A facilitator helps groups of people to enable them to interact more effectively in a wide range of situations and occupations, including workplaces, organisational planning, leisure and health activities and community development. It is an emerging and exciting profession. This book is a toolkit for both new and experiences facilitators, managers, consultants, staff developers, innovators, social and community workers and students. It covers a broad range of practical and innovative techniques from around the world including: designing workshops; dealing with difficult situations; uses of music, storytelling, visual techniques and outdoor learning; processes for community participation and techniques for evaluation.
This guide describes how to design and carry out an assessment on HIV/AIDS and drug use based on a Participatory Assessment and Response (PAR) approach. This approach builds on the Alliance's work in integrating the Rapid Assessment and Response (RAR) and the Participatory Rural Appraisal (PRA) approaches. It emphasises the importance of linking assessment activities with developing a response, the need to respond quickly to problems related to drugs and HIV/AIDS, and the importance of participation of affected communities in responding to the HIV/AIDS problem among drug users. The guide is presents 10 steps to do participatory assessments: planning the assessment; setting up an Advisory Group; forming and training an assessment team; designing the assessment; using secondary sources; learning from key informants; making contact and building trust; conducting group discussions and interviews; analysing information; next steps - developing a response. In addition to the guide the work book includes a section introducing topics related to HIV and drug use, describing the social, economic, political and legal context; the situation of drug users; problems relate to drug use; current response to problems; and suggestion of action priorities. It goes on to present a ôtoolö section with participatory methods such as body mapping, Venn diagrams, trend diagrams, lifelines, daily activity charts, cause/effect flow charts, ranking, matrix scoring, assessment grids, evaluation wheels, and ôBt why?ö diagrams. Finally it addresses the main skills needed in participatory work with HIV and drug issues: active listening; effective questioning; facilitating group discussions; and using participatory tools. The fulltext document can be found on http://www.eldis.org/ or http://www.aidsalliance.org/eng/publications/_pge/prevention.htm
Building blocks: Africa-wide briefing notes: resources for communities working with orphans and vulnerable children
This is a set of locally adaptable resources for communities working with orphans and vulnerable children in Africa. They are based on the experience of the International HIV/AIDS Alliance, its partners and other organisations. The briefing notes for working with children are organised into an overview and five sections: Education; Health and nutrition; Psychosocial support; Social inclusion; and Economic strengthening. Each briefing note provides issues and principles for guiding strategy, while drawing on best practice from programme experience. Each can be used alongside a Participatory Adaptation Guide, which will help organisations and community members, including children, to adapt these principles and strategies to their own local situation. These briefing notes have been developed through a highly participatory process, guided by an international advisory board (in collaboration with participants from Uganda, Malawi, Zambia, Zimbabwe, Kenya, Burkina Faso, Senegal, Mali, Mozambique, Angola etc.). These briefing notes are divided into four sections: Introduction, with an overview that explains why programmes need to strengthen the skills and resources of families and communities to cope with the impacts of HIV/AIDS; Issues, with an outline of the impact of HIV/AIDS on children; Principles, with guidelines for programmes aimed at strengthening the coping capacity of vulnerable children, families and communities; and Strategies, with possible ways of taking action to strengthen support for orphans and vulnerable children. The full text document can be found on http://www.aidsalliance.org/building_blocks.htm or http://www.eldis.org/ and is available in English, French and Portuguese children, Africa, HIV, AIDS, training manual, orphans, health, sexual health, child care, coping strategies
A citizens jury (CJ) can be described as ôan opportunity for people to express an informed view on a subject, according to their principlesö. The CJ includes ordinary people on the jury, who get information from specialists with different perspectives, and make conclusions on community issues in order to influence decision makers. This handbook uses a series of cartoons as a guide, to take you through a step-by-step process on how to plan, implement, and follow-up citizens juries (CJs). The cartoons illustrate what a CJ is, why you might want to have one, what the main ingredients of a CJ are, and how to set up and realise a CJ. The manual explains the origins of citizensÆ juries, and provides examples of some of the situations in which you might feel it would be worthwhile to hold a citizensÆ jury yourself. An accompanying video, æTeach yourself citizensÆ juries: Making a differenceÆ, has been prepared to accompany the manual; portraying examples of successful CJs in the UK.
This training manual is designed for members of Philippine local government units (LGUs) and civil society groups to increase their knowledge of participatory local governance. It responds to the prevailing view in the Philippines that decentralisation has not changed institutional arrangements at the local level, but has devolved rent-seeking. Decentralisation and citizen participation in local governance are seen to be key to citizen and barangay empowerment. The manual seeks to fill the knowledge gap in LGU officers and citizen organisations, about the opportunities, rights and duties pertaining to citizen participation and barangay governance. The topics included are concepts and processes of participatory governance, decentralisation and features of the 1991 Local Government Code and administration of LGUs, features of barangay governance, revenue and fiscal concerns, participatory development planning (with PRA methods) and budgeting and barangay (village) enterprise development. Mainstream development theories are challenged, and alternatives for sustainable local development through sustained community organisation are proposed, to address gender and other inequalities.
This paper traces the development the Village Animal Health Worker (VAHW) training programme in Nepal developed by the United Mission to Nepal (UMN). After twenty years the VAHWs had no official recognition or legal registration. Discussion led to the following criteria to be established in order to gain certification, and the equivalent of a 'level one' post in the civil service: VAHWs to complete a two-week training course; a six-month post-training review by trainers; eligibility for the skills test examination after one year's experience.|Overall, government certification and recognition has been an important step in the development of VAHWs. It allows them to play a critical role in national animal health programmes, and extends the reach of veterinary services to those who would otherwise have no services. Yet this process has tended to devalue those who have not been able to achieve certification, such as those who lack formal education standards.
This paper looks at a Community Originated Livestock Training programme in Bolivia which began in the late 1980s. The programme involved community training in livestock production and healthcare in a sustainable farm system. The priorities were to provide training, and build local people's capacity to develop and administer their own programmes. Three basic premises guided these programmes:|Every farmer should have as much access to information about livestock in their primary language as they want;|If farm families have an understanding of some farm economics, and have good income and nutrition from their livestock, they will want to invest in the health and care of their livestock so that they keep producing a good income;|CAHWs are most valuable in the long term as an integral part of a local organisation rather than only as an individual entrepreneur.|Approaches that are common to these premises are presented in the paper.
CARE InternationalÆs basic training manual on human rights and rights-based programming, consists of a FacilitatorsÆ Guidebook and ParticipantsÆ Workbook. The Manual is intended to be a vital resource for colleagues, both within and outside CARE, who are keen to understand the Rights-Based Approach (RBA) to relief and development assistance. It has been tested and refined with the help of a range of country, regional, and CARE headquarter colleagues. The FacilitatorsÆ Guidebook contains an overview on effective facilitation and practical suggestions to enable anyone, not necessarily with extensive facilitation experience or human rights expertise, to facilitate meaningful discussions on human rights and RBAs. The use of the FacilitatorsÆ Guidebook is dependent on the use of the ParticipantsÆ Workbook and as most of its instructions refers to, and the core information on the subject is to be found there. It is focused on the framework for the discussion and gives easy-access instructions and exercises for a workshop on the topic. The ParticipantÆs Workbook comprises a series of interactive exercises and background information concerning rights and rights-based programming.
HIV, AIDS, sexual health, health, communication, training manuals, organizations, networking AB: This is a practical toolkit for organizations and trainers who support NGOs and community groups responding to HIV/AIDS in developing countries. It can be used flexibly, with one or more NGOs, and as part of technical support visits or training workshops. This is a resource that can help NGOs and community groups to strengthen their work by building strategic partnerships with people and organizations from other sectors, such as government, business, and the media. Facilitators can work through the toolkit with an individual NGO or a group of NGOs. It can be used to make a plan for building partnerships, to build specific. skills, and/or to share experiences. The toolkit is divided into four sections: what is building partnerships, developing a partnerships plan, building effective partnerships, monitoring and sharing lessons about partnerships. It also includes work cards on building partnerships with specific kinds of organisations (government, donors, religious organisations, businesses, NGOs and media).
This booklet is one of a series of resources that The International HIV/AIDS Alliance has developed to encourage participation in practice. It is a compilation of energisers, icebreakers, and games that can be used by anyone working with groups of people, whether in a workshop, meeting, or community setting. This guide aims to be an 'ideas book' of shared experiences to help facilitators prepare for participatory workshops. Each of the 100 games is described in a short paragraph. The guide also briefly outlines some general considerations when using games in workshop settings. Facilitators for workshops, meetings and training courses can use games for a variety of different reasons, including helping people to get to know each other, increasing energy or enthusiasm levels, encouraging team building or making people think about a specific issue. Games that help people to get to know each other and to relax are called ice breakers. When people look sleepy or tired, energisers can be used to get people moving and to give them more enthusiasm. Other games can be used to help people think through issues and can help to address problems that people may encounter when they are working together. Games can also help people to think creatively and laterally. This guide includes all these different types of games û in no particular order û and facilitators can pick and choose those that are most appropriate for their specific purpose and context.
This booklet contains lessons developed by the Ecology and Natural Resource Education project, West Bengal, India, and tried out on teachers and children. It is intended for teachers and community workers who are actively involved in environmental education or activity. It provides ideas on how to prepare lesson plans promoting action learning, participatory learning and sharing tools, and ideas on how to connect classroom lessons to the community.