Advocacy in Action - International AIDS Society
Advocacy in Action - International AIDS Society
Advocacy in Action - International AIDS Society
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Section 3<br />
Aims to analyse the relationships between organisations and advocacy work. This section<br />
focuses on three issues: a) how HIV-related advocacy can contribute to an organisation’s<br />
mission, b) how HIV-related advocacy might affect an organisation, and c) how to ensure that<br />
advocacy is an <strong>in</strong>tegrated part of an organisation’s work.<br />
The contents of each part of Sections 1-3 follow the format below:<br />
Objective<br />
Introduction<br />
Instructions<br />
– stat<strong>in</strong>g what the activity is designed to achieve.<br />
– expla<strong>in</strong><strong>in</strong>g the subject of the activity and the key issues <strong>in</strong>volved.<br />
– outl<strong>in</strong><strong>in</strong>g the steps to take to complete the activity, and the<br />
key questions to consider.<br />
Facilitators’ notes – shar<strong>in</strong>g ‘useful ideas’ about how to successfully guide<br />
participants through the activity.<br />
Introduction to the toolkit<br />
Example<br />
– show<strong>in</strong>g how an NGO/CBO has put the activity<br />
<strong>in</strong>to practice.<br />
Facilitators can read through the Objective and Introduction for each po<strong>in</strong>t and use them as<br />
the basis for an <strong>in</strong>itial group discussion. They can then work through the Instructions for the<br />
activity, us<strong>in</strong>g the Facilitators’ notes for guidance and advice. F<strong>in</strong>ally, they can use the<br />
Example to clarify any po<strong>in</strong>ts that are unclear. It is important to note that although the ideas<br />
and activities <strong>in</strong> this toolkit have been tried and tested, they do not try to provide ‘perfect’<br />
examples of how th<strong>in</strong>gs should be done. Therefore, the Instructions should not be followed<br />
‘word for word’ and should, <strong>in</strong>stead, be adapted to participants’ specific needs, skills and<br />
<strong>in</strong>terests. Also, the Examples should be seen as just one of the ways <strong>in</strong> which the activity<br />
could be put <strong>in</strong>to action – as opposed to the ‘perfect way’.<br />
Handout sheets can be found at the back of Sections 1, 2 and 3. These aim to provide<br />
additional technical <strong>in</strong>formation and case studies for some of the activities. Facilitators can use<br />
them <strong>in</strong> a number of different ways. For example, they can read them beforehand to prepare<br />
for the activities or use them dur<strong>in</strong>g group feedback sessions. They can also share them with<br />
participants – for example, by copy<strong>in</strong>g them on to overhead transparencies or by mak<strong>in</strong>g<br />
photocopies for people to take away with them.<br />
Section 4<br />
Aims to provide activities and <strong>in</strong>formation <strong>in</strong> the form of ‘<strong>Advocacy</strong> <strong>in</strong> <strong>Action</strong>’ Cards for<br />
develop<strong>in</strong>g practical advocacy skills.<br />
The cards <strong>in</strong>clude:<br />
Card 1: Analys<strong>in</strong>g and <strong>in</strong>fluenc<strong>in</strong>g legislation or policies<br />
Card 2: Prepar<strong>in</strong>g a brief<strong>in</strong>g note or position paper<br />
Card 3: Work<strong>in</strong>g from <strong>in</strong>side the system<br />
Card 4: Lobby<strong>in</strong>g or face-to-face meet<strong>in</strong>gs<br />
Card 5: Writ<strong>in</strong>g and deliver<strong>in</strong>g a presentation<br />
Card 6: Persuad<strong>in</strong>g through drama<br />
Card 7: Writ<strong>in</strong>g and us<strong>in</strong>g a press release<br />
Card 8: Carry<strong>in</strong>g out a media <strong>in</strong>terview<br />
Card 9: Prepar<strong>in</strong>g a press conference<br />
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