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ROMA (the RAPID Outcome Mapping Approach) is an approach to improve policy engagement processes and in­fluence change. It comprises a suite of tools that any organisation can use at any stage in their policy engagement process to improve how they diagnose the problem, understand the types of impact their work could have on policy-making, set realistic objectives for policy infl­uence, develop a plan to achieve those objectives, monitor and learn from the progress they are making and refl­ect this learning back into their work

Note: The guide is available in pdf and online webpage formats from the links above

This is ebook chapter presents different forms of participatory mapping to facilitate the integration of people’s capacities within disaster risk reduction.   The chapter "presents a particular form of participatory mapping...Participatory 3 Dimensional Mapping (P3DM), as a tool for making people’s capacity, as well as vulnerabilities, tangible, so that these can be considered in DRR [disaster risk reduction].  It draws upon a project led by coastal communities in the Philippines, between 2008 and 2009"

Chapter 17 of LÓPEZ-CARRESI, Alejandro, et. al, Eds, (2013) "Disaster management : International lessons in risk reduction, response and recovery” 

A practical guideline for Vocational Education and Training (VET) school teacher to initiate inclusive VET in Kyrgyzstan.

The main objective of this manual is to build capacities to Vocational Education and Training (VET) school teachers and social workers to facilitate inclusive VET. It targets actors working in the disability, education or VET arena to improve their knowledge on disability and inclusive education, so they can advocate for and technically support inclusive VET and general education.

More specifically, the manual will enable stakeholders to:
- Identity people who are excluded from VET ,
- Identify capacities and specific needs of persons with disabilities,
- Share common understanding on Inclusive VET
- Provide basic support to persons with disabilities with appropriate teaching methods
- Facilitate physical accessibility at school,
- Minimize barriers to promote inclusive education
- Planning and setting-up inclusive VET supported by social workers

The manual is designed to be utilized by VET school teachers, Social Workers, Inclusive Educator and Development workers.

"Inclusive Project Cycle Management (IPCM) training package has been developed for CBM staff and Partner Organisations worldwide

The Trainers’ Manual will guide CBM trainers. It contains the curriculum for the course and training resources for trainers to help them deliver the course. The training will be successful if the trainers make sufficient planning time to prepare in advance and to respond to partners training needs. Different contexts and different partners may require different emphasis on areas that may be a challenge. This training material is not suggested as a prescriptive manual but as a suggested framework that can be added to and deepened as required. This means adapting the course to the local context and training needs and competencies of partners. In particular, it would be good to supplement or replace case studies included in the course with local case studies (refer Handout 8) and to have participants draw on their own examples

In addition to the Trainers’ Manual, there are also Participant Folders. There is a small amount of information to be included in the folders at the beginning. Participants will receive extra course materials during the three days to complete their folders (Handouts)

The objective of the training is to promote inclusion in CBM’s work and the work of CBM’s partners. It focuses on two particular aspects of inclusion – how to ensure people with disabilities and both women and men participate in and benefit from development activities"

This policy brief gives an overview of how Handicap International works with and supports disabled people's organisations through capacity building, changing attitudes, practices and policies, monitoring the situation of people with disabilities and their human rights, and supporting people with disabilities’ individual empowerment
PP brief No 4

These guidelines provide step-by-step guidance on how to implement the main aspects of the Caring for Child Survivors (CCS) Program Model. It is the "how-to" guide for instructing health and psychosocial field staff responding to children who have experienced sexual abuse. The guidelines include multiple tools for monitoring and evaluating the program model, such as: knowledge and skills competency assessments and case management monitoring and evaluation tools
The guidelines are part of The CCS Resource Package which is based on global research on child sexual abuse and evidence from field practice. The CCS Resource Package is a comprehensive and practical approach to help child survivors and their families recover and heal from the impacts of sexual abuse. The three main components are an in-depth literature review, CCS Program Model and the CCS Guidelines

"The Community early warning systems: guiding principles" is one of a set of guides prepared by the International Red Cross and Red Crescent societies that present guiding principles that will assist in building a strong foundation for the design or strengthening of early warning systems (EWS) at any level.   Written as a strategic, rather than  operational, guide it aims to provide an overview of successful practice from the field in developing early warning systems.  It provides a practical toolkit for the disaster risk reduction or risk management practitioner