COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 1 Communities for Child.

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 1 Communities for Child Wellbeing: Tools for Child Focussed Programme Design Facilitator Training Module 1 Visit 1 These slides are to be used in conjunction with Visit 1 Facilitator Training: Lesson Plans World Vision Lao PDR Gisela Ervin-Ward and Daniel Matter Illustrations: Souliya Poumivong Photos and Video: Daniel Matter, Gisela Ervin-Ward and WV Lao PDR Staff Module 1.1

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 2 Sources, References and Acknowledgements The PLA Tools and Lesson Plans featured in this document are based on the decades of field experience of thousands of development workers and on newly developed material. In addition the core ideas learned from these varied practitioners have been thoroughly tested and refined for the communities with whom World Vision Laos works. As a result, there are no direct references for these tools, but the authors wish to acknowledge the work that has come before them in developing these tools and materials. The content of this PLA process has been developed, tested and documented by Gisela Ervin-Ward and Daniel Matter. Technical input was provided by Seamus Anderson, Pieter-Jan Bouw and Emma Townsend-Gault. Field testing and subsequent feedback was considerably enhanced by the Design, Monitoring and Evaluation and ADP Staff of Luang Prabang and Savannakhet Provinces of World Vision Laos. Their patience with the difficulties of an iterative process is very much appreciated. Particular thanks goes to Kongchay Vixathep, Manichanh Phongsavatdy, Latthaya Kho and Houmpanh Soulivongxay. The development of this process was supported both financially and technically by World Vision’s Children in Ministry Department (particularly Paul Stephenson), World Vision UK and World Vision US. Regional field expertise was provided by World Vision Cambodia and World Vision Vietnam. An international technical advisory group met regularly to support the process, and particular thanks must go to the following people: Sovithyea Chea, Deng Xiong Chounu, Marion Cowell, Prasanna DeSilva, Bill Forbes, Nigel Goddard, Vatsana Inthavong, Samson Jeyakumar, Greg Kearnes, Kerry Anne McKenzie, Vithanya Noonan, Micael Olsson, Sirisouk Phanthavongs, Brett Pierce, Loretta Rose, Siddhartha Sahu, Viphakorn Sipadith, Roger Steele, Paul Stephenson. Technical advice and support was provided by Judith Ennew from Knowing Children that assisted in the difficult task of making this process child focussed with an emphasis on improving the wellbeing of children. Module 1.1

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 3 GAME: “What is it?” Drawing Choose Judges Choose Teams Choose ‘Drawers’ and ‘Guessers’ ‘Drawer’ draws word on card WITHOUT talking ‘Guessers’ try to guess the word First team to guess correctly wins a point Team with most points at end of training WINS! Module 1.1

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 4 Questions How is this game relevant to your experience with the community? What can we learn from playing this game? Module 1.1

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 5 What are we going to do in the community? Work with communities to develop village action plans Collect information to produce Area Development Programme (ADP) Assessment and Design document Module 1.1

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 6 What are we going to do in this training? Learn about the corporate reasons and development theory that shape the things we do Learn techniques for working successfully with communities, especially children Learn how to conduct the PLA tools Module 1.1

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 7 What’s First? What is this training for? –To learn how to use the Tools for Visit 3 and to prepare for the Visit Training timetable Setting group norms Participants’ experiences and expectations Module 1.1; 1.2; 1.3

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 9 World Vision Policy and Development Theory 1.LEAP 2.New ADP Structure 3.Transformational Development Model 4.Community Empowerment and Participation 5.Child Wellbeing Module 1.4

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 10 LEAP: Learning through Evaluation with Accountability and Planning Module 1.5

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 12 New ADP Approach We are child focussed Community based Empowering (for sustainability) Integrated (with a multi sector approach) Module 1.6

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 13 World Vision Transformational Development Approach Transformational Development is about change in thinking, attitudes, behaviour and relationships of groups and individuals Module 1.7

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 14 Causes of Poverty: Broken Relationships Spiritual Life Environment Community Other People Module 1.7

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 15 Transformational Development Transformed Relationships Well Being of children and families Transformed Systems & Structures Empowered and Interdependent Communities Empowered children Fullness of life for every child. Transformational Development Module 1.7

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 16 Empowerment Having the right to make one's own choices and having the ability to act on them A mechanism by which people, organizations, and communities gain mastery over their own affairs Module 1.8

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 19 Empowerment and Participation Empowerment is the ultimate form of Participation Module 1.8

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 20 Ladder of Participation Participation Based on Arnstein 1969 Ladder of Participation Module 1.9

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 21 Ladder of Empowerment: Building a new road LadderRoad Building Example 8. Citizen ControlCommunity builds the road with no government input at all 7. Delegated PowerPeople are the majority of the planning committee and they go to the government for help 6. PartnershipEqual number of community and government involved in planning and committees 5. PlacationKey community members picked by the government for committees 4. ConsultationCommunity told the road will be built and are given an opportunity to give suggestions 3. InformingCommunity told in advance that the road will be built 2. TherapyBulldozer arrives with no warning but people are ‘educated’ about the benefits 1. ManipulationBulldozer arrives with no warning Module 1.9

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 23 Who should participate in community initiatives? Do all of these groups participate equally? What are some of the barriers to participation? Which groups are more difficult to encourage to participate than others? Why is it important that a range of people participate? Module 1.10

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 24 Encouraging Participation How can you encourage the following groups to participate fully in community initiatives? –Children –Women –Very Poor –Illiterate and/or non Lao Speakers Module 1.10

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 26 Child Wellbeing, Child Focus and Child Participation These things are core to the success of World Vision Laos Programmes Module 1.11

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 28 Why do we involve children in community initiatives? Children have the right to be involved in things that affect their lives Children are the direct beneficiaries of our programmes and our work needs to reflect the needs and opinions of our direct beneficiaries Children know a lot about community life Adults don’t always make decisions that benefit children the most Module 1.11

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 29 What is a Child? UN Convention on the Rights of the Child Cultural understandings of what a Child is Module 1.12

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 30 How can children participate in community activities? Voices of children - Results of a project evaluation with children in World Vision Vietnam Module 1.13

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 32 “Doctors, nurses and facilities are better therefore more patients come here for health checkups” Module 1.13

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 33 “The market is very convenient. People do not have to go far to sell their goods” Module 1.13

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 34 “It is really helpful that our community received this rubbish cart! It helps us raise awareness about environmental protection” Module 1.13

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 37 School bags were provided for children in primary and secondary school Observation: most of the children in secondary schools didn’t use these bags, and bought other ones Why? Secondary school students felt embarrassed to have the same bags as primary school students Module 1.13

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 38 Observation: Many students didn’t want to use them. Why? Other students teased their colleagues with World Vision uniforms for being from a poor family. Module 1.13 School uniforms with a World Vision logo were provided to poor students

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 40 “The pump of this system doesn’t work. We still have to carry water from the pond” Module 1.13

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 41 “I rarely drink this water because the filter is in the School Management Board’s room” Module 1.13

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 42 What other ways can children participate in community activities? How does World Vision Laos involve children in activities? How could children participate in community initiatives? Module 1.13

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 43 Attitudes towards child participation 1.What are some common negative attitudes/perceptions among adults in regards to child participation? 2.What is the source of these attitudes/perceptions? Module 1.14

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 44 What can you do to change these perceptions? Awareness raising Advocacy Setting an example Providing information Conducting PLA Module 1.14

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 45 What do you do if… Parents don’t want children to participate? Parents don’t understand why children should participate? You can’t get a representative group of children? Children are too shy to participate? Module 1.14

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 46 Quality of Child Participation: Practice Standards Standard 1: An ethical approach: transparency, honest and accountability Standard 2: Children’s participation is relevant and voluntary Standard 3: A child-friendly, enabling environment Standard 4: Equality of opportunity Standard 5: Staff are efficient and confident Standard 6: Participation promotes the safety and protection of children Standard 7: Ensuring follow-up and evaluation Module 1.15

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 50 Quality of Child Participation: “We know something someone doesn’t know” What are the strengths of this approach? What do you expect the outcome/results to be? Module 1.18

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 51 Quality of Child Participation: “How crazy can it be?” Why did this project go wrong? What could they have done to prevent this? Module 1.18

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 53 Child Focus Conducting activities that DIRECTLY benefit children Seeing things from a child’s point of view Including children in the planning and implementation of projects Encouraging families to strive for a better life for their children Improving the situation of whole families to give children a better life Module 1.20

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 55 Principles of working with the community Facilitation Group size and composition Group dynamics Location and sitting arrangements Attitude towards participants Timing Module 1.21

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 56 Facilitation What is facilitation? Think of a good facilitator. What does he or she do? Module 1.22

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 57 Transformational Goals of Facilitation Improved relationships Increased self worth Increased awareness of each other (skills, abilities) Respect Improved interpersonal communication skills (listening etc) Change in behaviour towards each other Caring for each other Module 1.23

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 58 Facilitation: Role Play 1 You are in a meeting with adults who are deciding whether to build a bridge over the creek or whether to put a new roof on the health centre. There are people who have very strong opinions about both options, but the village can only afford to do one. Module 1.23

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 59 Facilitation: Role Play 2 You are sitting with a group of children. You are trying to find out what they like and don’t like about their village. The children range in age from 7 to 15. The youngest ones have very different ideas to the older ones. The boys dominate the girls. Module 1.23

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 68 Note Taking Take clear photos of every tool 1 facilitator and 1 note taker Ask ‘Key Questions’ Check notes at end of day for any gaps Module 1.26

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 72 What is a Participatory Learning and Action Approach (PLA)? A process in which we and the community learn about their context, needs and opportunities and to develop activities to improve their development situation and to increase their empowerment Module 1.27

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 73 What are the strengths of PLA? Communities identify their own needs, opportunities and activities Communities learn about their own abilities and opportunities Communities can make their own plans Subsequent activities are relevant and sustainable Communities are empowered Module 1.27

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 74 Characteristics of PLA Approaches Positive: highlights know-how and abilities not problems Focus on community not researcher: external person is Facilitator not Expert Allows for diversity and complexity: many voices, wide range of aspects considered Module 1.27

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 76 How does PLA help achieve empowerment? PLA is not just about gathering information but about learning together Learning together means people are able to identify their own development opportunities and activities - that is empowerment Module 1.28

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 77 Ladder of Participation Participation Based on Arnstein 1969 Ladder of Participation Module 1.28

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 78 Why are we conducting PLA? To gather the information to design new ADPs To begin the empowerment process Community mobilisation To make Village Development Plans Module 1.28

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 79 Research Questions What are the issues, needs and resources that impact the well-being of children in this village? Who are all the vulnerable groups living in the community and who are the stakeholders What resources and skills can the community access? Module 1.28

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 80 Three PLA Visits Visit 1: Relationship building with village leaders; secondary data collection; sample selection Visit 2: Community introductions and mapping exercise Visit 3: Village Action Planning Module 1.28

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 81 Reporting Templates for every tool Record: –Tool –Discussion –Analysis Module 1.29

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 82 Why do we do reporting as we go? To make sure we are on the right track So we can ‘fill in the gaps’ To save time To make sure all facilitators participate and information is not lost Module 1.29

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 83 Analysis Analysis is not a record of what happened but the conclusions you can draw from what happened Module 1.29

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 84 Analysis using the Cumulative Livelihoods Framework Analysis The Livelihoods Framework –A way of understanding the cross-sectoral nature of resources and activities in the village –Important because we think about things, people, behaviour and beliefs – not only physical things 5 types of ‘Capital/Resources’ –Human –Physical –Natural –Financial –Spiritual/Social Module 1.29

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 85 Facilitation Practice Report Card Ask questions and listen actively Moderate the group discussion Contribute technical knowledge Convey empathy General constructive comments Module 1.30

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 89 Visit 1: Relationship building with village leaders, secondary data collection and sample selection Purpose: –To introduce ourselves to the Nai Ban and village leaders –To explain the mandate of World Vision –To collect the secondary data; and –To conduct a vulnerability ranking and select the sample of participants Module 1.33

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 90 Tool 1: Message 1 Purpose: –To introduce ourselves to the village leaders –To explain and explore what we mean by development –To start awareness raising about development (not to collect data) Module 1.34

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 91 How do we do Tool 1? Explain the purpose of the tool Introduce every team member Use the notes on cards as a guide – don’t read directly Conduct focus group discussion as per notes Module 1.34

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 92 Reporting Tool 1 Fill in Cumulative Livelihoods Analysis Template Fill in Reporting Template Take photos Module 1.34

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 93 Tool 2: Key Informant Interviews Purpose: –To gain an overall understanding of the Village and District –Information is particularly important for the Assessment Report Module 1.35

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 94 How do we do Tool 2? Don’t forget to do all surveys 2 people conduct survey: talker and writer Never leave a question blank Gender disaggregated, demographic data is extremely important Module 1.35

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 95 Reporting Tool 2 Fill in Cumulative Livelihoods Analysis Template Reporting template must be filled in for this tool Don’t leave any box blank. If there is no answer, explain why Attach completed surveys to Reporting Template Module 1.35

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 96 Tool 3: Historical Time Line Purpose: –To identify events that have influenced the development of the village in the past –To identify major achievements in the life of the village –To identify ways in which the village has coped with problems –This information is particularly important for the Assessment Report –This information will be used to help identify activities Module 1.36

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 97 How do we do Tool 3? Explain purpose of tool Brainstorm events Write 1 event on each card Put events in order Ask the Key Questions –Why did they happen? –What effect did they have? –How did you cope with them? Module 1.36

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 99 What challenges could you face doing an Historical Time Line? Culturally different perceptions of time Culturally different ways of measuring time People unable to remember exact years of events People not familiar with representing time in written form Module 1.36

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 100 Reporting Tool 3 Fill in Cumulative Livelihoods Analysis Template Fill in Reporting Template Don’t forget to take a clear photo Module 1.36

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 101 Tool 4: Seasonal Calendar (Optional Tool) Purpose –To identify the events that happen on an annual cycle to give an idea of labour demands, vulnerable times and livelihood sources –This information is useful for the Assessment Report Module 1.37

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 102 How do we do Tool 4? Identify seasons Identify seasonal milestones Use pictures as much as possible Ask the key questions Module 1.37

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 104 Reporting Tool 4 Fill in Cumulative Analysis Fill in Reporting Template Don’t forget to take a clear photo Module 1.37

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 108 Tool 5: Vulnerability Ranking Purpose: –To define ‘vulnerable’ in order to identify people for the sample –To categorise each family in relation to their vulnerability status –To identify families with other vulnerabilities Module 1.41

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 109 How do we do Tool 5 Explain purpose Explain ‘vulnerable’ Have group define vulnerable groups Write down names of all families on individual cards Sort all families into these groups Take not of special circumstances next to different families Identify individuals within families who might be vulnerable Module 1.41

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 113 Tool 6: Sample Selection Purpose –To identify a representative sample of people who will be invited to participate in the PLA process –These people will attend subsequent visits if they agree to participate Module 1.42

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 114 Why is it important to have a representative sample and for this sample to remain constant? It means that the most vulnerable voices can be heard Information/data represents multiple points of view The perspective of children can be heard Many people can see the relevance of the activities to their lives Module 1.42

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 115 How to do Tool 6 6 groups: leaders, Men, women, teenagers, boys, girls Need 6 – 10 representatives for each group Take equal numbers from each group in Vulnerability Ranking Discuss logistics and availability Module 1.42

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 116 Example of Tool 6 LeadersMenWomenBoysGirlsTeenagers NameGroupNameGroupNameGroupNameGroupNameGroupNameGroup Module 1.42

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 118 Tool 7: Visit 1 Completion Checklist Purpose: –To make sure the purpose of the Visit has been achieved Module 1.43

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 119 How to do Tool 7 Gather whole team together (not villagers) Discuss and fill in checklist Go back and complete incomplete items ADP Coordinator sign form and attach to reports Module 1.43

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 120 Reporting Tool 7 Tool 7 does not have a reporting template Include the completed form with the reports Module 1.43

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 122 Planning for Fieldwork What do you need? (See Guidelines) What do you need to get it? Whose job is it to organise these things? Who will facilitate each activity? Module 1.44

COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 1 Communities for Child.

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COMMUNITIES FOR CHILD WELLBEING: TOOLS FOR CHILD FOCUSSED PROGRAMME DESIGN VISIT 1 World Vision Lao PDR Copyright © 2009 Slide 1 Communities for Child.

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