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

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The Actual Leaky Bucket of Wikwemikong First Nation, Canada What opportunities did community leaders see after examining the main inflows and outflows? • A microcredit scheme to support informal handicraft and forest product enterprises that linked raw materials to finished products in a value chain (see Box 1 for details); • Tourism-related activities to increase the flow of income into the community, such as a small craft marina, sportfish outfitting and guiding, and the promotion of a major summer cultural festival—the “Pow Wow”; • More local entertainment and shopping opportunities for residents to shop locally and to attract customers from nearby communities. 103
Case Study: Mathopestat, South Africa (Source: Sebastian Mathews) Mathopestat is a village of approximately one thousand people located near the city of Rustenburg within the mining belt of South Africa. Many of the men of Mathopestat work outside of their home community in the mines or they have left it altogether and moved to one of South Africa’s large cities. Over 60% of those who remain in Mathopestat are mothers, children and adolescents, grandparents, and unemployed men and women. As is typical of South Africa’s rural areas, many households in Mathopestat depend almost entirely on social grants from the state as their main source of livelihood, although it is not uncommon for the local residents to supplement this income with small-scale, informal cash-generating activities such as raising and selling livestock. There are very few formal sector businesses in Mathopestat; most village residents prefer to do their shopping in nearby Rustenburg. In November 2009, Sebastian Mathews, then board chair of the Greater Rustenburg Community Foundation (GRCF) facilitated a leaky bucket exercise in this community. He chose to hold the session during the day to attract the groups targeted by the GRCF: unemployed youth and grandmothers. More than 80 community members attended. For this exercise, Mathews focused exclusively on the flows of money into and out of the household sector. He asked the participants to indicate the main sources of income and expenditures and to estimate how much an average household earned or spent on certain items in a month. He then multiplied this estimate by 12 (to obtain the average annual income or expenditure) and then by the number of households in the community. Within a few minutes, the grandmothers (or “go-gos” as they are known in South Africa) were pulling out their cell phones and doing the calculations themselves. It turned out that the estimated total household income in the community from grants alone was about 3.7 million Rand, with another R 1 million coming from the sale of livestock and wages earned. . Of this income, some R 3.6 million was leaving the community, most of which was spent in Rustenburg. For example, households spent R 210,450 on eggs in city supermarkets, R 150,875 on school uniforms, and a similar amount on alcohol, even though most village residents knew how to raise chickens, sew, and brew their own beer. This process created an “Aha!” moment when community members started thinking about how to capture money leaking from their community and invest it into income- generating activities. The week after the leaky bucket exercise, a group of women started pooling their savings to purchase dairy goats to produce milk and cheese for sale in Rustenburg. The leaky bucket helped them assess the potential market size for their business. By estimating how much households spent on similar products outside the community, these micro-entrepreneurs were able to gauge how much money local people might be willing to spend on their products. The Leaky Bucket as a Monitoring and Evaluation Tool: Self-Employed Women’s Association (SEWA), India 104
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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
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leaders and movements that bring pe
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practices’ and improving farming
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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 102 and 103: 2.8.b. Variation on Transect Walk (
Page 104 and 105: Step 3. Draw arrows coming into the
Page 106 and 107: Case Studies that can be used in th
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
Page 152 and 153: 3.7. Program Design Every training
Page 154 and 155: Tips and Tools for Facilitators Int
Page 156 and 157: 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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