These slides are to be used in conjunction with Visit 2 Facilitator Training: Lesson Plans

1. Communities for Child Wellbeing: Tools for Child Focussed Programme DesignFacilitator Training Module 2Visit 2 These slides are to be used in conjunction with Visit 2 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 2.1 Slide 1

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, Emma Townsend-Gault and Elizabeth Peterson. 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 2.1 Slide 2

3. GAME: “What is it?”Acting • Choose Judges • Choose Teams • Choose ‘Actors’ 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 2.1 Slide 3

4. Questions • How is this game relevant to your experience with the community? • What can we learn from playing this game? Module 2.1 Slide 4

5. What are we going to do in the community? • Conduct Visit 2 to identify important things about people’s lives so that there is information for the Village Action Planning session in Visit 3 • Collect information to produce Area Development Programme (ADP) Assessment and Design document Module 2.1 Slide 5

6. What are we going to do in this training? • Learn how to conduct the PLA tools for Visit 2 • Prepare for fieldwork Module 2.1 Slide 6

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 2.1; 2.2; 2.3 Slide 7

8. Review of Visit 1: River of Life Module 2.4 Slide 8

9. Facilitation Practice Report Card • Ask questions and listen actively • Moderate the group discussion • Contribute technical knowledge • Convey empathy • General constructive comments Module 2.5 Slide 9

10. Visit 2: Mapping Exercises • Purpose: • The mandate of World Vision is explained • Relationship building with the community begins • People talk about the current situation and what their dreams/goals are • Information collection is completed for the Assessment Report (if applicable) Module 2.6 Slide 10

11. Tool 9: 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 2.7 Slide 11

12. Who should participate: checking the sample • Who should be in the sample? • Why is it important that these people attend? • What would happen if the sample kept changing? Module 2.7 Slide 12

13. How do we do Tool 9? • This is exactly the same as Tool 1 except it is done with the participants • Check the Sample • 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 2.7 Slide 13

14. Example of Tool 9 Module 2.7 Slide 14

15. Reporting Tool 9 • Fill in Cumulative Livelihoods Analysis Template • Fill in Reporting Template • Take photos Module 2.7 Slide 15

16. Tool 10: Village Orientation Walk • Purpose • Relationship building • Village orientation • Identification of important places for children • Preparation for map drawing Module 2.8 Slide 16

17. How do we do Tool 10 with Adults? • Ask people to show you places important to them • Ask WHY questions including Key Questions • Focus on people more than things • Focus on things important to children • Record what people say Module 2.8 Slide 17

18. Walking Empty Dam New Latrine Sacred sites Example of Tool 10 with Adults Module 2.8 Slide 18

19. How do we do Tool 10 with Children? • Give 2 or 3 small groups of children a digital camera • Ask them to take 10 photos of the best places in the village • Show pictures on computer • Ask children to tell you about them (Key Questions) Module 2.8 Slide 19

20. 2 3 4 5 4 Module 2.8 Slide 20

21. Step 6: Examples of Photos and Explanations “The borehole makes cooking, washing and gardening much easier. Before we had to carry water from the stream. We had to go to our gardens nearby the stream. Now we can have our gardens close to the house.” Module 2.8 Slide 21

22. Step 6: Examples of Photos and Explanations “We use this loom to produce clothes and bedclothes. Our parents sell these products to buy food, motorbikes and education materials.” Module 2.8 Slide 22

23. Step 6: Examples of Photos and Explanations “The playground is a place where we can enjoy ourselves. It brings happiness to our hearts. Thanks to this playground we have a better health. Playing prevents us from abusing drugs. Last year we formed a rattan ball team to play in a competition in the district.” Module 2.8 Slide 23

24. Reporting Tool 10 • No written output so record of discussion very important • Include copies of pictures with explanations like in above slides • If you asked the Key Questions you will have all the ‘answers’ for the reporting • Don’t leave any box blank – if there is no answer, explain why • Complete Reporting Template including Cumulative Analysis Module 2.8 Slide 24

25. Tool 11: Village Social and Resource Map with Dream Map • Purpose: • Relationship building • To get general background information • To provide a focal point for future discussions • To raise awareness about existing resources and to encourage people to think about how the physical aspects of the village impact children • To encourage people to start ‘dreaming’ about how life could be Module 2.9 Slide 25

26. How do we do Tool 11? • Place paper somewhere everyone can see and reach • Draw a map of important landmarks, spaces and resources • Use examples as a prompt • Discuss things as they are drawn using the Key Questions • Take note of the discussion • Encourage everyone to draw Module 2.9 Slide 26

27. Example Tool 11 – Village Resource Map Module 2.9 Slide 27

28. Example Tool 11 – Village Resource Map with Dream Map Cards added Module 2.9 Slide 28

29. What are some important facilitation skills required for Tool 11? • Encouraging everyone to draw • Encouraging everyone to talk • Asking questions to prompt (without telling what to draw) • Asking WHY? Questions • Taking good notes Module 2.9 Slide 29

30. Reporting Tool 11 • Complete Reporting Template • Complete Livelihoods Framework Cumulative Analysis • Make sure an interpretation of the map is included • Make sure a clear picture of the map is included • Make sure notes from discussion are included Module 2.9 Slide 30

31. Remember: interpretation starts in the field! Module 2.9 Slide 31

32. Tool 12: Case Studies of Vulnerable Families • Purpose: • To get a detailed account of the lives of vulnerable people • To directly involve vulnerable people who may not be able to participate otherwise Module 2.10 Slide 32

33. How do we do Tool 12? • Choose 1 – 3 vulnerable families as identified in Tool 5 Vulnerability Ranking • Explain what will happen in a private place • Ask the Key Questions • Encourage participants to tell stories rather than just answering questions • Keep conversation positive Module 2.10 Slide 33

34. Example of Tool 12 Module 2.10 Slide 34

35. What are some important facilitation skills for Tool 12? • Being friendly • Conducting tool in a private place • Listening well and taking good notes • Choosing a time that is important for the participants • Asking lots of WHY questions to get the ‘bigger picture’ Module 2.10 Slide 35

36. Reporting Tool 12 • Include survey answers in report • Complete reporting template • Complete cumulative analysis • Photographs are only necessary if you are using them to illustrate some of the things people talked about Module 2.10 Slide 36

37. Tool 13: Observations from Overnight Stay • Purpose: • To deepen and consolidate relationships with participants • To supplement PLA findings with observation and informal conversations • To triangulate PLA data Module 2.11 Slide 37

38. How do we do Tool 13 • Engage in informal conversations during the evening • Make a particular effort to talk to children • Keep your interactions casual and polite • Keep the Key Questions in mind, but don’t ask them directly from the guidelines Module 2.11 Slide 38

39. Example of Tool 13 Module 2.11 Slide 39

40. What are some important facilitation skills for Tool 13? • Being friendly – don’t make people feel as though they are still working • Listening well and taking good notes but being casual about it • Asking lots of WHY questions to get the bigger picture Module 2.11 Slide 40

41. Reporting Tool 13 • One reporting template should be completed for each significant interaction • If you ask the Key Questions you will be able to fill in the reporting template Module 2.11 Slide 41

42. Tool 14: Visit 2 Completion Checklist • Purpose: • To make sure the purpose of the Visit has been achieved Module 2.12 Slide 42

43. How do we do Tool 14? • Gather the PLA team together (not community members) • Discuss and fill in the checklist • Discuss the Key Questions • Complete any incomplete checklist items • ADP Coordinator to sign checklist and attach to reports Module 2.12 Slide 43

44. Reporting Tool 14 • Tool 14 does not have a reporting template • Include the completed form with the reports Module 2.12 Slide 44

45. Reporting Day Module 2.13 Slide 45

46. 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 2.14 Slide 46

47. Daily Feedback Module 2.15 Slide 47