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Strengthening the intervention capacities of diaspora networks

Established in France in 2002, FORIM manages a unique structure whereby diaspora networks support diaspora organisations by accompanying them in project design and implementation in countries of origin. This promotes cascade learning and peer exchange. With the support of FORIM-accredited networks, individual diaspora organisations in France can apply for financing for micro-projects through FORIM’s PRA/OSIM programme (Programme d’Appui aux projets des Organisations de Solidarité Internationale issues de l’Immigration).

The networks are collectives of FORIM’s member organisations skilled in project design and management. On a yearly basis, they provide support on over 150 aspiring projects, including technical and intercultural expertise and familiarity with project implementation in territories of origin.

Develop the capacities of accredited support operators (networks) and FORIM's staff to support diaspora organisations in setting up and implementing development projects in their country of origin through cascade learning.
15 months

Programme of activities

Strengthening FORIM’s support operator (i.e. networks) capabilities has a knock-on effect on the quality and developmental impact of diaspora-development projects implemented under the PRA/OSIM programme.

With EUDiF, FORIM is building the skills of support operators through courses on project management and accompaniment, public funds management, communication, gender mainstreaming and stocktaking as well as sectoral competences (e.g. renewable energy and the green economy)

Course 1: Project management and accompaniment
Jul 22: Needs assessment

Experts Marianne Poisson and Robin Nael prepared and disseminated a questionnaire to support operators to self-assess their needs, learning priorities and expectations.

Aug 22: Development of training material

Based on the needs assessment, the experts developed the training material (including training content, power point presentations, group exercises and trainers' notes) grouped in three sessions:

  • To master the basics of andragogy and the attitudes to adopt when welcoming and accompanying diaspora organisations.
  • Develop the skills and approaches needed to support diaspora organisations in setting up and submitting projects
  • Develop the skills and approaches needed monitor accepted and/or rejected projects.
  • Jul - Dec 22: Organisation and delivery of online and on site training workshops

    Three online sessions and an onsite session in Paris were organised to deliver the training to 24 participants.

    Dec 22: Evaluation and feedback

    EUDiF and the experts prepared tailored feedback forms to assess the learnings and the satisfaction of participants with the activities.
    The experts subsequently created a "Frequently asked questions" list based on the feedback received during the sessions.

    Course 2: Better adaptation to public funds management
    Jul 22: Needs assessment

    Expert Mireille Jallet from ERASMED conducted the needs assessment by telephone calls and classified the support operators by their level of experience in funds management.

    Aug 22: Development of training material

    The training sessions aimed to help support operators master the main principles of a budget forecast and adopt a common language in public funds management.
    They also guided support operators in identifying and anticipating potential pitfalls of the project from the beginning, and to apply adapted solutions intended to reduce risk.
    The content included toolkits and guides to support these steps.

    Jul 22- Jan 23: Organisation and delivery of online and on site training workshops

    There were a total of seven sessions online and one onsite in Paris on 26 November; 38 participants attended the sessions.

    Jan 23: Evaluation and feedback

    The expert collected feedback at the end of every session, and collected written feedback at the end of the last session.

    Course 3: Communication and promotion of the network
    Aug 22: Needs assessment

    Expert Randa Chekroun, former communication officer at FORIM, sent out a survey to support operators to evaluate their needs. Having worked so closely with them in the past, Randa already had a good idea of what could be required.

    Sep 22: Development of training material

    The three sessions had the following themes:

  • Designing a compelling presentation and capture your audience with a powerful presentation
  • Mobilise your network of organisations through different tools, including newsletters
  • Photos and video at the service of projects of international solidarity projects
  • Sep - Dec 22: Organisation and delivery of online and on site training workshops

    During three online sessions the expert shared theoretical and practical knowledge on the three themes with 26 participants.

    Dec 22: Evaluation and feedback

    Randa collected feedback from the support operators in feedback forms, and prepared a "frequently asked questions" list based on comments and feedbacks.

    Course 4: Integrating gender equality to ensure sustainable development
    Apr 23: Needs assessment

    Expert Sarahi Gutierrez from Association Batik International assessed participants’ knowledge on gender concepts, roles and stereotypes. A person may have a good grasp of the concepts but at the same time make comments that reinforce stereotypes.

    May 23: Development of training material

    The aim of this training course on gender mainstreaming is to raise awareness among support staff of human rights and gender equality issues. The training material focus on key concepts and definitions of gender, an introduction to gender mainstreaming, and gender mainstreaming in project identification, design, planning, implementation, monitoring and evaluation.

    May- Jun 23: Organisation and delivery of online and on site training workshops

    Two sessions were organised onsite for this training topic to ensure the highest levels of interactivity. The last session was organised online.

    Jun 23: Evaluation and feedback

    After each training session, Sarahi collected feedback and shared with her insights about future training needs

    Course 5: Capitalising on experience: formalising and sharing your organisation's know-how
    Apr 23: Needs assessment

    Capitalising on experience or “stocktaking” is a process of transforming experience into shareable knowledge. Experts Anaïs Trousselle and Itane Lacrampe-Camus from NARRAU conducted a needs assessment and determined that creating a module focused on establishing a shared theoretical foundation for stocktaking, along with practical tools that can be adapted, would offer optimal support for individuals engaged in the stocktaking process.

    May 23: Development of training material

    The training material aimed at achieving three objectives:

  • Understand and differentiate between various types of stocktaking.
  • Develop an effective capitalisation system by identifying stakeholders and selecting the right tools.
  • Explore and adopt specific methods and tools, with a particular emphasis on autonomous stocktaking approaches and participative tools for sharing experiences.
  • May-Jun 23: Organisation and delivery of on site training workshops

    The team organised the two training sessions under this module onsite.

    Jun 23: Evaluation and feedback

    The feedback received for this training session was overwhelmingly positive. Participants expressed their satisfaction with the content and delivery of the sessions. At the conclusion of the training, the experts identified additional training needs that could be considered for future sessions.

    Course 6: Solar energy: practical solutions for education, health and development
    Apr 23: Needs assessment

    Based on the needs assessment, “Doctors without Borders” defined the aim of this course as to raise awareness on environmental issues among support operators. The aim of the training is to enhance their knowledge in this area and to help them to mitigate the impact of projects on the environment.

    Apr 23: Development of training material

    The course convers information in three distinct areas:

  • Key concepts and definitions of renewable energies and awareness of energy issues.
  • Introduction to the different types of renewable energies.
  • In depth analysis of solar energy (key concepts, needs, role, fields, analysis frameworks and their application).
  • Apr- Jul 23: Organisation and delivery of online training workshops

    To deliver the three modules, the team organised three training workshops online.

    Aug 23: Evaluation and feedback

    At the end of the training sessions, the team shared a feedback form as per the usual procedures.

    Course 7: The ecological transition: reducing our negative impacts and adapting to climate change
    Apr 23: Needs assessment

    The needs assessment conducted by Gret concluded that the support operators have a relatively good knowledge of ecological transition and have already been confronted with concrete situations. They therefore proposed to build on the knowledge of participants and to facilitate learning and networking among the support operators.

    May- Jun 23: Development of training material

    The course focused on

  • Introduction to the concepts of climate, environment, biodiversity, ecology, ecological transition, mitigation and adaptation, green or circular economy and ecological footprint.
  • Understanding the positioning of the three levers of sustainable development (social, environmental and economic issues).
  • Defining and exploring the notion of mitigating the ecological footprint of a project, carbon footprint, etc.
  • Defining and developing the concept of adaptation to climate change: vulnerability analysis, resilience, probability, risks, maladaptation, etc.
  • Jun 23: Organisation and delivery of online training workshops

    Four workshops were organised online. They relied heavily on experience sharing and practical case studies.

    Aug 23: Evaluation and feedback

    Gret encouraged feedback at the end of every session, demonstrating a willingness to adapt and improve. Additionally, at the end of the course, Gret compiled a list of frequently asked questions based on the interactions during the sessions.

    “These trainings allowed me to better understand how to manage the diaspora network-diaspora organisation relationship, and how to accompany an organisation within the framework of a project.”
    Support operator
    training topics
    training sessions, 6 of which on site
    instances of participation
    training tools


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