12. Participants' evaluation and recommendations
In evaluating the training course, participants were asked to respond to three areas: the strong points of the course, the weak points and what they intended to do differently as a result of what they had learnt
According to the participants' responses, they liked the overall organization of the course and appreciated the importance of the topics covered. One or two found that too many ideas were put forward, some of them confusing. Some also wanted more material specifically related to women in wood energy and biomass development.
The case exercises, including the "role play", were found useful in applying the knowledge gained. At the same time, some felt that there should have been some field exercise. Others felt that they needed more opportunities to develop project ideas based on what they had learnt.
Many liked the interaction in the course, both between the resource persons and the trainees and among the trainees themselves. They felt that there was a sharing of knowledge between all those concerned with good participation from the trainees. Some, of course, felt that more time should have been devoted to interaction between the participants. Some explicitly said that they felt free in expressing their own ideas and views.
An important indicator of the training course's effectiveness was expressed by one: "Yesterday when men were acting as women and specifying their complaints, it appeared that men do know and feel how a woman feels and what are her problems."
The most frequently referred to shortcoming was insufficient time - time for interaction among participants, to read the materials given, to present their materials, and so on. Others also felt that given the full schedule of the training course, they needed some more time.
Participants wanted more specific materials on different aspects of wood energy development. Some wanted guidance on practical steps to take in "facing the villagers".
Finally, almost every participant wrote that they intended to use what they had learnt in many ways. Some to improve women's participation in forestry projects, others to include women in the process of designing appropriate improved stoves. They said that having earlier been "gender blind", they would now use what they had learnt to incorporate gender into the projects, in design and in implementation at the village level. Those who were teachers said that they would try to incorporate gender, or a women in wood energy module in their courses. Only one person wrote that there was no intention to do anything differently, just to learn what gender analysis was about.
Many participants wanted such training courses to be conducted in their own countries/institutes and sought RWEDP help in the matter.