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

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Plastic Rubbish Pickers in New Delhi, India • 250,000 +, mainly women • Pick from garbage, roadsides • Know where to go and to sell • Low value, mixed varieties and colours • Some recyclable materials • Harassed by ‘official’ services, police • Provide a valuable service • Visible, shameful to ‘image Can you link these assets with potential income-generating activities? If so, which ones? Answer: These women organized into a cooperative to sort, clean and colour code the plastic bags. With some help with marketing and design, they produced fashion hand bags that are now so popular that they are sold online. See website (if you have access to internet): www.conserveindia.org. 39
Scenario 2: Street Kids in Khartoum, Sudan • Organized in gangs • Ruthlessly harassed; tough and determined • Energetic, strong, young • Know the city, in spite of no maps or street names or numbers • Keen to learn Can you link these assets with potential income-generating activities? If so, which ones? Answer: They organized into a tour guide association. Scenario 3: Ex-Prostitues in Los Bagnos, Philippines • Out of work; American base closed • Young, attractive • Good at selling • Know how to deal with authorities • Know the streets Can you link these assets with potential income-generating activities? If so, which ones? Answer: Door to door cosmetic sales Scenario 4: Crazy bikers in London, England • Passionate about motor-bikes • Own and cherish fast machines • Deal in drugs and stolen goods to ‘feed’ their passion • Used to coping with the police • Know the fastest route to everywhere • Compete fiercely, but strong camaraderie Can you link these assets with potential income-generating activities? If so, which ones? Answer: Door to Door Courier Service (see website if there is Internet Access): http://www.dtdc.in 40
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 and 26: assets (“its glass is half-full
Page 27 and 28: Ask the group: what do you understa
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: 1.12. Nobody has Nothing (Source: C
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
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
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(Source: SEWA and Coady Institute)
Page 112 and 113:
The Digital Leaky Bucket (Source: C
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methodology from start to finish, t
Page 116 and 117:
2.11. Action Planning (Source: the
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Future change Reforestation of hill
Page 120 and 121:
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
Page 128 and 129:
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
Page 134 and 135:
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
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
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• be large enough to accommodate
Page 150 and 151:
3.6. Process Facilitation “A A go
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3.7. Program Design Every training
Page 154 and 155:
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/
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
Page 170:
Who are you? Ask for a volunteer to
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