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Activity 1.1 provides an overview ofthe workshop from the perspective ofthe facilitators whereas Activity 1.2 isfocussed on the participants- who theyare, what they expect from attendingthe workshop, and what can they‘bring’ to the workshop. The intentionof these two activities is to providebalance and emphasize that thesuccess of the workshop is dependenton the active contribution of theparticipants. It is a partnershipapproach with resource persons actingas facilitators and not ‘experts’.Activity 1.3 looks at the multipledefinitions of culture. Examining themeanings of culture (and thendevelopment on Day 2) ultimatelyleads to the acceptance that there aremultiple definitions of both.It should be noted that the intentionof this activity is not necessarily toenforce a common acceptance of whatculture means. The aim is to highlightthat it can mean so many differentthings to different groups of people.Because of this we must thereforeaccept that indeed differences aboundand those differences must berespected. If we do not adopt thisapproach, we can never arrive at‘tailor-made’ initiatives but would onlyever be imposing our own views onothers.Having looked at culture in a verygeneral sense, Activity 1.4 on ‘CulturalMapping’ is designed to encourage adeeper analysis of what culture meansfrom a more personal perspective. Thequotation below clearly enunciates whythis is so necessary.“Understanding how values, practicesand beliefs affect human behaviour isfundamental to the design of effectiveprogrammes…”Taken from ‘24 Tips for culturallysensitive programming’- UNFPA WebSiteSo, building on this exploration of themeanings of culture, Activity 1.4examines examples of behaviours(what we do) and values (why we doit). Discussion generated by theCultural Mapping activity highlights thefact that while one group from asimilar cultural background mayidentify with certain values, behaviourscan vary considerably, even amongindividuals within that group. Likewise,35
36other groups may share those values,but they too may have differentbehavioural responses. There is noconsistent match and no single “rightway” to respond. All are equally valid.The situation becomes increasinglycomplex with the recognition thatthese responses are not fixed but canchange according to context, forexample, whether we are at homewith family, at work or with friends inany number of other social settings.At times these situations may evenoverlap. The relationships we buildvery much depend on this process of“code switching” as we move from onecontext to another. It is an interactiveprocess which calls for an exchange ofinformation, knowledge and ideaswhich can help build understanding,appreciation and respect.If we transfer these realisations to thework context, the activity encouragesus to go beyond stereotyping(speaking on behalf of others/for all),and from generalisations and oversimplification,to recognising theimportance of listening to the voicesof individuals speaking for themselvesin different situations.‘Specific problems’ comprises the nextactivity. Recognizing the individualityof each participant and the uniquework situation that each is faced withis an integral strategy of theworkshop. Ideally, each participantshould leave the workshop feeling thattheir experience was not onlyworthwhile but that they havesomething very tangible to leave with.After all, each participant hasattended for a reason and primarilythat reason is the desire to improvehis or her own involvement indevelopment work. The tangible‘departure gift’ should therefore benot just a renewed enthusiasm ordetermination to work harder toresolve problems but should in fact bemore of a concrete idea on how toresolve whatever problem they face.Activity 1.5 therefore allowsparticipants to express themselvesand in doing so, quite often the reliefof unburdening their frustration isinitially satisfying in itself.Participants can share commonexperiences and possibly offer eachother advice. More importantly,participants can reassess their‘problem’ as the week progresses and
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Page 7 and 8: ContentsPreface to 2004 Guidelines
Page 9 and 10: “Development as it affects a comm
Page 11 and 12: 10PREFACE TO 2004 GUIDELINES EDITIO
Page 13 and 14: Fororeworord:12FororeworordDespite
Page 16 and 17: PART ONE15HOW THE GUIDELINES EVOLVE
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Page 33 and 34: 32“Tolerance, inter-cultural dial
Page 35: 34IntroductionThe first day of the
Page 39 and 40: TOPICSWhat do I expect from this wo
Page 41 and 42: 406. A representative from each gro
Page 43 and 44: 1.3 Meanings of CultureTime: 90 min
Page 45 and 46: 4) Culture is the roles and guideli
Page 47 and 48: Step 26. The following cultural map
Page 49 and 50: Notes on Cultural MappingCultural m
Page 51 and 52: 50Discussion following this activit
Page 53 and 54: Questions ChecklistHas my understan
Page 55 and 56: 54“We need to find ways of relati
Page 57 and 58: 56IntroductionFollowing on from the
Page 59: 58include supporters or opponents o
Page 62 and 63: Activity 2.3 - Development CartoonT
Page 64 and 65: Activity 2.4 - Tools BrainstormTime
Page 66 and 67: 2. Invite volunteers to explain bri
Page 68 and 69: Activity 2.6 - Enabling & Inhibitin
Page 71 and 72: Questions ChecklistWhat is my view
Page 73 and 74: 72“Mr. Director General, why is i
Page 75 and 76: 74IntroductionRead the following co
Page 77: 76redundant because they consider t
Page 80 and 81: Activity 3.3 The Programme Cycle79T
Page 82 and 83: COUNTRYCONSULTATIONSEVALUATIONIDENT
Page 84: What it is and why we use itFirst w
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TERMAssumptionsMEANINGFactors exter
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88Table 2: Log FrameOBJECTIVESPURPO
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participants when they took the rol
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Avoiding log frame design problems(
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Questions ChecklistHow can I promot
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96“One of the most difficult thin
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98IntroductionThe overall aim of Da
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100Activity 4.5, like 4.3, recommen
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TOPICSHow does the way we represent
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1044. Ask participants to repeat th
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Activity 4.5 Attitudes and Assumpti
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Activity 4.6 Colleague Card SortSou
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Activity 4.7 Describing a Resourcef
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Questions ChecklistWhat are my pers
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114“Reconciliation is to understa
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116IntroductionThroughout the works
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TOPICSWhat is meant by conflict med
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120maybe without even realizing or
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1223. If necessary, demonstrate. Fo
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124Notes on procedure: The above st
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Conclusion126Transforming situation
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ContributorsAnuchit Jittrathanakul
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ContributorsVirongrung Bodharamik (
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148For information and enquiries:Ce
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