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International
Labour
Organization
Implementation Guide for

SCORE Training
Implementation Guide for
SCORE Training
Copyright © International Labour Office 2021
First published 2016
Publications of the International Labour Office enjoy copyright under Protocol 2 of the Universal Copyright
Convention. Nevertheless, short excerpts from them may be reproduced without authorization, on condition that
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Implementation Guide for SCORE Training
ISBN: 978-9-22-034778-2 (print)
978-9-22-034779-9 (web PDF)
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presentation of material therein do not imply the expression of any opinion whatsoever on the part of the
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X Preface iii
X Preface
It has become conventional wisdom that productivity and working conditions are intrinsically linked.
The most influential research on topic, possibly until this day, dates almost 100 years back. In the 1920s,
the Harvard Business School professor Elton Mayo examined productivity and working conditions at the
Western Electric Hawthorne Works in Chicago. The results of these studies shed new light on the effects
of fatigue and monotony on job productivity and how to control them through variables such as rest
breaks, hours of work, temperature and humidity. It also became apparent that increased worker pro-
ductivity and job satisfaction depended not only on the level of compensation and the physical working
conditions, but also to a large extent on the workers’ status within the organization, their interactions
with the group, the recognition of their capabilities, and a less authoritarian leadership style.1 These
research results, ended up affecting the working conditions of millions of people.
While productivity and working conditions have improved in many countries, too many workers are
still employed in low productivity jobs with harsh working conditions. Particularly workers in Small and
Medium Enterprises (SMEs) are less productive than their peers in larger firms and their working con-
ditions are inferior.2 Programmes which enable smaller firms to close this productivity gap can have a
big impact on a country’s economic performance and affect a large number of workers, in particular in
labour-intensive industries.
Sustaining Competitive and Responsible Enterprises (SCORE) aspires to be such a programme. It is a
practical training and in-factory consulting programme that improves productivity and working condi-
tions in SMEs. SCORE Training demonstrates best international practice in the manufacturing and service
sectors and helps SMEs to participate in global supply chains. The ILO is assisting government agencies,
training providers, industry associations and trade unions in emerging economies in Africa, Asia and
Latin America to offer SCORE Training to enterprises.
The International Labour Conference (ILC) endorsed the SCORE Programme twice as an effective tools
for improving SME productivity and working conditions, during the 2015 ILC discussion on SMEs and the
2016 discussions on “Decent Work in global supply chains”.
Interest in the SCORE Programme and SCORE Training is increasing. This guide aims to provide support
in implementing SCORE Training globally and maintaining the quality standards of the programme.
1 A familiar anecdote that relates, with variations, that experiments with improved factory lighting increased the productivity
of workers. The outcome seemed clear until someone turned the lighting down to below baseline, whereupon output in-
creased still further. The moral of this tale, referred to as the Hawthorne effect, is that people change their behaviour when
they think you are watching it.
2 ILO (2015): ILC report, p.12.

Contents
Preface iii
Acknowledgements vi
Who and what is this guide for? vii
1. Overview of the SCORE Programme 1
1.1 What is the SCORE Programme 1

1.2 What is SCORE Training 1
1.3 Integrating working conditions into modern management practices 3
1.4 SCORE Training modules 3
1.5 The implementation strategy at a glance 6
1.6 Key actors 6
1.7 Management structures of SCORE Country Level Activities 9
2. Steps in implementing SCORE Training 11
2.1 Identify sectors or clusters 11

2.2 Identify and train implementation partners 12
2.3 Role of the implementation partner 12
2.4 Selecting implementation partners 12
2.5 Capacity building for implementation partners 13
2.6 Guidelines for material adaptation 13
3. Identify and train training providers 15
3.1 Identifying training providers 15

3.2 SCORE Trainer development 16
3.3 SCORE Trainer certification 17
3.4 SCORE Expert Trainer 18
4. Marketing, selling and organizing SCORE Training to enterprises 19
4.1 Marketing SCORE Training to enterprises 19

4.2 Organizing Training of Enterprises 21
5. Monitoring progress and document good practice 26
5.1 Theory of Change - Institutional Level 26

5.2 Defining indicators 28
5.3 Data collection process 34
5.4 Limitations of the M&E system 36
6. Appendix 37
6.1 Further resources 37

6.2 Implementation partner assessment 37
6.3 Business Plan Template 44
vi X Implementation Guide for SCORE Training
X Acknowledgements
This guide is based on the experience of SCORE Training providers who have implemented the pro-
gramme in different countries through the various phases of the SCORE Programme.
This version revised by Pranati Mehtha, Technical Officer in the SCORE programme builds on the 2016
version authored by Stephan Ulrich, Regional Project Coordinator based in Vietnam.
Many thanks are due to SCORE Expert Trainer Jayantha R de Silva for his inputs and review of the draft
manuscript as well as suggestions based on his experience in implementing the SCORE Training in dif-
ferent countries.
A special thanks goes to Michael Elkin, Olga Orozco, Norma Potter and Andrea Prince who provided
valuable inputs in the development of the guide and to the donors SECO and NORAD for the continued
generous funding.
X Who and what is this guide for? vii
X Who and what is this guide for?
This step-by-step implementation guide is designed for staff from the ILO and other organizations such
as business associations, government agencies and training providers that want to offer SCORE Training
to enterprises. This guide is intended to help set up and run the training programme from inception
through to successful offering of the service. It can also be used as background information for other
actors who may participate in the running and organization of the programme, such as expert trainers
or new programme staff.
This implementation guide is not prescriptive in nature. It intends to provide the background as well as
tools and approaches required to effectively implement the programme in a new country. Meanwhile,
it is left to the programme manager to adjust SCORE Training to the local context (e.g. when choosing
partners, applying roles to the partners, etc.). Therefore, it is recommended that initial market research is
done to gain sufficient knowledge on the supply and demand side before the launch of the training. This
will assist in adjusting the training programme adequately and in line with the local context. However,
while the training might require customization and adaptation to the specific context, the major steps
and considerations for setting up and implementing the training programme should be the same.
“Productivity isn’t everything, but in the long run it is
almost everything. A country’s ability to improve its
standard of living over time depends almost entirely
on its ability to raise its output per worker.”
XPaul Krugman,
The Age of Diminishing Expectations (1994)
X 1. Overview of the SCORE Programme 1
X 1. Overview of the SCORE Programme
1.1 What is the SCORE Programme

Sustaining Competitive and Responsible Enterprises (SCORE) is a practical training and in-factory con-
sulting programme that improves productivity and working conditions in small and medium enterprises
(SMEs). SCORE Training demonstrates best international practice in the manufacturing and service sec-
tors and helps SMEs to participate in global supply chains. The ILO assists business development organi-
zations, government agencies, industry associations and private consultants to develop the skills needed
to implement, monitor, manage and finance the training and set up a sustainable training system at the
national level.
The SCORE Programme is managed globally by the ILO SME Unit in the Enterprises Department. Within
the SME Unit the SCORE Programme is part of an area of work called SME Productivity and Working
Conditions.
1.2 What is SCORE Training

SCORE Training was launched in 2009-10 through a project funded by the Swiss State Secretariat for
Economic Affairs (SECO) and the Norwegian Agency for Development Cooperation (NORAD). The pilot
countries were China, Colombia, Ghana, India, Indonesia, South Africa and Viet Nam. Starting 2013, the
training was delivered in Bolivia and Peru as well. Ethiopia, Tunisia, Myanmar also started providing
SCORE Training 2017 onwards. Over the years, the training has been implemented in other countries like
Mauritius, Pakistan, Turkey and Zimbabwe among others.
Why promote productivity and working conditions in SMEs?

Put simply, productivity is a relationship between inputs and outputs. The input can be labour, capital,
land, energy, materials, time, information, etc. The output is usually measured in the form of goods and
services produced or rendered. Productivity rises when the same output is produced with fewer inputs,
or when more output is produced with a less than proportionate increase in inputs. At the macro-eco-
nomic level, productivity is the single most important determinant of a country’s standard of living. Wide
productivity differentials between countries are the main explanation of per-capita income differences.
The most important single driver of productivity is enterprises becoming better at what they do. At the
enterprise-level, productivity gains lower production costs and help enterprises shore-up their compet-
itiveness. In the right market environment, increased productivity leads to higher profits that can be re-
invested and also distributed to workers in the form of higher wages or more jobs. In stagnant markets,
jobs can be lost as a result of improvements in productivity, though more jobs may eventually get lost
without gains in productivity.
Pro-SME interventions aimed at improving the productivity of enterprises mostly focus on increasing
total factor productivity. This is achieved either through improvements in the quality of human resources
(due to better education, vocational training, human resource management and/or working conditions)
or changes in the efficiency of the production process (due to workplace innovations), or a combination of
both. Another important factor influencing total factor productivity are the improvements in the quality
of physical capital (due to technological innovations). However, investments in new machinery are often
very capital-intensive and this impedes the extent to which SMEs, usually with limited access to finance,
can rely on this route to higher productivity.
2 X Implementation Guide for SCORE Training
Therefore, the focus of the SCORE Training intervention is on enhancing the human resources and the
production process, both of which are areas of intervention that are not overly costly and have the
potential to provide quick returns. There is considerable evidence that modern management practices
lead to higher enterprise productivity and ultimately to improved enterprise performance and better
working conditions. A key explanation given is that the introduction of these methods has positive spill
over effects on working conditions (see box below). Furthermore, current research shows that inno-
vations in work organization, continuous workplace learning, environmentally responsible production,
good labour-management relations, safe working conditions and respect for workers’ rights are all very
important ways to raise productivity in SMEs.
X Table 1: Improving working conditions and productivity – what is the evidence?
There is considerable evidence that modern management practices lead to higher enterprise productivity and
ultimately to improved enterprise performance and better working conditions.
X An econometric study based on factory audits of over 800 suppliers of a global sports goods manufacturer
shows that closer cooperation of the multinational enterprise with suppliers on practices such as lean
manufacturing and total quality management is more strongly related to improved working conditions than
the monitoring of compliance with labour standards. A key explanation given is that the introduction of
these methods has positive spillover effects on working conditions.3
X A recent experimental study testing these management practices in SMEs in an emerging country shows
a strong impact on enterprise productivity and performance. The experiment of rolling out consulting
services on modern management practices to medium-sized textile manufacturers in India shows that there
was a 17 per cent increase in productivity in enterprises participating in the programme in the first year
compared to non-participating enterprises in the control group. The total increase in profits was US$325,000
per plant per year, which meant that the cost of the intervention (US$250,000) was already covered in the
first year. After three years, many of the participating enterprises in the treatment group had opened
additional production plants, indicating that additional employment was created. However, detailed data on
the number and the quality of the jobs created were not collected. 4
X There is growing evidence that confirms a link between good OSH practices and enterprise productivity,
especially when these practices are an essential aspect of good business practice and quality management.5
X Studies further suggest that bundles of human resource management practices, often called high-
performance workplace practices, are positively associated with measurements of enterprise performance
such as productivity or profits.
At the same time, there are other long and short term drivers pushing for a holistic approach to en-
terprise consulting that is concerned with both, higher productivity, better working conditions and a
concern for the environment:
X Along supply chains, leading companies are addressing labour and social conditions, and monitor
these as part of their supply chain management and outsourcing practices, and put in place codes of
conduct. However, these efforts seldom progress beyond the first tier of suppliers.
X An increasingly global public awareness for labour standards that is changing consumer preferences
and consumption patterns focusing on the way goods and services are produced.
X Civil society groups are playing an increasingly important role to influence enterprises, both at the
international and local levels.
3 R. Locke, F. Qin and A. Brause: “Does monitoring improve labor standards? Lessons from Nike”, in Industrial and Labor
Relations Review (2007, Vol. 61, No. 1).
4 N. Bloom et al.: “Does management matter? Evidence from India”, in The Quarterly Journal of Economics (2013, Vol. 128, Issue 1).
5 R. Croucher et al.: Can better working conditions improve the performance of SMEs? An international literature review (ILO,
Geneva, 2013).
X Pressure also comes from major lending institutions as well as investors, who are adopting perfor-
mance standards on environmental and social issues.
X Government procurement policies are increasingly asking companies to look at improved health and
safety, welfare and other standards in contracts.
1.3 Integrating working conditions into

modern management practices
A key conclusion from the evidence presented in the previous section is that a greater integration of
initiatives to improve working conditions and to upgrade core management practices is needed. This
systemic approach of elevating and integrating working conditions into a business’s core operations can
be expected to produce better results for enterprise productivity. Productivity upgrading through better
people management and workplace practices is comparatively cheaper and faster than capital intensive
technology upgrading through machines, plants, etc.
This evidence has been incorporated into the design of the SCORE Training package. It combines cru-
cial elements of modern management practices with high-performance HR practices and a concern for
worker safety – as shown in the graph below.
X Figure 1: Integrating advanced manufacturing practices and better working conditions
Bundles good mangement practices which reinforce each other and produce synergies
Integrates working conditions into core business operations
Advanced manufacturing High-performance Worker safety

practices HR practices
1. Performance-based reward 1. Integrated OSH systems
1. Worker engagement
systems
2. People-centered
2. Lean manu-facturing/kaizen
2. Continuous skills development
3. Focused on accident
3. Clean production
3. Non-discrimination prevention
4. Quality management
Higher productivity and better

working conditions
1.4 SCORE Training modules

SCORE Training includes fourteen modules which cover areas such as Workplace Cooperation, Quality
Management, Clean Production, Human Resource Management, Occupational Safety and Health, Lean
Manufacturing, Gender Equality, Responsible Business, Hospitality Coaching and Working Time. Most
modules are delivered through a combination of classroom training (in-person or online) and in-factory
consultancy, and led by industry experts. SCORE Training is facilitated by a trainer to introduce partic-
ipants to the basic concepts of the topic and to provide them with an opportunity to learn about the
various tools that can help them make improvements. By the end of module, enterprises develop their
own improvement plans. Classroom training is usually followed by the on-site consultations during which
the trainers help enterprises to implement key productivity and working conditions improvements in
the workplace. This approach allows the classroom training to be applied on-the-job and ensures that
learning actually translates into action and continuous improvement.
Each module is briefly introduced in the table below.
Workplace Cooperation
A foundation for business success
Safety & Health Lean Workforce

at Work Manufacturing Management
Improving safety Maximising production Driving performance
and health in efﬁciency through through workforce solutions
the workplace Lean Kaizen
Quality Hospitality Gender

Improvement Coaching Equality
Managing continuous Raising quality and Striking a balance for
improvement standards in local tourism increased productivity and
business sustainability
Responsible Working
Business Time
Meeting labour standards Enhancing health, safety
in global supply chains and productivity through
working time schedules
Resource SCORE COVID-19 Safety &

Efﬁciency Basics Health at Work
Cutting waste to Facilitating change that Adopting new safety
Improve Productivity drives productivity and & sanitation protocols
worker engagement
COVID-19 Business Factory Improvement

Continuity Planning Toolset (FIT)
Adjusting business A sustainable,
processes for recovery scalable approach
to factory upgrading
SCORE Training adaptations

Apart from these “core” modules, the training has been adapted for specific contexts. For example,
SCORE Basics was developed which covers content from all the original five modules (above) and is
delivered to managers and workers in three days of classroom training, followed by three or four on-
site consultations. Similarly, SCORE Training has been adapted for sectors such as tourism and hospi-
tality through SCORE Hospitality Coaching (SCORE HoCo) and for specific target groups through SCORE
Gender Equality that is aimed for better gender management in enterprises and connecting produc-
tivity, working conditions and equal opportunities for women and men. When implementing training
with other ILO programmes that focus on working conditions and safety at work, SCORE Training Lean
Manufacturing module - Maximising production efficiency through Lean Kaizen is used to deliver a four
day training to managers and workers on purely industrial engineering techniques for productivity and
quality improvement.
Enterprises initially sign up for training in Workplace Cooperation or SCORE Basics, which serves as a
“teaser” to
X Introduce SCORE Training and its methodology
X Promote key ILO messages
X Achieve visible concrete improvements that benefit workers and managers (quick wins)
X Create demand for other modules
Participation in the Workplace Cooperation module or SCORE Basics is mandatory for all enterprises
interested in SCORE Training. After the workshop, enterprises can sign up for any of the remaining mod-
ules based on their needs. The first workshop can thus be decisive for the success of the programme
and needs to be well prepared.
1.5 The implementation strategy at a glance

Rolling out SCORE Training comprises five main steps as shown in the graph below. The five steps are
only partially sequential – several of the steps need to be implemented or are on-going in parallel. The
sequence can also change depending on the specific context.
The five steps are further explained in detail in the following chapters.
X Figure 3: Strategy to roll out SCORE Training
1 Identify sectors / cluster
2 Identify and train implementation partners
3 Identify and train services providers
4 Market, sell and organize SCORE Training
5 Monitor progress and document good practices
1.6 Key actors
ILO Headquarters Enterprises Department, SME Unit

The SCORE Programme is an ILO developed programme and is managed by the ILO Enterprises
Department, SME Unit in ILO Headquarters. The SCORE Global Team, based in ILO Headquarters in
Geneva, Switzerland, reports directly to the Head of the SME Unit.
SCORE Global Team

At the global level, the coordination and monitoring of SCORE activities in different countries is done by
the SCORE Global Team. The Global Team is responsible for developing and updating the SCORE Training
content as well as marketing the SCORE Programme at the global level to donors, governments, multi-
national companies to sponsor or promote SCORE Training or its key concepts. It is also responsible for
tracking and assessing SCORE activities globally and ensure that the training standards are maintained.
ILO Country Office or Project Offices

At the country level, the coordination and monitoring of SCORE Training activities is the responsibility of
ILO county or project offices. In some instances, SCORE Training was introduced by the ILO and then the
coordination activities were progressively handed over to a national public or private entity like a SCORE
Academy or trainer networks. These national entities usually signed an agreement with the ILO and act
as a quality assurance system to implement SCORE activities in the country.
Decent Work Team, Enterprise Specialist

The ILO has established Decent Work Teams (DWT) on a regional basis thought the world. These teams
are composed of subject matter experts who support the ILO country offices to implement the decent
work programmes in their respective countries. Most DWTs have an Enterprise Specialist who supports
the enterprise work including SME development programmes like the SCORE Programme.
Implementation Partners
Implementation partners organize and market the training to SMEs. In most cases, these are industry
and trade associations or employers organizations that provide this service to their members. But any
organization with the mandate, commitment and outreach to enterprises can act as an implementation
partner (public or private training institutes, productivity centres etc.).
Expert Trainers
Expert Trainers are international or national professionals with extensive knowledge and experience in
subject areas covered by SCORE Training. Expert Trainers are expected to:
X support the adaptation of training materials to the sector and local context
X lead the ToT in the classroom and in-factory
SCORE Training Providers

Training providers, also known as SCORE Trainers, are usually individual consultants, training organiza-
tions or consulting companies with specialized staff with technical skills in the thematic areas covered
by the SCORE Training modules and experience in advising enterprises in operational business matters.
Training providers receive Training of Trainers (ToT) which prepares them on the technical aspects of
providing the training and consulting service to SMEs.
X Roles and Responsibilities of Key Actors
Key Actor Role Responsibility
ILO Headquarters Steer the overall SME X Oversee the SME Portfolio including the SCORE
development strategy Programme
SCORE Global Team Manage Global SCORE X Approve trainer certification

Programme X Maintain trainer and expert trainer database
X Support new SCORE Programmes
X Promote SCORE Training to lead buyers and
connect with local implementation partners and
X Promote SCORE Training to lead buyers and
connect with local implementation partners and
X Maintain SCORE Database
X Maintain updated global version of all SCORE
Training Materials in FR, SP and ENG.
ILO Country Office or Steers ILO Country X National point of contact for inquiries related to
Project Office Activities including SCORE SCORE Training
Programme
Enterprise Specialist Represents Enterprises X Regional technical point of contact for SCORE
programmes in field Programme
Implementation Market and promote X Promote, sell and organize SCORE Training in
Partners SCORE Training in their their national or regional market.
respective markets. X Hire SCORE Trainers
X Maintain quality control
X Organize Training of Trainers
X Liaison with Country Office, Enterprise Specialist
and SCORE Global
X File training reports with SCORE Global
X Translate and adapt SCORE Training materials
with approval of SCORE Global
Expert Trainers Most experienced SCORE X Conduct training of trainers and recommend
Training providers training candidates for certification
SCORE Training Provide SCORE Training X Provide SCORE Training to SMEs

Providers to SMEs X Market and sell SCORE Training with
Implementation Partners to SMEs
X Maintain SCORE Training quality standard
X Maintain SCORE certification by meeting
minimum standards
1.7 Management structures of SCORE Country Level Activities

The SCORE Headquarter team is responsible for overall management of the SCORE Programme on a
global level. However, at the country level, implementation of SCORE Training has a variety of structures.
Typically, these can be grouped into three categories:
1. Specific SCORE Programme funded by a donor. Here, the SCORE Programme is funded by a donor or
donors and has a specific country project management team that reports to the Country Director.
ILO SCORE Programme will insist on stringent reporting requirements.
2. SCORE Training is delivered as a component of a larger and more complex project. In this case, there
is a CTA or Project Manager who is managing a large project that is implementing SCORE Training as
a component of that project. ILO SCORE Programme will insist on stringent reporting requirements.
3. A legacy SCORE Country that was a specific SCORE Programme country or SCORE Training as a
component and is now operating under a national institutional partner who is responsible for the
implementation of SCORE. This is the most independent mode of SCORE Training and has a minimal
level of ILO oversite. ILO SCORE Programme will allow national partners to decide on reporting
requirements.
In each of the three cases, SCORE Training activities including certification of trainers and implemen-
tation of a monitoring and evaluation system is coordinated and technically supported by the SCORE
Headquarter Team. However, in the third case the national partners are operating at a high degree of
independence and without a project management structure.
It is intended that all SCORE implementations will result in the SCORE Training being fully implemented,
and owned by national partners as a result of the SCORE Programme sustainability model. In these
cases, ILO is no longer in the driver seat but has empowered the national partner to manage the SCORE
Programme. The result is that while SCORE Trainers will continued to be certified and report some
training activities to ILO, but at a minimal level.
X Figure 1: Example of Specific SCORE Programme Organization Chart
SCORE Global under ENTERPRISES/SME

Key Functions of HQ Unit
Admin. Asst. G5 CTA P5  Product developent & quality
control
 Monitoring & evaluation
Technical Specialist P3 Communication Specialist P3  Knowledge management &
communication
 Partnership development &
Technical Specialist P2 donor relations
ILO Hanoi ILO Lima

Project Manager SCORE Africa ILO Algiers Project Manager
Regional Project Coordinator, SCORE, P4 Regional Project Coordinator, SCORE, P4
SCORE Tunisia
ILO Addis Abeba ILO Abuja SCORE Americas

SCORE Asia ILO New Delhi SCORE Ethiopia SCORE Ghana SCORE Peru
SCORE India 2013-2021
ILO Hanoi ILO Yangon
SCORE Vietnam SCORE Myanmar SCORE Colombia SCORE Bolivia
2010-2021 2017-2019
ILO Beijing ILO Jakarta
SCORE China SCORE Indoesia
X Figure 2: Example of SCORE Training embedded into a larger project
ILO Cairo Egyptian Youth National SCORE

Employment Project Implementing Organization
SCORE SCORE
Trainers Trainers
X Figure 2: Example of a SCORE Training Programme embedded in a national institutional partner
ILO Jakarta SCORE Implementing Partner

Bali Export Development Organization (BEDO)
SCORE SCORE SCORE

Trainers Trainers Trainers
X 2. Steps in implementing SCORE Training 11
X 2. Steps in implementing SCORE Training
2.1 Identify sectors or clusters

SCORE Training is best offered in clusters and sectors with growth potential and a sufficient number
of potential clients. Operating in specific sectors and clusters allows the implementation partners and
training providers to gain cluster-specific knowledge and encourages spill-over of good practices be-
tween firms (also known as cluster-effects). Working in clusters reduces the cost of the service and
allows for spill-over of good practices between enterprises. Further service such as enterprise exchange
visits can be offered in clusters where enlightened entrepreneurs see the need to compete together as
a cluster against other locations.
A rapid sector selection study is usually conducted by a national research organization or consultant.
Consultations with social partners, impartiality, expertise and professionalism of the contracted institu-
tion are crucial.
The following selection criteria are used to identify suitable clusters:
X Firms with growth and therefore job creation potential.
X Critical number of SMEs with 50-250 employees, geographically concentrated in clusters with moti-
vation to upgrade.
X Potential for improved competitiveness through upgrading of factory operations in areas such as
quality, productivity and environmental management, labour-management collaboration, HR and
occupational safety.
X Presence of lead buyers with the interest to improve productivity and working conditions in their
supply chains.
X Existence of competent and committed implementation partners such as industry associations and
training providers.
X Alignment with priorities, policies and programmes of government (national/local) and social partners.
X Sector selection should also pay attention to the predominance of women or men in particular sectors
and specific gender-specific issues that might have to be addressed.
Resources:
N GIZ/ILO (2015): Guidelines for value chain selection
N Michael Porter (2000): Location, Competition, and Economic Development: Local Clusters in a Global Economy.
Economic Development Quarterly, vol 14, no.1, pp 15-34.
N Wolman et al (2010): Clusters and cluster-based development: A literature review and policy discussion.
5 ILO Term of Reference from previous sector/cluster studies
2.2 Identify and train implementation partners

The programme identifies and trains national or local organizations with interest, the capacity and the
mandate to offer SCORE Training to SMEs. These are often industry associations, government SME agen-
cies, lead buyer enterprises or public or private training organizations.
2.3 Role of the implementation partner

As stated above, implementation partners organize and market the training to SMEs. In most cases,
these are industry and trade associations or employers organizations that provide this service to their
members. But any organization with the mandate, commitment and outreach to enterprises can act as
an implementation partner (public or private training institutes, productivity centres etc.).
Implementation partners for SCORE Training are expected to:
X adapt the standard programme content to suit the local context, sector, culture and to incorporate
relevant national laws and regulations
X market the programme to prospective enterprises
X identify and maintain a roster of training providers/trainers
X manage all programme logistics (scheduling, organization of workshops, enterprise visits, graduation
ceremony, etc.)
X monitor training quality
X develop a sustainable business model for financing training
X communicate regularly with the ILO country office and ILO headquarters for programme updates,
knowledge sharing and programme coordination
2.4 Selecting implementation partners

Existence of implementation partners in a sector is a relevant criterion during the sector selection pro-
cess. In most cases, capable organizations are already identified at this stage. However, it is crucial that
the goals of SCORE Training fit well with the vision and mandate of the potential implementation partners
and that the organization has the minimum capacity necessary to offer training to SMEs.
The organization should show a credible long-term commitment towards provision of SCORE Training
beyond the external funding support. Further, implementation partners need to be briefed extensively
on the goals and objectives of the programme so that they know what the ILO offers and what is ex-
pected from them. The terms of the cooperation should be codified in a memorandum of understanding
or a similar agreement.
Resources:
5 Organizational capacity assessment tool for implementation partners (Annex 2)
X 2. Steps in implementing SCORE Training 13
2.5 Capacity building for implementation partners

Capacity building of the implementation partner consists of several elements:
X Development of a business plan and funding model: The ILO has assisted several partners with the
development of a business plan and a funding model and can share these experiences and models
with prospective implementation partners.
X Marketing of the training: The ILO has developed a set of standard marketing materials and experience
with different marketing strategies which can be made available to implementation partners.
X Organizing training: Training is organized either by the implementation partner or the training ser-
vice provider. Trainer guides are available for all modules that help partners organize and conduct
trainings.
For business membership organizations (BMOs), there are several tools developed by the ILO that help
them to strategically develop their service portfolio to members and non-members. The ILO-IOE Toolkit
“Reaching out to SMEs” can help BMOs to understand and include the interests and concerns of SMEs
into all aspects of the operations and activities. It further provides tools and case studies on how it can be
done. The Bureau for Employer Activities (ACT/EMP) of the ILO has developed a series of guides for BMOs
to manage different aspects of their business, including one specifically on the strategic development
of services for members.
To ensure that implementation partners also consider gender-specific aspects in the roll-out of the
training programme, specific trainings can be offered to staff to raise awareness for gender equality and
the implications for the programme.
Resources:
5 ILO (2016): Implementation Guide for SCORE Training.
5 ILO (2010): Workplace Cooperation – The Foundation of Business Success. Trainer Guide.
5 Business plan template for SCORE Training (Annex 3)
N ILO (2012): The Effective Employers’ Organization. A strategic approach to service development
2.6 Guidelines for material adaptation

The SCORE Training materials are available as a generic global version consisting of training manuals,
trainer guides and PowerPoint slides. These generic versions need to be translated and adapted to suit
the local context. The guidelines below provide guidance on the material adaption.
Globally consistent format

ILO SCORE Training is a global brand. While implementation partners need to adapt the methodology
and materials to the local conditions, SCORE Training must have a consistent format for the materials. The
“acid” test is that when someone picks up the materials in any country; they will immediately recognise
them as being part of the ILO SCORE Training programme.
Part of the global format is the structure of the training sessions. Training in each module is structured
in 7-8 sessions which cover the main content. In each session, participants are provided with the infor-
mation on a specific topic of a module. Sessions include learning exercises which feed into the enterprise
improvement plan developed in the last session of each module. Implementation partners are advised
to follow this modular system which allows for the course to be delivered in a shorter version or over
several days if needed.
Key ILO messages need to be reflected in the local adaptations. These include references to international
and national labour standards and specific issues such as gender equality concerns.
Regardless of the adaptation, the copyright for the SCORE Training materials remains with the ILO.
Local adaptation
The following areas are key for the adaptation of training materials to the local context:
X National labour laws and practices, occupational safety and health standards, environmental regula-
tions, etc. should be well reflected in the training materials.
X Cultural norms and habits should be reflected in the text, case studies, pictures and exercises.
X Translation of materials into local languages will be required in most cases, especially as worker par-
ticipation is crucial in the training. It is best to use a language that is understood by the majority of the
workshop participants, including workers from minorities.
Sectoral adaptation
The following areas are key for the sectoral adaptation of training materials:
X Case studies, examples & exercises: All modules of the global SCORE Training package are populated
with case studies, examples and exercises These should be replaced with sector-specific case studies
and examples.
X Laws and regulations: There are often sector-specific laws and regulations which should be referenced.
X Productivity-drivers: There are often recognized factors that drive productivity in certain sectors.
These productivity-drivers should be identified and integrated into the training materials.
X Social and labour issues: Specific sectors are also prone to certain social and labour issues (for ex-
ample, high employee turnover), which should be emphasized in the materials. Gender equality con-
cerns should also be mainstreamed into the materials.
X 3. Identify and train training providers 15
X 3. Identify and train training providers
Training providers are usually individual consultants, training organizations or consulting companies with
specialized staff with technical skills in the thematic areas covered by the SCORE Training modules and
experience in advising enterprises in operational business matters. Training providers receive Training
of Trainers (ToT) which prepares them on the technical aspects of providing the training and consulting
service to SMEs.
While it is more common that implementation partners sub-contract training providers for the service
provision, some organizations have the capacity and mandate to be implementation partner and training
provider at the same time. In this case, steps 3.1 Identifying training providers and 3.2 SCORE Trainer
development are done with the same organization.
Some industry associations, for example, have their own training centres or trainers on staff which can
provide the necessary expertise.
Considering nomenclature, the ILO has decided to use the term “Trainer” over the term “Consultant”
for the individuals training and advising enterprises. The choice of title highlights the focus of SCORE
Training on facilitating continuous business improvements rather than providing specialized one-off
advice. However, “SCORE Consultant” can also be used as a title where this is more appropriate to the
country context.
More detailed guidance on the process of identifying, training and certifying SCORE Trainers is provided
in the documents listed below.
Resources:
5 ILO (2012): Training of Trainers Guide for SCORE Training
5 ILO (2012): ILO Trainer Certification for SCORE Training
3.1 Identifying training providers

Suitable training providers are in most cases commercial providers such as consulting firms and indi-
vidual consultants. In some cases, NGOs, public and semi-public organizations such as vocational training
centres, productivity and cleaner production centres also have qualified staff who can offer the service.
Within these organisations, it is important to identify individuals that meet the following criteria:
X Sound technical background e.g. as industrial engineers, quality, OSH or HR specialists. While a
technical degree is preferable, experience and knowledge of business and training that was acquired
through informal education should also be considered.
X Business exposure: Participants should be exposed to the daily routines of enterprises, preferably
from running their own business, or as an employee, consultant or in another capacity. They must
have a feeling for the entrepreneurial drives and drawbacks and speak the language of managers as
well as workers.
X Have experience in training adults: Candidates should already be trainers and have experience with
training adults. Although some time will be spent on how to train adults, it is important that partici-
pants have previous training exposure.
X Age: Age plays less of a role than experience. Trainers should have maturity and life experience to be
accepted by the enterprises as trainers.
X Language: Future trainer should, obviously, be fluent in the language that will be used during the
training.
X Gender: The ILO strives for gender balance amongst enterprise consultants. Encouraging the partici-
pation of female trainers is a key concern to the organization. A gender mix of trainers helps to ensure
that gender equality concerns, which are also key for enterprise productivity, are addressed during
the enterprise training.
X Availability: Trainers should be able (time-wise) and committed to provide SCORE Training if they pass
all the requirements.
In many cases, implementation partners will have links to suitable training providers. Where this is not
the case, implementation partners can recruit potential trainers through several channels:
X Disseminate a call for trainers/consultants though industry networks
X Advertise in the local media, preferably in industry-related magazines or channels.
Trainer Candidates are screened based on the information provided in the “Trainer Profile Form” that
is submitted along with their CV. The shortlisted candidates are then invited for an interview in which
they are tested for their knowledge in the areas of productivity and working conditions as well their
communication skills. Trainer Candidates must obtain a minimum score to be selected for the next step.
The number of trainers/consultants that should be recruited depends on the ambition of the implemen-
tation partner in reaching enterprises. In most cases, four to eight trainers might be needed to service
20-30 enterprises in a cluster in a year. This will vary also with the availability of the business consultants.
The pool of potential trainers should be larger than the actual number of trainers needed as not all can-
didates participating in the trainer development process might become SCORE Trainers.
3.2 SCORE Trainer development

This comprises participating in a Training of Trainers (ToT) workshop, which is followed by implementing
a Training of Enterprises (ToE) cycle.
The ToT workshop facilitated by a SCORE Expert Trainer introduces Trainer Candidates to the technical
content of the relevant SCORE Training module(s) as well to enterprise consulting processes. The duration
of the ToT workshop is usually five days.
The ToE cycle is implemented by the Trainer Candidates under the supervision of the SCORE Expert
Trainer. This allows the candidates to practice the skills learned during the ToT workshop and for Expert
Trainers to assess the Trainer Candidate’s performance. In this phase, the Trainer Candidates undertake
all activities normally required in a ToE cycle, such as: selecting enterprises, undertaking a baseline as-
sessment to know the enterprise needs, designing and delivering the ToE classroom workshop, providing
after training support in the form of enterprise visits/on-site factory consultations and reporting enter-
prise progress to the SCORE Expert Trainer.
All Trainer Candidates have to first participate in a ToT and deliver ToE in the Workplace Cooperation
module or the SCORE Basics before being further trained in any other SCORE Training module. After
Trainer Candidates are comfortable in either of these two training content, then they can be further
trained in the other SCORE Training modules.
Since the SCORE Training modules cover many different topics and require a broad spectrum of exper-
tise, most candidates become trainers for only 2-3 modules on average, corresponding to their experi-
ence, interest and capability.
X 3. Identify and train training providers 17
SCORE On-Line Training of Trainer Training

The ILO has developed an on-line Training of Trainer Training, which is hosted by the ILO International
Training Centre. This Training is a good review of the SCORE Programme and can be used as a refresher
of the SCORE Training or as a pre-training exercise for trainer candidates before they begin their Training
of Trainer programme. The On-line training is in six languages (English, French, Spanish, Chinese,
Vietnamese and Indonesian Bhasa).
N The link to the on-line Training of Trainer Training (registration is required) is here:
Course: ILO SCORE - Sustaining competitive and responsible enterprises (itcilo.org)
3.3 SCORE Trainer certification

Upon successful completion of the ToT workshop and ToE cycle, a Trainer Candidate is recommended for
certification by the SCORE Expert Trainer. A certificate of competence is issued by the ILO Global Head
Quarters the first time the Trainer Candidate undergoes training in either the module on Workplace
Cooperation or SCORE Basics. Thereafter, the Trainer has the right to call himself/herself as a SCORE
Trainer. Subsequent training in other SCORE Training modules allow the certified Trainers to further de-
velop their skills and allow them to provide ToEs in other SCORE Training modules as well. In limited cases,
it may so happen that the Trainer Candidate needs more practice at the enterprise level in delivering
SCORE Training. In such a case, the Expert Trainer will provisionally recommend the Trainer Candidate for
certification and the Trainer Candidate will be allowed to conduct one more ToE. If he/she completes this
ToE up to SCORE Training standards, then he/she will be recommended for SCORE Trainer certification.
SCORE Trainer Certificate is governed by the ILO Trainer Certification for SCORE Training guidelines.
This document introduces a quality standard into the programme. The purpose of certifying Trainer
Candidates in SCORE Training is to develop a reliable base of trainers who can deliver SCORE Training to
enterprises at high-quality.
Certified Trainers have full access to all SCORE Training materials, including Manuals, Trainer Guides,
PowerPoint presentations and the Enterprise Visit Guide. Once certified, they are listed as certified
Trainers on the ILO knowledge sharing platform and are authorized to deliver the training programme
in cooperation with ILO and/or implementation partners.
To maintain the status as ILO Certified Trainer for SCORE Training, a trainer must conduct at least one
training of enterprises in two years and submit training records to the ILO. A trainer who is inactive, vi-
olates the ILO Copyrights or exhibits behaviour that undermines core values of the ILO will be removed
from the list of certified trainers.
Training trainers is costly. To reap the benefits of the ToT investment, implementing partners should:
X keep in touch with certified SCORE trainers and have up-to-date contact information.
X provide opportunities for trainers to conduct trainings and use their newly acquired knowledge so
they don’t forget it.
X provide refresher trainings and organize trainer exchanges.
Resources:
5 ILO (2012): ILO Trainer Certification for SCORE Training
5 ILO (2021): ILO Refresher Training of Trainers Training
3.4 SCORE Expert Trainer

As stated before, Expert Trainers are international or national professionals with extensive knowledge
and experience in subject areas covered by SCORE Training. Expert Trainers are expected to:
X support the adaptation of training materials to the sector and local context
X lead the ToT in the classroom and in-factory
It is important to ensure that international Expert Trainers concentrate on capacity building of trainers.
International Experts Trainers should not be contracted to deliver training of enterprises (only as part of
ToT during the start-up phase). Their involvement is in most cases too expensive to be recovered through
the fees from participating enterprises and their primary role is to build capacity of national trainers who
will remain in the country to conduct training of enterprises.
There is no continuous “career path” from certified SCORE Trainer to Expert Trainer. It is an informal title
and there is no certification for Expert Trainers. The ILO reserves the right to invite Trainers to become
Expert Trainer, as and when there is market demand.
Trainers that are invited by the ILO to become Expert Trainers will show the following characteristics:
X Be certified as a SCORE Trainer
X Have trained at least two ToE events in the past two years, in line with the SCORE Implementation
Guide and training standards and submitted completed documentation for the training.
X Excellent feedback from clients as trainer and consultant.
X Commitment to the ILO SCORE Training programme and the ILO values, as demonstrated by holding
up ILO core values. Such values are expressed in the fundamental principles and rights at work, worker
participation, a concern for working conditions and gender equality.
X Contribution to material development and update.
X At least five years of experience in adult education and training and consulting in enterprises
X Availability to perform the functions of an expert trainer for the ILO or implementation partner.
Trainers fulfilling the requirements will be invited (as per market needs) to attend a special 1-2 days
training.
X 4. Marketing, selling and organizing SCORE Training to enterprises 19
X 4. Marketing, selling and organizing SCORE Training

to enterprises
Many aspects need to be considered to market and sell SCORE Training. A self-paced course to assist the
planning of these elements is available on the ILO SCORE programme web page. Below is a summary of
considerations.
4.1 Marketing SCORE Training to enterprises

Coordinated and well thought through marketing efforts are a prerequisite for any organization to pro-
vide SCORE Training. Questions such as:
X What kind of enterprises does the organization target with the training?
X How does the organization recruit enterprises for training?
X At what price should the training be offered?
Need to be answered before training can start.
Marketing channels
There are several channels of marketing SCORE Training to potentially interested enterprises:
X advertising training in newspapers, television or more targeted media such as business magazines.
X industry associations can market the training among their members, for example on their websites
or newsletters.
X some countries have made good experiences with organizing CEO breakfast meetings where an inter-
esting guest speaker is invited to increase attendance and where in parallel the training is marketed
to the CEOs.
X large national or multinational enterprises might be interested in marketing the training in their supply
chains and can encourage suppliers to sign up.
The ILO has developed a range of generic marketing materials to help implementation partners with
marketing. These materials can be made available upon request for translation and adaptation.
Setting a price
As a training product in a training market, SCORE Training comes with a price-tag. The price is usually
based upon the following factors: training costs, market rate and business model:
a. Costs: The costs to conduct SCORE Training consist mainly of trainer fees, venue, and training materials
etc. Implementation partners need to factor-in all costs to determine the costs per participating enter-
prise. Some organizations might also want to include the indirect administrative costs. The checklist
below can help to determine the total costs per enterprise.
X Table 1: Checklist for calculating total costs of a SCORE Training module
Item included?
Costs for the classroom training:
Salaries or fees for Trainers 

Costs of SCORE Training materials 
Costs related to the training facility (e.g. venue, projector, computer) 
Lunch/refreshments/accommodation for participants and trainers 
Stationary (paper, markers, flip chart paper, pens, notepads etc) 
Communication costs, e.g. telephone, internet access 
Promotional costs (banner, advertising, leaflets) 
Costs for enterprise visits:
Salaries or fees for Trainers 

Transportation costs 
Lunch/refreshments for trainers 
Total costs = Sum of all expenditures
Costs per enterprise = total costs / number of participating enterprises
b. Market-rate: The local market rate for business development services (BDS) will eventually determine
the price of the service. It is recommended to conduct a rapid market assessment to determine current
supply and prices for training. What competitors charge or the price for comparable services will influ-
ence SMEs’ willingness to pay for the service. Implementation partners should think like an enterprise
and find an optimal price: high enough to cover the costs but low enough so that enterprises are still
willing to attend.
c. Subsidized training for SMEs: Regardless of the market rate, it is common knowledge that small en-
trepreneurs tend to underestimate the (longer-term) benefit of training and underinvest in training.
In the academic literature, this is called a “market failure”: While it would be beneficial for most en-
terprises to invest more in training, it is not happening because of misinformation and the market
thus does not supply this service. If a cost-recovering market rate was chosen for training, smaller
enterprises would be unlikely to sign-up and the target group for training would move “up-market” to
medium and large enterprises.
However, it is still beneficial for the public that SMEs invest in training as it enhances their productivity
and competitiveness, thus creating jobs and generating tax revenues. Also, the promotion of some
parts of SCORE Training (for example social dialogue, gender equality and better environmental per-
formance) might be more in the interest of the public than of each individual entrepreneur, which is
another reason to justify subsidizing training for SMEs. In most OECD countries, SMEs pay only 30-50%
of training costs.
d. Business model: Considering above arguments, there are several business models to recover the
costs of training:
X Fees from participating enterprises
X Organization’s membership fees
X Sponsoring by large buyers (for example as part of their corporate social responsibility or supply chain
management programmes)
X Government subsidy schemes
A business model can also consist of a mix of the above strategies. As a principle, enterprises should
always contribute to the costs of the training. Charging for training increases commitment by SMEs,
weeds out non-committed firms and forces training providers to deliver value for money. SMEs paying
for additional SCORE Training modules is a good indicator that SCORE Training leads to satisfactory re-
sults in enterprises.
It is important to stress that the aim of the SCORE programme is to enable local institutions to offer
and run training programmes such as SCORE Training on their own and without donor support. From
the start on, the ILO will emphasize ownership of the training product by implementation partners and
transfer responsibility for the training programme early on. Coordinating organizations therefore need
to develop a business model which allows them to offer the services on a cost-covering basis.
Selling training
Once enterprises have signed-up implementation partners need to have administrative systems in place
to bill clients and administer the payments. This might require the development of new forms and pro-
cesses which should be established professionally so that all financial transactions are executed to the
satisfaction of the client.
4.2 Organizing Training of Enterprises

Organizing training of enterprises can be the responsibility of the implementation partner or the training
provider. It is recommended to schedule training dates at least three months in advance to allow for
sufficient time to advertise and to have enough time to prepare.
a. SCORE on-site introduction and baseline assessment visit
This is a ½ day visit by Trainer Candidates under the supervision of the Expert Trainer or independently
if he/she is a certified SCORE Trainer. During this visit, the Trainer should introduce SCORE Training to
the enterprise on the site; answer all the questions the enterprise might have regarding the training
programme; provide the enterprise with the necessary information and training materials; meet
with the CEO and the senior managers to get their full commitment and start building a relationship
with managers and workers; and collect baseline data of the enterprise using the SCORE “Baseline
Assessment Form”.
b. Classroom training
Each module is introduced by a two-day workshop facilitated by a trainer to introduce participants
to the basic concepts of the topic and to provide them with an opportunity to learn about the various
tools that can help them make improvements in the subject area. When implementing the SCORE
Basics, the duration of the training is usually three days. The end result of the classroom training is
the Enterprise Improvement Plan in which enterprise participants formulate key improvement ideas
that they would like to implement at their workplace.
Participants
Up to four participants from each enterprise attend the workshop, preferably those who work in the
area covered by a module
SCORE Training is designed for both workers and managers. It is strongly recommended that two
managers and two workers attend each module. This is the best way to start or increase open commu-
nications between workers and managers. It ensures that workers are learning first-hand about the
new concepts that will affect their work environment and allows workers to be involved from the very
beginning in a programme of broad-based organizational improvement. Firms might be reluctant to
bring workers along to the training and should be encouraged and reminded to do so.
To ensure consistency across the programme, it is important to have one manager, ideally the CEO/
owner, from each factory who attends all module workshops the enterprise signed-up for. This way
the participant can tie in previous learning and explain any concepts that new participants may not be
familiar with. Experience shows that attendance of senior managers is a key factor in ensuring that en-
terprise improvement projects are being implemented.
X Table 2: Who should attend each module
Module Suggested participants
X General manager,
X Production, quality and HR manager
X Workers
Workplace Cooperation
X General manager
X Quality manager
Quality
Improvement X Workers
X General manager
X Productivity, environment/ Production Manager
X Workers
X General manager
X HR manager
Workforce
Management X Workers
X General manager
X Production, safety manager
Safety & Health
at Work X Workers
X General Manager
X Operations manager and HR manager
Hospitality
Coaching X Workers
X General Manager
X HR Manager
Gender
Equality X Workers
X General Manager
X Production, Quality and HR Manager
Lean
Manufacturing X Workers
X General Manager
COVID-19 Safety &
Health at Work X Workers
X General Manager
X HR Manager
COVID-19 Business
Continuity Planning X Workers
X General Manager
Score
Basics X Workers
X General Manager
Factory Improvement
Toolset (FIT) X Workers
X General Manager
Responsible X HR Manager
Business
Training materials
All participants should have a copy of the Participants Manual and be encouraged to share it with other
colleagues at the enterprise.
Participating enterprises should receive the training materials ahead of the training. Ideally, trainers
bring them along during the first enterprise visit (the baseline assessment visit which takes place before
the first workshop).
Resources:
5 ILO (2021): SCORE Module: Workplace cooperation – the Foundation of Business Success - Participants Manual
5 ILO (2021): SCORE Module: Workplace cooperation - Trainer guide
5 ILO (2021): SCORE Trainer Guide – How to conduct enterprise visits
Training venue
Classroom training should take place in a suitable training environment:
X Ideally training institutes or public buildings with adequate facilities.
X Training venues are preferably located near industrial areas so that entrepreneurs and managers are
more likely to attend.
X Managers AND workers should feel comfortable in the venue. Avoid fancy conference centres or hotels
as some workers might feel intimidated in such an environment.
X Avoiding expensive venues also helps keeping the costs for training low.
Trainers should be familiar with the training venue before the training. They should ensure that the room
layout can be organized in a way that allows for participatory group work.
If an enterprise has a training room available in their own compound, the training with workers and
managers can take place at the enterprise itself. This will allow the trainer the opportunity to take the
participants to the shop floor and demonstrate the theoretical concepts being discussed in the training.
On-site enterprise consulting

After the classroom training, trainers provide on-site enterprise consulting to help enterprises take action
and implement the Enterprise Improvement Plans. Trainers conduct three or more enterprise visits (de-
pending on the agreements made) after classroom training. The purpose of the enterprise visits are to
identify areas for improvement and brainstorm with managers and workers on possible improvements
and solutions for issues. Trainers coach the enterprises i.e. help enterprise to solve their problems relying
on their own expertise.Good practices implemented by the participating enterprises should be docu-
mented in the “Progress Assessment Form” and disseminated for replication.
Graduation ceremony and good practices sharing event

At the end of the training cycle, there can be a graduation ceremony and a good practice sharing
event, where all companies that participated can take part. The anticipation of this event can motivate
participating enterprises to implement their improvement projects and foster healthy competition.
Improvement project presented by enterprises can inspire entrepreneurs in the audience to implement
further improvements. External parties such as buyers, associations, donors and the general public can
be invited; the event can also be linked to job fairs or similar events, as appropriate.
X Marketing SCORE Training at an award ceremony
In India, the programme used an award ceremony to market the SCORE

Training Programme to enterprises. Champion Components Ltd., an SME
based in Faridabad that had participated in the Ministry of Micro, Small
and Medium Enterprise (MoMSME) Lean Manufacturing Competitive
Scheme as well as in SCORE Training and completed five modules. The
company received the Prime Minister's MSME National Award 2013
under the 'lean' category in a ceremony.
Champion Chairman, Mr. S.C.Bhatia receiving the national award from Prime Minister Dr. Manmohan Singh and Sh
K.H.Muniyappa (Minister MSME)
X 5. Monitoring progress and document good practice
It is nowadays considered standard practice that interventions should start with articulating a theory
of change about how activities are expected to lead to outputs, outcomes, and eventually development
impact. A results chain is a useful tool to visualize a theory of change. Every step in the results chain must
be logical and realistic, based on current knowledge and common sense, that is realistic and leads to
the desired changes. It is impossible to monitor progress if it is not clear what an intervention intends to
achieve and how the achievement should unfold.
A generic results chain for the enterprise-level is included in the graph below. For most programmes, the
results chain will follow a similar logic but should be more detailed.
Please refer to the SCORE Monitoring and Evaluation Guide.
5.1 Theory of Change - Institutional Level

The long term sustainability vision of the SCORE Programme is to transfer the provision of SCORE
Training or relevant aspects of it to local institutions such that they take full responsibility of managing
all aspects of the training, which will assure quality and technical sustainability as well as cost-recovery
of the training from enterprise, lead buyer and public contributions.
The results chain at the institutional level articulates how this long term sustainability vision is to be
achieved in project countries. It builds on project experience and is divided into three waves:
X 1st wave outlines the approach followed when the SCORE Programme is launched in a country or when
the Programme ventures into a new sector in a country. The Programme starts with selecting sectors
or industrial clusters with potential to grow, improve working conditions and participate in domestic
and international supply chains. Key to sector/cluster selection is the presence of institutions and ser-
vice providers with potential to provide SCORE Training or relevant aspects of it and in-factory counsel-
ling to enterprises in the sector/cluster. The Programme partners with these institutions and service
providers and builds their capacity to deliver SCORE Training or relevant aspects of it with a commer-
cial approach to enterprises such that enterprises can implement improvements taught through the
training and increase productivity, quality and working conditions leading to more profits and jobs.
X 2nd wave seeks to build on the 1st wave results where the Programme works on consolidating the
network of SCORE trainers from institutions as well as private service providers and strengthens their
capacity to market the Programme to prospective enterprises and to mobilize non-ILO funds to im-
plement SCORE Training or relevant aspects of it. Additionally, in the 2nd wave, the SCORE Programme
seeks to demonstrate that the training model is replicable on a larger scale with other institutions and
even lead firms. It therefore, expands partnership with other large national institutions which have
the capacity, financial means and outreach to offer SCORE Training or relevant aspects of it across the
country and ultimately embed SCORE Training or relevant aspects of it in their regular service port-
folio. At the same time, the SCORE Programme expands collaboration with multinational enterprises/
lead firms that want to improve social compliance and performance of SMEs in their supply chains by
providing them SCORE Training or relevant aspects of it.
X The SCORE Programme’s policy work is to mobilize national governments to support interventions
that promote SME productivity and working conditions. More stable and substantial government sup-
port will only materialize if SME productivity, working conditions and the importance of SMEs as job
creators and drivers of a productive transformation of economies can be made a focus of attention
for policy makers. In the 3rd wave, the SCORE Programme uses evidence generated from SCORE in-
terventions in the 1st and 2nd waves as well as research on policy environment to inform government
agencies on better policies to support the development objective of the SCORE Programme.
1st Wave: Finding the 3rd Wave: Government policy
institution and proving the 2nd Wave: Further adoption and adaptation of SCORE by other actors reforms in productivity
concept
SMEs increase profits and provide more

Impacts decent jobs
*SCORE = SCORE Programme

SMEs improve working conditions
Outcomes
SMEs increase productivity and quality
SMEs implement improvement plans New partners market, sell, SME suppliers supported by lead Improved policy environment
and adopt best practices SCORE trainers capacitated to implement SCORE or its relevant firms to address their constraints support SMEs to better access
market, sell, implement SCORE aspects for SMEs independently of to productivity and working productivity improvement
SMEs trained in SCORE thematic Training or its relevant aspects for the ILO conditions services
SMEs independently of the ILO
areas
Outputs SMEs see commercial benefit of Partner instititutions adopt SCORE

SCORE trainers network or relevant aspects of it and Policy modified to enhance
SCORE Training and commit to institutionalised (E.g. Association) productivity
participate improve their services on SME
productivity and working and awareness raised
conditions
Trainers certified to deliver SCORE
Training
SCORE conducts ToT cycle for selected SCORE supports institutionalizing SCORE supports partners to SCORE links lead firms with SCORE SCORE uses credibility built through
Trainer Candidates trainer network for continued fundraise through government trainers to offer customised service 1st and 2nd wave to engage with
delivery of SCORE Training / schemes & other sources to provide to SME suppliers to improve willing and able government
relevant aspect of it services on SME productivity and productivity and working institutions to review policy that
working conditions conditions constraint SME productivity and
SCORE selects Trainer Candidates from working conditions.
SCORE trains trainers on
partner institutions and/or individual marketing, financing and
consultants to partipate in ToT cycle fundraising for continued delivery SCORE works with lead firms to
Activities SCORE links partner institutions with
of SCORE Training or relevant trainer network or enables partner customize SCORE to suit business
aspects of it in the market institutions to offer SCORE Training interests and address supply chain SCORE identifies key government
or relevant aspects of it to SME constraints to productivity and institutions to engage with on SME
SCORE & partner institutions customize clients directly working conditions productivity and working conditions
SCORE Training modules SCORE develops Expert Trainers
SCORE partners with lead firms to

SCORE uses 1st wave results and SCORE partners with willing and able add capacity building services on
SCORE partners with high capacity organizes training to strengthen institutions to offer SCORE Training improving productivity and
institutions** in the sector to support Trainer expertise in SCORE or relevant aspects of it to SME working conditions for their SME
delivery of SCORE Training thematic areas clients suppliers
SCORE analyses domestic policy

environment to understand
SCORE* identifies high potential productivity related policies and
X Figure 3: SCORE Training - Theory of Change and Results Chain: Institutional Level
SCORE uses initial programme results to

sectors/clusters jointly with key demonstrate SCORE value to other potential schemes
stakeholders and constituents partners: institutions and lead firms.
**Institutions can be productivity centres, chambers of commerce, employer association or other organization offering training.
X 5. Monitoring progress and document good practice
27
5.2 Defining indicators

After having a clear idea of the intervention model, programmes need to identify indicators that will
measure whether intended changes are taking place at each level in the results chain. This step requires
knowledge of what indicators exist, whether it is feasible to collect them, and whether they will provide
the information that programmes need to assess the performance and impact of the intervention.
For SCORE Training, the ILO has formulated indicators that track changes in management and working
condition practices and operational indicators to track improvements. Where applicable, indicators are
disaggregated by sex. A table of indicators are shown on the next page.
X 5. Monitoring progress and document good practice 29
X Table 3: Key Performance Indicators used in SCORE Training
1st wave: Finding the institution and proving the Indicators

concept
Activities SCORE identifies high potential X Presence of sector studies

sectors/clusters jointly with key X Selection of one or two sectors based on data and
stakeholders and constituents discussion with stakeholders and constituents
SCORE partners with high capacity X MoUs, letters of engagement between the ILO and
institutions in the sector to support institutions
delivery of SCORE Training
SCORE & partner institutions X SCORE training modules translated and adapted
customize SCORE Training modules for local context
SCORE selects Trainer Candidates X Trainer Candidates selected based on SCORE

from partner institutions and/or Trainer Criteria
individual consultants to partipate
in ToT cycle
SCORE conducts ToT cycle for X ToT workshops and practice ToEs organized
selected Trainer Candidates
Outputs Trainers certified to deliver SCORE X Nr of certified SCORE Trainers (Nr of women)
Training
SMEs see commercial benefit of X Nr of enterprises trained

SCORE Training and commit to
participate
SMEs trained in SCORE thematic X Nr of enterprises that successfully complete

areas classroom and in factory consulting
SMEs implement improvement X Nr or % of enterprises that apply 5S

plans and adopt best practices X Nr or % of enterprises that use notice boards
X Nr or % of enterprises that use Employee
Suggestion Schemes
X Nr or % of enterprises that hold daily employee-
manager meetings
X Nr or % of enterprises that have upgraded worker
facilities
X Nr or % of enterprises that collect customer
feedback
X Nr or % of enterprises that have a quality policy
X Nr or % of enterprises that analyse defects
X Nr or % enterprises that use SoPs
X Nr or % of enterprises that monitor resource use
X Nr or % of enterprises that conduct machine
maintenance
X Nr or % of enterprises that experience
improvement in delivery time
X Nr or % of enterprises that reward good
performance
X Nr or % of enterprises that pay at least the
minimum wage
X Nr or % of enterprises that pay overtime correctly
Outputs SMEs implement improvement X Nr or % of enterprises where working hours are

plans and adopt best practices respected
X Nr or % of enterprises where training is provided
regularly
X Nr or % of enterprises that have complaints
procedure
X Nr or % of enterprises that have OSH committee
X Nr or % of enterprises that have an OSH policy
X Nr or % of enterprises that use risk assessments
X Nr or % of enterprises that have emergency exit
routes
X Nr or % of enterprises where accidents and near
misses are tracked
X Nr or % of enterprises that analyse the root cause
for accidents
2nd wave: Further adoption and adaptation of SCORE Indicators

by other actors
Activities SCORE uses 1st wave results and X Nr of (additional) Trainers certified per country (Nr
organizes training to strengthen of women
Trainer expertise in SCORE thematic X Nr of existing Trainers trained in other SCORE
areas modules per country (Nr of women)
SCORE develops Expert Trainers X Nr of Expert Trainers developed per country (Nr of
women)
SCORE trains trainers on marketing, X Training organized to develop the capacity of

financing and fundraising for SCORE training providers to market, sell and
continued delivery of SCORE implement SCORE Training independently of the
Training or relevant aspects of it in ILO (individual reporting)
the market X Nr of business plans developed with support from
SCORE Programme to provide SCORE Training
SCORE supports institutionalizing X Discussions to create a quality assurance system

trainer network for continued (network of trainers, central implementation
delivery of SCORE Training / relevant partner in charge of SCORE post project or similar
aspect of it arrangement (individual reporting)
Outputs SCORE trainers network X One quality assurance system created/registered

institutionalised (E.g. Association) per SCORE country
SCORE trainers capacitated to X % of training cost covered through non-ILO

market, sell, implement SCORE resources
or its relevant aspects for SMEs X % of training delivered with high independence
independently of the ILO
X Satisfaction level of SMEs with the training
SMEs trained in SCORE thematic X Nr of enterprises trained

areas X Nr of enterprises that successfully complete
classroom and in factory consulting

Suggestion Schemes
manager meetings
facilities
Outputs SMEs implement improvement X Nr or % of enterprises that collect customer

plans and adopt best practices feedback
maintenance
performance
minimum wage
X Nr or % of enterprises where working hours are
respected
regularly
procedure
routes
misses are tracked
for accidents
Activities SCORE uses initial programme

results to demonstrate SCORE
value to other potential partners:
institutions and lead firms.
SCORE partners with willing and X MoUs, letters of engagement between the ILO and
able institutions to offer SCORE institutions
Training or relevant aspects of it to
SME clients
SCORE links partner institutions with X Certified SCORE Trainers conduct training for
trainer network or enables partner partner institutions (individial reporting)
institutions to offer SCORE Training Staff from partner institutions trained and
or relevant aspects of it to SME certified as SCORE Trainers (individual reporting)
clients directly
SCORE supports partners to X Training organized to develop the capacity of

fundraise through government SCORE training providers to market, sell and
schemes & other sources to provide implement SCORE Training independently of the
services on SME productivity and ILO (individual reporting)
working conditions X Nr of business plans developed with support from
SCORE Programme to provide SCORE Training
Outputs Partner instititutions adopt SCORE X Nr of partners that provide SCORE Training in their
or relevant aspects of it and improve business development services portfolio or have
their services on SME productivity adopted parts of SCORE Training in their existing
and working conditions public training programmes
New partners market, sell, X % of training cost covered through non-ILO

implement SCORE or its relevant resources
aspects for SMEs independently of X % of training delivered with high independence
the ILO
X Satisfaction level of SMEs with the training

Suggestion Schemes
manager meetings
facilities
X Nr or % of enterprises that collect customer
feedback
maintenance
performance
minimum wage
X Nr or % of enterprises where working hours are
respected
regularly
procedure
routes
misses are tracked
for accidents
Activities SCORE partners with lead firms to X Nr of proposals presented to lead buyers
add capacity building services on X Nr of lead buyers that request specific meeting,
improving productivity and working information sessions, training
conditions for their SME suppliers
SCORE works with lead firms to X Presence of customized materials and/or training
customize SCORE to suit business
interests and address supply chain
constraints to productivity and
working conditions
SCORE links lead firms with SCORE X Nr of lead buyers sponsoring SCORE Training in
trainers to offer customised their supply chains
service to SME suppliers to improve
productivity and working conditions
Outputs SME suppliers supported by lead X Nr of lead buyers promoting SCORE Training in
firms to address their constraints to their supply chains
3rd wave: Government policy reforms in productivity Indicators
Activities SCORE analyses domestic policy X Presence of policy analysis and mapping
environment to understand
productivity related policies and
schemes
SCORE identifies key government X Institutions approached for meetings/

institutions to engage with on SME consultations (individual reporting)
SCORE uses credibility built through X Nr of policy makers and social partners trained
1st and 2nd wave to engage with X Inputs provided by ILO to policies/schemes related
willing and able government to SME productivity and working conditions
institutions to review policy that (individual reporting)
constraint SME productivity and
working conditions.
Outputs Policy modified to enhance X Nr of policies (incl. schemes) launched with ILO
productivity and awareness raised support/input (individual reporting)
Improved policy environment X Nr of SMEs that access support through policies

support SMEs to better access related to SME productivity and working
productivity improvement services conditions (individual reporting)
Outcomes SMEs increase productivity and X % of enterprises that improve productivity

quality X % of enterprises that reduce defects
X % of enterprises that reduce energy consumption
X % of enterprises that reduce materials usage
X % of enterprises that reduce waste
SMEs improve working conditions X % of enterprises that reported reduction in worker

complaints
X % of enterprises that reported reduction in
accidents
X % of enterprises that reported an increase in
wages
X % of enterprises that reported a reduction in
absenteeism
X % of enterprises that reported a reduction in
labour turnover
Impact SMEs increase profits and provide X % of enterprises that report cost savings
more decent jobs Job creation in enterprises trained (% women)
Job losses in enterprises trained (% women)
5.3 Data collection process

The process to collect the data for the indicators above is built as much as possible into the training
intervention so that no additional monitoring work should be necessary. Figure 4 visualizes the data
collection process and Figure 5 describes the standard training intervention for a training module and
the corresponding data collection tools to be used.
X Figure 4: Visualization of data collection process
SCORE Trainer Baseline Workshop Key

1 assessment 2 evaluation 3 Performance
Data entry into End of module customer Progress assessment

6 SCORE M&E database 5 satisfaction survey 4 (after each module)
(sent by ILO)
X Figure 5: Sequencing of training and forms (#) to be used
Week 1 Week 2 Week 4 Week 6 Week 8

Repeat
for next
module
Module Classroom Enterprise visit 2: Experience sharing &
training: Review of graduation:
Enterprise enterprise progress Presentation of
self-assessment and on action plan improvements
development of Expert advice on Module certificate
action plan technical issues
Workshop ILO to send end of module
satisfaction survey #5
Evaluation form #2
Enterprise visit 0: Enterprise visit 1: Enterprise visit 3:

Introduction Set up of EIT Review of enterprise
progress on action plan
Baseline assessment Development and advice
#1 (full assessment on enterprise Further expert advice
only before M1) improvement plan
Progress Assessment #4
Introduction of EIC #3
Collecting baseline data

Baseline data for the SCORE Training programme refers to data which describes the state of an enterprise
before the training. Without baseline data there is no objective way of knowing whether enterprises are
better off after the training intervention.
Trainers collect baseline data of the state of an enterprise during the first enterprise visit (enterprise
visit 0) which takes place before the first training workshop.
Before-pictures are also part of the baseline data collection. While selected before/after pictures are by
no means representative for overall project progress, they are a simple tool to visualize project impact
and can function as training materials at the same time. Development of before/after videos should also
be considered.
8 Form to be used: #1 Baseline Assessment Form (BLA)
Workshop evaluation
After each classroom workshop, the objective of the workshop evaluation is to evaluate the satisfaction
of the participants and to determine, which sessions and aspects of this workshop are working well, and
what sessions and aspects need to be improved. This will help to make the workshop better for future
participants.
8 Form to be used: #2 Workshop Evaluation Form
Enterprise Indicator Card (EIC) and Key Performance Indicators (KPIs)

(Optional)
During the module workshop and enterprise visit 1, trainers instruct enterprises in the use of the SCORE
Enterprise Indicator Card (EIC) which consists of a set of Key Performance Indicators (KPIs) relevant to
the training. Enterprises are asked to report these indicators on a monthly basis and submit to the trainer
(though ultimately this remains a voluntary action – whether the enterprise complies relies in most cases
on the relationship the trainer is able to build with enterprise staff).
8 Form to be used: #3 Enterprise Indicator Card (EIC):

That form has to be send by the enterprise to the trainer at the end of each month.
Module Progress Assessment

After completion of a module (during the final visit in most cases), the trainer completes the Module
Progress Assessment Form. The objective is to track improvements in the enterprise against the baseline
assessment.
8 Form to be used: #3 Progress Assessment Form (PAF): The form covers the same areas as the base-
line assessment form to show which areas the enterprise improved.
End-of-module customer satisfaction survey

After completion of all training activities, the ILO or the institution contracting the service provider send
out a customer satisfaction surveys to verify trainer performance and enterprise satisfaction with the
training. To keep transparency, this form should not be send out by the trainer directly.
8 Forms to be used: #4 End of module satisfaction survey

Another random document with
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thermometer, which was set up beneath a little wooden shelter daily,
reached extraordinary maxima. For one whole month the maximum
fluctuated between forty and fifty degrees Centigrade, the
atmosphere becoming heavier and more exhausting as the day wore
on until sunset. During the night the maximum was generally a little
over thirty degrees, and you must remember that I am speaking of
the winter, when the air was pretty well saturated with moisture.
I have read in books of travel of countries where, to avoid
succumbing from the heat, Europeans live in holes dug in the earth,
and make negroes pour more or less fresh water on their heads from
calabashes to keep them cool. We never got as far as that, but I do
think that Say, at least in June and July, can compete in intensity of
heat with any other place in the world.
In such an oven we quite lost our appetites!
Now ensued a time of terrible ennui. All our energy, all our gaiety,
all our philosophy melted away before the awful prospect of living in
this remote and hostile corner of the earth for five whole months; five
months during which we knew we could not stir from the island; five
months in which we must endure all the storms of heaven in our frail
huts, and be exposed to the ceaseless plots against us of Amadu.
The dreary, monotonous days in which nothing happened, did not
even supply us with topics of conversation, so we talked more and
more of France, which of course only intensified our home-sickness.
Taburet, who had a wonderful memory for dates, seemed to find
every day of the month an anniversary of some event.
It became a more serious matter when our ennui resulted in
constant attacks of fever, but fortunately these attacks, thanks to the
daily dose of quinine, were never very serious, only their recurrence
was weakening, the more so that they were accompanied by what
we called the Sudanite fever, a kind of moral affection peculiar to
African soil.
This Sudanite affection betrayed itself by different eccentricities in
different people. It really is the effect of the great heat of the sun
upon anæmic subjects, or upon those whose brains are not very
strong. Sometimes, at about four o’clock in the morning, we used all
of a sudden to hear a series of detonations inside the enceinte.
“Holloa!” we would exclaim, “some one has got an attack of Sudanite
fever, and is working it off by firing at bottles floating on the river.” Or
another of the party would seal himself up hermetically in his hut,
blocking every hole or crack through which a ray of sunlight could
penetrate. The whole of the interior would be hung with blue stuff,
under the pretence that red or white light would give fever. Another
case of Sudanite!
We could cite many more examples of the disease during our stay
at Fort Archinard.
However different may be most of its symptoms, one is always the
same—a patient afflicted with it contradicts everybody and shows an
absolutely intolerant spirit.
Truth to tell, I must add, in common fairness, that we were all
more or less affected by it. We might have managed to pull along
peaceably in an ordinary station with occupations which separated
us from each other sometimes, but in this island, this cage, for it was
little more, we were always rubbing shoulders, so to speak, and
constant friction was inevitable. In fact, we ran our angles into our
neighbours instead of rubbing those angles down. We were regularly
prostrated with our inactive, almost idle life, and the true characters
of each one came out without disguise.
THE MEMBERS OF THE EXPEDITION AT FORT ARCHINARD.
At table every discussion led to a kind of squabble. Each of us

stuck to his own opinion, even when the most astounding paradoxes
had been enunciated. Sometimes, after a regular row, we all sat
perfectly mute glaring at each other, and wondering what was to
happen next.
At night, or in the hour of the siesta, I used to get out my flute—
another form of the Sudanite fever—and play melodies from the Or
du Rhin or Tristan et Yseult, but even music failed to calm the
disputants. The tension was too great, and I was afraid that, even at
this late period of our expedition, things would go wrong in
consequence.
All of a sudden a happy idea occurred to me, a regular inspiration
from Heaven, which every one fell in with at once.
This idea was simply that we should all work, and the result was
the immediate restoration of order.
It was a simple task enough that we now set ourselves to do, just
to make vocabularies of the various more or less barbarous idioms in
use in the Niger districts. There were plenty to choose from, for there
is more confusion of tongues, such as is described in the Bible, in
these parts than anywhere else. There is a perfectly inexhaustible
supply of peculiar phrases.
For instance, between Abo, in the highest part of the delta of the
Niger, and the sea, as an officer of the Royal Niger Company told
me, there are no less than seven dialects spoken, none of which
have the very slightest affinity with each other. It would appear that
one wave of migration has succeeded another, as the breakers do
on the beach, the natives composing the different parties of
emigrants dying out, or leaving only a few survivors stranded like
islets in a flood in the tropical forests, retaining their original customs
and dialects, and continuing to offer sacrifices in the old way,
uninfluenced by the other native populations.
It has been different further inland, for the last emigrants have
been absorbed by the earlier settlers, rather than driven back, but at
the same time their characteristics have not been merged in those of
other tribes, so that we still find side by side totally different customs,
and people speaking different dialects quite unlike each other, such
as the Tuareg, Fulah, Songhay, Bambara, Bozo, Mossi, etc., almost
equally distributed over extensive districts.
So we all set to work. Father Hacquart and I buckled to at the
Tuareg language. Pullo Khalifa turned out to be an indifferent
teacher, though he was full of good-will. He was never at a loss for
the signification of a word, but his renderings were mostly merely
approximate. I have already dwelt upon the peculiarities of the
Tuareg language in a previous chapter, so I will only add here that
we had two other instructors in it, another Fulah, a Mahommedan,
who shilly-shallied a good deal in his interpretations, and a female
blacksmith of Bokar Wandieïdiu, now attached to the service of
Ibrahim Galadio, who lent her to us. The last-named was certainly
the most interesting of our linguistic professors. She had a
tremendous voice, and was as ugly as sin, but she gave herself
many airs and graces. With the aid of these three and a few others
we drew up quite an imposing comparative vocabulary of the Tuareg
language.
Father Hacquart also devoted some time to the study of Songhay,
which is spoken between Say and Timbuktu, and also in other
districts beyond those towns in the east and west, for we meet with it
again at Jenné and at Aghades. Near Say, they call the Songhay
language djermanké. Pretty well every one undertook to teach us
Songhay; it was a simple dialect enough, spoken through the nose,
and it was likely to be very useful to us. The Pères blancs of
Timbuktu give especial attention to its study.
Tierno Abdulaye Dem, a few coolies, old Suleyman, who had
deserted Amadu, tired of wandering about after him, and had
rejoined us to go back to his beloved Foota, used to assemble every
day in Baudry’s hut, which was transformed into a Fulah academy.
Most unexpected results ensued from these meetings. The Fulah
language is a very charming one, and has been carefully studied by
General Faidherbe and M. de Giraudon, but there is still a good deal
to be learnt about it. It is very difficult to connect it with any other. It is
the one language necessary for travelling or for trading between
Saint Louis and Lake Tchad. There have been many theories on the
subject of the Fulah migration, and a great deal of nonsense has
been talked about it. Baudry, who studied the language with the
greatest zeal, discovered some extraordinary grammatical rules in it
and strange idioms, enough to frighten M. Brid’oison himself. No one
could now utter two or three words at table without Baudry declaring
how they could be translated into one Fulah expression. The
following example will give an idea of how much could be expressed
in a Fulah word. I must add, however, that Baudry and Tierno
Abdulaye agree in saying it is very seldom used.
The word I allude to is Nannantundiritde, which signifies to
pretend to go and ask mutually and reciprocally for news of each
other.
Tierno Abdulaye, who was a Toucouleur from the Senegal
districts, gave out that he could speak his maternal language or
Fulah pretty perfectly. When, however, Baudry set to work to explain
to him the formation of Fulah words which he claimed to have
discovered, Tierno realized that after all he did not know much about
it, so he tried to acquire grammatical Fulah, with the result that many
of his fellow-countrymen could not understand what he said. They
were completely confused by all these new rules, but Baudry was
delighted at having won a disciple.
The people of Massina, or the districts near the great bend of the
Niger, speak very quietly and in a low voice, as if they realized the
beauty of their language, and do not trouble themselves very much
about strict grammatical accuracy. The Fulah tongue, in fact, admits
of an immense number of shades of expression, and though there is
not perhaps exactly anything that can be called Fulah literature,
except for a few songs which can only be obtained from the griots
with the greatest difficulty, the language simply teems with proverbs.
Here are a few examples, but of course, like all such sayings, they
lose terribly in translation:—
“When you cannot suck the breasts of your mother, you must suck
those of your grandmother.”
“When a man has eaten his hatchet and his axe, he is not likely to
sputter much over broiled pea-nuts.”
“A stick may rot in the water, but that does not make it a
crocodile.”
“There is the skin of a sheep and the skin of a cow, but there is
always a skin.”
Thanks to Osman, Bluzet had unearthed a cobbler or garanké, a
native of Mossi. He was a very worthy fellow, but, it seems to me,
most of his fellow-countrymen are equally estimable. The Mossi, at
least those we knew, were all very easily intimidated, but honest and
trustworthy. At first Bluzet had a good deal of trouble to get any
information out of this Mossi, but when he gained a little confidence
he got on apace, and used to indulge on occasion in long
monologues, as when he treated us to the following little tale, which
he related to us all in Mossi in Bluzet’s hut.
“One day, a woman going along the road to Say, taking some milk
to market, sat down at the foot of a tree and fell asleep.
“Presently three young men came up, and when they saw the
woman one of them said to the others—
“‘Follow me, and imitate everything I do.’
“They approached her cautiously, making a détour round the
brushwood. ‘Hu! hu!’ cried the leader, when he got close to the
sleeper, and the others shouted after him, ‘Hu! hu!’
“The woman started up terrified, and ran away, leaving the
calabash of milk on the ground.
“Then the eldest of the three young men said, ‘This milk is mine
because I am the eldest.’ ‘No,’ said the second, ‘it is mine because I
thought of crying, Hu! hu!’ ‘No, no,’ cried the third, ‘I mean to drink it,
for I am armed with a spear, and you have only sticks.’
“Just then a marabout passed by. ‘Let him be the judge!’ said the
disputants, and they put their case before him.
“‘I know of nothing in the Koran which applies to your difficulty,’
said the holy man; ‘but show me the milk.’ He took the milk, he
looked at it, he drank it. ‘This is really good milk,’ he added, ‘but
there is nothing about your case in the Koran that I know of.’”
With two other vocabularies of Gurma and Bozo expressions, less
complete than those of the Songhay and Fulah languages, we made
up a total of more than ten thousand new words, to which we added
many very interesting grammatical remarks.
This absorbing occupation, which fortunately became a positive
monomania with some of us, contributed more than anything to our
being able to survive the last month of our stay at Fort Archinard.
OUR QUICK-FIRING GUN.
NATIVES OF SAY.
CHAPTER VIII
MISTAKES AND FALSE NEWS
We must now return to our arrival at Say. Although the days there
were most of them monotonous enough, they brought their little ups
and downs, and we received news now and then, of which, under
the circumstances, we naturally sometimes exaggerated the
importance. It would be wearisome for me as well as for the reader
to give an account of what happened every day during our long
winter at Fort Archinard. My notes were written under various
difficulties and in very varying moods, reflecting alike my
exaggerated low spirits when things went wrong, and my excess of
delight when anything occurred to cheer me. Consecutive pages of
my journal often contradicted each other, and any one reading them
would imagine they were written by two different persons; but this is
always the way with travellers, and even Barth himself was not
exempt from such fluctuations of mood.
My journal in extenso might serve as an illustration of the
psychology of the lie as illustrated amongst the negroes and
Mussulmans, but no other useful purpose, so I shall greatly
condense it. The reader will still, I hope, get a very good idea of all
we went through. If what I quote is rather incoherent, excuses must
be made for me, for the news we got was often incoherent enough,
and our life at the Fort was rather a puzzle too sometimes, with our
alternations of hope and anxiety.
Friday, April 10.—We are getting on with our fort; our abattis are
finished and ready for any attack. (This was written the day after our
arrival, whilst our work was still in full swing.)
We put the Aube in dry dock to-day, and it took the united efforts
of us all to haul her into position: non-commissioned officers,
interpreters, servants, all had to work, and even we white men lent a
hand. During the operation of turning her on to her side, the poor
Aube might have tumbled to pieces, for all her planks were loose.
But she held together yet once more, and, as you will see, we did not
have to abandon her until the very end of our voyage.
A new recruit joined us to-day, my journal goes on, so with
Suleyman Futanké we have two extra hands now. This was how he
came to join us. During the siesta hour we heard a man shouting
from the other side of the river, “Agony! agony!” and looking out we
saw some one waving a white cloth. We sent the Dantec to fetch
him, and when he arrived he kept shouting “Agony! agony!” in a
joyful voice. He showed us his cap of European make, evidently
expecting us to understand what he meant, but that did not explain
the use of the word “agony” so often.
It was Tedian Diarra, a big Bambarra, who had acted as guide to
General Dodds in the Dahomey campaign, who solved the mystery
at last, and told us that the man had been a porter at Say to the
Decœur expedition. He had been taken ill with an attack of some
discharge from the joints, and had been left under the care of the
chief of the village to be handed over to the first Frenchman who
should happen to pass. The poor fellow, whose name was Atchino,
—at least that is what we always called him,—was trying to explain
to us that he came from the village of Agony on the Wemé. He had
feared he should never see his native village again, with its bananas
and oil palms; but as soon as he heard of our arrival at Say, he came
to take refuge with us. Later I indemnified the man who had taken
care of him for the expense he had been put to. We made this
Atchino our gardener, and he turned out a very useful fellow, a
decided acquisition to our small staff.
Monday, April 13.—We finished the repairs of the Aube. She still
let the water in like a strainer, but, as we always said, we were used
to that. This expression, “used to it,” was perpetually employed by us
all, and it enabled us to bear with philosophy all our troubles. It is, in
fact, the expression which gilds the bitterest pills to be swallowed on
an exploring expedition, and no one need dream of starting on such
a trip as ours if they cannot adopt what we may call the philosophy of
use and wont on every occasion. Have twenty-five of us got to pack
into a boat about the size of my hand? What does it matter? go on
board, you’ll get used to it. Have we got to find place for provisions
and things to exchange with the natives when there is no more
room? Never mind, ship them all, we shall get used to them when we
settle down. Are you in a hostile district? Do rumours of war, of
approaching columns of thousands and thousands of natives uniting
to attack, trouble you? Never mind, they will turn out not to be so
many after all; you are used to these rumours now. You have some
dreadful rapids in front of you; you have got to pass them somehow.
There are so many, you can’t count them. Shall we draw back? Shall
we allow them to check our onward march? No, no, we shall get
used to them. If you take them one by one, you will find that each
fresh one is not worse than the last, and that the hundredth is just
like the first. You get quite used to them, at least if you do not lose
your boats and your life too. Which would be the final getting used to
things, the last settling down!
A diavandu and his sister one day presented themselves at the
camp. These diavandus, who are the guides and confidants of the
people, are everywhere met with amongst the Fulahs. I don’t know
what trade the sister followed, but this diavandu came to offer us his
services. He offered to perform all the usual duties of his office on
our behalf, and was ready either to sell us milk, or to act as a spy for
us. He was a little fellow, of puny, sickly appearance. We made him
drink some quinine dissolved in water, and our people told him that
the bitter beverage contained all the talismans of the infernal
regions. Certainly the witches in Macbeth never made a philtre
nastier than our mixture.
Our diavandu swore by the Koran, without any mental
reservations, that he would be faithful to us, and our spells and the
grisgris we had given him would, he knew, kill him if he were false to
us, or betrayed us in any way. Then we sent him to see what was
going on in Amadu’s camp. I do not know what eventually became of
him, but perhaps if he was false to us the quinine killed him by auto-
suggestion; perhaps he was simply suppressed by our enemies, or
he may have died a natural death; anyhow we never saw either him
or his sister again.
About the same time Pullo Khalifa appeared at Fort Archinard,
sent, he said, by Ibrahim Galadio, the friend of Monteil. He began by
asking us what we wanted, but it really was he who wanted to get
something out of us. We gave him a fine red chechia to replace his
own, which was very dirty and greasy. Later we gave him various
other presents, but, strange to say, he always came to visit us in his
shabbiest garments.
TALIBIA.
Thursday, April 23.—In the evening a sudden noise and confusion

arose on shore at Talibia, and in our camp we heard dogs barking
and women shrieking, whilst the glare of torches lit up the
surrounding darkness. Gradually the tumult died away in the
distance. Had the Toucouleurs been on the way to surprise us, but
finding us prepared given up the idea for the time being? We
shouted to Mahmadu Charogne, but no answer came. Mamé then
fired a fowling-piece into the air, but nothing came of it. All was silent
again, but we passed the night in watching, for we knew that that
very morning a man wearing a white bubu had tried to tamper with
our coolies, and to frighten away the native traders. He had shouted
from the left bank that Amadu had let loose the Silibés upon us,
giving them permission to make war on us, and promising them the
blessing of Allah if they beat us. No wonder such a coincidence as
this put us on our guard.
The next morning Mahmadu explained the uproar of the
preceding evening. It had been a question not of an attack on us, but
of a wedding amongst the Koyraberos. He told us a marriage is
never consummated until the bridegroom has literally torn away his
bride from her people, and the rite of abduction, for a regular rite it is,
is a very exciting ceremony. When the suitor comes to pay the dowry
it is customary for him to give his fiancée, it is considered good form
for the parents to shrug their shoulders, and pretend that the sum
offered is not enough; millet is very dear just now, they say, and they
cannot afford wedding festivities worthy of their daughter. They must
keep her at home until after the harvest, and so on.
The young man goes home then with bowed head and a general
air of depression. When he gets back to his own village he calls his
relations and friends together, chooses out the best runners and
those who can shout the loudest, and with them returns to seize the
object of his choice. He finally succeeds in taking her away in the
midst of screams, yells, and the sham curses of her relations, who
are really full of joy at the marriage. The so-called ravishers of the
dusky bride are pursued to the last tents of the village, and the
ceremony concludes, as do all weddings amongst the negroes, with
a feast such as that of Gamache immortalized in Don Quixote.
Soon after this exciting night our relations with Galadio began,
and throughout the winter all our hopes were centred on this man.
We counted on him to the very last moment as our best friend, and
he really was more reasonable than most of those with whom we
had to do during that dreary time. It must not, however, be forgotten
that amongst Mussulmans, especially those of the Fulah race,
wisdom means profound duplicity. The Fulahs actually have no word
to express giving advice, only one which means “give bad advice,” or
“betray by counsel given.” The idea is simple enough, and is the first
which comes into their heads. So that if by any chance they want for
once to translate our expression, “advise you for your own good,”
they have to go quite out of the way to make the meaning intelligible,
and to use a borrowed word. This is really a reflection of the Fulah
character.
TALIBIA.
Galadio was in this respect a thorough Fulah, although he had

Bambarra blood in his veins. His mother was a Fulah, of the Culibaly
tribe, and he deceived us perpetually with good words which meant
nothing. Still I must do him the justice to add, that he was careful to
save us from being involved in open war. Perhaps he saw how fatal
that would be to his own influence, or he may have dreaded it as a
calamity for the country he was now living in, or for the people over
whom he had been set. Anyhow he managed to run with the hare
and hunt with the hounds: in other words, to keep in with Amadu and
us. He always gave us to understand, that if the worst came to the
worst he would at least preserve a strict neutrality, and as a reward
for this he got many very fine presents. He was treated almost as the
equal of Madidu himself, and he too received from us a velvet saddle
embroidered with gold. His messengers were provided with a pass
by us, and were received with all due honour, for it was not until quite
the end of our stay that the mystery was solved, and Galadio
appeared in his true colours. Of his own free will he had concluded a
regular treaty with me, a treaty drawn up quite formally in Arabic and
French, and which he signed with his own name. He showed,
moreover, a very eager wish to enter into relations with Bandiagara.
April 30.—Khalifa is certainly an extraordinary man. To-night he is
to bring to us in a canoe, when the moon is set and all is silence,
darkness, and mystery, no less a person than the brother of the chief
of Say. We watch all night for the signal agreed upon of the
approach of our guests: the lighting of a candle on the bank of the
river, but nothing is to be seen. Was the whole thing simply a
manœuvre on the part of Pullo to get possession of a box of
matches and a candle? Perhaps so, for one of his chief delights
when he is in any of our tents,—and he is very often there,—is to
strike matches one after the other. He is not the only one with this
wasteful habit, Baudry is also afflicted with it, but fortunately we have
a sufficient supply even for such vagaries as this, which really are
very pardonable in the Sudan.
The next day Khalifa and the brother of the chief of Say actually
arrived, after a good deal more fuss and mystery. Even poor little
Arabu, who wanted to sleep in the camp, was sent away, weeping
bitter tears at the thought that his white brothers did not want him.
Very useless were all these precautions, for the brother of the chief
of Say, though perhaps rather more polite, was not a bit more
sincere than he. Our visitor explained that he had come to see us
quite independently, and that his great wish was to make friends with
us. What he really wanted, however, was a bubu and a copy of the
Koran. As his friendship was of a very doubtful quality, we put off
giving the present to another time, when he should have proved his
sincerity by getting us a courier to go to Bandiagara. He went off
promising to see about it.
We had “big brothers” and “little brothers” ad infinitum, but as
there is no masculine or feminine in the Fulah language, the
Sudanese when they try to speak French muddle up relationships in
a most original manner, without any distinction of sex. Abdulaye said
to us, with no idea that he was talking nonsense, “My grandfather,
who was the wife of the king of Cayor;” and it is no rare thing for one
of our men to bring a young girl to us in the hope of getting a
present, who is really no relation to him at all, telling us, “Captain,
here is my little brother; he has come to say good-morning to you.”
In my journal I find the following note à propos of this confusion of
relationships. The grandson of Galadio, who came to see us, told us
he had come to pay his respects to his grandfather, and I was that
grandfather, because I was the big brother of his other grandfather.
The muddle is simply hopeless, but with it all the natives never lose
their heads, but keep in view the possible present all the time.
GALADIO’S GRANDSON.
Sunday, May 3.—The day before yesterday some strange news
was brought us by a boy of about fifteen. He had been sent secretly
to us by the Kurteye marabout we had seen when we were on our
way to Say. A horrible plot was being concocted, he said, for Amadu,
remembering the spells of his father, who had been a great magician
at Hamda-Allâhi, had made an infallible charm against us. On some
copy-book paper, which had evidently been taken off our presents,
he had written the most awful curses, imploring Allah seven times
over to exterminate the Kaffirs, as he called us, and having washed
the paper in water he made a goat drink the decoction thus
produced. He then sent that goat to us, thinking we would buy it! But
we were warned in time.
The awful grisgris did, in fact, arrive in camp yesterday in the form
of a black goat. The poor creature did not look as if she were
charged with venom. She was plump not too old, and would make a
first-rate stew.
All our men were, however, afraid to have anything to do with her,
for in their eyes she was indeed a grisgris endowed with unholy
powers by Amadu. The negroes are all superstitious, and their
imagination often quite runs away with them. On the other hand, faith
is sometimes wanting amongst the Mussulmans. Putting on an air of
very great wisdom, therefore, we generously offered two cubits of
stuff, worth about threepence-halfpenny, for the goat filled with spells
against us, and when the trader who had brought her looked
confused, yet almost willing to let us have her at that ridiculous price,
we explained to him emphatically that our own grisgris, the tubabu
grisgris, had revealed to us the black designs of Amadu, and we
intended to have him and his goat taken back to the other side of the
river, manu militari, I very nearly said kicked back.
The Kurteye marabout who had warned us, was evidently a
friend, unless the whole story was made up to get a present from us.
Every evening now regular tornados broke near Say. Up-stream and
down-stream, at Djerma and at Gurma, torrents of rain fell
constantly, and the lightning flashed from every point of the
compass; but, strange to relate, there was no rain at Say itself, and
when there is no rain there is no harvest. The report was now spread
that we had called down on the village the curse of Allah. The other
day Amadu Saturu had publicly recited the Fatiha in the Mosque in
the hope of getting rain to fall, and we were told that in the meeting
of the notables of the place, the Kurteye marabout had got up and
asserted that Say was punished for having given a bad reception to
a man sent from God, in other words, to the chief of our expedition,
and because Amadu had broken his promise and all his solemn
oaths.
Like my uncle Dr. Barth in Sarayamo, I now found myself looked
upon as the bringer of storms. He had also been looked upon as a
marabout saint, and the Fatiha had been recited to him in the hope
that he would open the floodgates of heaven. We, Kaffirs though we
were, would soon in our turn be entreated to remove our interdict on
the rain so much needed.
May 7.—Tierno, after many a discussion, has at last succeeded in
getting us a courier in the person of an ivory merchant from Hombori.
He will take our letters for Bandiagara, an advanced French post of
Massina. Aguibu, king of Massina, and under our protection, had
sent an agent to Hombori, which is on the road there. Our man
would go for 200 francs, 100 payable at Bandiagara and 100 on his
return to us. All, therefore, was for some days excitement and bustle
in our camp. Maps, reports, letters were being rapidly got ready, and
nobody had a moment to spare. Our courier, who did not seem to
feel quite sure of his safety, sent to ask whether during his absence
his family could go to our friend Galadio, who would protect them.
We said yes, of course.
He returned a month later, and said he had not been able to get to
Bandiagara. The Habés, who had risen in revolt, had robbed him
near the village of Dé. He had only escaped with the greatest
difficulty under cover of a tornado, leaving his packet of letters in the
hands of our enemies. We think he romanced a good deal on the
subject, and I fancy that a good search in Amadu Saturu’s camp
would probably result in the discovery of our packet intact, except for
being perhaps gnawed by termites.
I had some little doubt on the subject, however, and it is thanks to
that doubt that the courier still has his head on his shoulders. I never
saw him again.
May 13.—Great news! We are told by Osman that there are some
white men on the Dori side of the river, but no one knows exactly
how many. Barges full of white men are floating down-stream; they
are now off Ansongo. There is talk of three iron boats like ours; those
in them are all for peace, nothing but peace.
May 16.—Who is our friend Pullo bringing us this morning? Who
is that man with him who looks like a Tuareg, dressed in blue Guinea
cloth, with a grisgris on his head and a spear and javelin in his hand?
He is a Fulah, the foster-brother of Madidu, with his pockets full of
news. Twenty days ago he said he had left his “big brother” to come
to Say and sell four oxen for some of the cloth of the district. One of
these oxen had died, another had been stolen. What a good
opportunity to ask us to give him a bubu to make up for his losses.
Madidu had not known that we were still at Say. Had he done so
he would certainly have sent messengers, perhaps even have come
himself. He or Djamarata would have visited us, for they had gone
down the river as far as Ayoru to chastise Yoba for some want of
respect to us, but I am sure I don’t know what.
Our Fulah had heard a rumour of four white men having come to
trade on the Niger. Madidu had sent two of his blacksmiths to
prepare the way before them, and he had also by this time sent
envoys to Timbuktu to confirm the treaty we had made with him. He
did not know what had become of that treaty, but anyhow he had
returned with his pocket (Heaven only knows the capacity of that
pocket) full of knick-knacks and more than one present for Madidu.
The news of the approach of the barges was confirmed during the
following days, and in my notes I find the following reference to
them:—
May 17.—A man from Auru who had come to Say told us that at
Ansongo there were three hundred armed men and seven or eight
whites who had come in peace, nothing but peace, and were coming

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Implementation Guide for SCORE

Training 2nd Edition International

IMO ILO UNECE Code of Practice for Packing of Cargo

Solo Training The Martial Artist s Guide to Training

IATA Bar Coded Boarding Pass Implementation Guide 5th

High-Performance Training for Sports, 2nd Edition Joyce

IATA Bar Coded Boarding Pass Implementation Guide 7h

International Labour Organization and Global Social

Spriggs s Essentials of Polysomnography A Training

The Red International of Labour Unions Rilu 1920 1937

Implementation Guide for

Implementation Guide for SCORE Training

ISBN: 978-9-22-034778-2 (print)

978-9-22-034779-9 (web PDF)

2 ILO (2015): ILC report, p.12.

Who and what is this guide for? vii

1. Overview of the SCORE Programme 1

1.1 What is the SCORE Programme 1

2. Steps in implementing SCORE Training 11

2.1 Identify sectors or clusters 11

3. Identify and train training providers 15

3.1 Identifying training providers 15

4. Marketing, selling and organizing SCORE Training to enterprises 19

4.1 Marketing SCORE Training to enterprises 19

5. Monitoring progress and document good practice 26

5.1 Theory of Change - Institutional Level 26

6.1 Further resources 37

X Who and what is this guide for?

X 1. Overview of the SCORE Programme

1.1 What is the SCORE Programme

1.2 What is SCORE Training

Why promote productivity and working conditions in SMEs?

X Table 1: Improving working conditions and productivity – what is the evidence?

1.3 Integrating working conditions into

X Figure 1: Integrating advanced manufacturing practices and better working conditions

Advanced manufacturing High-performance Worker safety

Higher productivity and better

1.4 SCORE Training modules

Safety & Health Lean Workforce

Quality Hospitality Gender

Resource SCORE COVID-19 Safety &

COVID-19 Business Factory Improvement

SCORE Training adaptations

X Introduce SCORE Training and its methodology

X Promote key ILO messages

X Create demand for other modules

1.5 The implementation strategy at a glance

X Figure 3: Strategy to roll out SCORE Training

1 Identify sectors / cluster

2 Identify and train implementation partners

3 Identify and train services providers

4 Market, sell and organize SCORE Training

5 Monitor progress and document good practices

1.6 Key actors

ILO Headquarters Enterprises Department, SME Unit

SCORE Global Team

ILO Country Office or Project Offices

Decent Work Team, Enterprise Specialist

X lead the ToT in the classroom and in-factory

SCORE Training Providers

X Roles and Responsibilities of Key Actors

Key Actor Role Responsibility

SCORE Global Team Manage Global SCORE X Approve trainer certification