIS GRB cases;
- Modules/courses set;
- Instruction on GB for civil servants;
- Handbook on GB for trainees & civil servants.
These tutorials have become the basis for training for civil servants and experts in the CIS countries participating in the project.
3. Six workshops organized for people, directly involved in the budgetary processes in their countries.
4. In total 91 people trained, including 43 сivil servants, 33 academy teachers, 15 experts from Armenia, Kazakhstan, Kyrgyzstan, Moldova, Russia, Tajikistan and Ukraine.
5. Web-based Help Desk on GRB, providing technical assistance for the development of in-country expertise on GRB (including e-library (articles, books, cartoons, etc.), video lectures).
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| 8. What were the most successful outputs and why was the initiative effective?
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Quality Control and Feedback Mechanism was set up to assess new GRB tools and knowledge quality. An innovative assessment system was developed to track and assist government officials in applying received knowledge in their day-to-day work.
At the first stage (2011-2012):
1. Testing the knowledge of the workshops’ participants using a specially designed questionnaire (questioning before and after workshops).
2. Assessment of the quality of lectures from the audience (using the questionnaire).
3. Post-training "Student-Center" feedback mechanism.
At the second stage (2013):
1. Assessment of the quality of lectures from the audience (using the questionnaire).
2. Collect feedback from the partners on the use of knowledge products. Revise the knowledge products to reflect relevant issues raised in the feedback.
3. Capacity needs assessment of the group of external trainers who will be further involved in training on GRB for participating countries.
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| 9. What were the main obstacles encountered and how were they overcome?
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1. Relatively small number of educated civil servants. To overcome this problem several procedures were used:
- Middle-level servants involved in the project.
- Application procedures and pre-selection of the candidates.
- Web-based Help Desk on GRB, providing technical assistance for the development of in-country expertise on GRB (including e-library (articles, books, cartoons, etc.), video lectures).
2. Day-to-day work needs detailed consulting
- Post-training "Student-Center" feedback mechanism
- Teaching and Action Materials Collection published: Training Manual with CIS GRB cases; Modules/courses set; Instruction on GB for civil servants; Handbook on GB for trainees & civil servants ,
- Outcomes discussions with the participants
3. No motivation of civil servants, no GRB courses, especially in context of weak WNMs
- Exchange methodological experiences and networking,
- Step-by-step institutional development,
- New technology for new generation, calculation & lobbing,
- Indirect strategy (f.e., child budgeting).
4. Institutional and methodological challenges:
- Lack of gender sensitive women and men.
- Lack of well qualified feminist economists
- Hidden opposition from economists and the part of officials
- Lack of adequate gender disaggregated data
- Methodological differences in the formation of gender statistics between countries
- Lack of well-developed and universally recognized gender budget indicators
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