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

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1.6. Types of Poverty (Adapted by Eliasov from Community Connections, 2008) Session Title Session Objectives Duration of Session Resources Training Materials Types of Poverty Broaden participants’ notions and definitions of poverty to include more than just the absence of material wealth (e.g. psychological, spiritual) Show that everyone in the world experiences poverty 30 minutes Flipchart paper Markers None Introduction As a facilitator introducing an ABCD approach, it is useful to build a new language which breaks through people’s conditioning and encourages a shift towards focusing on community assets as opposed to needs. There may be some resistance from community members and even within our own organizations if people are used to operating from a needs-based perspective and they are stuck in their own comfort zones. Unpacking and shifting thinking about the very concept of poverty itself has proved to be a powerful aspect of the course; for all development workers strive to address poverty in some form or other. Yet the understanding of poverty tends to be limited to material poverty. The psychological and spiritual aspects are often ignored as they are often hidden. But they can be very dangerous. By defining poverty in its different forms, the understanding of the group tends to broaden. This activity also tends to reveal that poverty is universal and can affect people from all walks of life in different ways. It may also be possible to tackle poverty at the root if we understand it in all its forms. Instructions Ask the group: what is your understanding of poverty? As community workers or development practitioners our work is about fighting poverty; so what exactly are we trying to fight? Usually people mention material poverty – no money, no shelter, being hungry and cold. On a piece of flip chart or cardboard paper, you can highlight Poverty of Stomach as one kind of poverty which is very immediate. Highlighting that there are still two other kinds of poverty, ask the group to think deeper. Sometimes, Poverty of Mind, and Poverty of Spirit are revealed. The facilitator can also highlight the 3 types and ask for examples: • Poverty of Mind: ignorance, superiority / inferiority complexes • Poverty of Spirit: depression, arrogance, dependency, greed, loneliness • Poverty of Stomach: insufficient food, clothes, shelter 21
Ask the group: what do you understand to be the opposite of poverty? What state would we have if we had no poverty in any form? We believe that this would be a state of abundance or true freedom – freedom in mind, in spirit and freedom from physical suffering. Debrief the session highlighting the universal aspects of poverty – demonstrating that ‘wealthy’ people can suffer from mental and spiritual forms of poverty (like greed and arrogance) whilst ‘poor’ people can be rich in spirit. 22
Page 1 and 2: COMPENDIUM OF TOOLS FOR ABCD FACILI
Page 3 and 4: Section 2: ABCD as a Process ......
Page 5 and 6: Table of Figures Figure 1: Is the g
Page 7 and 8: Section 1 ABCD as a Paradigm 2
Page 9 and 10: 1.1.b. Introducing ABCD: Glass Half
Page 11 and 12: Emphasize that ABCD emerged from a
Page 13 and 14: • What made a difference in what
Page 15 and 16: Community Summaries Example 2 (Thes
Page 17 and 18: 1.2.b. Variation of Community 1 and
Page 19 and 20: 1.3. Language and Labels (Source: C
Page 21 and 22: 1.4. Ladder of Inference (Adapted f
Page 23 and 24: Reinforce the importance of gatheri
Page 25: assets (“its glass is half-full
Page 29 and 30: to speak to the funder. He sees som
Page 31 and 32: Ask the group who they think is at
Page 33 and 34: 1.9.Power Walk (adapted from UNICEF
Page 35 and 36: (xvi) I eat at least two full meals
Page 37 and 38: you or you move away. Even if they
Page 39 and 40: 1.10.b. Variation on Levels of Enga
Page 41 and 42: Scene 2: NUMA village and MAKA town
Page 43 and 44: 1.12. Nobody has Nothing (Source: C
Page 45 and 46: Scenario 2: Street Kids in Khartoum
Page 47 and 48: Example of a South African Communit
Page 49 and 50: 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
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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
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methodology from start to finish, t
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2.11. Action Planning (Source: the
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Future change Reforestation of hill
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Ask the participants to walk around
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Instructions Activity 1: Service De
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• Request for CLF should not be c
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Instructions on how to use this too
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After that, each team should pick o
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Along a horizontal line drawn on fl
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2.17. Final assignment (Source: Coa
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2.18. Tips Moving Forward for Facil
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It may also be strategic for commun
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• One of the most important eleme
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ehaviour that is conducive to commu
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Section 3 Process Facilitation 137
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3.3. Why do we need Facilitation Sk
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Conscientization/Experiential Learn
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• be large enough to accommodate
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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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