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

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3.11. Linking “Community” and “Mobilizing” (Source: Coady International Institute) Session Title Session Objectives Duration of Session Resources Training Materials Linking “Community” and “Mobilizing” Define community Identify the qualities of good community mobilizers 30 minutes Flip Chart Paper Markers None Introduction The presence of strong local leadership (formal or informal) is important at the community level because it is local leaders who must drive an ABCD process, not an NGO or government staff. These leaders can inspire people into action and can help mobilize local resources. For this reason, these people are sometimes called “Community Mobilizers.” In this activity, we explore real life examples of these kinds of leaders and their role in an ABCD process at the community level. Instructions Divide the participants into two groups. • Ask one group to discuss what it means to be a “community”: What are some examples of community? Is a community only a geographic grouping or can a community be made up of other groups of people? Invite the group to draw a picture of what they understand to be a community. • Ask the other group to discuss what it means to be a person who can “move” people (“mobilize” people) to get things done in a community. What are some of the ways to do this? Do they know people who are good at doing this? What kinds of things do they do? What are some of the things that stop a community from moving ahead? Invite the group to draw a picture showing what it means to mobilize a community. Bring the two groups back together. Ask them to show and describe their drawings about what it means to be a “community” and what it means to be a “mobilizer.” Try to make as many connections as you can between the concept of “community” and the concept of “mobilizer.” For example, the two drawings may look something like this:
Figure 14: Community Figure 15: Community Mobilizer Allow some time for discussion and reflection on the role of community mobilizers.
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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
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1.18. Example of how you can use vi
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2. Ask participants, “What’s ri
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The Coady International Institute C
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10. Communities are drivers of thei
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4. Communities have never been buil
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2.1. Introduction: ABCD Process (So
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• Are they formal or informal gro
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Interviewers should ask the followi
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2.4.a. Mapping skills of the Hand,
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Ask the group to list the skills on
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2.5.a. Mapping Associations (Adapte
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• What else do you do now? (for y
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If you do not have much time or you
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2.6. Mapping Physical and Natural A
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2.7. Mapping Physical Resources usi
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From the line, ask participant’s
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2.8.b. Variation on Transect Walk (
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Step 3. Draw arrows coming into the
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Case Studies that can be used in th
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The Actual Leaky Bucket of Wikwemik
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(Source: SEWA and Coady Institute)
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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
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Page 144 and 145: 3.3. Why do we need Facilitation Sk
Page 146 and 147: Conscientization/Experiential Learn
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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 166 and 167: 3.12. Creative Tension (Adapted by
Page 168 and 169: present their ideas creatively. Inv
Page 170: Who are you? Ask for a volunteer to
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ABCD-Training-of-Trainers-Tools-July-2013

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