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

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Ask the participants to walk around the room looking at all of the different sets of charts and maps. Invite two or three groups to present their answers to the questions above. Ask the participants to evaluate whether the community represented by each group has come up with a good idea for a community activity that builds on what the community has (and builds community at the same time). A community initiative that uses existing assets in the community is “picking the low-hanging fruit.” Explain that this initial “planning” activity builds on the enthusiasm of the group that has occurred because of all the mapping exercises. Usually this will not involve everyone, but only those who are interested in participating. It is the role of the community leadership that comes forward during these activities to encourage more and more people to participate. The facilitator can help local leadership by showing encouragement to community members who are shy about participating. Ask them to contribute! Tell them that they have something important to offer! Always identify the strengths that a person has that will be valuable for this community activity. 115
2.13. How to support ABCD action plans: Service Delivery and Responsive Investment (Source: Coady Institute) Session Title Session Objectives How to support ABCD action plans: Service Delivery and Responsive Investment Discuss strategies for investing responsively in community-driven development Come up with criteria for identifying community-driven development Prepare an “opportunity statement” for prospective donors Duration of Session Resources Training Materials 60 minutes Flipchart paper Markers Service Delivery/Responsive Investment Handout Community Leverage Fund Handout Introduction This exercise is intended to be used for NGOs, government staff or donors. There is obviously no one way to support a group to achieve their action plans; it all depends on the context. Much of the time, the support these groups require is not related to funding. For example, one of the best practices of outside institutions supporting community-driven development has been to act as a “gateway” organization, connecting community groups to a multitude of partnerships with other stakeholders. When groups are well networked and connected to a number of different supporters, they tend to be more successful. There will likely come a time, however, when the group may ask you for funding. Funding communitydriven development is challenging for outside institutions for a number of reasons. First, you do not want to overwhelm groups with resources or undermine local ownership. Second, while funders are often very good at funding service delivery, they often find it difficult to support community-driven development. This is understandable because when funding service delivery, the outcomes are generally easier to track and deliverables are pre-determined. It is a much cleaner and controlled process than funding something long-term that local associations define and own. This is not to say that funding service delivery is a problem (and in fact, people are entitled to services), but funding community-driven development entails an entirely different strategy on the part of funders. 116
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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
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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 118 and 119: Future change Reforestation of hill
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
Page 168 and 169: 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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