ABCD-Training-of-Trainers-Tools-July-2013

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2.8.b. Variation on Transect Walk (Adapted from Chambers, 1998, by the Coady Institute) Instead of drawing a transect across a map, you can ask a community group to take you on a live transect walk, getting you out of a training hall and into the community. Ask them to walk you along a line where the most diversity occurs. Note the differences in land use patterns and any potential opportunities that exist using the natural resource base. 97
2.9. The Leaky Bucket (Source: Coady Institute) Session Title Session Objectives Duration of Session Resources Training Materials The Leaky Bucket Identify opportunities for savings and income generation in the community Identify money for goods and services flowing in and flowing out of the local economy 180 minutes Flipchart Markers Laptop, internet connection, white screen (if using the digital version) How to Construct a Leaky Bucket and Example of a Leaky Bucket Introduction The Leaky Bucket is an effective tool for helping community members to understand how the local economy works and what can be done to make the local economy stronger. This is done by “pouring more water into the bucket” and “plugging the leaks.”With the whole group, provide a demonstration of the basic elements of constructing a “Leaky Bucket.” You may want to do this on flipchart paper. Instructions If you are following the ABCD methodology from start to finish as laid out in this manual, this could be the same group of three that undertook appreciative interviews, and mapping of individual skills, associations, physical and natural resources (as described above), and you could use the community where the story took place as the demonstration site for this exercise, asking probing questions of the person who lives or lived in this community. If you are not following the ABCD methodology from start to finish, these groups can be formed randomly and a Leaky Bucket can be created of one of the participants’ communities. (They can decide which one). Step 1. Ask people to imagine their community economy as a bucket with income sources from outside the community pouring in from the top and expenditure on goods and services purchased outside the community spilling out of the holes in the bottom. Step 2. Draw a picture of a bucket. Inside the bucket, draw three boxes representing the three main economic actors in any market economy: • Households: all people living under one roof and sharing income and expenditures • Local government • Businesses: larger formal sector firms like plantations or horticulture operations that provide wage employment, or any other business located outside the household but inside the community. (Small-scale farming and other “home-based” businesses are usually included within the household sector.) 98
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COMPENDIUM OF TOOLS FOR ABCD FACILI
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Section 2: ABCD as a Process ......
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Table of Figures Figure 1: Is the g
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Section 1 ABCD as a Paradigm 2
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1.1.b. Introducing ABCD: Glass Half
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Emphasize that ABCD emerged from a
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• What made a difference in what
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Community Summaries Example 2 (Thes
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1.2.b. Variation of Community 1 and
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1.3. Language and Labels (Source: C
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1.4. Ladder of Inference (Adapted f
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Reinforce the importance of gatheri
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assets (“its glass is half-full
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Ask the group: what do you understa
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to speak to the funder. He sees som
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Ask the group who they think is at
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1.9.Power Walk (adapted from UNICEF
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(xvi) I eat at least two full meals
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you or you move away. Even if they
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1.10.b. Variation on Levels of Enga
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Scene 2: NUMA village and MAKA town
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1.12. Nobody has Nothing (Source: C
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Scenario 2: Street Kids in Khartoum
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Example of a South African Communit
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submit an application. There are ma
Page 51 and 52: leaders and movements that bring pe
Page 53 and 54: practices’ and improving farming
Page 55 and 56: As a result of this dam constructio
Page 57 and 58: Once each person has had an opportu
Page 59 and 60: Is it: To take charge of our future
Page 61 and 62: The wisdom of the community always
Page 63 and 64: 1.17. Videos and Film Festivals(can
Page 65 and 66: Title Place Year Type of Film You C
Page 67 and 68: Title Place Year Type of Film Richl
Page 69 and 70: 1.18. Example of how you can use vi
Page 71: 2. Ask participants, “What’s ri
Page 74 and 75: The Coady International Institute C
Page 76 and 77: 10. Communities are drivers of thei
Page 78 and 79: 4. Communities have never been buil
Page 80 and 81: 2.1. Introduction: ABCD Process (So
Page 82 and 83: • Are they formal or informal gro
Page 84 and 85: Interviewers should ask the followi
Page 86 and 87: 2.4.a. Mapping skills of the Hand,
Page 88 and 89: Ask the group to list the skills on
Page 90 and 91: 2.5.a. Mapping Associations (Adapte
Page 92 and 93: • What else do you do now? (for y
Page 94 and 95: If you do not have much time or you
Page 96 and 97: 2.6. Mapping Physical and Natural A
Page 98 and 99: 2.7. Mapping Physical Resources usi
Page 100 and 101: From the line, ask participant’s
Page 104 and 105: Step 3. Draw arrows coming into the
Page 106 and 107: Case Studies that can be used in th
Page 108 and 109: The Actual Leaky Bucket of Wikwemik
Page 110 and 111: (Source: SEWA and Coady Institute)
Page 112 and 113: The Digital Leaky Bucket (Source: C
Page 114 and 115: methodology from start to finish, t
Page 116 and 117: 2.11. Action Planning (Source: the
Page 118 and 119: Future change Reforestation of hill
Page 120 and 121: Ask the participants to walk around
Page 122 and 123: Instructions Activity 1: Service De
Page 124 and 125: • Request for CLF should not be c
Page 126 and 127: Instructions on how to use this too
Page 128 and 129: After that, each team should pick o
Page 130 and 131: Along a horizontal line drawn on fl
Page 132 and 133: 2.17. Final assignment (Source: Coa
Page 134 and 135: 2.18. Tips Moving Forward for Facil
Page 136 and 137: It may also be strategic for commun
Page 138 and 139: • One of the most important eleme
Page 140 and 141: ehaviour that is conducive to commu
Page 142 and 143: Section 3 Process Facilitation 137
Page 144 and 145: 3.3. Why do we need Facilitation Sk
Page 146 and 147: Conscientization/Experiential Learn
Page 148 and 149: • be large enough to accommodate
Page 150 and 151: 3.6. Process Facilitation “A A go
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3.7. Program Design Every training
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Tips and Tools for Facilitators Int
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Pairs Small Groups Popcorn Buzz Gro
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Inputs/ Presentations What we know/
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Activity 1: Electric Current Instru
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made assumptions that proved to be
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3.11. Linking “Community” and
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3.12. Creative Tension (Adapted by
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present their ideas creatively. Inv
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Who are you? Ask for a volunteer to
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ABCD-Training-of-Trainers-Tools-July-2013

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