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Growing Together. Child participation through the project journey. Management of a children’s club by the children themselves

HANDICAP INTERNATIONAL
December 2017

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An overview is presented of a project in Bangladesh, Pakistan and Thailand to:

  • To support communities in raising socially and emotionally healthy kids in refugee/IDPs camps and in host communities.
  • To create opportunities for children with disabilities and other vulnerable children (0-12 years old) including children at risk of developmental delays/psychological distress in displacement contexts, to learn and develop safely while having fun.
  • Using “play” as key driver to learn and develop safely children’s potential while having fun.

The project was implemented using:

  • Existing HI tools (Personalized Social Support, Adapted Physical Activity, etc.)
  • Tools piloted in IKEA project (Blue Box, low-cost toy making, inclusive playgrounds, Ideas box)
  • Environmental Footprint Assessment across 3 project sites

Monitoring & evaluation was carried out using techniques including

  • Scopeo (Sc-ore O-f Pe-rceived O-utcomes) Kids
  • Participatory M&E approaches (digital story telling, child-child video interview etc) 

Presented at the People at the centre Seminar, Dec 2017 

 

Inclusion in education : towards equality for students with disability

COLOGON, Kathy
2013

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All children in Australia have the right to an inclusive education. However, there are many barriers to the realisation of this right in the lived experience of children and families. Current efforts towards upholding the rights of all children are impeded by a lack of understanding of inclusive education and misappropriation of the term. Additional barriers include negative and discriminatory attitudes and practices, lack of support to facilitate inclusive education, and inadequate education and professional development for teachers and other professionals. Critical to addressing all of these barriers is recognising and disestablishing ableism in Australia.

This paper draws from recent research in addressing gaps in current understanding to provide a firm basis from which to inform research based policy development. Taking a rights-based approach, the paper focuses on developing a clear understanding of inclusive education and identifying strategies to enhance the education of all children in Australia

The barefoot guide 2 : learning practices in organisations and social change

THE SECOND BAREFOOT COLLECTIVE
May 2011

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“The Barefoot Guide 2 is a practical resource for leaders, facilitators and practitioners involved in social change who want to improve and enrich their learning processes. This book is the joint effort of a group of development practitioners from across the globe. They have created something that will help them and others to start, and continue, the journey towards learning and social change. The writers are all passionate about learning and have brought their different experience and expertise to the book. It includes topics as diverse as community mobilising and development, adult learning, funding, evaluation, facilitation, and creative writing”

Accessible ICTs and personalized learning for students with disabilities : a dialogue among educators, industry, government and civil society

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION (UNESCO)
2011

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"The use of technology in education plays a particularly vital role by enabling flexible curriculum development and assisting students with disabilities to participate as equals in the learning experience. The recommendations contained in this report target teachers, policy makers and administrators. The main recommendations centre on a number of core themes that include maximising the use of the myriad of accessibility features in mainstream ICTs such as personal computers, tablet PCs, mobile phones etc. already in use in classrooms; empowering students to learn their own preferences and settings when using technology for learning and removing attitudinal barriers to the use of technology for inclusive education, in particular those of teachers who may struggle with modern ICTs"
Collaborative Expert Meeting Report
UNESCO Headquarters, Paris
17 -18 November 2011

How-to-guide : preparing teachers for inclusive education

NGUYET, Dinh Thi
HA, Le Thu
2010

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"This guide aims to help CRS and partner education programs prepare teachers to implement successful models of inclusive education at the school level. It builds upon the previous publication while focusing more specifically on issues relating to teacher training and human resource development. Though the Vietnamese experience may not be universally applicable in all country contexts, it is hoped that the examples provided will serve as a reference of core themes that can be tailored to suit individual country needs"

The barefoot guide to working with organisations and social change

REELER, Doug
et al
July 2009

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This is a practical, do-it-yourself guide for leaders and facilitators wanting to help organisations to function and to develop in more healthy, human and effective ways as they strive to make their contributions to a more humane society... The guide, with its supporting website, includes tried and tested concepts, approaches, stories and activities. Its purpose is to help stimulate and enrich the practice of anyone supporting organisations and social movements in their challenges of working, learning, growing and changing to meet the needs of our complex world. Although it is aimed at leaders and facilitators of civil society organisations, we hope it will be useful to anyone interested in fostering healthy human organisation in any sphere of life. This resource has a supporting website where additional resources are available

Change at hand : web 2.0 for development

ASHLEY, Holly
et al
June 2009

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There are dozens of emerging interactive web services and applications, sometimes referred to as the ‘participatory’, ‘social’ or ‘readwrite’ web, but more commonly known as Web 2.0. Together, they are radically changing the ways we create, share, collaborate and publish digital information through the Internet. These new technical opportunities bring challenges as well as opportunities that we need to understand and grasp. Most of the themed articles are based on presentations made at the the international Web2forDev conference, 25-27 September 2007 at the Food and Agriculture Organization (FAO) headquarters in Rome, Italy

Advocacy for change : lessons from Guatemala, Brazil, and USA

LEON, Rosario
Ed
2009

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This resource summarises a systematization of advocacy experiences related to the status of youth (in Guatemala), the right to education (in Brazil) and farming (in the United States). The systematizations allowed the actors involved to consider the evolution of the experiences and to identify lessons and insights for future interventions. The Guatemala systematization product was documented in writing and film, the US experience in writing, and the Brazil experience in film

Non-formal education policy, 2063

GOVERNMENT OF NEPAL
2007

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This policy paper "clarifies the broad concepts of non-formal education with clearly formulated policies and strategies of non-formal education of the country." These guidelines are intended for the government as well as non-government agencies involved in conducting non-formal education programs in Nepal

Community action and the test of time : learning from community experiences and perceptions|Case studies of mobilization and capacity building to benefit vulnerable children in Malawi and Zambia

DONAHUE, Jill
MWEWA, Louis
December 2006

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This case study review seeks to identify lessons learned from community experiences and perceptions of community mobilisations initiatives in Malawi and Zambia, particularly the sense of ownership generated and where that has been able to sustain activities to benefit especially vulnerable children. It would be of interest policy makers and programme designers

Ideas for working with girls : materials on violence against women, rights, health & sexuality, advocacy and much more...

INTERNATIONAL WOMEN'S TRIBUNE CENTRE (IWTC)
WOMEN INK
2006

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This CD-ROM contains a resource collection of games, training manuals, workshop guides etc. for teachers, trainers and development workers who are working for and with girls. It includes interactive and participatory training guides and resources on rights, empowerment, violence against women and girls, HIV/AIDS, sexuality and reproductive health and leadership development

Handbook for literacy and non-formal education facilitators in Africa

UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURAL ORGANIZATION
2006

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"The main objective of this Handbook is to build the capacities of facilitators and other literacy and non-formal education personnel to promote learning and development at the community level. It aims at developing their skills and knowledge in literacy training, while sensitising them to issues that are at the very heart of adult literacy and education in Africa. In this regard, each of the seven modules of the Handbook addresses an essential theme in the context of literacy and non-formal education in Africa"

Community capacity enhancement handbook : the answer lies within

GUEYE, Moustapha
et al
2005

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This manual draws on the experience and practice of the UNDP Community Capacity Enhancement programme, known as CCE. The programme addresses the underlying causes of HIV/AIDS, including power relations, gender issues, stigma or discrimination. The programme makes extensive use of the Community Conversations methodology - an interactive and systematic dialogue with the community - as a means to policy making participation and action. This manual is designed for CCE trainers who will train others in the Community Conversations methodology, in addition to practising it themselves. Community Conversations provide a platform for people to think through all the repercussions of a situation, and the way their individual values and behaviours, and those of their family and neighbors, affect people's lives. Community Conversations create a space for mutual learning and result in new perspectives. They help reshape relationships in line with transformed values. They are inclusive processes for enhancing the capacity of all. If successfully facilitated, Community Conversations result in a series of decisions and agreements on ways to move a community forward. The development of skilled facilitators is therefore critical to successful implementation. This is a comprehensive resource, written in a very accessible language. The methodology can be easily adapted and applied to a variety of contexts

Community capacity enhancement strategy note : the answer lies within

GUEYE, Moustapha
et al
2005

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Th is publication outlines the rationale and strategy behind the UNPD Community Capacity Enhancement (CCE) programme and provides a guide for its implementation. The programme is an integral part of UNDP's Leadership for Results programme and is based on a methodology known as Community Conversations. The CCE programme is aimed at dealing with the underlying causes of HIV/AIDS, be they power relations, gender issues, stigma or discrimination. Most community methodologies rightly focus on awareness-raising and discussion; CCE focuses heavily on interactive dialogue on the epidemic's deeper causes and, through a facilitated process, community decision-making and action. The note also contains implementation guidelines and describes key steps in facilitating Community Conversations

Young children's participation : rhetoric or growing reality?

November 2004

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This special issue of Early Childhood Matters explores the topic of participation of young children. Some key articles present the analytical framework, exploring the relationship between child development and child participation. It is suggested that participation is not only a right but also an essential component of the development process, enabling children to learn to make informed decisions. Practical examples and field experiences from Mexico, Zimbabwe, The Netherlands, South Africa and Scotland are also included

Learning in partnerships

BYRNE, Ailish
VINCENT, Robin
May 2004

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Outlines a range of practical steps to strengthen learning between NGOs in the North and South for anyone working in development. Reviews the wider context and influences on trends towards taking learning more seriously in the development sector. Also looks at factors affecting NGO partnerships. Reviews published literature in these areas and links it to issues raised at a workshop of practitioners in 2003

Early years children promote health : case studies on child-to-child and early childhood development

CHILD-TO-CHILD TRUST
2004

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This is a collection of case studies of child-to-child health promotion activities and experiences. The focus is on early years children, who have been shown to be capable of peer-to-peer support. Through their involvement in health and development, children are able to contribute to the development of their communities, learning skills and shaping their personalities. The case studies included describe the experiences of children involved in education, HIV/AIDS and Memory Work, and contributing to the creation of resource centres in emergency settings and learning centres for community development

Non formal education manual

PEACE CORPS
2004

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This manual provides practical skills for engaging in nonformal education along with the underlying theory to help volunteers and practitioners define and develop their own approach to nonformal education. The manual presents general information and research, and includes field-tested ideas, activities and tips drawn from the experiences of global volunteers and staff
ICE No M0042

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