"Los proyectos de desarrollo, en tanto acciones tendientes a poner en práctica los derechos humanos, requieren de intervenciones que tengan en cuenta la participación de las personas. Estos modelos participativos no pretenden únicamente lograr mejores resultados, sino convertirse en herramientas
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para el fortalecimiento de lo público, entendido como aquello que conviene a todos, para su dignidad. Lo público así entendido, necesita a su vez de una ciudadanía motivada y activa, capaz de crear cambios sociales cooperativamente. Ahora bien, nadie puede desear participar en lo que no conoce, por lo tanto, es impensable un proyecto de este tipo que no considere la dimensión comunicacional. Será necesario entonces que como comunicadores nos preguntemos: ¿Lograremos nuestros objetivos a través de proyectos que no tengan sentido para las personas implicadas? ¿Cómo llegar a poblaciones con diferentes culturas, diferentes contextos sociales, diferentes visiones de su “estar en el mundo”? Este segundo cuadernillo gira alrededor de estas preguntas, desde lo metodológico. Su objetivo fundamental es poner a disposición de los comunicadores herramientas de planificación que les permitan intervenir eficazmente en proyectos de desarrollo, cualquiera sea el rol que les toque desempeñar." (Presentación, página 7)
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"Behandelt Konzeption, Redaktion, Vermarktung, Anzeigen- und Markenmanagement, Vertrieb, Zeitschriftentypen, Darstellungsformen, Covergestaltung, Schriftstile und Layout." (Verlagsbeschreibung)
"Over the last six years, IICD has facilitated Roundtable processes in each of its nine Country Programmes in Burkina Faso, Bolivia, Ecuador, Ghana, Jamaica, Mali, Tanzania, Uganda and Zambia. A Roundtable workshop is usually the first activity to be held at the start of a Country Programme and, as
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such, represents the first step towards facilitating ICT-enabled development in developing countries. Once a Country Programme is underway, a Roundtable workshop is generally held each time a new sector is added. During the period 1998 to 2003, a total of 22 Roundtable processes were facilitated. They generated ideas for 139 locally owned ICT projects in the health, good governance, education, livelihood opportunities, and environment sectors. This booklet is the result of an evaluation of the Roundtable process between 1998 to 2003 based on quantitative and qualitative indicators. The findings are relevant for all those involved in facilitating ICT for development initiatives, particularly decisionmakers in organisations for development cooperation, local policy-makers, practitioners in organisations working with ICTs for development, and the donor community. Following an introduction to the concept of ICT-enabled development and an acknowledgement of the growing recognition in development circles of the important role that ICTs can play in Poverty Reduction Strategy Papers, the booklet goes on to describe how the Roundtable process works. The Roundtable process is then placed within the context of the seven guiding principles that guide IICD’s holistic approach to ICT-enabled development: Demand-responsiveness; multi-stakeholder involvement; local ownership; capacity development; partnerships; learning by doing; and embedding ICT projects at the sector level. Empirical examples from different countries are also provided throughout the booklet. The main findings of the evaluation of the Roundtable process are then presented, followed by lessons learned and recommendations." (Foreword)
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"The media cannot be neutral towards peace: While news journalists may react strongly against such a claim by holding their ’professional objectivity’ above everything else, they must realise that the way in which they report on and about a certain conflict can drastically affect the audience’
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s perception of the situation and thus may influence further developments. While we would not want to endorse the idea that the news media may be controlled and used for specific purposes, even that of peace, the perception that journalists ought to be ‘neutral’ needs to be overcome. Simply by being there and reporting on a conflict, the media alter the communication environment and are thus inherently involved in the conflict and non-neutral. Furthermore, there is a very fine line between discarding one’s objectivity and viewing events with a certain attitude towards conciliation. In other words, though the media are usually run for profit, and, moreover, conflict sells better than cooperation, journalists should ensure balanced reporting with a view to preventing the escalation of tensions. It is possible to move in this direction by covering peace initiatives - at the very least – in as much detail as renewed escalations, by choosing to counter hate speech, and thus reducing the negative potentials of the media in conflict situations. Media that are sensitive towards the task of promoting tolerant and diverse viewpoints can be both informative as well as entertaining and have a large potential audience. In strengthening local capacities’ efforts, assistance can focus on three different aspects of local media structures: creating an open media culture that allows different voices to emerge and be heard, enhancing professional training and education for journalists, and supplying technical equipment to local media institutions." (Pages 2-3)
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"This course is designed to help you to sharpen your media advocacy skills. It is made up of two 2-day workshops. During the first workshop, you will explore the meaning of advocacy. You will also consider the importance of finding and including women’s voices in the media you produce. On Day 2 yo
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u will interact critically with different aspects of a model for running a successful advocacy campaign. You will be expected to complete an assignment in which you will develop a strategy or action plan for an advocacy campaign relevant to the context in which you are working. During the second 2-day workshop, you will examine each other’s action plans. Different tactics, like writing press releases, doing radio interviews, using unusual protest acts and designing posters will be presented and practised." (Introduction, page 6)
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"The most important point for all types of workshops is that the participation of the representatives of all relevant stakeholder groups is ensured. This goes beyond mere discussion: at some stage there is always the necessity to make binding decisions. At this point, the workshop participants must
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be empowered by their respective organisations and/or groups (constituencies) to make such binding decisions (commitments concerning the use of people, materials, equipment, time, and money).
A second important point for all types of workshops is the recommended use of a team of two facilitators. Years of experience in the context of organisations in the field of development have clearly demonstrated the advantage of having two facilitators rather than only one: a single facilitator simply cannot keep track of all the details of the group processes and, at the same time, keep the discussion focussed along the lines of the previously agreed agenda. Therefore, it is essential that the two facilitators compare their perceptions in the breaks between sessions and take turns in facilitating. Their perceptions thus gain in objectivity and their activity is less influenced by the emotional and cognitive strain that group processes invariably produce.
It should also be obvious that the less the facilitators are directly involved in the project under discussion, the more efficiently they will work. The more they are "outsiders," the more impartial they can be towards the expression of (sometimes diverging) interests in the processes of discussion and negotiation that are the essence of the MAPA-PROJECT workshops. This will not only increase the trust of all participants in the results of the workshop (i.e. the project plan), it will also enhance the credibility of this plan in the eyes of outside organisations, such as a funding organisation. For the same reason it is often advisable to conduct the workshop on "neutral grounds" (i.e., in a location different from that of the organisation which will be running the project)." (Overview, page 21)
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The first of a series of three practical guides that cover the most important strategies of fundraisers, incorporating experiences from Asia, Africa, Latin America, Eastern Europe, and the Caribbean. Credibility is an essential component of successful fundraising. This book helps to build on strengt
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hs in the organization and the community. Specific steps to achieve a credible long-range plan and an easy to understand financial plan are described in detail.
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"In the project design and management (PDM) workshop, Volunteers and their Counterparts learn how to involve the community members in moving from their analysis to planning and implementing projects that meet their desires and needs. Some general goals of the PDM workshop for the Peace Corps include
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: 1. To reinforce the philosophy of community participation, and provide additional methodologies for involving community members in designing and implementing their own projects; 2. To enhance the Peace Corps Volunteers’ outreach capabilities; 3. To build host country national community development skills and strengthen the relationship between Volunteer and Counterpart." (Pages 1-2)
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"Section One, Fundamental Concepts in Environmental Education and Communciation (EE&C) provides an orientation to four theoretical perspectives that have shaped GreenCOM’s approach to environmental education and communication projects: behavior change, participation, gender, and systems thinking.
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Each has its own research framework and following, yet each contributes an important set of ideas to environmental education and communication activities. In Section Two, Planning EE&C Programs, a variety of GreenCOM experiences illustrate the basic process of designing education and communication programs: needs assessment, formative research, pre-testing, and evaluation. Taken together they form a reliable and well-tested model for program development. Section Three, Conducting EE&C Activities, looks at staff and participant training workshops, mass media campaigns, and how EE&C can affect public policy. Section Four, Putting It All Together, highlights several successful countrywide strategies from GreenCOM’s field experience. These cases illustrate some of the diverse approaches to building capacity and planning and implementing environmental education and communication. The projects involved training, policy initiatives, awards schemes, curriculum development, and multifaceted communication campaigns." (Page xiv)
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"Este es en primer lugar un manual de facilitación de una metodología de planificación estratégica y operativa - Marco Lógico - para gobiernos locales. Por su explicación detallada y su nacimiento en la práctica, el manual también es de fácil uso didáctico para facilitadores con poca exper
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iencia. Sin embargo, en vista de que en la mayor parte del manual se incluyen láminas didácticas para elaborar acetatos, también sirve como libro para los participantes." (Cubierta del libro)
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"This is a common publication of 14 ecumenical Southern and Northern NGO's which focuses on key characteristics of PME and on "guidelines for good practice". A case study from Bangladesh shows how PME can be implemented in practice, and there is a helpful glossary of key terms." (commbox)
Includes articles on: tracking change together; monitoring and evaluating in the Nepal-UK Community Forest Project; participatory self-evaluation on World Neighbours, Burkina Faso; institutional issues for monitoring local development in Ecuador; growing from the grassroots: building participatory p
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lanning, monitoring and evaluation methods in PARC; ELF - three year evaluation; Participatory monitoring and evaluation in flood proofing pilot project.
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