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Trainer’s Guide
Capacity Building Program for
Civil Servants to Implement2030 AGENDA Trainer’s Guide
Capacity Building Program for
Civil Servants to Implement
2030 AGENDA
ACKNOWLEDGEMENT
This study was carried out with the financial support of NITI Aayog,
Government of India, and conducted by Administrative Staff College of India,
Bellavista, Hyderabad, Telangana.
ADMINISTRATIVE STAFF
COLLEGE OF INDIA
Bellavista, Raj Bhavan Road, Khairatabad, Hyderabad - 500 082, India. DISCLAIMER
The Administrative Staff College of India has received the financial assistance under the Research Scheme
of NITI Aayog (RSNA-2018) to prepare this report. While due care has been exercised to prepare the report
using the data from various sources, NITI Aayog does not confirm the authenticity of data and accuracy
of the methodology to prepare the report. NITI Aayog shall not be held responsible for findings or opinions
expressed in the document. This responsibility completely rests with the Administrative Staff College of
India. ACKNOWLEDGEMENT
I would like to express my special gratitude to Dr. Rajiv Kumar, Vice-Chairman, NITI Aayog, who encouraged
and guided us to develop the specialized learning modules to build civil servants’ capacity and thus fulfill a
fundamental gap in the effort to strengthen institutional ability to implement 2030 agenda.
I am deeply grateful to Ms. Sanyukta Samaddar (IAS), Advisor NITI Aayog, for giving very useful feedback
and advice that has helped us get significant insights into the relevant issues.
I am thankful to Shri Yogesh Suri, Senior Advisor, NITI Aayog, to sanction this assignment and provide all
the support. Dr. Sundar Narayan Mishra and all the officials at NITI Aayog who facilitated and provided
direction at every step deserve special mention and appreciation.
I am indebted to the Chairman-ASCI, Shri K. Padmanabhaiah IAS (Retd.), for his wise counsel and support.
Finally, I am grateful to my hard-working team at CIPS-ASCI, which has contributed immensely to collate
information and developing the modules’ framework.
Harsh Sharma Preface 8
Part 1: About the Training 10
Part 2: Training Program Schedule 14
Part 3: Session Plan 16
Annexures 33
Annexure 1: Pre-Post Training Assessment 34
Annexure 2: Template for Training Evaluation 37
Annexure 3: Registration and Attendance Form 38
Annexure 4: Training Aids 39
Annexure 5: Activities 40
Annexure 6: Guidance notes / norms / tips for participatory training / learning 46
CONTENTS PREFACE
The Sustainable Development Goals are
the cornerstone of global commitment to
end poverty, protect the planet, and improve
everyone’s lives and prospects everywhere. All
UN member states adopted the 17 Goals in
2015 as part of the 2030 Agenda for Sustainable
Development, which set out a 15-year plan to
achieve the Goals.
The 17 SDGs are integrated and require coherent
policy action. The steps taken in one area will
affect others’ outcomes. SDGs emphasize
that development inclusively balancing social,
economic, and environmental sustainability
should be at the core of government policies.
‘Leave No One Behind’ is the thrust of the 2030
Agenda for SDGs, and nations of the world have
committed to fast-track progress for those
at the bottom of socio-economic progress.
Therefore, SDGs are designed to bring the world
to several life-changing ‘zeros’, including zero/
no poverty and hunger.
In the last few years, progress is being made in
many places. However, overall progress towards
the SDGs is not yet advancing at the desirable
speed or scale. The next decade needs to usher
in an ambitious effort to deliver on the 2030
Agenda. One important initiative that can help
in this endeavour is the civil servants’ capacity
building to understand and implement the 2030
Agenda.
A large pool of trainers is required who will
cater to the capacity-building needs of India’s
civil servants on effective implementation of
SDGs 2030 Agenda. This guide is a training
resource for trainers that details a two-day
training program that will further train critical
stakeholders.
This trainer’s guide’s primary purpose is to
prepare and assist the trainers in designing
and facilitating civil servants’ two-day training
effectively. This document provides objectives,
the methodology for facilitation, key learning
points, session delivery, activities, and reference
material for each session, helping the trainers
plan, facilitate, and evaluate the training.
This guide can also be adapted to conduct
awareness and capacity-building sessions for
other stakeholders such as the public, private
sector, NGOs, educational institutions etc.
The trainers’ profile could include senior civil
servants, academicians having conceptual
knowledge of SDGs, and a minimum of 15-20
years of experience of ground-level governance
issues in India. Prior experience in training
design and delivery, especially for civil servants,
will be preferred. This training session will
improve the interactions between the Central
and State governments and the stakeholders,
and encourage them to contribute to the
local governments’ efforts in various projects
associated with the SDGs.
This guidebook has three parts. The first part
provides brief information about the training,
including the training program’s objective, the
target group of participants, and major topics
covered in the training program. The second
part presents the training schedule. The third
part details session plans for each of the
training sessions and includes information on
the following aspects:
8 | Trainers Guide • Session objectives
• Session duration
• Facilitation methodology
• Material required
• Key messages
• Reference material
• Process for session delivery
Following these, other supportive documents,
i.e., pre-post evaluation questionnaire, template
for evaluation of training program, template for
registration and attendance the list of training
material and aids, activity details, guidance notes/
norms/tips for participatory training/learning
required for the training program are also provided
in the facilitator guide.
Training will be provided in interactive mode with a
focus on proactive learning. Multiple participation
tools to facilitate reflection and training will be
used. An indicative list is given below:
• Lecture
• Large Group Discussions
• Small-Group Work and Discussions
• Exercise, Games, Activities
• Brainstorming
• Guiding questions for self-study
• Additional reading material
• Demonstrations
Efforts will be made to encourage the trainees to
participate in the sessions actively and share their
experiences.
This guide is to be used in conjunction with the
following course material: (1) Participant’s Manual;
(2) Reference Booklet; (3) Flash Cards.
Trainers Guide | 9 ABOUT THETRAINING
PART 01
10 | Trainers Guide PART - 1
S.No.Component Details
01 Title
Capacity-Building Program for Civil Servants to Implement 2030
Agenda
02
Training Goals and
Objectives
• This training has been designed to help participants gain greater clarity
about the SDGs, particularly in the Indian context. Primarily aimed at
civil servants, the capacity-building program’s content will help the
teams at local, state, and national levels succeed in implementing the
Goals and motivating other stakeholders to engage actively.
The objectives are:
• Create awareness about the Sustainable Development Goals (SDGs)
and the importance of partnership and collaboration among various
stakeholders
• Ensure clarity on the inter-dependencies and linkages of the 17 Goals
• Design SDG implementation projects that address the Goals and their
linkages
• Focus on the relevance of SDGs in national, regional, and local context
• Recognize that every State may allot varying degrees of priorities to
each of the 17 SDGs
03
Learning
Outcomes
At the end of the training, the participants would be able to:
• Obtain a multi-dimensional view of the SDGs from a global and Indian
perspective
• Review the broad perspective of the sustainable development process,
and the timelines until adopting the SDGs by the General Assembly in
2015
• Identify inter-relatedness and cross-cutting issues within the
Sustainable Development Goals
• Prioritize possible SDG implementation projects
• Appreciate the role of leadership at the individual and institutional level
in achieving the 2030 Agenda
04
Total No. of
Trainees
30-40
05
Participant’s
Profile
Trainees selected to include civil service officers/civil servants involved
in development policy formulation and implementation
PART 1: ABOUT THE TRAINING
Trainers Guide | 11 PART - 1
S.No.Component Details
06 Duration Two days
07
Major Topics
Covered
1. Unpacking Agenda 2030
• Core principles fostering the 2030 Agenda for sustainable
development
• Critical dimensions of the 2030 Agenda for sustainable development
• Sustainable Development Goals
• Categorization of 17 SDGs into 5Ps
• Elements accelerating the implementation of SDGs
2. SDGs – Key Elements in India
• About Leave No One Behind (LNOB)
• Gender Equality
• Innovative practices in India’s priority sectors
• International Best Practices (LNOB and Gender Equality)
• Institutional strengthening for SDGs
3. Localizing SDGs in India
• The Indian approach in localizing SDGs
• Work on SDGs by States in India
4. Leadership for Agenda 2030 India
• Bringing on board Ministries, State Governments, and UTs
• Raising awareness and advocacy
• Collaborative leadership
• Multi-stakeholder partnerships
5. Best Practices from the Field
• Implementation of Telemedicine in Tripura
• ‘Digital Land’ (comprehensive system of land management), Board of
Revenue, Uttar Pradesh
• ‘Read to Lead - Ignited Minds’ campaign, Rourkela, Odisha
• Aravind Eye Care System
• Bridging the Gender Gap and Elevating Women in STEM with Aurecon
• Arogya Karnataka Scheme
• “SHAISHAV” and “MATRURAKSHA”- district’s journey towards Healthy
Childhood and Safe Motherhood, District Panchayat, Kutch, Gujarat,
India
PART 1: ABOUT THE TRAINING
12 | Trainers Guide PART - 1
S.No.Component Details
6. SDG Indices
• The role of indicators for measuring progress on SDGs
• The importance of metrics and indicators
• Global Indicator Framework
• National Indicator Framework
• Data gaps in assessing country-level progress on SDGs
• Need for data innovations in the time of COVID-19
• Impact of the pandemic on data, central to the achievement of the
SDGs
• Responding to the current crisis and accelerating SDGs
7. SDGs Monitoring
• Data for SDGs
• Localizing SDG Monitoring Framework
8. Implementation of SDGs
• India Voluntary Nation Review, 2020
• Sashakt Bharat Sabal Bharat
• Swachh Bharat Swastha Bharat
• Samagra Bharat Saksham Bharat
• Satat Bharat Sanatan Bharat
• Sampanna Bharat Samriddha Bharat
• Aatmanirbhar Bharat
• A conceptual framework for enabling Interaction/Discussion
08 Training ScheduleDetailed in Part 2
09 Session Plan Detailed in Part 3
10 Training Aids Annexures
PART 1: ABOUT THE TRAINING
Trainers Guide | 13 TRAINING PROGRAMSCHEDULE
PART 02
14 | Trainers Guide PART 2: TRAINING PROGRAM SCHEDULE
DAY - 1
Time (in Hrs.) Sessions
08:30 - 09:00 Welcome and Introduction
09:00 - 10:00 Session - 1: Unpacking 2030 Agenda
10:00 - 10:30 Tea Break
10:30 - 11:30 Session - 2: SDGs - Key Elements in India
11:30 - 12:00 Session - 3: Localizing SDGs in India
12:00 - 14:00 Group Activity - 1: SDG Project Canvas
14:00 - 14:30 Lunch Break
14:30 - 15:30 Session - 4: Leadership for 2030 Agenda for sustainable development
15:30 onwards Session - 5: Best Practices from the Field
DAY - 2
09:00 - 10:30 Session - 6: SDG Indices
10:30 - 10:45 Tea Break
10:45 - 11:45 Session - 7: SDG Monitoring
11:45 - 13:45 Group Activity - 2: Root Cause Analysis (Discussion and Experience Sharing)
13:45 - 14:30 Lunch Break
14:30 - 15:30 Session - 8: Implementation of SDGs
15:30 - 16:30 Group Activity - 3: Group Discussion and Presentation
16:30 - 16:45 Tea Break
16:45 onwards Summation and Feedback on the SDG Tool Kit
Trainers Guide | 15 SESSIONPLAN
PART 03
16 | Trainers Guide DAY - 1
Setting the Environment
Session
Objectives
• Introduce the participants to the course structure
• Create an enabling learning environment for appreciating experiences and
expertise within the group
• Explain goals for the course
• Meet colleagues, faculty, and the course team
• Review the course schedule and materials
• Establish ground rules for the training
Duration 30 mins
Methodology
• Ice-breaking
• Power-point presentation
Materials Required
• Training schedule
• Flip chart paper/White board and marker pen
Key Messages
• The activity-based introduction helps the participants to understand and
respect each other and become familiar with the surroundings
• A conducive learning environment is essential for experience and knowledge
sharing
• A common understanding of objectives among the participants is essential for
an effective learning experience
Recommended
Readings
• https://www.undp.org/content/dam/undp/library/corporate/brochure/SDGs_
Booklet_Web_En.pdf
• https://www.undp.org/content/undp/en/home/sustainable-development-goals/
background.html
• https://www.sdgfund.org/mdgs-sdgs
Activity Activity - Stay In and Stay Out
Process of Training Delivery
5 mins
Facilitate registration of the participants and follow by pre-test (format given in
Annexure 4)
10 mins Facilitate inauguration of the workshop and keynote address
10 mins Activity – Stay In Stay Out
5 mins
In large group, ask them what they expect from this training, and brief them about
the objectives of this training
PART 3: SESSION PLAN
This chapter helps the trainer understand session objectives, methodology, key messages and instructions
on facilitating the session.
Trainers Guide | 17 SESSION-1: UNPACKING AGENDA 2030
Objectives
• Understand the sustainable development framework to ensure last-mile
coverage
• Learn about critical dimensions for social inclusion, economic growth, and
environmental protection
• Discuss and propose ultimate tools for measuring the progress on SDGs and
elements accelerating the implementation of SDGs
• Learn about the significant, relevant ethical theories and their implications for
achieving SDG targets
• Discuss significant questions to consider in priority setting for expanding SDG
coverage in India
Duration 60 mins
Methodology
• Power-point presentation and interactive discussions
• Small group discussions
Material
Required
LCD & Laptop
Key Messages
• The world’s nations have adopted Sustainable Development Goals to create a
common language of development that is inclusive and requires responsibility
from developed and developing nations
• Experience with MDGs suggests that clear enunciations of targets and objective
measurement is the key to implement the 2030 agenda for sustainable
development
• Core principles of SDGs encompass all the relevant sectors, people, institutions,
and policy frameworks, and are outcome of a consensual approach
Recommended
Readings
• https://www.un.org/ecosoc/sites/www.un.org.ecosoc/files/files/en/qcpr/ undg-
discussion-note-on-universality-and-2030-agenda.pdf
• https://www.undp.org/content/undp/en/home/2030-agenda-for-sustainable-
development/prosperity/development-planning-and-inclusive- sustainable-
growth.html
• https://sustainabledevelopment.un.org/post2015/transformingourworld
• https://www.un.org/sustainabledevelopment/development-agenda-retired/
• https://unstats.un.org/sdgs/report/2019/The-Sustainable-Development-Goals-
Report-2019.pdf
• http://mdgs.un.org/unsd/mdg/default.aspx
• https://www.un.org/millenniumgoals/2015_MDG_Report/pdf/MDG%20
2015%20rev%20(July%201).pdf
• http://sdghelpdesk.unescap.org/learning-videos/understanding- dimensions-
sustainable-development-0
PART 3: SESSION PLAN
18 | Trainers Guide SESSION-1: UNPACKING AGENDA 2030
Recommended
Readings
• https://socialprogress.in/2019/09/role-of-social-progress-index-in- measuring-
sdgs/
• https://sustainabledevelopment.un.org/content/documents/15836India.pdf
• https://www.unssc.org/news-and-insights/blog/sustainable-development-what-
there-know-and-why-should-we-care/
• https://www.undp.org/content/undp/en/home.html
• https://unstats.un.org/sdgs/report/2020/The-Sustainable-Development-Goals-
Report-2020.pdf
• https://unstats.un.org/sdgs/report/2019/The-Sustainable-Development-Goals-
Report-2019.pdf
• https://www.oecd-ilibrary.org/sites/a8caf3fa-en/1/2/1/index.html?itemId=/
content/publication/a8caf3fa-en&_csp_=1c51c432b7a7683f5a0142ba189c0
c39&itemIGO=oecd&itemContentType=book#section-d1e1259
PART 3: SESSION PLAN
PROCESS OF TRAINING DELIVERY
10 mins
• Brief the participants about the learning objectives of this session
• Ask them what do they understand by ‘2030 Agenda’?
• Write their responses on a flip chart
25 mins
Make a Power-point presentation on the following:
• What is 2030 Agenda?
• Core principles fostering the 2030 Agenda
• Introduction to 5 Ps and categorization of them into 17 SDGs
• Elements that accelerate the implementation of SDGs
Facilitate open house dialogue for ideas from participants on ‘Directions on Policy
Actions’
20 mins
Activity: Tell Me about Your Job (Optional)
Reflect on the civil servants’ current contributions or other stakeholders in
implementing SDGs in their area
5 mins Consolidate the session by summarizing the essential learnings from the session
Trainers Guide | 19 SESSION-2: SDGs - KEY ELEMENTS IN INDIA
Session
Objectives
• Understand SDGs in the current Indian context
• Understand the role that NITI Aayog plays in coordinating the implementation of
the SDGs in India
• Focus on the intrinsic importance of Leave No One Behind and Gender Equality
• Apprise participants about international and national level innovative and
scalable solutions on LNOB and Gender Equality
Duration 60 mins
Methodology Power-point presentation and interactive discussions
Material
Required
• LCD & Laptop
• Flip chart
• Markers
Key Messages
• Mapping developmental initiatives with the SDG framework is a crucial tool to
derive linkages between India’s developmental priorities and the 2030 Agenda
for SDGs
• The conceptual aspects of SDGs are naturally aligned with India’s civilizational
thoughts and learnings
• Adapting the goals and the indicators to the local requirements is essential to
fulfil the constitutional mandate and global commitments
• NITI Aayog has a pivotal role in synchronizing, prioritizing, and building
institutional capacity to implement the 2030 Agenda for SDGs in India
Recommended
Readings
• http://ris.org.in/sdg/india-and-sustainable-development-goals-way-forward
• https://sustainabledevelopment.un.org/content/documents/15836India.pdf
• https://niti.gov.in/sites/default/files/2019-01/SDGMapping-Document- NITI_0.
pdf
• http://www.undp.org/content/undp/en/home/librarypage/poverty-reduction/
what-does-it-mean-to-leave-no-one-behind-.html
• https://www.oecd-ilibrary.org/development/case-studies-on-leaving-no-one-
behind_9789264309333-en
• https://unsdg.un.org/sites/default/files/Interim-Draft-Operational-Guide-on-
LNOB-for-UNCTs.pdf
• https://unsdg.un.org/resources/leaving-no-one-behind-unsdg- operational-
guide-un-country-teams-interim-draft
• https://sustainabledevelopment.un.org/content/ documents/26281VNR_2020_
India_Report.pdf
• https://missionantyodaya.nic.in/
• https://niti.gov.in/sites/default/files/2020-02/Poshan_Abhiyaan_2nd_ Report_0.
pdf
PART 3: SESSION PLAN
20 | Trainers Guide SESSION-2: SDGs - KEY ELEMENTS IN INDIA
Recommended
Readings
• https://www.parcic.org/english/srilanka/tea-project/
• https://sampranmodel.com/en/
• https://www.unicef.org/india/what-we-do/gender-equality
• https://data.em2030.org/countries/india/
• https://www.afdb.org/fileadmin/uploads/afdb/Documents/Project-and-
Operations/Zambia-AR-Cashew_ Infrastructure_Development_Project CIDP_.pdf
• https://www.oxfamindia.org/programdetails/5093/transboundary-rivers-south-
asia-trosa
• https://in.one.un.org/wp-content/uploads/2018/07/Gender_Thematic-
Business-Case_5Jun2018.pdf
• https://in.one.un.org/wp-content/uploads/2017/04/Gender-Equality
Thematic-Business-Case 20-March.pdf
• https://niti.gov.in/sites/default/files/2020-08/Best_Practices_from_Aspirational_
Districts_Volume_1.pdf
• https://niti.gov.in/sites/default/files/2020-08/Best_Practices_from_Aspirational_
Districts_Volume_1.pdf
• https://in.one.un.org/wp-content/uploads/2017/04/Gender-Equality
Thematic-Business-Case 20-March.pdf
• https://niti.gov.in/sites/default/files/2020-02/Poshan_Abhiyaan_2nd_ Report.
pdf
• https://in.one.un.org/wp-content/uploads/2017/04/Gender-Equality
Thematic-Business-Case 20-March.pdf
• https://www.unwomen.org/en/digital-library/multimedia/2015/12/ infographic-
human-rights-women
• https://unsdg.un.org/sites/default/files/Interim-Draft-Operational-Guide-on-
LNOB-for-UNCTs.pdf
• https://www.ifad.org/en/document-detail/asset/41397731
• http://www.cips.org.in/documents/Published_Documents/e-Books/2015/
Education/Balabadi/Balabadi.pdf
Recommended Videos:
• https://idsa.in/idsacomments/significance-of-sdgs-and-india- aanant-081119
(SignificanceofSDGsandIndia’sEvolving GlobalRole-IDSAComment)
• https://niti.gov.in/high-level-political-forum-2017
PROCESS OF TRAINING DELIVERY
10 mins
• Brief the participants that the session is to understand the nuances of
implementing SDGs in India
• Ask the participants to provide some insights on India’s ongoing programs to
implement SDGs
• Ask the participants about any innovative practice known to them, nationally or
internationally, in priority sectors like Gender equality
PART 3: SESSION PLAN
Trainers Guide | 21 25 mins
Make a Power-point presentation on the following:
• India’s Key elements for SDG
• Leave No One Behind (LNOB) in India and Concept of Antyodaya
• Gender Equality
• National and International schemes and best practices in priority sectors
20 mins
Activity: Mapping SDGs in India
Debrief the findings and conclude the activity
5 mins Consolidate the session by summarizing the critical learnings from the session
SESSION-3: LOCALIZING SDGs IN INDIA
Session
Objectives
• Provide a brief look into what various States and UTs are doing
• Understand the institutional framework for SDGs in India
• Focus on institutional mechanisms to localize SDGs
Duration 30 mins
Methodology
• Power-point presentation and activity-based interactive discussions
• Flip charts
• Pens/markers
Material
Required
• LCD & Laptop
• Flip chart
• Markers/pens
Key Messages
• India is the key country that will determine the success or failure of SDGs;
SDGs’ success in India is dependent on the progress made with less-developed
regions and less-privileged sections of the population
• The localization of SDGs requires understanding, adapting, planning,
implementing, and monitoring of the SDGs from national to local levels by
relevant institutions
• A process of country-wide sensitization and awareness development of
all stakeholders is at the core of the coordination process among various
government levels to implement the 2030 Agenda for SDGs
• Effectiveness in policy coherence requires knowledge and awareness to design
and manage appropriate implementation strategies while engaging multiple
stakeholders
PART 3: SESSION PLAN
22 | Trainers Guide Recommended
Readings
• https://niti.gov.in/content/localizing-sdgs-early-lessons-india
• https://sustainabledevelopment.un.org/content/ documents/26279VNR_2020_
India_Report.pdf
• https://sustainabledevelopment.un.org/content/documents/ commit-
ments/818_11195_commitment_ROADMAP%20 LOCALIZING%20SDGS.pdf
Recommended Videos:
RSTV program- ‘In Depth-India’s Sustainable Development Goals’ https://youtu.
be/YZqSgguqnXE
PROCESS OF TRAINING DELIVERY
10 mins
• Brief the participants that the session is to understand the nuances of
implementing SDGs in India
20 mins
Make a Power-point presentation on the following:
• The Indian approach to localize SDGs
• Work on SDGs by States in India
• Challenges in implementing SDGs in India
120 mins
Activity: SDG Project Canvas
In the end, the trainer will debrief and summarize the session
SESSION-4: LEADERSHIP FOR AGENDA 2030
Session
Objectives
• Study the role of stakeholder analysis in the implementation of various SDG
projects
• Understand the importance of partnerships, explicitly considering SDG 17,
which focuses on strengthening the means of implementation
• Recognize the need to collaborate within and across societal sectors that allow
the smartest use of the resources to deliver transformational change
Duration 60 mins
Methodology Power-point presentation and interactive discussions
Material RequiredLCD & Laptop
Key Messages
• Institutional strengthening and proactive leadership are essential for the
effective implementation of the 2030 Agenda for sustainable development
• Collaboration across the Government Institutions at central, state, and district-
level requires a change of mindset and new kind of incentives for various actors
• Pandemic has made it abundantly clear that collaboration and coordination,
coupled with a multi-disciplinary approach, can only bring policy coherence. It
will help in resource optimization as well as provide opportunities to learn from
various perspectives
PART 3: SESSION PLAN
Trainers Guide | 23 SESSION-5: BEST PRACTICES FROM THE FIELD
Session
Objectives
• Expose participants to innovative practices relevant to the needs for effective
implementation of SDGs in their respective States/UTs
• Build KSAs (Knowledge, Skills, and Abilities) of the participants on various
aspects of successful project implementation; these include domain,
processes, technology, people, and policies
• Gain more in-depth perspectives into the structured system centered around
that demonstrated practice
• Reflect on the various aspects/topics discussed and relate them to your State/
UT status
Duration 60 mins
Methodology Interactive discussions
Recommended
Readings
• https://www.brookings.edu/blog/up-front/2018/04/24/a-new-type-of-
leadership-from-national-governments-is-essential-for-success-of-the- sdgs/
• https://www.undp.org/content/dam/undp/library/capacity-development/
English/Singapore%20Centre/PSMotivation+SDGs.pdf
• https://gggi.org/report/localising-sdgs-early-lessons-from-india/
• https://niti.gov.in/writereaddata/files/LSDGs_July_8_Web.pdf
• https://sustainabledevelopment.un.org/content/documents/2545MSP_
Guidelines.pdf
Additional Videos
Partnerships, Power, and the SDGs: a UNRISD Seminar
• https://thepartneringinitiative.org/news-and-views/tpi-blog/solving-the-
partnership-puzzle/
• https://www.youtube.com/watch?v=kROW3cXOxvk
• https://thepartneringinitiative.org/
PROCESS OF TRAINING DELIVERY
40 mins
This session is focused on discussing ways to bring about Leadership for 2030
Agenda for sustainable development. The presentation will highlight the following:
• Collaborative Leadership – Bringing together the Board Ministers, State
Governments and UTs
• Raising awareness among stakeholders of SDGs and Advocacy
• Multi-Stakeholder Partnerships
15 mins Ask the participants to reflect on the learnings
5 mins Summarize the learnings and conclude the session
PART 3: SESSION PLAN
24 | Trainers Guide Material Required
• Pen
• Markers
• A4 size paper or Flip charts
Recommended
Readings
• Sabir’s long road to TB diagnosis: https://www.finddx.org/news/sabirs-tb-
diagnosis/.
• Articles: Gene Xpert: Transforming pediatric TB diagnosis in India / US Agency
for International development – September 2017. Drug-resistant TB higher
among children than expected: report / Hindu, Delhi – July 2017. India rolls out
new TB diagnosis aimed at catching child cases / Devex – September 2017.
• SDG 3: Good Health and Well Being Accelerated Action for Impact (AAI):
Improving maternal and child health in Kebbi State, Nigeria
Source: https://www.unicef.org/nigeria/sites/unicef.org.nigeria/ files/2019-07/
AAI%20Overview.pdf
• SDG 4: Quality Education in spires Structured Training and Education Program
(STEP)
www.inspire.org.mt
www.know-ur-rights.com
• Leaders who transform: Ensuring an inclusive and equitable quality education
Source: https://g1.globo.com/ce/ceara/especial-publicitario/unifor/
ensinando-e-aprendendo/noticia/2018/10/03/alunos-desenvolvem- projeto-de-
reintegracao-social-com-idosos.ghtml
https://g1.globo.com/ce/ceara/especial-publicitario/unifor/ensinando-e-
aprendendo/noticia/estudantes-apresentam-projetos-na-clinton-global-
initiative.ghtml
SDG 5: Gender Equality affirmative actions for equality, non-violence and
Strengthening Women’s Leadership in Quintana Roo
http://www.equidad.org.mx/
• SDG 6: Clean Water and Sanitation
Accelerating the achievement of SDG 6 in five countries: A discussion paper
http://inweh.unu.edu/wp-content/uploads/2017/01/SDG-Discussion-paper.
pdfhttp://sdgpss.net/en/
• SDG 12: Sustainable Consumption and Production
The sustainable chain in search of a better world: adopt this idea https://www.
uemasul.edu.br/portal/
• SDG 16: Peace, Justice, and Strong Institution
The DEDICA Program-Defense of the Rights of Children and Adolescents http://
amigosdohc.org.br/project/programa-dedica http://dedica.org.br/home/
PART 3: SESSION PLAN
Trainers Guide | 25 Recommended
Readings
Additional Reading Material
• Indian Solutions for the world to achieve SDGs (https://smartnet.niua.org/ sites/
default/files/resources/60786.cs641sdgsreportweb.pdf)
• Scouts in Denmark are achieving the SDGs through environmental sustainability
(http://www.teachsdgs.org/blog/scouts-in-denmark-are-achieving-the-sdgs-
through-environmental-sustainability)
• http://www.cips.org.in/documents/Published_Documents/e-Books/2015/
Health/Telemedicine/telemedicine-in-tripura.pdf
• https://nceg.gov.in/sites/default/files/case_studies/Digital_Land.pdf
• https://www.newindianexpress.com/states/odisha/2020/jan/07/read-to-lead-
benefits-odisha-tribal-students-2086198.html
• http://www.tspmt.com/vol6-july2016/14.Bimal%20Charan%20Swain.90-94.pdf
• http://www.cips.org.in/documents/Published_Documents/e-Books/2015/
Health/Aravind-Eye-Care/Aravind-Eye-Care.pdf
• https://www.wgea.gov.au/sites/default/files/documents/Aurecon_elevating_
women_in_STEM.pdf
• https://www.wgea.gov.au/newsroom/latest-news/bridging-the-gender-gap-
with-aurecon
• https://en.wikipedia.org/wiki/Workplace_Gender_Equality_Agency
• https://arogya.karnataka.gov.in/Forms/Aboutus.aspx
• https://publicadministration.un.org/en/Research/Case-Studies/unpsacases/ctl/
NominationProfilev2014/mid/1170/id/531
PROCESS OF TRAINING DELIVERY
20 mins Make a brief presentation highlighting the best practices from the field
10 mins
Provide pen-paper/flip charts to the participants and ask them to brainstorm on
the following questions:
• How well does your State perform SDGs on efficiency, quality, and access?
• How does that performance limit your system’s ability to achieve the goals of
ending poverty, improving health, access to education, fighting inequalities,
climate change etc.?
• What are the ‘critical failures’ in your system that account for the most critical
performance shortfalls in efficiency, quality, and access?
30 mins Form a small panel of the participants and discuss all the views received
5 mins Summarize key learnings and conclude the session
PART 3: SESSION PLAN
26 | Trainers Guide DAY: 2
RECAP OF PREVIOUS DAY
Session
Objectives
• Recapitulate the learnings of the previous day
• Link previous day’s learnings to today’s planned sessions
Duration 15 mins
Methodology
• Participatory approach
• Short briefing on today’s agenda
Materials
Required
• LCD & Laptop
• White board
• Markers
Key Messages
• Answering doubts and questions of the trainees
• Linking the previous day’s agenda with today’s agenda
Recommended
Readings
SDGs Participant’s Manual
PROCESS OF TRAINING DELIVERY
15 mins
Have an open discussion. Use examples (good/bad examples of various
schemes under different goals) to stimulate discussion
PART 3: SESSION PLAN
Trainers Guide | 27 PART 3: SESSION PLAN
SESSION-6: SDG INDICES
Session
Objectives
• Obtain insights about the development of the SDG India Index and the issues
faced during the process
• Understand the various aspects of the SDG India Index
• Identify the role of indicators for measuring the progress of SDGs
• Respond to crisis and accelerate SDGs implementation
Duration 75 mins
Methodology
• Power-point presentation
• Participatory approach
Materials Required
• LCD & Laptop
• White board
• Markers
Key Messages
• SDG indices are a vital tool for understanding the impact of various policy
measures and their effectiveness
• SDG India Index captures the progress comprehensively and provides a
snapshot of the performance of the States
• A good indicator needs to give insight into the cause and effect of a particular
outcome and should not be merely judgmental
• Quality of primary/secondary data and integrity of data sources are essential
for getting the real picture on the ground
• Investment in data collection infrastructure can improve the validity of results
reflected by SDG Indices
Recommended
Readings
• https://niti.gov.in/sdg-india-index-dashboard-2019-20
• https://unstats.un.org/sdgs/files/meetings/sdg-inter-workshop-june-2018/
Day1_Session1_Global%20Indicator_UNSD.pdf
• https://sustainabledevelopment.un.org/index.
php?page=view&type=400&nr=2013&menu=35
• https://unstats.un.org/sdgs/report/2020/The-Sustainable-Development-Goals-
Report-2020.pdf
• https://unstats.un.org/sdgs/iaeg-sdgs/tier-classification/
• https://sustainabledevelopment.un.org/content/documents/2013150612-
FINAL-SDSN-Indicator-Report1.pdf
• http://www.mospi.gov.in/global-indicator-frameworkiaeg-sdgs
• https://unstats.un.org/sdgs/report/2020/the-need-for-data-innovations-in- the-
time-of-COVID-19/
Recommended Videos:
• RSTV: The big picture- SDG India Index 2019-20: https://youtu.be/ hiNDugUI3kA
• https://www.ophi.org.uk/wp-content/uploads/OPHI-RP-29a.pdf
• https://ourworldindata.org/human-development-index
28 | Trainers Guide PROCESS OF TRAINING DELIVERY
10 mins
Share the objective of the session with the participants. In a large group, ask the
participants what they understand by SDG indices and the role of SDG indices
60 mins
Make a Power-point presentation on:
• The role of indicators for measuring progress on SDGs
• The essential metrics and indicators
• Global indicator framework
• Challenges in SDG indices
• Data gaps in assessing country-level progress on SDGs
• Need for data innovations in the time of COVID-19
• Impact of the pandemic on data, central to the achievement of the SDGs
• Responding to the crisis and accelerating SDGs
5 mins Summarize key learnings and conclude the session
SESSION-7: DATA FOR SDGs
Session
Objectives
• Launch a plan monitoring framework to carry out the effective implementation
of SDGs
• Benchmark and measure the progress made for each Goal
• Analyze significant barriers combating the implementation of SDGs and ensure
high-quality growth
• Understand various aspects of recent experience with government reforms.
in India and compare with international experiences towards achieving SDG
targets
Duration 180 mins
Methodology
• Power-point presentation
• Participatory approach
Materials
Required
• LCD & Laptop
• White board
• Markers
Key Messages
• The monitoring and evaluation framework has to provide real-time information
to policymakers and civil servants
• Finetuning of the indicators as per the local requirements will better reflect the
outcomes of the developmental interventions
• Localization at the state and district level can be a significant contributor to the
mandate of LNOB
• Decentralized monitoring, coupled with decentralized planning, can lead to
optimized resource allocation
PART 3: SESSION PLAN
Trainers Guide | 29 Recommended
Readings
• https://niti.gov.in/sites/default/files/2019-12/SDG-India-Index-2.0_27-Dec.pdf
• http://www.mospi.gov.in/sites/default/files/Report2.pdf
• http://www.mospi.gov.in/sites/default/files/publication_reports/
SDGProgressReport2020.pdf
• https://niti.gov.in/sites/default/files/2019-12/SDG-India-Index-2.0_27-Dec.pdf
• http://www.mospi.gov.in/sites/default/files/Report2.pdf
• http://www.mospi.gov.in/sites/default/files/publication_reports/
SDGProgressReport2020.pdf
• http://documents1.worldbank.org/curated/en/638011468766181874/
pdf/296720PAPER0100steps.pdf
• https://sustainabledevelopment.un.org/content/documents/2013150612-
FINAL-SDSN-Indicator-Report1.pdf
• https://niti.gov.in/writereaddata/files/LSDGs_July_8_Web.pdf
• https://sustainabledevelopment.un.org/content/documents/2013150612-
FINAL-SDSN-Indicator-Report1.pdf
• https://www.uclg.org/sites/default/files/roadmap_for_localizing_the_sdgs_0.
pdf
• http://niti.gov.in/writereaddata/files/Haryana.pdf
• http://niti.gov.in/writereaddata/files/Gujarat_0.pdf
• http://niti.gov.in/writereaddata/files/Karnataka_1.pdf
• http://niti.gov.in/writereaddata/files/Andaman%20%26%20Nicobar.pdf
PROCESS OF TRAINING DELIVERY
15 mins
Begin the session by asking the participants the following questions:
• How did current government programs contribute to the advancement of
the SDG Agenda? How were the processes of political, ethical, and technical
consideration handled?
• How do the SDGs strive to balance economic, social, and environmental pillars
of sustainable development?
• How should the assessment of progress towards achieving the 2030 Agenda
for sustainable development be carried out at the national level?
40 mins
With the help of a Power-point presentation, explain to the participants about the
Monitoring Framework of SDGs
120 mins
Activity: Root Cause Analysis
Start the activity by asking the participants the following questions:
• Think about the last major problem you had at work
• Did you take the time to discover the actual underlying cause of the problem, or
did you implement a quick fix based on the symptoms?
With the help of a PPT, give an example of how to conduct Root Cause Analysis
5 mins Summarize key learnings and conclude the session
PART 3: SESSION PLAN
30 | Trainers Guide SESSION-8: IMPLEMENTATION OF SDGs
Session
Objectives
• Apprise participants on India’s progress across SDGs
• Explain the diagnostic tree approach, its use in the Flagship Framework, and
its distinctive features in identifying causes and linking those causes with the
societal control knobs
• Prepare participants for diagnostic work as part of the group activity
Duration 120 mins
Methodology
• Power-point presentation
• Participatory approach
Materials
Required
• LCD & Laptop
• Post-it Notes
• White board
• Markers
Key Messages
• 2030 Agenda for SDGs implementation requires a diverse approach in different
contexts
• The Government of India has taken many initiatives that are aligned with the
SDGs
• Pandemic is going to have unintended consequences and will affect the
implementation of SDGs
• Progress on SDGs requires an emphasis on localization at the State level and
even at the district and city/village level
• Civil servants have to play a vital role, and knowledge of the relevant
frameworks needs to percolate to the officials at the cutting edge
Recommended
Readings
• https://sustainabledevelopment.un.org/content/ documents/26281VNR_2020_
India_Report.pdf
• http://niti.gov.in/writereaddata/files/Telangana.pdf
PROCESS OF TRAINING DELIVERY
10 mins
Ask the participants to reflect on the following:
• Consider one or more recent reform proposals either adopted or seriously
considered in your State. Where did those ideas come from? Was there a causal
diagnosis undertaken, and why, or why not?
• Who can make a diagnosis? Is there a group or unit in Government (or outside
it) with the responsibility and capacity to make SDG diagnosis? How is that unit
involved in the policy development process?
PART 3: SESSION PLAN
Trainers Guide | 31 REFLECTION, WRAP-UP
Session
Objectives
• Reflect on the sessions discussed over the two-day program
• Assess teaching/learning effectiveness
Duration 60 mins
Methodology
• Discussions
• Test
• Written feedback
Material Required
• Feedback forms
• Post-its
Key Messages
• Clarification of doubts, identifying areas of concerns
• Feedback and identifying areas of improvement
PROCESS OF TRAINING DELIVERY
Time slot Process
20 mins Administer Post-test
20 mins Take feedback
Total time: 40 mins
45 mins
Make a Power-point presentation covering the following aspects:
• India Voluntary National Review - 2020
• Sashakt Bharat Sabal Bharat
• Swachh Bharat Swastha Bharat
• Samagra Bharat Sanatan Bharat
• Sampanna Bharat Samriddha Bharat
• Aatmanirbhar Bharat
A conceptual framework for enabling interaction/discussion
60 mins Group Activity (Group discussion and presentation)
5 mins Summarize key learnings and conclude the session
PART 3: SESSION PLAN
32 | Trainers Guide ANNEXURES PART 04
Trainers Guide | 33 ANNEXURE 1:
PRE-POST TRAINING ASSESSMENT
1. Sustainable Development Goals are the latest comprehensive framework to
a) Commit world leaders to combat poverty
b) Eliminate discrimination against women
c) Achieve universal primary education
d) Assess and encourage a better life for all
2. Sustainable development framework is based on
a) 2 core principles
b) 17 core principles
c) 5 core principles
d) 8 core principles
3. ‘LNOB’ seeks to combat
a) Discriminations and inequalities
b) Poverty and hunger
c) HIV/AIDS, malaria, and other diseases
d) Develop a global partnership for development
4. Which of the followings is not a part of SDGs?
a) Access to sustainable energy for all
b) Availability of water and sanitation for all
c) Provision of internet services for all
d) Full and productive employment and decent work for all
34 | Trainers Guide 5. What are the four critical aspects identified under gender equality?
a) (i) Eradicating discrimination and violence against women;
(ii) Giving equal rights to economic resources;
(iii) Access to property ownership;
(iv) Women and girls’ health and nutrition at all ages
b) (i) Access to and control over resources;
(ii) Access to services;
(iii) Access to information and opportunities;
(iv) Distribution of power and decision-making
c) (i) Leadership;
(ii) Cultural change;
(iii) Safety;
(iv) Economic security
d) (i) Health and wellbeing;
(ii) Empowerment;
(iii) Prevent violence against women;
(iv) Culture of respect and fairness
6. At the individual level, what are the three pillars of bureaucratic intervention for implementing SDGs?
a) Knowledge and skills, awareness, political direction
b) Societal pressure, appropriate systems and procedures, and resources
c) Ability, willingness, and environment
d) Personality, attitude, and experience
ANNEXURE 1: PRE-POST TRAINING ASSESSMENT
Trainers Guide | 35 7. Which are the nodal bodies for institutionalizing SDGs at the National and Subnational level?
a) Department of Administrative Reforms and Public Grievances and Finance Department
b) NITI Aayog and Planning Department
c) Ministry of Skill Development and Entrepreneurship and Department of Industries
d) Ministry of Information and Broadcasting and Directorate of Advertising and Visual Publicity
8. What are the fundamental indicators of sustainable development?
a) Influence/behavior change, innovative technologies, access to evidence, information, and data
b) Carbon dioxide emissions, land area covered by forests, and intensity of water used
c) The employment-population ratio, share of women in wage employment, and waste treatment and
disposal
d) Improved social cohesion, higher economic efficiency, and better environmental responsibility
9. What is the backbone of the Telemedicine initiative in Tripura?
a) Artificial Intelligence
b) Telecommunication and Information Technology
c) Blockchain
d) Robotic Process Automation
10. ______________________________________ is a customized tool that localizes the SDGs’ implementation at
a more granular level and captures data as per local requirements.
a) Social Progress Index
b) Human Development Index
c) E-Government Development Index
d) Happiness Index
ANNEXURE 1: PRE-POST TRAINING ASSESSMENT
36 | Trainers Guide ANNEXURE 2:
TEMPLATE FOR TRAINING EVALUATION
The template will be used to receive feedback from the participants on the subject matter, the facilitator’s
methodology, and the training venue’s logistics arrangement.
FEEDBACK FORM
Name of the Training: ______________________________________________________________________________________
Duration of the Training: ___________________________________________________________________________________
Date: _______________________________ Venue: _______________________________________________________________
____________________________________________________________________________________________________________
Please the appropriate box (1 – Unsatisfactory, 2 – Satisfactory, 3 – Good, 4 – Very Good,
5 – Excellent) that reflects your response.
DETAILSUnsatisfactory ------ Excellent
1 2 3 4 5
A Overall rating of the training
B Rating of the effectiveness of the training
The subject matter of the training
The functioning of training aids used during training
The usefulness of the resource material
The relevance of activities used
C Evaluation of Resource persons
Subject knowledge
Training facilitation
Demonstration of skills
Group work facilitation
Coordination between Resource persons and
participants
Respectfulness towards participants
D Facilities at the venue
Facilities and cleanliness of the classroom
Lodging
Food
Discipline
E Are there any other topics that you would suggest to be included in the program?
Trainers Guide | 37 ANNEXURE 3:
REGISTRATION AND ATTENDANCE FORM
The template will be used for registering the training participants. Followed by this, is an attendance format
for making daily attendance.
REGISTRATION FORM
Name of the Training: ______________________________________________________________________________________
Duration of the Training: ___________________________________________________________________________________
Date: _______________________________ Venue: _______________________________________________________________
____________________________________________________________________________________________________________
ATTENDANCE FORMAT
Name of the Training: ______________________________________________________________________________________
Duration of the Training: ___________________________________________________________________________________
Date: _______________________________
Venue: ____________________________________________________________________________________________________
S.
No.
Name of the
Participants
Male/
Female
Designation/
Department
Contact
Address
Email
Phone
Number
Signature
S.
No.
Name of the
Participants
Male/
Female
Designation/
Department
Contact
Address
Email
Phone
Number
Signature
38 | Trainers Guide ANNEXURE 4:
TRAINING AIDS
S.No.MaterialUnit
1. Colour chart paper (White, Pink, Yellow, and Sky Blue) 30
2. White-board with Stand1
3. White-board Markers - Black, Blue, Red, and Green2 Each
4. Permanent Markers - Black, Blue, Red, and Green4 Each
5. Both-side Tape2
6. Sketch Pen (Packet)4
7. Pre-Test Questionnaire45 copies
8. Writing Pad45
9. Pen45
10. Folders45
11. Stapler and Stapler Pins1
12. White-board Clips4
13. Extension-board1
14. Banner1
15. Demonstration MaterialAs per requirement
16. Sound System, Microphone with Stand1
17. LCD Projector and Screen1 Unit
18. Laptop with speakers1 unit
19. White Paper (A4 Size)40 papers
20. Digital Camera1
21. Training Manual45 copies
22. Post and Pre-Test Questionnaire45 copies
23. Feedback Form45 copies
24. Scale2
25. Pencil5
26. Eraser5
27. Sharpener5
28. Post-its5
29. Meta Cards200
Trainers Guide | 39 ANNEXURE 5:
ACTIVITIES
Activity
Session Title: Setting the Environment and Introduction to SDGs
Activity Title: Stay In Stay Out
Organizing the Task
Step 1: Draw five circles on the floor, some small, some large, using colour
chalks.
Step 2: Ask participants to move around in the room freely. Tell them we will
play this game in a couple of rounds. Build a sense of urgency to complete the
task.
Step 3: Announce Round 1: Blow the whistle. Ask the participants to stay
inside any of the circles, as many as possible. No part of the body should
touch the circumference of the circle.
Step 4: Announce Round 2: Ask the participants to move around freely again.
Quietly erase one circle. Blow the whistle again.
Step 5: Keep repeating the rounds till only one big circle remains.
Materials/Resources
Required
• Large open space for participants to move around freely
• Chalk pieces of different colours
• Whistle
Debriefing Tips to the
Trainer
• After each round, go around and ask a few questions (e.g., how do you feel
about yourself? How do you think about your partners in the circle? Would
you mind accommodating someone from another circle in your circle?)
• Did all of you manage to stand in one circle? How?
• What made you succeed?
• What happened to those who could not be accommodated? What was the
constraint?
• What happened when one circle was erased?
• What was the spirit in the group?
• Highlight the importance of team-building and how each person in a team is
essential.
40 | Trainers Guide Activity for Session 2
Session Title: SDGs in India
Activity Title: Mapping SDGs in India
Organizing the Task
Step 1: Provide Post-it Notes to participants.
Step 2: As the presentation proceeds, instruct the participants to make a note
of the following:
• Goal Number implemented in their respective State/UTs
• Name of the State/UT
• Highlight one scheme under that Goal from the participants’ State/UT
Step 3: At the end of the PPT, the participant should be asked to walk through
and paste the Post-it Notes against the wall’s Goals.
Materials/Resources
Required
• Pens
• Post-it Notes
• Flip Charts
Debriefing Tips to the
Trainer
• Place the sticky notes (20 slips) on each table and paste the flip charts with
SDG Goals on the wall before beginning the presentation.
ANNEXURE 5: ACTIVITIES
Trainers Guide | 41 Activity for Session 3
Session Title: Implementing SDGs in India
Activity Title: SDGs Project Canvas
Organizing the Task
Step 1: Divide the participants into clusters of 6-7 each.
Step 2: Each group must be given marker pens and post-it notes and asked to
brainstorm together for 30 minutes and generate some ideas (minimum five
post-its) for each canvas section.
Step 3: After 30 minutes, ask groups to stop brainstorming and move onto
clustering the post-it notes in every section (according to the similarity in
ideas) and prioritizing them based on the relevance of success and the
sequence in which each idea appears in the timeline for implementation. Let
the groups know that they have 15 minutes to translate the ideas generated
during the brainstorming session into a straightforward narrative of how the
project can be implemented successfully.
Step 4: Another 15 minutes will collate the ideas and drop those that may not
be critical. The strategy should help build the canvas, and a narrative set of
points will develop.
Step 5: At the end of this exercise, each group will need to present their SDG
Project Canvas and the narrative in 10 minutes.
Materials/Resources
Required
• Pens
• Marker pens
• Post-it Notes
• SDGs Canvas (A3 - A2 Size)
• Flip Chart
Debriefing Tips to the
Trainer
• The trainer should get the groups started and encourage them to keep
generating ideas. This activity also allows the groups to ask any clarification
questions. The trainer can also encourage the groups to use the flashcards
to create more views if they cannot generate ideas.
• The facilitator needs to manage the time in this session strictly.
ANNEXURE 5: ACTIVITIES
42 | Trainers Guide The SDG Project Canvas
Designed for: Designed by: Date:
Key Partners
Who do we
collaborate
with?
Costs
Which human resources, infrastructure and
material need to be financed, so that, the project
can succeed?
Income/Revenue Streams
What possible resources of funding are needed to
implement the project successfully?
Key Activities
What activities
are required to
make this SDG
implementation
project a
success?
Theory of
change
How will
this project
enable the
implementation
of SDGL) in the
state?
Impact
Who are
the direct
and indirect
beneficiaries?
Why?
Engaging
Participation
How will the
project initiators
ensure widespread
participation in the
project and the
implementation of
SDG(_)?
Key Resources
What human,
financial and
other resources
are available and
needed to make
this project a
success?
Key Policies
What policies and
support from the
local government
are necessary
for the project to
succeed?
ANNEXURE 5: ACTIVITIES
Trainers Guide | 43 Activity for Session 7
Session Title: Implementation of SDGs
Activity Title: Root Cause Analysis (Discussion and Presentation)
Organizing the Task
Step 1: Divide the participants into 5-6 groups of 5 each and ask them to
identify a problem.
*Make sure that, the group declares the identified problem before starting the
activity. This will avoid duplications.
Step 2: Present the screen that will guide the participants to conduct Root
Cause Analysis of the Problem.
Step 3: 30 minutes of a brainstorming session where the groups will discuss,
identify the root cause, and develop a strategy to overcome it.
Step 4: At the end of this exercise, each group will present the narrative in 10
minutes.
Materials/Resources
Required
• Flip charts
• Post-it Notes
• Sketch pen/Markers
• Pens
Debriefing Tips to the
Trainer
The trainer should get started and give them an example of RCA. This also
allows the groups to clarify their doubts.
The trainer should explain the following questions through PPT for this activity:
1. How do we identify performance problems?
2. How do we diagnose the causes of those problems?
3. How do we translate those causes of problems into policy solutions?
ANNEXURE 5: ACTIVITIES
44 | Trainers Guide Activity for Session 8
Session Title: Data for SDGs
Activity Title: Group Activity
Organizing the Task
Step 1: Divide the participants into groups of 5 each and ask the groups to
speak for 10 minutes each.
Step 2: The teams will be given 20 minutes to discuss the three questions on
the way forward to the ‘Effective SDG Monitoring’.
Step 3: The groups will discuss the questions among themselves and
conclude their answers. Each group should choose their spokesperson, who
will brief the collective response on behalf of their group.
Materials/Resources
Required
• Flip charts
• Sketch pen/Markers
• Pens
Debriefing Tips to the
Trainer
The trainer should display the following three questions of ‘Effective SDG
Monitoring’:
i. Why are statistics so crucial for the SDGs’ achievement, and why should
resource partners and national governments invest in SDG data generation
and use?
ii. As per the revised NIF, we have 295 SDG indicators in India (whereas Global
indicators are 232). Do you think these many indicators are necessary to
monitor the progress of SDGs?
• If Yes, do we have data for these indicators in India? Discuss the possible
challenges and systematic solutions to collate the data.
• If No, discuss how we can merge these indicators for better monitoring of
SDGs.
iii. New or alternative data sources and innovative statistical methods can
complement traditional data sources to reduce the time and resources
needed for data production and fill ‘critical data gaps’. List out such creative
ways for reliable data collection.
ANNEXURE 5: ACTIVITIES
Trainers Guide | 45 ANNEXURE 6:
GUIDANCE NOTES / NORMS / TIPS FOR
PARTICIPATORY TRAINING / LEARNING
PhaseGeneral Instructions
Preparation
What is the situation?
• Gather information about the participants who will be involved.
• Gain attention of the participants by discussingtheir roles in their respective
State by asking questions, note-taking, observing etc.
• Prioritize questions in order to adhere to the timeline. Ask the most pertinent
questions initially.
• Inform the participants about the objectives of the training program.
• Stimulate recall of prior knowledge.
Starting
Why am I here?
• Find from the participants the reason to attend the training program.
• Align the opinion of the participants with their roles and responsibilities as
indicated during the “preparation” phase.
• Present the study material and provide guidance for learning.
During
What am I supposed to do?
• Let the participants share their experiences in groups/individual through role
play, feedback sharing, brainstorming etc.
• Conduct quick quizzes to assess participant’s understanding of the sessions
and elicit their performance.
• Provide informative feedback.
• Involve those who are not inclined to get involved from the beginning.
• Audio record and capture photographs of group activities to ensure the
retention of as much detail as possible, when relevant.
After
What is the way forward?
• Thank the participants for their time and contributions during theprogram.
• Analyze what program has thrown up including doubts and unclear issues.
This can be used as a course correction.
• Explain to them how the findings/learnings will be used in the future to
enhance retention and knowledge transfer.
• Discuss findings with the participants to enhance retention and knowledge
transfer.
46 | Trainers Guide Trainers Guide | 47
Capacity Building Program for
Civil Servants to Implement2030 AGENDA Trainer’s Guide
Capacity Building Program for
Civil Servants to Implement
2030 AGENDA
ACKNOWLEDGEMENT
This study was carried out with the financial support of NITI Aayog,
Government of India, and conducted by Administrative Staff College of India,
Bellavista, Hyderabad, Telangana.
ADMINISTRATIVE STAFF
COLLEGE OF INDIA
Bellavista, Raj Bhavan Road, Khairatabad, Hyderabad - 500 082, India. DISCLAIMER
The Administrative Staff College of India has received the financial assistance under the Research Scheme
of NITI Aayog (RSNA-2018) to prepare this report. While due care has been exercised to prepare the report
using the data from various sources, NITI Aayog does not confirm the authenticity of data and accuracy
of the methodology to prepare the report. NITI Aayog shall not be held responsible for findings or opinions
expressed in the document. This responsibility completely rests with the Administrative Staff College of
India. ACKNOWLEDGEMENT
I would like to express my special gratitude to Dr. Rajiv Kumar, Vice-Chairman, NITI Aayog, who encouraged
and guided us to develop the specialized learning modules to build civil servants’ capacity and thus fulfill a
fundamental gap in the effort to strengthen institutional ability to implement 2030 agenda.
I am deeply grateful to Ms. Sanyukta Samaddar (IAS), Advisor NITI Aayog, for giving very useful feedback
and advice that has helped us get significant insights into the relevant issues.
I am thankful to Shri Yogesh Suri, Senior Advisor, NITI Aayog, to sanction this assignment and provide all
the support. Dr. Sundar Narayan Mishra and all the officials at NITI Aayog who facilitated and provided
direction at every step deserve special mention and appreciation.
I am indebted to the Chairman-ASCI, Shri K. Padmanabhaiah IAS (Retd.), for his wise counsel and support.
Finally, I am grateful to my hard-working team at CIPS-ASCI, which has contributed immensely to collate
information and developing the modules’ framework.
Harsh Sharma Preface 8
Part 1: About the Training 10
Part 2: Training Program Schedule 14
Part 3: Session Plan 16
Annexures 33
Annexure 1: Pre-Post Training Assessment 34
Annexure 2: Template for Training Evaluation 37
Annexure 3: Registration and Attendance Form 38
Annexure 4: Training Aids 39
Annexure 5: Activities 40
Annexure 6: Guidance notes / norms / tips for participatory training / learning 46
CONTENTS PREFACE
The Sustainable Development Goals are
the cornerstone of global commitment to
end poverty, protect the planet, and improve
everyone’s lives and prospects everywhere. All
UN member states adopted the 17 Goals in
2015 as part of the 2030 Agenda for Sustainable
Development, which set out a 15-year plan to
achieve the Goals.
The 17 SDGs are integrated and require coherent
policy action. The steps taken in one area will
affect others’ outcomes. SDGs emphasize
that development inclusively balancing social,
economic, and environmental sustainability
should be at the core of government policies.
‘Leave No One Behind’ is the thrust of the 2030
Agenda for SDGs, and nations of the world have
committed to fast-track progress for those
at the bottom of socio-economic progress.
Therefore, SDGs are designed to bring the world
to several life-changing ‘zeros’, including zero/
no poverty and hunger.
In the last few years, progress is being made in
many places. However, overall progress towards
the SDGs is not yet advancing at the desirable
speed or scale. The next decade needs to usher
in an ambitious effort to deliver on the 2030
Agenda. One important initiative that can help
in this endeavour is the civil servants’ capacity
building to understand and implement the 2030
Agenda.
A large pool of trainers is required who will
cater to the capacity-building needs of India’s
civil servants on effective implementation of
SDGs 2030 Agenda. This guide is a training
resource for trainers that details a two-day
training program that will further train critical
stakeholders.
This trainer’s guide’s primary purpose is to
prepare and assist the trainers in designing
and facilitating civil servants’ two-day training
effectively. This document provides objectives,
the methodology for facilitation, key learning
points, session delivery, activities, and reference
material for each session, helping the trainers
plan, facilitate, and evaluate the training.
This guide can also be adapted to conduct
awareness and capacity-building sessions for
other stakeholders such as the public, private
sector, NGOs, educational institutions etc.
The trainers’ profile could include senior civil
servants, academicians having conceptual
knowledge of SDGs, and a minimum of 15-20
years of experience of ground-level governance
issues in India. Prior experience in training
design and delivery, especially for civil servants,
will be preferred. This training session will
improve the interactions between the Central
and State governments and the stakeholders,
and encourage them to contribute to the
local governments’ efforts in various projects
associated with the SDGs.
This guidebook has three parts. The first part
provides brief information about the training,
including the training program’s objective, the
target group of participants, and major topics
covered in the training program. The second
part presents the training schedule. The third
part details session plans for each of the
training sessions and includes information on
the following aspects:
8 | Trainers Guide • Session objectives
• Session duration
• Facilitation methodology
• Material required
• Key messages
• Reference material
• Process for session delivery
Following these, other supportive documents,
i.e., pre-post evaluation questionnaire, template
for evaluation of training program, template for
registration and attendance the list of training
material and aids, activity details, guidance notes/
norms/tips for participatory training/learning
required for the training program are also provided
in the facilitator guide.
Training will be provided in interactive mode with a
focus on proactive learning. Multiple participation
tools to facilitate reflection and training will be
used. An indicative list is given below:
• Lecture
• Large Group Discussions
• Small-Group Work and Discussions
• Exercise, Games, Activities
• Brainstorming
• Guiding questions for self-study
• Additional reading material
• Demonstrations
Efforts will be made to encourage the trainees to
participate in the sessions actively and share their
experiences.
This guide is to be used in conjunction with the
following course material: (1) Participant’s Manual;
(2) Reference Booklet; (3) Flash Cards.
Trainers Guide | 9 ABOUT THETRAINING
PART 01
10 | Trainers Guide PART - 1
S.No.Component Details
01 Title
Capacity-Building Program for Civil Servants to Implement 2030
Agenda
02
Training Goals and
Objectives
• This training has been designed to help participants gain greater clarity
about the SDGs, particularly in the Indian context. Primarily aimed at
civil servants, the capacity-building program’s content will help the
teams at local, state, and national levels succeed in implementing the
Goals and motivating other stakeholders to engage actively.
The objectives are:
• Create awareness about the Sustainable Development Goals (SDGs)
and the importance of partnership and collaboration among various
stakeholders
• Ensure clarity on the inter-dependencies and linkages of the 17 Goals
• Design SDG implementation projects that address the Goals and their
linkages
• Focus on the relevance of SDGs in national, regional, and local context
• Recognize that every State may allot varying degrees of priorities to
each of the 17 SDGs
03
Learning
Outcomes
At the end of the training, the participants would be able to:
• Obtain a multi-dimensional view of the SDGs from a global and Indian
perspective
• Review the broad perspective of the sustainable development process,
and the timelines until adopting the SDGs by the General Assembly in
2015
• Identify inter-relatedness and cross-cutting issues within the
Sustainable Development Goals
• Prioritize possible SDG implementation projects
• Appreciate the role of leadership at the individual and institutional level
in achieving the 2030 Agenda
04
Total No. of
Trainees
30-40
05
Participant’s
Profile
Trainees selected to include civil service officers/civil servants involved
in development policy formulation and implementation
PART 1: ABOUT THE TRAINING
Trainers Guide | 11 PART - 1
S.No.Component Details
06 Duration Two days
07
Major Topics
Covered
1. Unpacking Agenda 2030
• Core principles fostering the 2030 Agenda for sustainable
development
• Critical dimensions of the 2030 Agenda for sustainable development
• Sustainable Development Goals
• Categorization of 17 SDGs into 5Ps
• Elements accelerating the implementation of SDGs
2. SDGs – Key Elements in India
• About Leave No One Behind (LNOB)
• Gender Equality
• Innovative practices in India’s priority sectors
• International Best Practices (LNOB and Gender Equality)
• Institutional strengthening for SDGs
3. Localizing SDGs in India
• The Indian approach in localizing SDGs
• Work on SDGs by States in India
4. Leadership for Agenda 2030 India
• Bringing on board Ministries, State Governments, and UTs
• Raising awareness and advocacy
• Collaborative leadership
• Multi-stakeholder partnerships
5. Best Practices from the Field
• Implementation of Telemedicine in Tripura
• ‘Digital Land’ (comprehensive system of land management), Board of
Revenue, Uttar Pradesh
• ‘Read to Lead - Ignited Minds’ campaign, Rourkela, Odisha
• Aravind Eye Care System
• Bridging the Gender Gap and Elevating Women in STEM with Aurecon
• Arogya Karnataka Scheme
• “SHAISHAV” and “MATRURAKSHA”- district’s journey towards Healthy
Childhood and Safe Motherhood, District Panchayat, Kutch, Gujarat,
India
PART 1: ABOUT THE TRAINING
12 | Trainers Guide PART - 1
S.No.Component Details
6. SDG Indices
• The role of indicators for measuring progress on SDGs
• The importance of metrics and indicators
• Global Indicator Framework
• National Indicator Framework
• Data gaps in assessing country-level progress on SDGs
• Need for data innovations in the time of COVID-19
• Impact of the pandemic on data, central to the achievement of the
SDGs
• Responding to the current crisis and accelerating SDGs
7. SDGs Monitoring
• Data for SDGs
• Localizing SDG Monitoring Framework
8. Implementation of SDGs
• India Voluntary Nation Review, 2020
• Sashakt Bharat Sabal Bharat
• Swachh Bharat Swastha Bharat
• Samagra Bharat Saksham Bharat
• Satat Bharat Sanatan Bharat
• Sampanna Bharat Samriddha Bharat
• Aatmanirbhar Bharat
• A conceptual framework for enabling Interaction/Discussion
08 Training ScheduleDetailed in Part 2
09 Session Plan Detailed in Part 3
10 Training Aids Annexures
PART 1: ABOUT THE TRAINING
Trainers Guide | 13 TRAINING PROGRAMSCHEDULE
PART 02
14 | Trainers Guide PART 2: TRAINING PROGRAM SCHEDULE
DAY - 1
Time (in Hrs.) Sessions
08:30 - 09:00 Welcome and Introduction
09:00 - 10:00 Session - 1: Unpacking 2030 Agenda
10:00 - 10:30 Tea Break
10:30 - 11:30 Session - 2: SDGs - Key Elements in India
11:30 - 12:00 Session - 3: Localizing SDGs in India
12:00 - 14:00 Group Activity - 1: SDG Project Canvas
14:00 - 14:30 Lunch Break
14:30 - 15:30 Session - 4: Leadership for 2030 Agenda for sustainable development
15:30 onwards Session - 5: Best Practices from the Field
DAY - 2
09:00 - 10:30 Session - 6: SDG Indices
10:30 - 10:45 Tea Break
10:45 - 11:45 Session - 7: SDG Monitoring
11:45 - 13:45 Group Activity - 2: Root Cause Analysis (Discussion and Experience Sharing)
13:45 - 14:30 Lunch Break
14:30 - 15:30 Session - 8: Implementation of SDGs
15:30 - 16:30 Group Activity - 3: Group Discussion and Presentation
16:30 - 16:45 Tea Break
16:45 onwards Summation and Feedback on the SDG Tool Kit
Trainers Guide | 15 SESSIONPLAN
PART 03
16 | Trainers Guide DAY - 1
Setting the Environment
Session
Objectives
• Introduce the participants to the course structure
• Create an enabling learning environment for appreciating experiences and
expertise within the group
• Explain goals for the course
• Meet colleagues, faculty, and the course team
• Review the course schedule and materials
• Establish ground rules for the training
Duration 30 mins
Methodology
• Ice-breaking
• Power-point presentation
Materials Required
• Training schedule
• Flip chart paper/White board and marker pen
Key Messages
• The activity-based introduction helps the participants to understand and
respect each other and become familiar with the surroundings
• A conducive learning environment is essential for experience and knowledge
sharing
• A common understanding of objectives among the participants is essential for
an effective learning experience
Recommended
Readings
• https://www.undp.org/content/dam/undp/library/corporate/brochure/SDGs_
Booklet_Web_En.pdf
• https://www.undp.org/content/undp/en/home/sustainable-development-goals/
background.html
• https://www.sdgfund.org/mdgs-sdgs
Activity Activity - Stay In and Stay Out
Process of Training Delivery
5 mins
Facilitate registration of the participants and follow by pre-test (format given in
Annexure 4)
10 mins Facilitate inauguration of the workshop and keynote address
10 mins Activity – Stay In Stay Out
5 mins
In large group, ask them what they expect from this training, and brief them about
the objectives of this training
PART 3: SESSION PLAN
This chapter helps the trainer understand session objectives, methodology, key messages and instructions
on facilitating the session.
Trainers Guide | 17 SESSION-1: UNPACKING AGENDA 2030
Objectives
• Understand the sustainable development framework to ensure last-mile
coverage
• Learn about critical dimensions for social inclusion, economic growth, and
environmental protection
• Discuss and propose ultimate tools for measuring the progress on SDGs and
elements accelerating the implementation of SDGs
• Learn about the significant, relevant ethical theories and their implications for
achieving SDG targets
• Discuss significant questions to consider in priority setting for expanding SDG
coverage in India
Duration 60 mins
Methodology
• Power-point presentation and interactive discussions
• Small group discussions
Material
Required
LCD & Laptop
Key Messages
• The world’s nations have adopted Sustainable Development Goals to create a
common language of development that is inclusive and requires responsibility
from developed and developing nations
• Experience with MDGs suggests that clear enunciations of targets and objective
measurement is the key to implement the 2030 agenda for sustainable
development
• Core principles of SDGs encompass all the relevant sectors, people, institutions,
and policy frameworks, and are outcome of a consensual approach
Recommended
Readings
• https://www.un.org/ecosoc/sites/www.un.org.ecosoc/files/files/en/qcpr/ undg-
discussion-note-on-universality-and-2030-agenda.pdf
• https://www.undp.org/content/undp/en/home/2030-agenda-for-sustainable-
development/prosperity/development-planning-and-inclusive- sustainable-
growth.html
• https://sustainabledevelopment.un.org/post2015/transformingourworld
• https://www.un.org/sustainabledevelopment/development-agenda-retired/
• https://unstats.un.org/sdgs/report/2019/The-Sustainable-Development-Goals-
Report-2019.pdf
• http://mdgs.un.org/unsd/mdg/default.aspx
• https://www.un.org/millenniumgoals/2015_MDG_Report/pdf/MDG%20
2015%20rev%20(July%201).pdf
• http://sdghelpdesk.unescap.org/learning-videos/understanding- dimensions-
sustainable-development-0
PART 3: SESSION PLAN
18 | Trainers Guide SESSION-1: UNPACKING AGENDA 2030
Recommended
Readings
• https://socialprogress.in/2019/09/role-of-social-progress-index-in- measuring-
sdgs/
• https://sustainabledevelopment.un.org/content/documents/15836India.pdf
• https://www.unssc.org/news-and-insights/blog/sustainable-development-what-
there-know-and-why-should-we-care/
• https://www.undp.org/content/undp/en/home.html
• https://unstats.un.org/sdgs/report/2020/The-Sustainable-Development-Goals-
Report-2020.pdf
• https://unstats.un.org/sdgs/report/2019/The-Sustainable-Development-Goals-
Report-2019.pdf
• https://www.oecd-ilibrary.org/sites/a8caf3fa-en/1/2/1/index.html?itemId=/
content/publication/a8caf3fa-en&_csp_=1c51c432b7a7683f5a0142ba189c0
c39&itemIGO=oecd&itemContentType=book#section-d1e1259
PART 3: SESSION PLAN
PROCESS OF TRAINING DELIVERY
10 mins
• Brief the participants about the learning objectives of this session
• Ask them what do they understand by ‘2030 Agenda’?
• Write their responses on a flip chart
25 mins
Make a Power-point presentation on the following:
• What is 2030 Agenda?
• Core principles fostering the 2030 Agenda
• Introduction to 5 Ps and categorization of them into 17 SDGs
• Elements that accelerate the implementation of SDGs
Facilitate open house dialogue for ideas from participants on ‘Directions on Policy
Actions’
20 mins
Activity: Tell Me about Your Job (Optional)
Reflect on the civil servants’ current contributions or other stakeholders in
implementing SDGs in their area
5 mins Consolidate the session by summarizing the essential learnings from the session
Trainers Guide | 19 SESSION-2: SDGs - KEY ELEMENTS IN INDIA
Session
Objectives
• Understand SDGs in the current Indian context
• Understand the role that NITI Aayog plays in coordinating the implementation of
the SDGs in India
• Focus on the intrinsic importance of Leave No One Behind and Gender Equality
• Apprise participants about international and national level innovative and
scalable solutions on LNOB and Gender Equality
Duration 60 mins
Methodology Power-point presentation and interactive discussions
Material
Required
• LCD & Laptop
• Flip chart
• Markers
Key Messages
• Mapping developmental initiatives with the SDG framework is a crucial tool to
derive linkages between India’s developmental priorities and the 2030 Agenda
for SDGs
• The conceptual aspects of SDGs are naturally aligned with India’s civilizational
thoughts and learnings
• Adapting the goals and the indicators to the local requirements is essential to
fulfil the constitutional mandate and global commitments
• NITI Aayog has a pivotal role in synchronizing, prioritizing, and building
institutional capacity to implement the 2030 Agenda for SDGs in India
Recommended
Readings
• http://ris.org.in/sdg/india-and-sustainable-development-goals-way-forward
• https://sustainabledevelopment.un.org/content/documents/15836India.pdf
• https://niti.gov.in/sites/default/files/2019-01/SDGMapping-Document- NITI_0.
• http://www.undp.org/content/undp/en/home/librarypage/poverty-reduction/
what-does-it-mean-to-leave-no-one-behind-.html
• https://www.oecd-ilibrary.org/development/case-studies-on-leaving-no-one-
behind_9789264309333-en
• https://unsdg.un.org/sites/default/files/Interim-Draft-Operational-Guide-on-
LNOB-for-UNCTs.pdf
• https://unsdg.un.org/resources/leaving-no-one-behind-unsdg- operational-
guide-un-country-teams-interim-draft
• https://sustainabledevelopment.un.org/content/ documents/26281VNR_2020_
India_Report.pdf
• https://missionantyodaya.nic.in/
• https://niti.gov.in/sites/default/files/2020-02/Poshan_Abhiyaan_2nd_ Report_0.
PART 3: SESSION PLAN
20 | Trainers Guide SESSION-2: SDGs - KEY ELEMENTS IN INDIA
Recommended
Readings
• https://www.parcic.org/english/srilanka/tea-project/
• https://sampranmodel.com/en/
• https://www.unicef.org/india/what-we-do/gender-equality
• https://data.em2030.org/countries/india/
• https://www.afdb.org/fileadmin/uploads/afdb/Documents/Project-and-
Operations/Zambia-AR-Cashew_ Infrastructure_Development_Project CIDP_.pdf
• https://www.oxfamindia.org/programdetails/5093/transboundary-rivers-south-
asia-trosa
• https://in.one.un.org/wp-content/uploads/2018/07/Gender_Thematic-
Business-Case_5Jun2018.pdf
• https://in.one.un.org/wp-content/uploads/2017/04/Gender-Equality
Thematic-Business-Case 20-March.pdf
• https://niti.gov.in/sites/default/files/2020-08/Best_Practices_from_Aspirational_
Districts_Volume_1.pdf
• https://niti.gov.in/sites/default/files/2020-08/Best_Practices_from_Aspirational_
Districts_Volume_1.pdf
• https://in.one.un.org/wp-content/uploads/2017/04/Gender-Equality
Thematic-Business-Case 20-March.pdf
• https://niti.gov.in/sites/default/files/2020-02/Poshan_Abhiyaan_2nd_ Report.
• https://in.one.un.org/wp-content/uploads/2017/04/Gender-Equality
Thematic-Business-Case 20-March.pdf
• https://www.unwomen.org/en/digital-library/multimedia/2015/12/ infographic-
human-rights-women
• https://unsdg.un.org/sites/default/files/Interim-Draft-Operational-Guide-on-
LNOB-for-UNCTs.pdf
• https://www.ifad.org/en/document-detail/asset/41397731
• http://www.cips.org.in/documents/Published_Documents/e-Books/2015/
Education/Balabadi/Balabadi.pdf
Recommended Videos:
• https://idsa.in/idsacomments/significance-of-sdgs-and-india- aanant-081119
(SignificanceofSDGsandIndia’sEvolving GlobalRole-IDSAComment)
• https://niti.gov.in/high-level-political-forum-2017
PROCESS OF TRAINING DELIVERY
10 mins
• Brief the participants that the session is to understand the nuances of
implementing SDGs in India
• Ask the participants to provide some insights on India’s ongoing programs to
implement SDGs
• Ask the participants about any innovative practice known to them, nationally or
internationally, in priority sectors like Gender equality
PART 3: SESSION PLAN
Trainers Guide | 21 25 mins
Make a Power-point presentation on the following:
• India’s Key elements for SDG
• Leave No One Behind (LNOB) in India and Concept of Antyodaya
• Gender Equality
• National and International schemes and best practices in priority sectors
20 mins
Activity: Mapping SDGs in India
Debrief the findings and conclude the activity
5 mins Consolidate the session by summarizing the critical learnings from the session
SESSION-3: LOCALIZING SDGs IN INDIA
Session
Objectives
• Provide a brief look into what various States and UTs are doing
• Understand the institutional framework for SDGs in India
• Focus on institutional mechanisms to localize SDGs
Duration 30 mins
Methodology
• Power-point presentation and activity-based interactive discussions
• Flip charts
• Pens/markers
Material
Required
• LCD & Laptop
• Flip chart
• Markers/pens
Key Messages
• India is the key country that will determine the success or failure of SDGs;
SDGs’ success in India is dependent on the progress made with less-developed
regions and less-privileged sections of the population
• The localization of SDGs requires understanding, adapting, planning,
implementing, and monitoring of the SDGs from national to local levels by
relevant institutions
• A process of country-wide sensitization and awareness development of
all stakeholders is at the core of the coordination process among various
government levels to implement the 2030 Agenda for SDGs
• Effectiveness in policy coherence requires knowledge and awareness to design
and manage appropriate implementation strategies while engaging multiple
stakeholders
PART 3: SESSION PLAN
22 | Trainers Guide Recommended
Readings
• https://niti.gov.in/content/localizing-sdgs-early-lessons-india
• https://sustainabledevelopment.un.org/content/ documents/26279VNR_2020_
India_Report.pdf
• https://sustainabledevelopment.un.org/content/documents/ commit-
ments/818_11195_commitment_ROADMAP%20 LOCALIZING%20SDGS.pdf
Recommended Videos:
RSTV program- ‘In Depth-India’s Sustainable Development Goals’ https://youtu.
be/YZqSgguqnXE
PROCESS OF TRAINING DELIVERY
10 mins
• Brief the participants that the session is to understand the nuances of
implementing SDGs in India
20 mins
Make a Power-point presentation on the following:
• The Indian approach to localize SDGs
• Work on SDGs by States in India
• Challenges in implementing SDGs in India
120 mins
Activity: SDG Project Canvas
In the end, the trainer will debrief and summarize the session
SESSION-4: LEADERSHIP FOR AGENDA 2030
Session
Objectives
• Study the role of stakeholder analysis in the implementation of various SDG
projects
• Understand the importance of partnerships, explicitly considering SDG 17,
which focuses on strengthening the means of implementation
• Recognize the need to collaborate within and across societal sectors that allow
the smartest use of the resources to deliver transformational change
Duration 60 mins
Methodology Power-point presentation and interactive discussions
Material RequiredLCD & Laptop
Key Messages
• Institutional strengthening and proactive leadership are essential for the
effective implementation of the 2030 Agenda for sustainable development
• Collaboration across the Government Institutions at central, state, and district-
level requires a change of mindset and new kind of incentives for various actors
• Pandemic has made it abundantly clear that collaboration and coordination,
coupled with a multi-disciplinary approach, can only bring policy coherence. It
will help in resource optimization as well as provide opportunities to learn from
various perspectives
PART 3: SESSION PLAN
Trainers Guide | 23 SESSION-5: BEST PRACTICES FROM THE FIELD
Session
Objectives
• Expose participants to innovative practices relevant to the needs for effective
implementation of SDGs in their respective States/UTs
• Build KSAs (Knowledge, Skills, and Abilities) of the participants on various
aspects of successful project implementation; these include domain,
processes, technology, people, and policies
• Gain more in-depth perspectives into the structured system centered around
that demonstrated practice
• Reflect on the various aspects/topics discussed and relate them to your State/
UT status
Duration 60 mins
Methodology Interactive discussions
Recommended
Readings
• https://www.brookings.edu/blog/up-front/2018/04/24/a-new-type-of-
leadership-from-national-governments-is-essential-for-success-of-the- sdgs/
• https://www.undp.org/content/dam/undp/library/capacity-development/
English/Singapore%20Centre/PSMotivation+SDGs.pdf
• https://gggi.org/report/localising-sdgs-early-lessons-from-india/
• https://niti.gov.in/writereaddata/files/LSDGs_July_8_Web.pdf
• https://sustainabledevelopment.un.org/content/documents/2545MSP_
Guidelines.pdf
Additional Videos
Partnerships, Power, and the SDGs: a UNRISD Seminar
• https://thepartneringinitiative.org/news-and-views/tpi-blog/solving-the-
partnership-puzzle/
• https://www.youtube.com/watch?v=kROW3cXOxvk
• https://thepartneringinitiative.org/
PROCESS OF TRAINING DELIVERY
40 mins
This session is focused on discussing ways to bring about Leadership for 2030
Agenda for sustainable development. The presentation will highlight the following:
• Collaborative Leadership – Bringing together the Board Ministers, State
Governments and UTs
• Raising awareness among stakeholders of SDGs and Advocacy
• Multi-Stakeholder Partnerships
15 mins Ask the participants to reflect on the learnings
5 mins Summarize the learnings and conclude the session
PART 3: SESSION PLAN
24 | Trainers Guide Material Required
• Pen
• Markers
• A4 size paper or Flip charts
Recommended
Readings
• Sabir’s long road to TB diagnosis: https://www.finddx.org/news/sabirs-tb-
diagnosis/.
• Articles: Gene Xpert: Transforming pediatric TB diagnosis in India / US Agency
for International development – September 2017. Drug-resistant TB higher
among children than expected: report / Hindu, Delhi – July 2017. India rolls out
new TB diagnosis aimed at catching child cases / Devex – September 2017.
• SDG 3: Good Health and Well Being Accelerated Action for Impact (AAI):
Improving maternal and child health in Kebbi State, Nigeria
Source: https://www.unicef.org/nigeria/sites/unicef.org.nigeria/ files/2019-07/
AAI%20Overview.pdf
• SDG 4: Quality Education in spires Structured Training and Education Program
(STEP)
www.inspire.org.mt
www.know-ur-rights.com
• Leaders who transform: Ensuring an inclusive and equitable quality education
Source: https://g1.globo.com/ce/ceara/especial-publicitario/unifor/
ensinando-e-aprendendo/noticia/2018/10/03/alunos-desenvolvem- projeto-de-
reintegracao-social-com-idosos.ghtml
https://g1.globo.com/ce/ceara/especial-publicitario/unifor/ensinando-e-
aprendendo/noticia/estudantes-apresentam-projetos-na-clinton-global-
initiative.ghtml
SDG 5: Gender Equality affirmative actions for equality, non-violence and
Strengthening Women’s Leadership in Quintana Roo
http://www.equidad.org.mx/
• SDG 6: Clean Water and Sanitation
Accelerating the achievement of SDG 6 in five countries: A discussion paper
http://inweh.unu.edu/wp-content/uploads/2017/01/SDG-Discussion-paper.
pdfhttp://sdgpss.net/en/
• SDG 12: Sustainable Consumption and Production
The sustainable chain in search of a better world: adopt this idea https://www.
uemasul.edu.br/portal/
• SDG 16: Peace, Justice, and Strong Institution
The DEDICA Program-Defense of the Rights of Children and Adolescents http://
amigosdohc.org.br/project/programa-dedica http://dedica.org.br/home/
PART 3: SESSION PLAN
Trainers Guide | 25 Recommended
Readings
Additional Reading Material
• Indian Solutions for the world to achieve SDGs (https://smartnet.niua.org/ sites/
default/files/resources/60786.cs641sdgsreportweb.pdf)
• Scouts in Denmark are achieving the SDGs through environmental sustainability
(http://www.teachsdgs.org/blog/scouts-in-denmark-are-achieving-the-sdgs-
through-environmental-sustainability)
• http://www.cips.org.in/documents/Published_Documents/e-Books/2015/
Health/Telemedicine/telemedicine-in-tripura.pdf
• https://nceg.gov.in/sites/default/files/case_studies/Digital_Land.pdf
• https://www.newindianexpress.com/states/odisha/2020/jan/07/read-to-lead-
benefits-odisha-tribal-students-2086198.html
• http://www.tspmt.com/vol6-july2016/14.Bimal%20Charan%20Swain.90-94.pdf
• http://www.cips.org.in/documents/Published_Documents/e-Books/2015/
Health/Aravind-Eye-Care/Aravind-Eye-Care.pdf
• https://www.wgea.gov.au/sites/default/files/documents/Aurecon_elevating_
women_in_STEM.pdf
• https://www.wgea.gov.au/newsroom/latest-news/bridging-the-gender-gap-
with-aurecon
• https://en.wikipedia.org/wiki/Workplace_Gender_Equality_Agency
• https://arogya.karnataka.gov.in/Forms/Aboutus.aspx
• https://publicadministration.un.org/en/Research/Case-Studies/unpsacases/ctl/
NominationProfilev2014/mid/1170/id/531
PROCESS OF TRAINING DELIVERY
20 mins Make a brief presentation highlighting the best practices from the field
10 mins
Provide pen-paper/flip charts to the participants and ask them to brainstorm on
the following questions:
• How well does your State perform SDGs on efficiency, quality, and access?
• How does that performance limit your system’s ability to achieve the goals of
ending poverty, improving health, access to education, fighting inequalities,
climate change etc.?
• What are the ‘critical failures’ in your system that account for the most critical
performance shortfalls in efficiency, quality, and access?
30 mins Form a small panel of the participants and discuss all the views received
5 mins Summarize key learnings and conclude the session
PART 3: SESSION PLAN
26 | Trainers Guide DAY: 2
RECAP OF PREVIOUS DAY
Session
Objectives
• Recapitulate the learnings of the previous day
• Link previous day’s learnings to today’s planned sessions
Duration 15 mins
Methodology
• Participatory approach
• Short briefing on today’s agenda
Materials
Required
• LCD & Laptop
• White board
• Markers
Key Messages
• Answering doubts and questions of the trainees
• Linking the previous day’s agenda with today’s agenda
Recommended
Readings
SDGs Participant’s Manual
PROCESS OF TRAINING DELIVERY
15 mins
Have an open discussion. Use examples (good/bad examples of various
schemes under different goals) to stimulate discussion
PART 3: SESSION PLAN
Trainers Guide | 27 PART 3: SESSION PLAN
SESSION-6: SDG INDICES
Session
Objectives
• Obtain insights about the development of the SDG India Index and the issues
faced during the process
• Understand the various aspects of the SDG India Index
• Identify the role of indicators for measuring the progress of SDGs
• Respond to crisis and accelerate SDGs implementation
Duration 75 mins
Methodology
• Power-point presentation
• Participatory approach
Materials Required
• LCD & Laptop
• White board
• Markers
Key Messages
• SDG indices are a vital tool for understanding the impact of various policy
measures and their effectiveness
• SDG India Index captures the progress comprehensively and provides a
snapshot of the performance of the States
• A good indicator needs to give insight into the cause and effect of a particular
outcome and should not be merely judgmental
• Quality of primary/secondary data and integrity of data sources are essential
for getting the real picture on the ground
• Investment in data collection infrastructure can improve the validity of results
reflected by SDG Indices
Recommended
Readings
• https://niti.gov.in/sdg-india-index-dashboard-2019-20
• https://unstats.un.org/sdgs/files/meetings/sdg-inter-workshop-june-2018/
Day1_Session1_Global%20Indicator_UNSD.pdf
• https://sustainabledevelopment.un.org/index.
php?page=view&type=400&nr=2013&menu=35
• https://unstats.un.org/sdgs/report/2020/The-Sustainable-Development-Goals-
Report-2020.pdf
• https://unstats.un.org/sdgs/iaeg-sdgs/tier-classification/
• https://sustainabledevelopment.un.org/content/documents/2013150612-
FINAL-SDSN-Indicator-Report1.pdf
• http://www.mospi.gov.in/global-indicator-frameworkiaeg-sdgs
• https://unstats.un.org/sdgs/report/2020/the-need-for-data-innovations-in- the-
time-of-COVID-19/
Recommended Videos:
• RSTV: The big picture- SDG India Index 2019-20: https://youtu.be/ hiNDugUI3kA
• https://www.ophi.org.uk/wp-content/uploads/OPHI-RP-29a.pdf
• https://ourworldindata.org/human-development-index
28 | Trainers Guide PROCESS OF TRAINING DELIVERY
10 mins
Share the objective of the session with the participants. In a large group, ask the
participants what they understand by SDG indices and the role of SDG indices
60 mins
Make a Power-point presentation on:
• The role of indicators for measuring progress on SDGs
• The essential metrics and indicators
• Global indicator framework
• Challenges in SDG indices
• Data gaps in assessing country-level progress on SDGs
• Need for data innovations in the time of COVID-19
• Impact of the pandemic on data, central to the achievement of the SDGs
• Responding to the crisis and accelerating SDGs
5 mins Summarize key learnings and conclude the session
SESSION-7: DATA FOR SDGs
Session
Objectives
• Launch a plan monitoring framework to carry out the effective implementation
of SDGs
• Benchmark and measure the progress made for each Goal
• Analyze significant barriers combating the implementation of SDGs and ensure
high-quality growth
• Understand various aspects of recent experience with government reforms.
in India and compare with international experiences towards achieving SDG
targets
Duration 180 mins
Methodology
• Power-point presentation
• Participatory approach
Materials
Required
• LCD & Laptop
• White board
• Markers
Key Messages
• The monitoring and evaluation framework has to provide real-time information
to policymakers and civil servants
• Finetuning of the indicators as per the local requirements will better reflect the
outcomes of the developmental interventions
• Localization at the state and district level can be a significant contributor to the
mandate of LNOB
• Decentralized monitoring, coupled with decentralized planning, can lead to
optimized resource allocation
PART 3: SESSION PLAN
Trainers Guide | 29 Recommended
Readings
• https://niti.gov.in/sites/default/files/2019-12/SDG-India-Index-2.0_27-Dec.pdf
• http://www.mospi.gov.in/sites/default/files/Report2.pdf
• http://www.mospi.gov.in/sites/default/files/publication_reports/
SDGProgressReport2020.pdf
• https://niti.gov.in/sites/default/files/2019-12/SDG-India-Index-2.0_27-Dec.pdf
• http://www.mospi.gov.in/sites/default/files/Report2.pdf
• http://www.mospi.gov.in/sites/default/files/publication_reports/
SDGProgressReport2020.pdf
• http://documents1.worldbank.org/curated/en/638011468766181874/
pdf/296720PAPER0100steps.pdf
• https://sustainabledevelopment.un.org/content/documents/2013150612-
FINAL-SDSN-Indicator-Report1.pdf
• https://niti.gov.in/writereaddata/files/LSDGs_July_8_Web.pdf
• https://sustainabledevelopment.un.org/content/documents/2013150612-
FINAL-SDSN-Indicator-Report1.pdf
• https://www.uclg.org/sites/default/files/roadmap_for_localizing_the_sdgs_0.
• http://niti.gov.in/writereaddata/files/Haryana.pdf
• http://niti.gov.in/writereaddata/files/Gujarat_0.pdf
• http://niti.gov.in/writereaddata/files/Karnataka_1.pdf
• http://niti.gov.in/writereaddata/files/Andaman%20%26%20Nicobar.pdf
PROCESS OF TRAINING DELIVERY
15 mins
Begin the session by asking the participants the following questions:
• How did current government programs contribute to the advancement of
the SDG Agenda? How were the processes of political, ethical, and technical
consideration handled?
• How do the SDGs strive to balance economic, social, and environmental pillars
of sustainable development?
• How should the assessment of progress towards achieving the 2030 Agenda
for sustainable development be carried out at the national level?
40 mins
With the help of a Power-point presentation, explain to the participants about the
Monitoring Framework of SDGs
120 mins
Activity: Root Cause Analysis
Start the activity by asking the participants the following questions:
• Think about the last major problem you had at work
• Did you take the time to discover the actual underlying cause of the problem, or
did you implement a quick fix based on the symptoms?
With the help of a PPT, give an example of how to conduct Root Cause Analysis
5 mins Summarize key learnings and conclude the session
PART 3: SESSION PLAN
30 | Trainers Guide SESSION-8: IMPLEMENTATION OF SDGs
Session
Objectives
• Apprise participants on India’s progress across SDGs
• Explain the diagnostic tree approach, its use in the Flagship Framework, and
its distinctive features in identifying causes and linking those causes with the
societal control knobs
• Prepare participants for diagnostic work as part of the group activity
Duration 120 mins
Methodology
• Power-point presentation
• Participatory approach
Materials
Required
• LCD & Laptop
• Post-it Notes
• White board
• Markers
Key Messages
• 2030 Agenda for SDGs implementation requires a diverse approach in different
contexts
• The Government of India has taken many initiatives that are aligned with the
SDGs
• Pandemic is going to have unintended consequences and will affect the
implementation of SDGs
• Progress on SDGs requires an emphasis on localization at the State level and
even at the district and city/village level
• Civil servants have to play a vital role, and knowledge of the relevant
frameworks needs to percolate to the officials at the cutting edge
Recommended
Readings
• https://sustainabledevelopment.un.org/content/ documents/26281VNR_2020_
India_Report.pdf
• http://niti.gov.in/writereaddata/files/Telangana.pdf
PROCESS OF TRAINING DELIVERY
10 mins
Ask the participants to reflect on the following:
• Consider one or more recent reform proposals either adopted or seriously
considered in your State. Where did those ideas come from? Was there a causal
diagnosis undertaken, and why, or why not?
• Who can make a diagnosis? Is there a group or unit in Government (or outside
it) with the responsibility and capacity to make SDG diagnosis? How is that unit
involved in the policy development process?
PART 3: SESSION PLAN
Trainers Guide | 31 REFLECTION, WRAP-UP
Session
Objectives
• Reflect on the sessions discussed over the two-day program
• Assess teaching/learning effectiveness
Duration 60 mins
Methodology
• Discussions
• Test
• Written feedback
Material Required
• Feedback forms
• Post-its
Key Messages
• Clarification of doubts, identifying areas of concerns
• Feedback and identifying areas of improvement
PROCESS OF TRAINING DELIVERY
Time slot Process
20 mins Administer Post-test
20 mins Take feedback
Total time: 40 mins
45 mins
Make a Power-point presentation covering the following aspects:
• India Voluntary National Review - 2020
• Sashakt Bharat Sabal Bharat
• Swachh Bharat Swastha Bharat
• Samagra Bharat Sanatan Bharat
• Sampanna Bharat Samriddha Bharat
• Aatmanirbhar Bharat
A conceptual framework for enabling interaction/discussion
60 mins Group Activity (Group discussion and presentation)
5 mins Summarize key learnings and conclude the session
PART 3: SESSION PLAN
32 | Trainers Guide ANNEXURES PART 04
Trainers Guide | 33 ANNEXURE 1:
PRE-POST TRAINING ASSESSMENT
1. Sustainable Development Goals are the latest comprehensive framework to
a) Commit world leaders to combat poverty
b) Eliminate discrimination against women
c) Achieve universal primary education
d) Assess and encourage a better life for all
2. Sustainable development framework is based on
a) 2 core principles
b) 17 core principles
c) 5 core principles
d) 8 core principles
3. ‘LNOB’ seeks to combat
a) Discriminations and inequalities
b) Poverty and hunger
c) HIV/AIDS, malaria, and other diseases
d) Develop a global partnership for development
4. Which of the followings is not a part of SDGs?
a) Access to sustainable energy for all
b) Availability of water and sanitation for all
c) Provision of internet services for all
d) Full and productive employment and decent work for all
34 | Trainers Guide 5. What are the four critical aspects identified under gender equality?
a) (i) Eradicating discrimination and violence against women;
(ii) Giving equal rights to economic resources;
(iii) Access to property ownership;
(iv) Women and girls’ health and nutrition at all ages
b) (i) Access to and control over resources;
(ii) Access to services;
(iii) Access to information and opportunities;
(iv) Distribution of power and decision-making
c) (i) Leadership;
(ii) Cultural change;
(iii) Safety;
(iv) Economic security
d) (i) Health and wellbeing;
(ii) Empowerment;
(iii) Prevent violence against women;
(iv) Culture of respect and fairness
6. At the individual level, what are the three pillars of bureaucratic intervention for implementing SDGs?
a) Knowledge and skills, awareness, political direction
b) Societal pressure, appropriate systems and procedures, and resources
c) Ability, willingness, and environment
d) Personality, attitude, and experience
ANNEXURE 1: PRE-POST TRAINING ASSESSMENT
Trainers Guide | 35 7. Which are the nodal bodies for institutionalizing SDGs at the National and Subnational level?
a) Department of Administrative Reforms and Public Grievances and Finance Department
b) NITI Aayog and Planning Department
c) Ministry of Skill Development and Entrepreneurship and Department of Industries
d) Ministry of Information and Broadcasting and Directorate of Advertising and Visual Publicity
8. What are the fundamental indicators of sustainable development?
a) Influence/behavior change, innovative technologies, access to evidence, information, and data
b) Carbon dioxide emissions, land area covered by forests, and intensity of water used
c) The employment-population ratio, share of women in wage employment, and waste treatment and
disposal
d) Improved social cohesion, higher economic efficiency, and better environmental responsibility
9. What is the backbone of the Telemedicine initiative in Tripura?
a) Artificial Intelligence
b) Telecommunication and Information Technology
c) Blockchain
d) Robotic Process Automation
10. ______________________________________ is a customized tool that localizes the SDGs’ implementation at
a more granular level and captures data as per local requirements.
a) Social Progress Index
b) Human Development Index
c) E-Government Development Index
d) Happiness Index
ANNEXURE 1: PRE-POST TRAINING ASSESSMENT
36 | Trainers Guide ANNEXURE 2:
TEMPLATE FOR TRAINING EVALUATION
The template will be used to receive feedback from the participants on the subject matter, the facilitator’s
methodology, and the training venue’s logistics arrangement.
FEEDBACK FORM
Name of the Training: ______________________________________________________________________________________
Duration of the Training: ___________________________________________________________________________________
Date: _______________________________ Venue: _______________________________________________________________
____________________________________________________________________________________________________________
Please the appropriate box (1 – Unsatisfactory, 2 – Satisfactory, 3 – Good, 4 – Very Good,
5 – Excellent) that reflects your response.
DETAILSUnsatisfactory ------ Excellent
1 2 3 4 5
A Overall rating of the training
B Rating of the effectiveness of the training
The subject matter of the training
The functioning of training aids used during training
The usefulness of the resource material
The relevance of activities used
C Evaluation of Resource persons
Subject knowledge
Training facilitation
Demonstration of skills
Group work facilitation
Coordination between Resource persons and
participants
Respectfulness towards participants
D Facilities at the venue
Facilities and cleanliness of the classroom
Lodging
Food
Discipline
E Are there any other topics that you would suggest to be included in the program?
Trainers Guide | 37 ANNEXURE 3:
REGISTRATION AND ATTENDANCE FORM
The template will be used for registering the training participants. Followed by this, is an attendance format
for making daily attendance.
REGISTRATION FORM
Name of the Training: ______________________________________________________________________________________
Duration of the Training: ___________________________________________________________________________________
Date: _______________________________ Venue: _______________________________________________________________
____________________________________________________________________________________________________________
ATTENDANCE FORMAT
Name of the Training: ______________________________________________________________________________________
Duration of the Training: ___________________________________________________________________________________
Date: _______________________________
Venue: ____________________________________________________________________________________________________
S.
No.
Name of the
Participants
Male/
Female
Designation/
Department
Contact
Address
Phone
Number
Signature
S.
No.
Name of the
Participants
Male/
Female
Designation/
Department
Contact
Address
Phone
Number
Signature
38 | Trainers Guide ANNEXURE 4:
TRAINING AIDS
S.No.MaterialUnit
1. Colour chart paper (White, Pink, Yellow, and Sky Blue) 30
2. White-board with Stand1
3. White-board Markers - Black, Blue, Red, and Green2 Each
4. Permanent Markers - Black, Blue, Red, and Green4 Each
5. Both-side Tape2
6. Sketch Pen (Packet)4
7. Pre-Test Questionnaire45 copies
8. Writing Pad45
9. Pen45
10. Folders45
11. Stapler and Stapler Pins1
12. White-board Clips4
13. Extension-board1
14. Banner1
15. Demonstration MaterialAs per requirement
16. Sound System, Microphone with Stand1
17. LCD Projector and Screen1 Unit
18. Laptop with speakers1 unit
19. White Paper (A4 Size)40 papers
20. Digital Camera1
21. Training Manual45 copies
22. Post and Pre-Test Questionnaire45 copies
23. Feedback Form45 copies
24. Scale2
25. Pencil5
26. Eraser5
27. Sharpener5
28. Post-its5
29. Meta Cards200
Trainers Guide | 39 ANNEXURE 5:
ACTIVITIES
Activity
Session Title: Setting the Environment and Introduction to SDGs
Activity Title: Stay In Stay Out
Organizing the Task
Step 1: Draw five circles on the floor, some small, some large, using colour
chalks.
Step 2: Ask participants to move around in the room freely. Tell them we will
play this game in a couple of rounds. Build a sense of urgency to complete the
task.
Step 3: Announce Round 1: Blow the whistle. Ask the participants to stay
inside any of the circles, as many as possible. No part of the body should
touch the circumference of the circle.
Step 4: Announce Round 2: Ask the participants to move around freely again.
Quietly erase one circle. Blow the whistle again.
Step 5: Keep repeating the rounds till only one big circle remains.
Materials/Resources
Required
• Large open space for participants to move around freely
• Chalk pieces of different colours
• Whistle
Debriefing Tips to the
Trainer
• After each round, go around and ask a few questions (e.g., how do you feel
about yourself? How do you think about your partners in the circle? Would
you mind accommodating someone from another circle in your circle?)
• Did all of you manage to stand in one circle? How?
• What made you succeed?
• What happened to those who could not be accommodated? What was the
constraint?
• What happened when one circle was erased?
• What was the spirit in the group?
• Highlight the importance of team-building and how each person in a team is
essential.
40 | Trainers Guide Activity for Session 2
Session Title: SDGs in India
Activity Title: Mapping SDGs in India
Organizing the Task
Step 1: Provide Post-it Notes to participants.
Step 2: As the presentation proceeds, instruct the participants to make a note
of the following:
• Goal Number implemented in their respective State/UTs
• Name of the State/UT
• Highlight one scheme under that Goal from the participants’ State/UT
Step 3: At the end of the PPT, the participant should be asked to walk through
and paste the Post-it Notes against the wall’s Goals.
Materials/Resources
Required
• Pens
• Post-it Notes
• Flip Charts
Debriefing Tips to the
Trainer
• Place the sticky notes (20 slips) on each table and paste the flip charts with
SDG Goals on the wall before beginning the presentation.
ANNEXURE 5: ACTIVITIES
Trainers Guide | 41 Activity for Session 3
Session Title: Implementing SDGs in India
Activity Title: SDGs Project Canvas
Organizing the Task
Step 1: Divide the participants into clusters of 6-7 each.
Step 2: Each group must be given marker pens and post-it notes and asked to
brainstorm together for 30 minutes and generate some ideas (minimum five
post-its) for each canvas section.
Step 3: After 30 minutes, ask groups to stop brainstorming and move onto
clustering the post-it notes in every section (according to the similarity in
ideas) and prioritizing them based on the relevance of success and the
sequence in which each idea appears in the timeline for implementation. Let
the groups know that they have 15 minutes to translate the ideas generated
during the brainstorming session into a straightforward narrative of how the
project can be implemented successfully.
Step 4: Another 15 minutes will collate the ideas and drop those that may not
be critical. The strategy should help build the canvas, and a narrative set of
points will develop.
Step 5: At the end of this exercise, each group will need to present their SDG
Project Canvas and the narrative in 10 minutes.
Materials/Resources
Required
• Pens
• Marker pens
• Post-it Notes
• SDGs Canvas (A3 - A2 Size)
• Flip Chart
Debriefing Tips to the
Trainer
• The trainer should get the groups started and encourage them to keep
generating ideas. This activity also allows the groups to ask any clarification
questions. The trainer can also encourage the groups to use the flashcards
to create more views if they cannot generate ideas.
• The facilitator needs to manage the time in this session strictly.
ANNEXURE 5: ACTIVITIES
42 | Trainers Guide The SDG Project Canvas
Designed for: Designed by: Date:
Key Partners
Who do we
collaborate
with?
Costs
Which human resources, infrastructure and
material need to be financed, so that, the project
can succeed?
Income/Revenue Streams
What possible resources of funding are needed to
implement the project successfully?
Key Activities
What activities
are required to
make this SDG
implementation
project a
success?
Theory of
change
How will
this project
enable the
implementation
of SDGL) in the
state?
Impact
Who are
the direct
and indirect
beneficiaries?
Why?
Engaging
Participation
How will the
project initiators
ensure widespread
participation in the
project and the
implementation of
SDG(_)?
Key Resources
What human,
financial and
other resources
are available and
needed to make
this project a
success?
Key Policies
What policies and
support from the
local government
are necessary
for the project to
succeed?
ANNEXURE 5: ACTIVITIES
Trainers Guide | 43 Activity for Session 7
Session Title: Implementation of SDGs
Activity Title: Root Cause Analysis (Discussion and Presentation)
Organizing the Task
Step 1: Divide the participants into 5-6 groups of 5 each and ask them to
identify a problem.
*Make sure that, the group declares the identified problem before starting the
activity. This will avoid duplications.
Step 2: Present the screen that will guide the participants to conduct Root
Cause Analysis of the Problem.
Step 3: 30 minutes of a brainstorming session where the groups will discuss,
identify the root cause, and develop a strategy to overcome it.
Step 4: At the end of this exercise, each group will present the narrative in 10
minutes.
Materials/Resources
Required
• Flip charts
• Post-it Notes
• Sketch pen/Markers
• Pens
Debriefing Tips to the
Trainer
The trainer should get started and give them an example of RCA. This also
allows the groups to clarify their doubts.
The trainer should explain the following questions through PPT for this activity:
1. How do we identify performance problems?
2. How do we diagnose the causes of those problems?
3. How do we translate those causes of problems into policy solutions?
ANNEXURE 5: ACTIVITIES
44 | Trainers Guide Activity for Session 8
Session Title: Data for SDGs
Activity Title: Group Activity
Organizing the Task
Step 1: Divide the participants into groups of 5 each and ask the groups to
speak for 10 minutes each.
Step 2: The teams will be given 20 minutes to discuss the three questions on
the way forward to the ‘Effective SDG Monitoring’.
Step 3: The groups will discuss the questions among themselves and
conclude their answers. Each group should choose their spokesperson, who
will brief the collective response on behalf of their group.
Materials/Resources
Required
• Flip charts
• Sketch pen/Markers
• Pens
Debriefing Tips to the
Trainer
The trainer should display the following three questions of ‘Effective SDG
Monitoring’:
i. Why are statistics so crucial for the SDGs’ achievement, and why should
resource partners and national governments invest in SDG data generation
and use?
ii. As per the revised NIF, we have 295 SDG indicators in India (whereas Global
indicators are 232). Do you think these many indicators are necessary to
monitor the progress of SDGs?
• If Yes, do we have data for these indicators in India? Discuss the possible
challenges and systematic solutions to collate the data.
• If No, discuss how we can merge these indicators for better monitoring of
SDGs.
iii. New or alternative data sources and innovative statistical methods can
complement traditional data sources to reduce the time and resources
needed for data production and fill ‘critical data gaps’. List out such creative
ways for reliable data collection.
ANNEXURE 5: ACTIVITIES
Trainers Guide | 45 ANNEXURE 6:
GUIDANCE NOTES / NORMS / TIPS FOR
PARTICIPATORY TRAINING / LEARNING
PhaseGeneral Instructions
Preparation
What is the situation?
• Gather information about the participants who will be involved.
• Gain attention of the participants by discussingtheir roles in their respective
State by asking questions, note-taking, observing etc.
• Prioritize questions in order to adhere to the timeline. Ask the most pertinent
questions initially.
• Inform the participants about the objectives of the training program.
• Stimulate recall of prior knowledge.
Starting
Why am I here?
• Find from the participants the reason to attend the training program.
• Align the opinion of the participants with their roles and responsibilities as
indicated during the “preparation” phase.
• Present the study material and provide guidance for learning.
During
What am I supposed to do?
• Let the participants share their experiences in groups/individual through role
play, feedback sharing, brainstorming etc.
• Conduct quick quizzes to assess participant’s understanding of the sessions
and elicit their performance.
• Provide informative feedback.
• Involve those who are not inclined to get involved from the beginning.
• Audio record and capture photographs of group activities to ensure the
retention of as much detail as possible, when relevant.
After
What is the way forward?
• Thank the participants for their time and contributions during theprogram.
• Analyze what program has thrown up including doubts and unclear issues.
This can be used as a course correction.
• Explain to them how the findings/learnings will be used in the future to
enhance retention and knowledge transfer.
• Discuss findings with the participants to enhance retention and knowledge
transfer.
46 | Trainers Guide Trainers Guide | 47