VIPP_Unicef

Recommendations

Info

2 The Roots of VIPP 6 VIPP is a creative combination of different approaches to planning, training and other group events derived from two main lines of thought. One comes from Latin America while the other results from experiences in Germany. In the 1960s, Paulo Freire articulated the need to believe in the creativity of the poor and oppressed. In Brazil and Chile, he established an approach aimed at raising the consciousness of the powerless to become organized in order to articulate their needs and defend their rights. A long list of progressive professionals working in small NGOs in many Latin American countries have followed his example, applying a set of group exercises in urban and rural settings for conscientization. This way of emancipated learning is based on the principle of Action-Reflection-Action. Each process is used to build up the concept of the right for people to defend themselves against manipulation and oppression. During the last 25 years, different manuals and journals for adult educators and trainers have been published on the "Freirian approach". Another school of thought is based on the Participatory Action Research (PAR) of Orlando Fals Borda in Colombia. PAR did not originate in Latin America. It began with the research methods of Kurt Lewin, a German immigrant to the United States. His theory is based on the principle of experiential learning through thinking, feeling and acting. Fals Borda adds to the Frierian conscientization process, the political organization process of local people, valuing their knowledge and wisdom. His approach includes the recovery of the local history and a process of collective research. Both Latin American schools have had influence on other regions. PAR has had resonance in Europe and Asia as it gives a new perspective to social research, while popular education methods are used in many organizations to improve group processes, stimulating the interaction between people in problem solving. The Search Conference tradition for large-scale system change begun by Eric Trist and Fred Emery at the Tavistock Institute of Human Relations in London, England is a related development. Another root of VIPP is the visualization approach of Metaplan. It is the result of the consulting activity of the "Quickborn Team" in Germany. Eberhard Schnelle and his colleagues designed training in which decision makers and those affected by their decisions visualize their problems, needs and solutions together, resulting in common action. Although the methods had earlier roots, they became popular at a time when German society was rocked by student protest movements and a general demand for more participation in decision making processes. THE ROOTS AND PHILOSOPHY OF VIPP
In Germany, the first "Manual for Moderation Training" appeared in 1973. It was the result of creative processes combining different approaches: techniques of participatory planning and visualization, group dynamics and communication techniques, social psychology and sociology based on a profound humanism. Since then such moderation methods have been promoted by different scholars and trainers who work as consultants for German private industries and public administration. There are different nuances, but the central characteristic of the method is the role of a moderator or facilitator who helps groups give birth to collective ideas which are visualized on cards and paper of different sizes, shapes and colours and placed on pin boards throughout the group process. Colleagues of Schnelle built up "ComTeam" and published in German in 1980, the first ample handbook on their methods (Moderation Methode) in which most visualization techniques and related group processes were documented in a demonstrative way, allowing other facilitators to repeat the same exercises. At a planning retreat for a breastfeeding campaign, a working group presents its findings to plenary. All members of the group take part in the presentation. None of these German experiences were related to overseas development work until the latter part of the 1970s when a group of trainers at the German Foundation for International Development (DSE), headed by Carl Kohlbach, introduced Metaplan visualization techniques in agricultural extension training for German Technical Cooperation (GTZ). Since then this participatory approach has become a central part of DSE training courses. A group of trainers of the Institute for Agricultural Extension at the University of Hohenheim, Germany, together with Kohlbach and Gabi Ullrich entered into a creative process of elaboration, application and evolution of training techniques. Courses for trainers were offered in English, French and Spanish entitled "Participatory Methods for Group Events". Several small manuals were published as a result of these training courses. THE ROOTS AND PHILOSOPHY OF VIPP The Roots of VIPP 7
Page 2 and 3: V I S U A L I S A T I O N I N P A R
Page 4 and 5: Said is not yet heard, Heard is not
Page 6 and 7: ACKNOWLEDGEMENTS This manual is a n
Page 8 and 9: Connecting cards 56 Overall design
Page 10 and 11: HOW TO USE THIS MANUAL This manual
Page 12 and 13: Part I THE ROOTS AND PHILOSOPHY OF
Page 14 and 15: 4 VIPP involves capturing all parti
Page 18 and 19: The Roots of VIPP 8 In 1991, Neill
Page 20 and 21: The Philosophy of VIPP 10 Communica
Page 22 and 23: The Philosophy of VIPP 12 Developme
Page 24 and 25: The Philosophy of VIPP 14 Language
Page 26 and 27: 16 THE USES OF VIPP
Page 28 and 29: Group events and VIPP 18 VIPP plann
Page 30 and 31: 20 SOME DEFINITIONS FOR THE USE OF
Page 32 and 33: Group events and VIPP 22 Management
Page 34 and 35: Group events and VIPP 24 Discussion
Page 36 and 37: Group events and VIPP 26 input. Dev
Page 38 and 39: 28 When VIPP methods are used in tr
Page 40 and 41: Group events and VIPP 30 The main c
Page 42 and 43: 5 The Participants In VIPP, the par
Page 44 and 45: The Participants 34 facilitator mus
Page 46 and 47: 6 The Facilitator 36 V IPP depends
Page 48 and 49: The Facilitator 38 Conflicts within
Page 50 and 51: 40 In a training of facilitators wo
Page 52 and 53: The Facilitator 42 There is not onl
Page 55 and 56: 7 VIPP materials and their use The
Page 57 and 58: The number of pin boards required w
Page 59 and 60: Card sizes and shapes Standard card
Page 61 and 62: Dots of about 12 mm to 16mm (1/2" t
Page 63 and 64: VIPP case: Facilitators who are inv
Page 65 and 66: Using colours Colours and sizes hav
Page 67 and 68:
Overall design Also use empty space
Page 69 and 70:
Events are often shaped by the phys
Page 71 and 72:
and complexity of the workshop, the
Page 73 and 74:
The rooms for group work should con
Page 75 and 76:
9 Opening events The first day has
Page 77 and 78:
Expectation and fears At the beginn
Page 79 and 80:
10 VIPP rules The rules of VIPP are
Page 81 and 82:
The following sets of rules are bac
Page 83 and 84:
RULES WHICH REINFORCE VIPP PHILOSOP
Page 85:
Part IV VIPP TECHNIQUES Basic VIPP
Page 88 and 89:
12 Basic VIPP techniques 78 The fol
Page 90 and 91:
80 BASIC RULES OF CARD COLLECTION 1
Page 92 and 93:
82 After discussion, the final clus
Page 94 and 95:
84 After ideas have stopped flowing
Page 96 and 97:
Basic VIPP techniques 86 Multi-dot
Page 98 and 99:
Basic VIPP techniques 88 Name taggi
Page 100 and 101:
90 Breakthrough The participants ar
Page 102 and 103:
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
Page 136 and 137:
Including content and dealing with
Page 138 and 139:
Including content and dealing with
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
Page 148 and 149:
138
Page 150 and 151:
140 both parties are desperate enou
Page 152 and 153:
142
Page 154 and 155:
144 Mobilizing for Education for Al
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
show all

VIPP_Unicef

Create successful ePaper yourself

Delete template?

Save as template?