"This manual is intended to help you train non-governmental organizations working in HIV-related fields and People Living with HIV (PLHIV) Networks on how to work effectively with the media. The manual is based on Internews Network’s Local Voices Training Curriculum that was developed by the Kenya
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Local Voices Program in 2003-2005. This curriculum has also been implemented and adjusted where appropriate by the Internews Local Voices Programs in Nigeria, Ethiopia and India. The manual consists of a five day step-by-step training agenda. It is possible to modify this program for a four-day training by slightly shortening all the sessions. A workshop based on this training model that is shorter than four days would not be as effective, because there are several issues being addressed in the different modules that can’t be left out, as they all relate to one another. It works well to start the workshop on a Monday and end it on a Thursday or Friday. Local Voices workshops accommodate about ten participants per training. The training modules are practical and aimed at getting participants to apply their newly acquired skills during the workshop. Participants are required to organize an actual media event for the last day of their training. This event allows participants to gain real life experience organizing a media event. It also serves as an opportunity for participants to interact socially and to develop relationships with participating journalists so they can begin trusting each other and working together to produce accurate and compelling coverage." (Introduction)
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"The toolkit is meant to serve both as a resource for the regional training workshops for National Biodiversity Strategies and Action Plans (NBSAP) coordinators as well as a resource base for them for national focal points (NFPs) when they are back in their work place and are dealing with Communicat
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ion, education and public awareness (CEPA) issues as part of their daily responsibilities. The toolkit provides guidance on where, when and how to use a wide range of education and communication interventions. The toolkit consists of 4 sections that contain guidance and tools for CEPA interventions by NBSAP coordinators: What is CEPA and how to get started; How to network and raise awareness; How to engage stakeholders and mainstream biodiversity; How to plan communication strategically The sections and the issues in each section are based on the surveys exploring the questions end users have. Most of the content is organized on the basis of the question ‘how to’. As NBSAP coordinators are busy people and have little time to read, the content of each HOW TO aspect of CEPA in all sections is presented in three different ways: Fact sheets; Examples; Checklists. The toolkit in this way offers an opportunity for readers to flip through and zap from one page that attracts their attention to another that could be of immediate use to them. The toolkit is not meant to read as a text book or manual on communication from A–Z." (Preface)
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"The use of comics as a campaigning tool for grassroots organisations is a relatively new phenomenon and has been tested so far only in India, some other South Asian countries and in a few countries in Africa. This manual on the creation of comics as a medium for communication of development ideas s
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hares the experiences the authors gained in seven countries. It gives a number of examples of comics from these countries, photographs from workshops on grassroots comic creation, and manuals that demonstrate how to approach this communication medium with local non-governmental organisations (NGOs) or with community members. It explains how to make wall poster comics, booklet comics, strips, and accordion folded mini comics for local distribution - at meeting places, bus stops, shops, offices, schools, on notice-boards and electricity poles, etc. Reproduction methods include: photocopying for issues up to 30-40 copies, screen printing for issues from 100 copies upwards, and offset printing for issues from 200-300 copies upwards." (CAMECO Update 4-2008)
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"This manual provides a methodology for trainers and media support organizations interested in providing courses on the coverage of avian influenza. It also provides a sample three-day training course agenda, complete with suggested lectures, discussion topics, exercises, suggested reading, field tr
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ip planning, and field safety guidelines for journalists covering avian influenza. The manual uses basic sources on avian influenza, including information from World Health Organization (WHO) and the Food and Agriculture Organization (FAO), scientific journals and academic research. It also provides links to resources for trainers designing their own courses. The manual offers practical suggestions for trainers to help journalists tailor avian influenza knowledge gained from the training sessions to the specific needs of their audience." (Page 6)
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"Welcome to this module on children‘s rights for journalists. The objective of the module is to provide you, the trainee journalist, with the concepts and the information that will help you to develop responsible news reporting skills that appreciate and respect children's rights [...] The module
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is organised into two main units. Unit 1, Introducing Children‘s Rights, provides the background to why understanding rights is so important and will look at good practice as well as the problems and challenges that arise in reporting news concerning children. Unit 2, Children‘s Rights and Professional Journalism Practice, deals with professional journalism practice from a children's rights perspective and looks at the policies and the contexts in which we need to think about how to improve our work as journalists. The material presented here should be read alongside the many supporting references and recommendations for further reading. We hope that what you learn in the module will provide a foundation and a reference point for all forms of news reporting but particularly so when children are central to the story." (Pages 5-7)
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"El Manual de Gestión para Facilitadores es el resultado de la sistematización de una serie de talleres impartidos al equipo de Gestión y Formación de AMARC México y a la red de radios. Estos textos recogen la mirada del Programa de Gestión de AMARC ALC pero también los aportes e impresiones
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de quienes participaron en esos talleres. No se trata de un manual exhaustivo, sino de un texto que recoge e integra diferentes miradas, conocimientos y experiencias para construir una guía de trabajo para los facilitadores que emprendan la compleja tarea de trabajar la gestión en las radios comunitarias de México. Este manual también es tan sólo un acercamiento para retomar las mejores prácticas, un punto de partida de un momento específico, ya que creemos que aún faltan muchos temas por discutir y definir como red de radio comunitarias al respecto." (Introducción)
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"By documenting ideas, methods and approaches for media trainers, we can start a debate about how we make sure that we make better use of the training opportunities available. The authors draw on their own extensive experience and, at the very least, provide a wealth of ideas for trainers to bring l
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ife, energy and greater effectiveness to their work in the classroom. Journalism training requires a precarious balance between the practical and the thoughtful. We need people to write clearly and simply, and we need them to know how to conduct interviews, or lay out pages, or research material. These skills are in short supply. But all of that will remain only unused capacity unless it is driven by critical, independent thinking. Therefore, an important aspect of journalism training is about inculcating what I would call journalistic values. We will get journalism training right when we can impart both the skills of the profession and the critical, independent thinking that lies at the core of good and valuable journalism. Without the latter, we are just stenographers. To be journalists, we need to also know how - with balance and fairness - to apply critical judgement to our choice of story, information, source and presentation. I can’t pretend that it is easy. As educators, we grapple all the time with the difficult task of achieving this. I expect this book will contribute to the debate and discussion around these issues - and provide a useful basic tool for those concerned about journalism training but dissatisfied with the inconsistency with which it is offered. If the book does that, it will make an important contribution." (Preface)
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"The African Charter on Broadcasting, adopted in 2001 on the tenth anniversary of the Windhoek Declaration, alongside the African Commission on Human and Peoples’ Rights Declaration of Principles on Freedom of Expression in Africa establish a series of important principles that should guide the de
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velopment of African broadcasting. These include: the crucial important of independent broadcasting regulators; the transformation of state and government broadcasters into public broadcasters; the importance of encouraging pluralism and diversity in ownership of broadcasting. The task of implementing these principles lies to a large extent with African broadcasting regulators. This manual is aimed at members and staff of African broadcasting regulatory bodies, along with others, such as journalists, broadcasters and civil society groups who are seeking to realize the ideals in these declarations." (Purpose of this manual, page 10)
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"Being creative and collaborative” is the motto of UNESCO’s Young Digital Creators (YDC). YDC is designed for young people of different cultures to collaboratively construct deeper understanding of each other’s cultural values and shared perspectives on global issues of our time. In YDC, the d
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igital tools are used to carry out creative projects, to show them and to talk about them with people from different cultures. YDC is a programme that makes the Internet and the web work to the benefit of young creators around the globe. This YDC Educator’s Kit is designed to help teachers and educators working in schools, youth clubs, community centres, and training institutes to generate and manage project-based learning activities with young people. The focus is on the creative use of information and communication technologies, global challenges of development, cultural diversity and inter-cultural dialogue. The first part of the Kit explains some basic concepts of the initiative. It starts with a brief introduction on project-based learning, then discusses creative thinking and expression, as well as cultural diversity. The last section of the first part gives an introduction to online cooperation in creative projects with Internet and web learning environments. The second part of the Kit introduces a detailed lesson plan with a number of learning activities that are expected to be implemented in sequence. The lesson plans are designed to help educators carry out a full project-based learning process with young people, starting from brainstorming and framing of the themes of the project to presenting the results of the project through exhibitions or concerts." (Introduction, page 16)
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"This brief report has been prepared as a guideline to participants and those they work with to help them put participatory video into practice and deepen their application of rights-based strategies in their work. It traces through the process of the workshop held in Hargeisa, from 2 until 9 Decemb
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er 2006. Samuel Musyoki of the Institute of Development Studies, Sussex, was the lead facilitator of the workshop. Thus much of this material draws from his work. Technical video use and exercises draw from Insights into Participatory Video, A Handbook for the Field, Nick and Chris Lunch, Insight, 2006, and Video for Change; a practical guide for activists, Witness, 2000. The facilitation tools also draw from a whole range of Participatory Learning and Action (PLA) principles and methods. PLA refers to ways of working with people through active and direct involvement for facilitating sharing, learning, discovering and action. PLA methods start from the belief that people know and are capable of identifying and sharing issues (life situations), analyzing and learning from their analysis and thus developing strategies and action for addressing the situations. They use visual methods, interactive processes and group learning; put emphasis on enabling people to speak up and out; and are committed to generating knowledge for action (rather than simply for understanding)." (Pages 4-5)
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"Recognising that PV projects have their pitfalls, the authors call on facilitators of PV to require knowledge and experience of personal and group development processes and to be sensible to the challenges and issues facing vulnerable and marginalized people. Lack of transparency and follow-up, and
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broken or unreasonable promises will foster disillusionment. The authors argue that PV is a powerful means of documenting local people's experiences, needs and hopes from their own perspective. It initiates a process of analysis and change that celebrates local knowledge and practice, while also stimulating local and regional creativity. The authors emphasise the importance of granting all community members equal access to the process, so that all voices are expressed and heard. An outline of the PV process offered by the authors includes: participants are taught how to use the video equipment through games and exercises; using PRA tools and PV techniques, facilitators help the group to identify and analyse important community issues; short video messages are directed and filmed by the participants; footage is shown to the wider community at daily screenings; a dynamic process of community-led learning, sharing and exchange is set in motion; complete films can be used to promote awareness of the various groups; this process helps strengthen both horizontal and vertical communication. The authors recognise that possible bottlenecks include: limited recognition of the value of PV by home organisation, staff, and funders; empowerment and participation of target group may not be the aim of the organisation and/or funder; the organisation may be unaware of the importance of participatory forms of communication; lack of equipment or technical problems; lack of time and skill to edit footage and implement the pilot project; lack of (facilitation) skills to implement the PV pilot project; being lost when training is over or the handbook does not offer adequate guidance; limited budget for equipment or for spending necessary time on PV." (ELDIS)
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"This Training Kit provides a complex and comprehensive view of media education, encompassing all media, old and new. It seeks new ways in which people can enhance their participation in the political and cultural life of the general community through the media. In particular, it promotes young peop
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le’s access to the media, while also increasing their critical appreciation of its activities. It has a sustainable development perspective and addresses some of the challenges of knowledge societies, especially the digital knowledge divide. It supports sharing of resources, elaborates on available strategies and tools and capitalizes on good practices. In its long term perspective, it tries to foster a digital dynamics: making media education available to all may help reach the critical mass necessary for constructive dialogue and exchanges across cultural media boundaries." (Preface)
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