"This one-of-a-kind book fills a gap in the literature by providing readers with a systematic approach to monitoring and evaluation (M&E) training for programs and projects. Bridging theoretical concepts with practical, how-to knowledge, the authors draw upon the scholarly literature, applied resour
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ces, and over 50 years of combined experience to provide expert guidance that can be tailored to different M&E training needs and contexts, including those for novices, professionals, organizations and their staff, community members, and other groups with a desire to learn and sustain sound M&E practices." (Publisher description)
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"The purpose of the training workshop in this manual is to improve the skills of media professionals and communication officers in reporting gender-based violence in humanitarian crisis settings; to enhance the quality of reporting by instilling ethical principles; and to increase awareness among th
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e general population and decision makers of the importance of gender-based violence as a health and human rights problem, and its common occurrence." (Page 8)
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"Basic Family Communication is designed for families who are seeking to improve everyday communication among family members. This educational program emphasizes skill-building for improving family communication and interaction. It is NOT a replacement for families who need counseling or therapy to d
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eal with their family problems. The goal of the program is to nurture in family members the capacity to engage in mindful communication with each other. Mindfulness refers to being fully present when communicating with each other and making communication decisions that take into consideration the needs and circumstances of each family member [...] The program resources are written for adults and older adolescent youth. The size of a workshop group should be between 6 and 18 participants." (Leader's guide, page 4-5)
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"¿Para qué una guía que acompañe el video sobre la autogestión territorial indígena? Esta guía permite utilizar el video como una herramienta de capacitación: sirve de orientación para facilitadores/as de talleres de capacitación sobre el derecho a la autogestión territorial indígena; pr
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oporciona directrices y pautas metodológicas para compartir e intercambiar conocimientos; representa un recurso didáctico para dar a conocer experiencias que generen procesos de reflexión y debate." (Página 6)
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"This toolkit is for organisations planning to use 'participatory video and the most significant change' (PVMSC) to evaluate their social change projects. Part one gives an overview of the key stages and things to consider when preparing for a PVMSC process and includes perspectives and feedback fro
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m partners and participants. Part two is a guide for facilitators as they carry out the games and exercises and includes case studies drawn from 10 years of InsightShare’s experience in a variety of contexts and countries." (Back cover)
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"This praxis note suggests some possible ways to harness YouTube in support of civil society development. Firstly, it examines the ways in which YouTube might be used. Secondly, there are suggestions of particular clips that INTRAC staff and others have found useful." (Page 2)
"Las ideas que se recogen en este manual no tienen derechos de autor. Ni de autora. Las hemos ido practicando, quien escribe y quienes no escriben, en todos los países de la región. Las hemos validado a lo largo de, al menos, 30 años de experiencia colectiva. Y las compartimos sin ninguna pretens
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ión de exhaustividad. Es evidente que el proceso de aprendizaje no se agota en talleres. Necesitamos ampliar el lente y conocer las diferentes estrategias de capacitación que tienen (o que no tienen) las emisoras y las redes. Pero vayamos de los arbolitos al bosque. Comencemos conociendo la actividad que ha sido más frecuente entre nosotros, los eventos breves de capacitación, los talleres. Veamos qué criterios pedagógicos podemos sacar de ellos. Luego nos asomaremos a una panorámica más amplia. Ya contamos con varios libros de producción radiofónica. Este pequeño manual se refiere a las metodologías para capacitar en dicha producción. No entro en temas siempre urgentes para las emisoras como la sostenibilidad, la gestión, las modernas tecnologías, las legislaciones. Me concentro, por ahora, en la producción de contenidos y cómo capacitar para ello." (Página 10)
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"The Mobile Information Literacy Curriculum is a growing collection of training materials designed to build information literacies for the millions of people worldwide coming online every month via a mobile phone. Most information and digital literacy curricula were designed for a PC age, and public
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and private organizations around the world have used these curricula to help newcomers use computers and the internet effectively and safely. The better curricula address not only skills, but also concepts and attitudes. The central question for this project is: what are the relevant skills, concepts, and attitudes for people using mobiles, not PCs, to access the internet?" (Publisher description)
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"Este manual es de género y comunicación, y está pensado para que las personas que facilitan grupos de mujeres, las apoyen en la elaboración de sus testimonios de vida, a partir de una reflexión sobre por qué es importante retomar la palabra en todas sus manifestaciones, así como de la experi
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encia de vida tal como la percibimos." (O.3)
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"This brief manifesto aims to help citizens and organisations of all types to realise the great importance of linguistic diversity and to become committed to defending it. It aims to be a tool for the necessary consensus to ‘correct language imbalance and to ensure respect and full development for
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all languages, to establish the principles of language peace in the whole planet, in a fair and equitable manner, as a key factor for living together.’ At Linguapax we are convinced that respect for linguistic diversity must be fostered through families, communities and schools so that we are educated in this culture, promoting peace." (Page 4)
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"This work aims to extend the UNESCO Model Curricula for Journalism Education to include new syllabi covering emerging or particularly relevant themes in journalism education globally. As such, it builds on the model curricula – as well as the supplementary UNESCO publication titled A Compendium o
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f New Syllabi – to effectively respond to new issues facing journalism professionals and teachers. This publication is especially opportune in its response to a key development challenge of the next 15 years. With the Millennium Development Goals (MDGs) coming to an end, and being replaced with what will be called the ‘Sustainable Development Goals’ (SDGs), a long-term pedagogical strategy is called for which can respond to the correlation between a free, independent and pluralistic media system and the overall process of sustainable development. Against this background, all the syllabi in this particular publication are underpinned by the theme of human development, and indicate UNESCO’s unique normative role in promoting good practices and agenda-setting with regard to journalism education worldwide. In this regard, the publication helps to extend our theoretical understanding of journalism as a responsive, dynamic and evolving practice. It is thus a significant step beyond the model curricula originally published in 2007." (Foreword)
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"This publication is intended to provide guidance to individuals and organizations wishing to train animators on the use of the films Out of the Shadows and Red Top, Blue Top, which were created in partnership between No Strings International and Catholic Relief Services. The films aim to support em
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otional and social resilience of children affected by conflict in the Middle East. Since the creation of the films in 2013, a cohort of implementers have trained animators in Egypt, Syria, Lebanon, Turkey, and Jordan on their use. The Guidance on Training is an attempt to synthesize and systematize the way trainings are conducted throughout the region. It focuses on puppets (manipulating puppets, showing children how to make puppets), working with children, key messages of the films, and session planning. The Guidance on Training includes the components needed for a successful training on the use of these films. It is not, however, prescriptive, and should be adapted as appropriate to each individual context. The Guidance includes both a 3-day agenda, suitable for training on one of the films, and a 5-day agenda, suitable for training on both films." (Introduction, page 1)
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"This toolkit is designed to introduce young people to an innovative theater methodology that creatively examines and transforms conflict. After working through the exercises in this manual, youth will be equipped to lead community dialogue as agents of positive change. The facilitation guide and th
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eater curriculum that follow were created for the USAID-funded Youth Theater for Peace (YTP) project. Since its launch in 2010, YTP has promoted sustainable conflict prevention at the community level through theater. YTP trained 284 youth and adults in conflict mitigation through the use of interactive theater in four conflict-affected regions of Kyrgyzstan. The result was the creation of 33 schoolbased drama clubs, which reached more than 50,000 audience members. Youth in the YTP program engage with each other and their communities through theater activities based on Drama for Conflict Transformation (DCT), a participatory theater methodology in which youth develop short plays based on conflict issues and present them to their communities in interactive performances." (Introduction)
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"The six modules [...] are designed to help trainers integrate digital safety and online security topics into their media training. The modules do not assume that the trainer has special knowledge of the subject. While we wrote the toolkit with journalism trainers in mind, we believe that the module
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s can also be used when training a wide range of media content producers (i.e., bloggers, citizen reporters, human rights activists who work with information, etc.) who use smartphones and the Internet to communicate." (Page 3)
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"This sourcebook is meant to equip development and communication professionals with a useful set of guidelines, reference materials and learning resources to apply communication in rural development initiatives. The main goal is to enable readers to design and implement rural communication strategie
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s combining participatory methods with communication processes, media and tools best suited for a specific situation. In particular, the sourcebook aims to develop the following capacities in ComDev: Identifying the phases and steps in communication planning for development; Conducting situational analysis and participatory communication appraisal in the field; Developing a workable communication strategy and plan of action; Facilitating multistakeholder dialogue and collaboration to successfully implement ComDev activities; Designing, pre-testing, producing and using multimedia ComDev materials; Assessing the results of ComDev initiatives and promoting long-term sustainability; Understanding ComDev as it applies to agriculture and rural development issues." (Page 2)
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"Dieser Workshop soll in Verbindung mit der Publikation „Der Info-Kompass“ dem interessierten Nutzer zeigen, wie er sich selbstbewusst im Internet bewegen kann, effektiv die Möglichkeiten ausschöpft und die allgegenwärtigen Gefahren souverän umschifft. Der Workshop ist modular aufgebaut und
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besonders auf die Vermittlung in Bibliotheken abgestimmt, er kann aber auch in anderen Einrichtungen oder Schulungskontexten durchgeführt werden. Er erlaubt eine Anpassung an das zur Verfügung stehende Zeitbudget, die technische Ausstattung und die Interessen der Teilnehmer. Einleitend zu jedem Modul wird auf die entsprechenden Kapitel des Info-Kompasses verwiesen. Die Publikation „Der Info-Kompass“ kann kostenlos über die Website der Landesanstalt für Medien Nordrhein-Westfalen (LfM) bestellt und als PDF heruntergeladen werden. Anhand von praktischen Aufgaben aus dem Alltag – die die Teilnehmer selbst bearbeiten – werden anwendbare Tipps vermittelt. Dies steht stets vor dem Hintergrund einer Diskussion der Herausforderungen und Gefahren wie auch der Vermittlung von kompaktem Sachwissen. Dabei werden die zwei zentralen Bereiche der Informationskompetenz abgedeckt: das Suchen und Finden von Informationen, aber auch die bewusste wie unbewusste Weitergabe von Daten." (Einleitung)
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"The aim of this handbook is to equip the reader with an understanding of Rwanda’s new media laws, both in terms of the rights and obligations introduced, as well as in terms of the regulatory and institutional structure they have established. The handbook is presented in seven modules, which comp
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lement each other to allow for a full appreciation of the normal and institutional framework for media regulation in Rwanda." (Introduction, page 16)
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