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

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Future change Reforestation of hill slope Steps required Pool contributions to purchase subsidized seedlings from Forestry Department Invite contributions of local species seedlings from community members Identify nursery site Nurture seedlings in nursery Organize work groups to plant on hill slopes Local assets that can contribute Seedlings available in the community Site for nursery Local expertise in care of seedlings Volunteer labour Savings Forestry department services Figure 13: Identifying community assets to achieve the project goal Step 4: Convene a core group to carry out the activity: This is when a core group of community members make a clear commitment to being involved in the activity. Leadership emerges that can carry the idea forward. At first, there may be only a few involved, but over time, more and more people will be encouraged to participate, drawing upon leadership throughout the community. With time, if the “low hanging fruit” activity is successful, community members will want to try out more ambitious projects. At this point, it may be appropriate to develop a vision for this community. Or, one community group may want to develop their own vision and link it with others. However, sometimes people simply want to move forward, linking their assets to opportunities as they arise, letting a common purpose and common vision emerge informally in the process. Sometimes it can take a long time for communities to move from “low hanging fruit” to more ambitious projects. It happens gradually as outside organizations begin to see how well organized and motivated the community is. Then, those outsiders (government departments, NGOs etc.) will prefer to work with those communities that have this energy and motivation. They will visit those communities first and respond to them first. 113
2.12. Reflections on ABCD Process (Source: The Coady Institute) Session Title Session Objectives Reflections on ABCD Share and discuss results of group mapping activity and “low-hanging fruit” plan of action activity Duration of Session Resources Training Materials Attain a deeper understanding of the principles and practice of ABCD 90 minutes Flipchart Markers All community maps created previously None Introduction This activity is a good way to wrap up the ABCD process (from start to finish as laid out in this manual) and to allow time for reflection and comments. Instructions Explain that in this final day, the group will learn how to match assets to opportunities and engage community members in a simple action planning activity. This immediate action by the community may lead to more ambitious plans in the future. Large Group Discussion Sharing Group Work In the training, ask each small group to spend 10 to 15 minutes preparing all of their maps and charts so that they are clearly labeled and presented. Each group will need some wall space to display their work. Tell them to be prepared to discuss: • Their plan for immediate action (following the linking, Mobilizing and Organizing activity undertaken previously) • The reason why they came up with this plan (they should be able to show how they have linked community assets to opportunities) 114
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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
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Once each person has had an opportu
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Is it: To take charge of our future
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The wisdom of the community always
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1.17. Videos and Film Festivals(can
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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 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 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
Page 158 and 159: Inputs/ Presentations What we know/
Page 160 and 161: Activity 1: Electric Current Instru
Page 162 and 163: made assumptions that proved to be
Page 164 and 165: 3.11. Linking “Community” and
Page 166 and 167: 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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