Resources

L’objectif de ce guide est d’apporter un soutien aux personnes qui facilitent des ateliers participatifs avec les organisations non-gouvernementales (ONG) et les organisations à base communautaire (OBC) luttant contre le VIH/SIDA dans les pays en voie de développement. Ce guide s’inspire des expériences pratiques de l’Alliance internationale contre le VIH/SIDA (l’Alliance). Ce guide n’est pas un manuel d’instructions à suivre une à une. Il renforce le principe selon lequel une bonne facilitation est souvent le résultat d’une préparation soignée. Par conséquent, ce guide comprend des « boîtes d’idées », des points clés à se rappeler, et des conseils de facilitateurs expérimentés sur la manière de répondre de façon efficace et originale aux besoins des participants. Les approches participatives sont très souvent utilisées pour encourager l’implication des personnes directement affectées. Apprendre à travers les dessins, les jeux de rôle et le travail en petits groupes permet aux participants de s’impliquer, sans se soucier de leur rang ou de leur capacité à «bien» communiquer. Dans le domaine du VIH/SIDA, ces techniques peuvent s’avérer particulièrement utiles au cours des débats sur des sujets délicats comme les expériences sexuelles et les questions de vulnérabilité et de risque. Ce guide vise plutôt à être un « recueil d’idées » inspirées d’expériences communes pour aider les facilitateurs à préparer des ateliers participatifs. Ce guide peut aussi être utile aux personnes qui facilitent des réunions et des activités de planification et qui utilisent des techniques participatives.

The objective of this guide is to give support to facilitators of participative workshops working with non-governmental organisations (NGOs) and community based organisations (CBOs) combating HIV/AIDS in developing countries. The guide is based on practical experiences of the International Alliance against the HIV/AIDS. It is not an instruction manual to be followed strictly step-by step, but reinforces the principle according to which a good facilitation is often the result of a neat preparation. Consequently, this guide includes “idea boxes ", key points to remember, and tips from facilitators experienced in ways to meet the needs of workshop participants an effective and original manner. Participative approaches are often used to encourage the involvement of directly affected stakeholders. Learning through drawings, role play and by working in small groups, makes it possible for the participants to be actively involved in the workshop process, without being concerned about their status or capacity to communicate formally. In the field of the HIV/AIDS, these techniques can prove particularly useful during debates on delicate subjects like the sexual experiences and questions of vulnerability and risk. The aims of this guide is to be a "collection of ideas" inspired of common experiments to help facilitators to prepare participative workshops. However, the guide can also be useful for the people facilitating meetings and activity planning, using participative techniques

This booklet is one of a series of resources that The International HIV/AIDS Alliance has developed to encourage participation in practice. It is a compilation of energisers, icebreakers, and games that can be used by anyone working with groups of people, whether in a workshop, meeting, or community setting. This guide aims to be an 'ideas book' of shared experiences to help facilitators prepare for participatory workshops. Each of the 100 games is described in a short paragraph. The guide also briefly outlines some general considerations when using games in workshop settings. Facilitators for workshops, meetings and training courses can use games for a variety of different reasons, including helping people to get to know each other, increasing energy or enthusiasm levels, encouraging team building or making people think about a specific issue. Games that help people to get to know each other and to relax are called ice breakers. When people look sleepy or tired, energisers can be used to get people moving and to give them more enthusiasm. Other games can be used to help people think through issues and can help to address problems that people may encounter when they are working together. Games can also help people to think creatively and laterally. This guide includes all these different types of games û in no particular order û and facilitators can pick and choose those that are most appropriate for their specific purpose and context.

This document presents an overview to different diagram that can be used as visualisation tools for assessment and research. The document introduces webs, networks and flow diagrams, e.g. cognitive maps, indicator trees and livelihood diagrams; trees, analysing coast and benefit/ income and expenditure/empowerment/vision/ problem and effects/problem and solution; road journeys to the future/from the past/empowerment; Venn diagrams for stakeholder/institutional/decision-making analysis; diamonds e.g. poverty, empowerment, household equality; and maps illustrating population distribution, wealth/poverty/landholding, natural and community resources, market, credit/programme participation and vision. Each category of diagrams is explained in one chapter examining their functions, different variants, how to use them, applications in qualitative and quantitative analysis, combination with other types of diagrams, and examples. A special section on using diagrams for impact assessment and a general overview of the utility of diagrams are also included.

Poverty Reduction Strategy Papers (PRSPs) and the Poverty Reduction and Growth Facility (PRGF), to which they are linked were born out of a crisis of criticism affecting the World Bank and the IMF (International Monetary Fund). The success of Jubille 200 and public demands for rapid movement towards thir world debt cancellation were accompanied by calls for effective social conditionality on the use of the resources to be released. While making proposals to marginally accelerate the debt-relief process, the Bank and IMF also struggled to arrive at a system of social conditionality that would answer the calls for their critics. The result has been PRSPs. This paper represents Worlds Vision's assessment of the reasons for hope and concern regarding PRSPs. It gives a background to the formation of PRSPs and Interim PRSPs, and examines PRSPs in the context of participatory process; civil society and the poor; ownership; accountability; poverty reduction and economic policy; resources for development; liberalisation of northern markets; rights-based economics; income distribution; conflict reduction; and measures of impact. In the final conclusions the author points out that differences between key conceptual documents and the more operationally oriented sourcebook, may prove to be decisive in determining whether PRSPs mark a bold new step or a repetition of tired, and largely discredited, policies.

This document provides a guiding framework for the development of social policy in Jamaica up to 2015. It outlines to following: a vision for the kind of society Jamaica aspires to being and achieving; a set of key policy goals which sum up concrete outcomes and represent progress towards the realisation of the vision; a set of goals and objectives for changes in institutional systems and relationships which support the achievement of policy goals; a framework for assessing progress over time; an Action Plan outlining a five year programme of measures to strengthen the design and implementation of social policy with a view to achieving progress in relation to the outcome and progress of goals outlined.|To realise the vision of Jamaica, the Government has committed itself to the following key goals in the areas of human security, social integration, governance, secure and sustainable livelihoods, environment, education and skills, health and physical wellbeing. In addition, the key goals for strengthening the process of social policy formulation and execution are highlighted through the policy process, strategic planning and resource allocation, responsiveness and institutional learning, monitoring of social trends and outcomes.