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

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1.19. Photographs: What’s right with this picture? (Source: CHF) Introduction The photographs presented in this exercise are often used by development actors to invoke feelings of sympathy and charity and to show what poverty looks like. Using a needs-based perspective, we would see many things that are ‘wrong’ with this picture. In this exercise, we challenge participants to look for what is ‘right’ with this picture and to identify the various assets that exist that often go unnoticed by development actors. These assets can be human, natural, physical, social or financial. Instructions 1. Display the photo or pass it around so that everyone can see it. It is included in the Training Material Guide. 65
2. Ask participants, “What’s right with this picture?” Encourage participants to look deeper than just what they see in the picture and think about the larger community where this photo was taken. Possible answers include: • Having a house/shelter • Having water. The water is close by because the woman is washing her clothes at the house instead of at the well (if the water source was far away, the woman would carry her dry clothes instead of the heavy water). • Having household items (curtains, buckets, pots etc.). Families are most likely earning an income to purchase these items. • A family working hard to look after one another • A woman and child that have knowledge and skills such as selling produce at the market business skills), cooking for their family, cleaning skills (the woman could wash clothing from other families for income) • The family looks healthy. Families who are healthy have access to a balanced diet and medical care. Either they are growing food for their diet or a combination where they are selling excess crops and animals for income to purchase food for their diet. • The family is working hard to make their lives better. The woman is doing laundry and effort has been taken to make the home as nice as possible. There is a curtain with lace hanging in the window. These actions send a strong signal of people working with what limited resources they have to make their lives as good as possible. They have pride in their home. • There may be other assets not seen in the picture that belong to the family such as land, access to water, animals and savings. • There may be services in the community which people have access to such as schools, health care facilities, doctors, clinics or businesses. The following photos may also be used to undertake the same process. 66
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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
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 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: 1.18. Example of how you can use vi
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
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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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