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144 Mobilizing for Education for All The World Conference on Education for All, in 1990, called for a revitalization of people's participation in the education of their children. However, in Bangladesh, as in many developing countries, the education system was nationalized shortly after independence and its administration has become excessively bureaucratic and hierarchical. As of 1990, education was seen as the duty and responsibility of the government and the community was little involved. In order to bring about change in this situation, and to foster a movement for "Education for All", a VIPP workshop was held in April 1991, with the participation of the Joint Secretary, Planning, Ministry of Education, other education officials, noted educationists, academics, NGO leaders and UNICEF officers - a disparate group who seldom speak the same language when it comes to educational development. The workshop began with a lecture by the Joint Secretary. He delivered his vision of social mobilization on overheads. However, when the projector was turned off a dead silence hung over the room. No one had questions. The Joint Secretary had delivered what the workshop was to achieve. The facilitator quickly switched over to a card collection on problems and opportunities and the workshop began in earnest. Many of the Joint Secretary's ideas were incorporated in the final plan but the ownership belonged to the group. Following the workshop, the plan was further discussed and refined. It was finally launched by the Prime Minister in April 1992 and the concept of social mobilization was firmly established on the national agenda. In the meantime, dozens of people were exposed to VIPP methods and the concepts of the plan were taken to the divisional, district, thana, and even union levels for discussion and debate, using VIPP techniques. For the first time micro-planning was carried out in a fully participatory manner. Although many structural and personnel matters need to be solved in educational administration in Bangladesh, bottom-up planning has begun. It is hoped that this will speed the reentry of the community into the educational process. Decade Action Plan for the Girl Child The South Asian Association for Regional Cooperation (SAARC) has declared the 1990s as the "Decade of the Girl Child". The Ministry of Social Welfare in Bangladesh is responsible for coordinating the plans of a number of social sector ministries on the development of the Girl Child. The Ministry was encouraged to hold a VIPP workshop on the issues involved with other ministries and concerned NGOs. EXAMPLES
The workshop began in a traditional way with a speech from the Secretary and a presentation on the situation of the Girl Child. However, warm-up exercises followed and participants did a card collection on the major problems facing the Girl Child. This led to the formation of three groups on education, health & nutrition, and legal/ religious matters. Near the end of group discussion on problems, the facilitator asked each group to formulate their report to plenary in the form of a role play. This led to the unleashing of creative expression in scenarios such as a village council's deliberation over the marriage of a 14 year-old girl to an adult man. Although the groups discussions were recorded on cards which were fed into the framework, the role plays were what people remembered most about this workshop since they captured the essence of the issues being discussed. The groups went on to define the strategies and actions required to address the problems identified. Many of these solutions had already been written into the plans of various ministries but nowhere was there a combined record. Finally, the plan was launched by the Prime Minister, giving it the status it needed to be taken seriously. Mobilizing for Child Rights The Ministry of Social Welfare is responsible for overseeing the implementation of the Convention on the Rights of the Child in Bangladesh. However, a wide alliance of organizations: the Children's Academy, other cultural organizations and NGOs, including a coalition called the Children's Rights Forum, all felt they should have a say in the manner and speed with which the Convention is implemented. They were brought together with government in a number of VIPP planning workshops to analyze problems and responsibilities for action. The workshops helped to encourage a partnership with government while the NGOs were able to state and maintain their independent, critical role. If the workshops had been held in a traditional way, government officials would have dominated the sessions and NGOs would have left, frustrated and antagonistic towards government. VIPP allows many voices to speak out and be heard on such important issues as child rights. Other VIPP workshops were held by the Children's Rights Forum with participation by representatives of underprivileged children themselves. The children provided much of the content of the workshop through active role plays and presentations. The members of the Forum gained greater insight and empathy for their plight and visualized their findings and the strategies to be implemented to solve many of their problems. EXAMPLES 145
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V I S U A L I S A T I O N I N P A R
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Said is not yet heard, Heard is not
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ACKNOWLEDGEMENTS This manual is a n
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Connecting cards 56 Overall design
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HOW TO USE THIS MANUAL This manual
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Part I THE ROOTS AND PHILOSOPHY OF
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4 VIPP involves capturing all parti
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2 The Roots of VIPP 6 VIPP is a cre
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The Roots of VIPP 8 In 1991, Neill
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The Philosophy of VIPP 10 Communica
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The Philosophy of VIPP 12 Developme
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The Philosophy of VIPP 14 Language
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16 THE USES OF VIPP
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Group events and VIPP 18 VIPP plann
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20 SOME DEFINITIONS FOR THE USE OF
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Group events and VIPP 22 Management
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Group events and VIPP 24 Discussion
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Group events and VIPP 26 input. Dev
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28 When VIPP methods are used in tr
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Group events and VIPP 30 The main c
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5 The Participants In VIPP, the par
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The Participants 34 facilitator mus
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6 The Facilitator 36 V IPP depends
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The Facilitator 38 Conflicts within
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40 In a training of facilitators wo
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The Facilitator 42 There is not onl
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7 VIPP materials and their use The
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The number of pin boards required w
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Card sizes and shapes Standard card
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Dots of about 12 mm to 16mm (1/2" t
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VIPP case: Facilitators who are inv
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Using colours Colours and sizes hav
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Overall design Also use empty space
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Events are often shaped by the phys
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and complexity of the workshop, the
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The rooms for group work should con
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9 Opening events The first day has
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Expectation and fears At the beginn
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10 VIPP rules The rules of VIPP are
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The following sets of rules are bac
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RULES WHICH REINFORCE VIPP PHILOSOP
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Part IV VIPP TECHNIQUES Basic VIPP
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12 Basic VIPP techniques 78 The fol
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80 BASIC RULES OF CARD COLLECTION 1
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82 After discussion, the final clus
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84 After ideas have stopped flowing
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Basic VIPP techniques 86 Multi-dot
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Basic VIPP techniques 88 Name taggi
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90 Breakthrough The participants ar
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Games and exercises 92 Blind trust
Page 104 and 105: Games and exercises 94 The assassin
Page 106 and 107: Games and exercises 96 Power cable
Page 108 and 109: Games and exercises 98 Association
Page 110 and 111: Games and exercises 100 Visualized
Page 112 and 113: 102 Fish bowl Divide the participan
Page 114 and 115: Games and exercises 104 Controlled
Page 116 and 117: 106 Horse Trader An exercise in int
Page 118 and 119: Games and exercises 108 Drawing Dev
Page 120 and 121: 14 Debates 110 Orchestrated debates
Page 122 and 123: Debates 112 The Fish Pond Purpose:
Page 124 and 125: Role Plays 114 Examples of role-pla
Page 126 and 127: Role Plays 116 In the same workshop
Page 128 and 129: Use of group and plenary 118 3 It a
Page 130 and 131: Use of group and plenary 120 Buzz g
Page 132 and 133: Use of group and plenary 122 Case s
Page 134 and 135: 17 Including content and dealing wi
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Page 140 and 141: Evaluation 130 Flash Purpose: To ge
Page 142 and 143: Evaluation 132 Feedback and memo bo
Page 144 and 145: Evaluation 134 Rapid participatory
Page 146 and 147: Evaluation 136 Group work on factor
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Page 156 and 157: 146 Putting Research into Action in
Page 158 and 159: 20 Case Studies 148 Development in
Page 160 and 161: 150 Planning for Social Mobilizatio
Page 162 and 163: 152 Value Clarification* A multimil
Page 164 and 165: 154 PROGRAMME: ORGANIZATION: 1 - Pi
Page 166 and 167: 156 Emery, Merrelyn (ed.) Participa
Page 168: Schnelle, Eberhard The Metaplan Met
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