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PEMTE project Pedagogical Environment for
MicrofinanceMulticultural Training E-content
(PEMTE) Microfinance Training programme designed
by MFC and PlaNet Finance
May. 2005
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PEMTE project sponsor

• The project is funded and supported by the
  European Commission under the eContent programme.
  
• The definition phase PEMTE project was based on
  the comprehension of the reference terms of the
  Action line number 2.1 of eContent covering the
  following areas
• Reinforcement of European electronic and online
  content, through digital content production, use
  and distribution
• Promotion of linguistic and cultural diversity
  in the global network.

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PEMTE project partners
A European consortium led by PlaNet Finance
included the following participants Organisations
involved in microfinance sector. PlaNet Finance
is an international non profit organization,
which aims at alleviating poverty by contributing
to the development of the microfinance sector.
www.planetfinance.org The Microfinance Centre
for Central and Eastern Europe and the New
Independent States (MFC) (Poland). The
Microfinance Centre for CEE and the NIS is a
network of 62 microfinance organizations among
nearly 300 existing in the region.
www.mfc.org.pl IT companies Sogeti provides high
quality IT services in the areas of software
development, mainly on a time material basis,
but also on a project basis www.sogeti.biz Transwa
re is an Irish private company dedicated to the
complex challenges implicit in the localisation
and content transformation for the E-learning
market and the broader training industry as a
whole. www.transwareplc.com
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Main objectives of the PEMTE project
To design a methodology for the training content
delivery and the localisation of e-content To
develop online training content adapted to
microfinance in Central and Eastern Europe and
countries bordering the European Union To fix
the framework of a wider range of partnerships on
e-content localisation in the microfinance field
On a broader front, to create a pedagogical
environment to serve as a model adapted to
e-learning and replicable for different training
programmes and in other linguistic and cultural
contexts.
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Blended learning a mix of online and offline
The blended approach as proposed for use in
PEMTE, mixes online and in-class learning to
tackle three different types of learning -
Knowledge acquisition     - Skills
development - Behaviour modification
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Blended learning a mix of online and offline
Retention rates from different modes of
learning Research on retention rates from
different modes of learning illustrates the value
of different modes of learning with collaborative
at 70 and doing learning at 80 at the high
end as compared with reading (10), seeing (20),
hearing (30)or a combination of seeing and
hearing (50)
Obstacles to online learning Research has
uncovered obstacles to using a pure online
learning approach. A Forrester report based on
experience with online learning in 39 Fortune 500
companies in 2000 identified drop-out rates as
high as 80 with online only courses. (Forrester
Research, Inc., Online Training Needs a New
Course, 2000.) Many learners, according to the
report, prefer traditional training methods due
to the weak interactivity of online courses and
cultural barriers.
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Blended learning a mix of online and offline
Using the strengths of net-based learning The
Forrester report suggested a three-part strategy
for firms to take advantage of the unique
strengths of the net and tie these with business
metrics. Although the PEMTE project is a pilot
and will be working with a wide range of
microfinance institutions, it is worth building
in the potential for business metrics into the
overall strategy, along the lines of a corporate.
These three parts of the strategy are

• Exploit networked interactivity by creating
  simulation, collaboration and personalisation as
  part of the learning course.
• Synchronise online and offline initiatives
• Focus on business issues

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Blended learning a mix of online and offline
The online and the offline mix Lets return to
the three types of learning mentioned earlier to
look at how much of on and off to consider
using for each type.
Knowledge acquisition online up to 100 Online
is ideal for information sharing for learning new
facts or concepts.   Skills development online
50 or less Learning new tasks or improving
performance requires more in-person supervision
or instruction. This is the target activity of
most of the learning materials in the PEMTE pilot
project. Behaviour modification online 25 or
less Changing how individuals and groups
interpret events and resolve conflicts, the soft
skills, requires greater use of experienced
coaches or instructors to effectively change work
habits or attitudes or to instil motivation.
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Blended learning a mix of online and offline
A blended learning scenario
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Evaluating learning at five levels
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Online training format
Format of the online modules  
The structure of the online courses relies on a
Cube model allowing learners to access the
content from different points.

• Each module contains
• Course content introducing new concepts and
  practices. The course is composed of sequences
  and sub-sequences. This structuring breaks down
  the knowledge into several well-defined thematic
  units.
• Exercises and activities for practising what your
  are learning.
• Evaluation of knowledge acquisition. Learners can
  test their knowledge through online tests for
  each module.
• Glossaries. The learners will find a glossary of
  the new terms introduced in each module.
• Resources. This section provides more information
  and additional contents related to the subjects.
  Learners can deepen their knowledge.
• Combination of online and in-class training.
  According to the blended training methodology
  designed for the PEMTE project, online training
  content is articulated with follow-up training in
  the field.

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Online training format
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Setting training objectives
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Microfinance training programme
The PEMTE project developed the programme
Foundations of Sustainable Microfinance
including the 6 following modules

• Goals and objectives of Sustainable Microfinance
• Practice and Methodology
• MFI clients
• Loan analysis
• Portfolio quality
• MFI performance

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Localisation of the microfinance training content
The online training programme is localised for
Polish and Russian audiences
Localisation is not simply a question of
contents translation. It is a key issue in view
of different languages and cultures which can be
involved. The involvement of all Consortiums
members has been necessary due to the different
aspects to be faced language, culture,
microfinance specificities, technical
development.
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PlaNet University
The programme is available online in 3 languages
English, Russian and Polish through PlaNet
University, the PlaNet Finances online
microfinance training www.planetuniversity.org
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Project follow-up

• Based on the results of the PEMTE project, the
  partners will undertake the following follow-up
  activities
• Training sessions. The achieved online training
  material of the programme Foundations of
  Sustainable Microfinance is available through
  www.planetuniversity.org. MFC can offer blended
  training sessions to targeted audiences in East
  Europe and the NIS. The learners have to register
  on PlaNet University to access the online
  content. MFC will deliver the training in the
  field.
• Development of microfinance training material.
  The PEMTE Consortium has experienced a
  standardised development process for designing
  multi-cultural online training in the field of
  microfinance. The process starts from the
  selection of existing training material to the
  content adaptation according to the needs of the
  targeted audiences. The development process can
  be easily applied for new microfinance training
  programmes.
• Microfinance expertise in Europe. The model
  developed as part of the PEMTE definition project
  can be used to coordinate training programmes
  with other European training centres. New modules
  can be designed from the previous matrix
  performed in PEMTE project. The localisation work
  will require further developments according to
  the populations to be trained. However, as the
  number of partner training centres increases,
  some localisation elements glossary of
  microfinance terms, graphic elements may me
  re-used.