STAGE 1 - CBM International · The diagram is a circle divided into four ... The four stages are...
34
December 2012 STAGE 1 CBM Australia is supported by Australian Aid
Transcript of STAGE 1 - CBM International · The diagram is a circle divided into four ... The four stages are...
December 2012
STAGE 1
CBM Australia is supported by Australian Aid
Abbreviations and acronyms 3
1. Introduction for trainers 4
2. Course outline – trainers’ version 12
3. Course materials for Day 1
Handout 1: Project Management Cycle
Handout 2: Definition of inclusion and barriers to inclusion
Handout 3: Different approaches to disability
Handout 4: Inclusion in new project ideas
4. Course materials for Day 2
Handout 5: Project planning and design
Handout 6: Case studies
Handout 7: Implementation and monitoring
5. Course materials for Day 3
Handout 8: Review and evaluation
Handout 9: Participant feedback form
Word game on basic terms
Glossary of GAD terms 20
Useful gender references 22
TABLE OF CONTENTS
© CBM Inclusive Project Cycle Management Trainers’ Manual: Stage 1 / 2
Abbreviations and acronyms
CSO Civil Society Organisation
HO Handout
IPCM Inclusive Project Cycle Management
M & E Monitoring and evaluation
MDG Millennium Development Goal
PPT PowerPoint
QUAL Qualitative
QUAN Quantitative
UNCRPD United Nations Convention on the Rights of Persons
with Disabilities
UNCEDAW UN Convention on the Elimination of All Forms
of Discrimination against Women
WID Women in Development
© CBM Inclusive Project Cycle Management Trainers’ Manual: Stage 1 / 3
1. INTRODUCTION FOR TRAINERS
This 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).
© CBM Inclusive Project Cycle Management Trainers’ Manual: Stage 1 / 4
Learning context and objectives
:
▸ the practice of accepting, treating and including people equally in development work, regardless of different backgrounds such as ability, origin, age, race and ethnicity, religion, gender, sexual orientation, identity or other culturally and socially defined distinctions.
The idea of inclusion applies to both CBM as an organisation and workplace as well as to its funded activities. CBM wishes to work collaboratively with its partners to ensure that people with disabilities and both women and men participate in and benefit from all the programs undertaken.
Although training is to be the initial step, it is just one of many ways that CBM will become increasingly better at ensuring its programs are inclusive. Training for staff and partners is not sufficient in itself to bring about sustained changes in practice, particularly because inclusive practice involves changes in attitudes as well as new knowledge and skills. Therefore, CBM efforts will be made to provide ongoing support for staff and partners as they implement inclusive practices with ongoing mentoring. The underlying message is that disability mainstreaming is a ‘journey’ and that small steps will lead to the desired change.
Application of disability inclusion awareness requires a combination of knowledge, attitudes and skills. Through course activities, participants will become familiar with including disability inclusive behaviour in their daily work.
© CBM Inclusive Project Cycle Management Trainers’ Manual: Stage 1 / 5
The training package includes four (4) stages to suit a variety of learners, with those new to this topic expected to start at Stage 1 and those with more experience expected to start at Stage 2. Those with senior responsibility for managing programs would be expected to complete Stages 3 and 4, if nominated. Each training stage has its own specific learning objectives. Overall, participants who have undertaken the training will be expected to have: ▸ increased understanding of the connection between disability inclusion and
development work for CBM and its partners.
▸ greater skills in the application of key inclusion concepts and tools in the project management cycle.
▸ deeper understanding of the importance of and appropriate ways of monitoring changes in inclusion and quality over time related to CBM-funded programs.
▸ knowledge about how to access more specialised support about Inclusive Project Cycle Management (IPCM) and more detailed reading materials to support disability inclusive practice.
© CBM Inclusive Project Cycle Management Trainers’ Manual: Stage 1 / 6
Training principles
The training package of Stages 1 to 4 has been designed in accordance with the following training principles:
▸
▸
▸
▸
▸
© CBM Inclusive Project Cycle Management Trainers’ Manual: Stage 1 / 7
Learning approach
The training assumes that participants bring their own experience as a basis for learning, and that the learning which happens during the three days builds on this experience and shapes future behaviour. The approach helps people to link up models and international ideas about gender inclusion with practical skills relevant to CBM’s work. Participants will then learn how to adapt the models to their specific situations.
The 4MAT approach
Diagram 1 illustrates this approach. The diagram is a circle divided into four quarters. Participants start at Quarter 1, which is labeled ‘meaning’. The key question in Quarter 1 is “why” – in this case, we ask “why is gender inclusion important?” Then, moving in a clockwise direction, the training process focuses on Quarter 2, which is labeled ‘concepts’. The question is “what” – we ask “what is gender inclusion and how is it relevant to my work?” Continuing in a clockwise direction the training process moves to Quarter 3, which is labeled ‘skills’. The key question is “how” – in this case, we ask “how can we apply ideas about gender inclusion to our day to day work?” Finally, in Quarter 4 the training provides an opportunity to think about the question “if” – in this case, we mean “if I am working on a particular project or task, how would I adapt my learning to this task?” So Quarter 4 is labeled ‘adaptation’ and the model suggests that people should be encouraged to work out how to adapt their learning to their particular job or location.
This model is known as 4MAT and it is a method for helping anyone learn anything. It has been used in thousands of teaching settings for over 25 years. This approach recognises that people learn in different ways and includes four elements that contribute to learning :
▸ reflection
▸ drawing on each person’s experience to think about big ideas
▸ action
▸ experience
© CBM Inclusive Project Cycle Management Trainers’ Manual: Stage 1 / 8
SOURCE: 2005, Bernice and Dennis McCarthy, Teaching Around the 4MAT® Cycle: Designing Instruction for Diverse Learners with Diverse Learning Styles, Corwin Press
Diagram 1: The Learning Approach
Four stage training package
Training on inclusive project cycle management is provided in four stages to suit people at different levels of their capacity development and in different roles. Participants could be nominated for or select particular stages and depending on their interests, roles and existing skills would not be required to attend all stages. Not all CBM staff and partner staff need the same level of expertise or understanding to undertake their roles. Supported practical learning (Stages 3 and 4) is particularly beneficial for those with significant responsibilities in IPCM. The four stages are summarised as follows and detailed below:
▸ Stage 1 – Introduction to Inclusive Project Cycle Management (2.5 days) is intended as an introductory learning opportunity for CBM staff and partner agency staff. This introductory workshop will cover the key elements of IPCM which all those working on CBM-funded activities are expected to understand and apply.
▸ Stage 2 – Advanced Inclusive Project Cycle Management (3 days) is intended for those with more direct and senior responsibility for project cycle management and will provide the opportunity for specific skills development. Participants are expected to either have completed Stage 1 or already have demonstrated good foundational knowledge of IPCM.
© CBM Inclusive Project Cycle Management Trainers’ Manual: Stage 1 / 9
▸ Stage 3 – Supported Individual Project Work (back at own office) is intended for those wishing to achieve higher skill levels with either local or long-distance support from an experienced coach or mentor. Participants will be able to work on their own current project in order to consolidate theoretical learning in a practical way. Each participant would be allocated a coach (who could work with up to 5 participants) and would receive up to 9 hours of coaching over a 3 month period.
▸ Stage 4 – Project Reflection and Course Completion Workshop is intended for individuals who have completed their project and coaching sessions. This stage is critical to the effectiveness and sustainability of learning achieved in earlier stages. It involves a short re-gathering of participants who have completed their project, about 4–6 months after they commenced Stage 3. They will present their project reports to the rest of the participants and participate actively in discussion and reflection about the combined reports. Participants would receive an appropriate Certificate of Completion.
Structure of this Manual
Following this Introduction for Trainers, this manual includes the materials (a planning checklist; a copy of the program with explanatory notes; course materials for each day; Powerpoint slides and handouts) for
Stage 1: Introduction to Inclusive Project Cycle Management
The PowerPoint presentations and the handouts have been included only in this manual, not in the Participants’ Folder for each stage, so that participants do not read ahead. Trainers can make their own decision regarding timing and format for distribution of the PowerPoint files to participants – either in the form of printed handouts or electronically at the end of the training. Printed copies of the handouts will be needed. It is suggested that these only be handed out during the session in which they are required. Participants can add them to their folders, so that at the end of the three days they have a complete set of course materials.
© CBM Inclusive Project Cycle Management Trainers’ Manual: Stage 1 / 10
Planning checklist Trainers will need to plan the training in order to maximise its benefit. The following table presents a brief checklist to guide your planning:
Task Timing Done (�)
1 Decide who will be the facilitators for this workshop. Do you consider that it would be a good idea to have a co-facilitator from a local organisation (maybe an existing CBM partner) who has expertise in inclusive disability issues in your region or country and who can work with you to plan for and deliver this training? The co-trainer could be a person with a disability, have previous experience in training on IPCM and/or can bring some examples to share for learning purposes. They may be able to work with CBM and partners after the training to help people as they apply their learning. Also, consider inviting one or two people who have worked on development projects in an inclusive way (e.g. not projects which are aimed exclusively for people with disabilities) – they will be asked to make short presentations at 2pm on the first day. They could come from any relevant organisation.
2 Decide who the target audience is for the training (staff of CBM and/or partners and/or others). Take gender considerations and power relations into account when planning training and getting the best dynamic for inclusion and reflection. Ensure that people with disability are part of the training as a resource and think of dynamics between different sectoral partners for the best way to create a positive and meaningful learning experience.
3 Support staff/partners to nominate for training within an agreed TOR – trainings may have different sub-objectives and this will be important to address.
4 Meet with co-facilitator for briefing and exchange and together be fully familiar with the contents of this Manual and the Participants’ Folder, including the learning journal for participants, the PCM and D&ID materials, so that you can both be ready to combine/ adapt as needed.
5 Adapt the training materials to local priorities by identifying and including local case studies (substitute Handout 5) and add any relevant local references about disability issues. Draw upon or combine with other training resources to supplement on areas that may need additional focus – such as M&E, gender etc. If necessary, arrange translation of materials into local languages.
© CBM Inclusive Project Cycle Management Trainers’ Manual: Stage 1 / 11
Training materials include PowerPoint presentations. If no data projector/beamer is available, the slides can be printed separately as overhead transparencies or as handouts to each participant. Much of the training takes place without PowerPoint so that learning can be more interactive.
Task Timing Done (�)
6 Draw upon existing local statistics/ reports which can be used in the workshop. For example, the known number of people in local governance area with a disability or female and male students in the local schools and colleges, who have disabilities.
7 Organise support for participants as appropriate, for example:
▸ engage a sign language interpreter if any participants are deaf or hearing impaired
▸ ensure that materials are accessible for people who have low vision or who are blind.
8 Organise the training venue, ensuring it is accessible for all participants.
9 Organise IT equipment or overhead projector, flip chart and stationery.
10 Organise for meals and refreshments as appropriate.
11 Organise travel, accommodation and per diems for participants not local to the area.
12 Prepare name tags (or sticky labels), attendance list for signature and arrival arrangements.
13 Print training materials and Feedback Form. There are 11 Handouts and three sets of PowerPoint slides, all included in the Table of Contents of this manual as well as the starter information in the Participants’ Folder. Make sure these are in accessible formats appropriate to participants’ requirements.
14 Print the information to be included in the Participants’ Folders.
15 Become familiar with the content of the course and think through examples to share with participants.
16 Prepare Participant Feedback Forms (Handout 11).
17 Organise certificates of attendance and completion of the course.
© CBM Inclusive Project Cycle Management Trainers’ Manual: Stage 1 / 12
2. C
OU
RS
E O
UT
LINE
– T
RA
INE
R’S
VE
RS
ION
Th
e fo
llow
ing
cou
rse o
utlin
e is fo
r Tra
ine
rs on
ly. A sim
ple
r versio
n o
f this ta
ble
con
tain
ing
info
rma
tion
from
Co
lum
ns 1
an
d 2
h
as b
ee
n p
rep
are
d fo
r pa
rticipa
nts. It h
as b
ee
n in
clud
ed
in th
e P
articip
an
ts’ Fold
er.
09
.15
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9.3
5
08
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–0
9.1
5
08
.45
–0
8.5
5
08
.30
–0
8.4
5
DA
Y 1
Wh
y We
Are
He
re –
Le
arn
ing
Ob
jective
s.
Intro
du
ction
s.
We
lcom
e.
We
lcom
e a
nd
Intro
du
ction
s
Re
gistra
tion
.
Co
nte
nt
Tra
ine
r facilita
tes p
len
ary g
rou
p d
iscussio
n b
y askin
g in
divid
ua
ls wh
at
the
ir pe
rson
al o
bje
ctives a
re fo
r atte
nd
ing
the
train
ing
an
d w
riting
a
list on
flip ch
art p
ap
er (n
b. th
is will b
e re
ferre
d to
ag
ain
on
Da
y 3).
Intro
du
ctory o
r iceb
rea
king
ex
ercise
to su
it pa
rticipa
nts.
For ex
am
ple:
Ask e
ach
pa
rticipa
nt to
intro
du
ce th
em
selve
s, inclu
din
g sh
arin
g w
ha
t is th
eir fa
vou
rite fo
od
.
OR
In p
airs, p
articip
an
ts intro
du
ce th
em
selve
s to th
eir n
eig
hb
ou
r, an
d sa
y o
ne
thin
g a
bo
ut th
em
selve
s tha
t the
y wa
nt to
sha
re w
ith th
e g
rou
p.
Th
en
ea
ch p
erso
n in
trod
uce
s the
ir ne
igh
bo
ur to
the
gro
up
.
Wo
rds o
f we
lcom
e b
y a se
nio
r CB
M o
fficial,
He
ad
of P
artn
er O
rga
nisa
tion
, Tra
ine
r or a
ll thre
e.
Pro
cess
20
20
10
Ap
pro
x.
Tim
e (m
in)
Flip ch
art
PP
T 1
Re
sou
rce*
© C
BM
Inclu
sive P
roje
ct Cycle
Ma
na
ge
me
nt T
rain
ers’ M
an
ua
l / 13
09
.35
–0
9.4
5
DA
Y 1
Th
e C
ou
rse O
vervie
w
‘Lea
rnin
g T
og
eth
er’
Tra
inin
g o
bje
ctives
Co
nte
nt
Tra
ine
r go
es th
rou
gh
the
pro
gra
m o
vervie
w. C
on
side
r wa
ys in a
dva
nce
to
ma
ke in
form
atio
n a
ccessib
le fo
r all.
Ask p
articip
an
ts if the
y are
com
forta
ble
with
the
pro
po
sed
rule
s for
the
3-d
ay w
orksh
op
an
d if th
ey co
uld
sug
ge
st an
y ad
ditio
na
l rule
s.
For th
e co
urse
, pa
rticipa
nts w
ho
ha
ve u
nd
erta
ken
the
train
ing
will b
e
ex
pe
cted
to h
ave
: ▸
incre
ase
d u
nd
ersta
nd
ing
of th
e co
nn
ectio
n b
etw
ee
n d
isab
ility in
clusio
n a
nd
de
velo
pm
en
t wo
rk for C
BM
an
d its p
artn
ers.
▸g
rea
ter skills in
the
ap
plica
tion
of ke
y inclu
sion
con
cep
ts an
d to
ols
in th
e p
roje
ct ma
na
ge
me
nt cycle
.
▸d
ee
pe
r un
de
rstan
din
g o
f the
imp
orta
nce
of a
nd
ap
pro
pria
te w
ays o
f m
on
itorin
g ch
an
ge
s in in
clusio
n a
nd
qu
ality o
ver tim
e re
late
d to
C
BM
-fun
de
d p
rog
ram
s.
▸kn
ow
led
ge
ab
ou
t ho
w to
acce
ss mo
re sp
ecia
lized
sup
po
rt ab
ou
t In
clusive
Pro
ject C
ycle M
an
ag
em
en
t (IPC
M) a
nd
mo
re d
eta
iled
re
ad
ing
ma
teria
ls to su
pp
ort d
isab
ility inclu
sive p
ractice
.
For D
ay 1
, pa
rticipa
nts w
ill be
ex
pe
cted
to:
▸u
nd
ersta
nd
wh
at is m
ea
nt b
y Inclu
sive P
roje
ct Cycle
Ma
na
ge
me
nt
(IPC
M), a
nd
▸to
ide
ntify th
e to
ols, p
roce
sses a
nd
de
cision
s ne
ed
ed
at
the
initia
tion
stag
e.
Facilita
tor to
en
cou
rag
e u
se o
f Jou
rna
ls (in P
articip
an
ts’ Fold
er) a
s a
pe
rson
al le
arn
ing
too
l.
Pro
cess
10
Ap
pro
x.
Tim
e (m
in)
PP
T 2
PP
3, P
P 4
Fold
er:
Intro
to Jo
urn
als
Re
sou
rce*
© C
BM
Inclu
sive P
roje
ct Cycle
Ma
na
ge
me
nt T
rain
ers’ M
an
ua
l / 14
09
.45
–1
0.1
5
DA
Y 1
Wh
at is a
p
roje
ct m
an
ag
em
en
t cycle
?
Intro
du
ction
to P
roje
ct Ma
na
ge
me
nt C
ycle
Co
nte
nt
Sm
all g
rou
ps o
f pa
rticipa
nts to
dra
w a
pro
ject cycle
on
a la
rge
pie
ce o
f pa
pe
r, w
riting
do
wn
as m
an
y of th
e ste
ps o
r stag
es a
s po
ssible
. En
sure
tha
t the
pictu
res
are
de
scribe
d fo
r pe
op
le w
ith visio
n im
pa
irme
nt. Fo
r tho
se w
ho
do
no
t ha
ve a
g
rea
t de
al o
f ex
isting
kno
wle
dg
e, try to
org
an
ise g
rou
ps so
the
y can
lea
rn fro
m
listen
ing
to th
ose
with
som
e p
rior kn
ow
led
ge
. If the
ma
jority h
ave
no
prio
r kn
ow
led
ge
, the
n a
sk the
m to
gu
ess w
ha
t wo
uld
be
invo
lved
in th
e life
of a
pro
ject,
usin
g th
eir o
wn
lan
gu
ag
e, a
nd
the
n w
he
n g
iving
fee
db
ack, sa
y thin
gs like
“this
stag
e is n
orm
ally ca
lled
the
de
sign
stag
e” o
r “mo
st org
an
isatio
ns ca
ll this th
e
imp
lem
en
tatio
n sta
ge
”. Fa
cilitato
rs to p
lace
the
pa
ge
s up
on
the
wa
ll wh
ere
the
y are
mo
st acce
ssible
. Fa
cilitato
r to th
en
crea
te a
sum
ma
ry pictu
re o
n a
wh
iteb
oa
rd o
r an
oth
er la
rge
p
iece
of p
ap
er, th
at in
clud
es th
e m
ain
stag
es in
clud
ing
: ▸
refe
ren
ce to
an
ove
rall stra
teg
y/pla
n w
hich
pro
vide
s the
ba
sis for
an
y ne
w a
ctivity ▸
con
cep
t or in
itial id
ea
▸
testin
g th
e id
ea
with
stake
ho
lde
rs ▸
de
sign
pro
cess
▸fe
asib
ility che
ck with
stake
ho
lde
rs ▸
ap
pro
val a
nd
fun
din
g p
roce
ss ▸
imp
lem
en
tatio
n
▸m
on
itorin
g
▸re
view
/eva
lua
tion
. Fa
cilitato
r to a
ffirm th
e g
rou
p’s kn
ow
led
ge
. Me
ntio
n th
at th
ere
is a g
lossa
ry of
term
s in th
e P
articip
an
ts’ Fold
er. M
en
tion
tha
t this co
urse
is ab
ou
t ide
ntifyin
g h
ow
to
en
sure
inclu
sion
in a
ll the
step
s of th
e cycle
.
Pro
cess
30
Ap
pro
x.
Tim
e (m
in)
HO
1
Re
sou
rce*
© C
BM
Inclu
sive P
roje
ct Cycle
Ma
na
ge
me
nt T
rain
ers’ M
an
ua
l / 15
11
.15
–1
1.3
0
10
.30
–1
1.1
5
10
.15
–1
0.3
0
DA
Y 1
Wh
y is Inclu
sion
in th
e
Pro
ject M
an
ag
em
en
t C
ycle im
po
rtan
t?
Wh
at d
oe
s ‘inclu
sive’
me
an
?
Wh
at are the b
arriers to
inclu
sion
?
Intro
du
ction
to G
en
de
r An
aly
sis
Tea
brea
k Co
nte
nt
Pre
sen
t Po
we
rpo
int P
rese
nta
tion
an
d b
riefly d
iscuss
Sm
all g
rou
p d
iscussio
ns a
bo
ut th
e m
ea
nin
g o
f ‘inclu
sive’, w
ith
a fo
cus o
n th
e e
qu
ality o
f all p
eo
ple
in te
rms o
f the
ir righ
t to
de
velo
pm
en
t. (Alte
rna
tively, fa
cilitato
rs mig
ht w
an
t to u
se th
e
De
velo
pm
en
t Ga
me
, de
velo
pe
d b
y Te
arFu
nd
.) In
sma
ll gro
up
s ask th
e g
rou
p to
write
(on
sticky no
tes) o
bsta
cles
face
d b
y pe
op
le w
ith d
isab
ilities in
term
s of th
em
pa
rticipa
ting
in
socia
l, com
mu
nity a
nd
eco
no
mic life
. Write
on
e o
bsta
cle o
n
ea
ch n
ote
. Afte
r 10
–1
5 m
inu
tes, b
ring
the
gro
up
tog
eth
er a
nd
fa
cilitate
a p
aste
up
of th
e n
ote
s in th
em
es u
nd
er th
ree
h
ea
din
gs: e
nviro
nm
en
tal, in
stitutio
na
l an
d a
ttitud
ina
l. Ex
pla
in
tha
t the
no
tes a
re like
bricks b
uild
ing
a fe
nce
or b
arrie
r to
inclu
sion
. En
cou
rag
e d
iscussio
n o
n w
ha
t ha
s be
en
lea
rnt.
Facilita
tor to
no
te th
at th
e te
rm ‘in
clusive
’ can
be
use
d
ge
ne
rally to
refe
r to a
ll pe
op
le, re
ga
rdle
ss of th
eir g
en
de
r, ag
e,
eth
nicity e
tc. or it ca
n b
e u
sed
mo
re sp
ecifica
lly to a
dd
ress th
e
inclu
sion
of p
eo
ple
with
disa
bilitie
s. In th
is cou
rse, th
e fo
cus is
ma
inly o
n w
ays to
en
sure
the
inclu
sion
of w
om
en
, me
n, g
irls an
d
bo
ys with
disa
bilitie
s.
Tra
ine
r to d
ispla
y the
cycle o
n th
e w
alls o
f the
train
ing
roo
m
rea
dy fo
r ne
xt se
ssion
Pro
cess
15
75
15
Ap
pro
x.
Tim
e (m
in)
PP
T 6
HO
6
Re
sou
rce*
© C
BM
Inclu
sive P
roje
ct Cycle
Ma
na
ge
me
nt T
rain
ers’ M
an
ua
l / 16
15
.00
–1
5.1
5
14
.00
–1
5.0
0
13
.30
–1
4.0
0
12
.00
–1
3.3
0
11
.30
–1
2.0
0
DA
Y 1
Tea
brea
k
Ca
se stu
die
s
Wo
rds a
nd
me
an
ing
s
Inclu
sion
in th
e A
ctivity
Cy
cle
Lun
ch
History of changes in
perspective and practice in developm
ent from
welfare
to rights approaches.
Co
nte
nt
Pre
sen
tatio
ns b
y on
e o
r two
org
an
isatio
ns w
ho
ha
ve w
orke
d o
n
inclu
sive p
ractice
in th
e im
ple
me
nta
tion
of p
roje
cts, de
scribin
g
ho
w th
ey h
ave
go
ne
ab
ou
t this. If th
is is no
t po
ssible
find
on
e o
r tw
o ca
se stu
die
s to d
iscuss in
sma
ll gro
up
s. Allo
w tim
e fo
r q
ue
stion
s an
d d
iscussio
n.
Pla
y a g
am
e th
at m
atch
es u
p w
ord
s an
d m
ea
nin
gs re
late
d to
th
e a
ctivity cycle.
Tim
ing
can
be
varie
d to
suit lo
cal w
orkin
g h
ou
rs an
d M
uslim
p
raye
r time
s if rele
van
t.
Pre
sen
t som
e in
form
atio
n a
bo
ut th
e sh
ift in d
eve
lop
me
nt
ap
pro
ach
es fro
m to
p d
ow
n/scie
ntific a
pp
roa
che
s to
pa
rticipa
tory a
nd
inclu
sive a
pp
roa
che
s. A
sk pa
rticipa
nts in
ple
na
ry to ta
lk ab
ou
t wh
ich a
pp
roa
ch is
do
min
an
t in th
eir o
rga
nisa
tion
an
d w
ha
t this a
pp
roa
ch lo
oks
like in
the
ir org
an
isatio
n.
Pro
cess
15
60
30
90
30
Ap
pro
x.
Tim
e (m
in)
Ne
ed
to e
nsu
re
the
re a
re e
ithe
r sp
ea
kers o
r writte
n
case
stud
ies
No
tes fo
r facilita
tor
‘wo
rd g
am
e’
HO
3
PP
T 7
, 8 a
nd
9
Re
sou
rce*
© C
BM
Inclu
sive P
roje
ct Cycle
Ma
na
ge
me
nt T
rain
ers’ M
an
ua
l / 17
15
.15
–1
6.3
0
DA
Y 1
De
velo
pin
g th
e
qu
estio
ns a
t the
initia
l sta
ge
s of a
ne
w p
roje
ct (p
re-p
roje
ct an
alysis)
Inclu
sion
at p
roje
ct initia
tion
step
Co
nte
nt
CB
M is co
mm
itted
to a
twin
track a
pp
roa
ch. T
his m
ea
ns th
at
the
righ
ts of p
eo
ple
with
disa
bilitie
s can
be
me
t in tw
o w
ays:
1. e
nsu
ring
tha
t all d
eve
lop
me
nt p
roje
cts are
inclu
sive o
f pe
op
le
(bo
th w
om
en
an
d m
en
) with
disa
bilitie
s an
d 2
. imp
lem
en
ting
p
roje
cts tha
t focu
s on
spe
cific prio
rities a
nd
em
po
we
rme
nt o
f p
eo
ple
(bo
th w
om
en
an
d m
en
) with
disa
bilitie
s.
Disa
bility in
clusio
n is re
leva
nt to
bo
th typ
es o
f pro
jects. In
this
wo
rksho
p w
e a
re lo
okin
g a
t ho
w d
isab
ility inclu
sion
can
be
co
nsid
ere
d in
bo
th typ
es o
f pro
ject.
Plen
ary
bra
insto
rm:
Ima
gin
e yo
u a
re a
loca
l org
an
isatio
n.
▸W
he
re m
igh
t ide
as fo
r a n
ew
pro
ject m
igh
t com
e fro
m? (T
he
fa
cilitato
r mig
ht su
gg
est o
ne
sou
rce a
s a w
ay o
f en
cou
rag
ing
p
articip
an
ts to th
ink o
f oth
ers e
.g. fro
m co
mm
un
ity visits, fro
m a
DP
O, fro
m a
na
lysis of re
sea
rch fin
din
gs, fro
m a
no
the
r lo
catio
n, fro
m a
pa
rtne
r org
an
isatio
n, fro
m a
do
no
r fun
din
g
op
po
rtun
ity or fro
m p
articip
an
ts in a
no
the
r activity).
Pro
cess
75
Ap
pro
x.
Tim
e (m
in)
HO
4 (
afte
r the
sessio
n,
no
t be
fore
)
Re
sou
rce*
© C
BM
Inclu
sive P
roje
ct Cycle
Ma
na
ge
me
nt T
rain
ers’ M
an
ua
l / 18
15
.15
–1
6.3
0
DA
Y 1
De
velo
pin
g th
e
qu
estio
ns a
t the
initia
l sta
ge
s of a
ne
w p
roje
ct (p
re-p
roje
ct an
alysis)
Inclu
sion
at p
roje
ct initia
tion
step
Co
nte
nt
CB
M is co
mm
itted
to a
twin
track a
pp
roa
ch. T
his m
ea
ns th
at
the
righ
ts of p
eo
ple
with
disa
bilitie
s can
be
me
t in tw
o w
ays:
1. e
nsu
ring
tha
t all d
eve
lop
me
nt p
roje
cts are
inclu
sive o
f pe
op
le
(bo
th w
om
en
an
d m
en
) with
disa
bilitie
s an
d 2
. imp
lem
en
ting
p
roje
cts tha
t focu
s on
spe
cific prio
rities a
nd
em
po
we
rme
nt o
f p
eo
ple
(bo
th w
om
en
an
d m
en
) with
disa
bilitie
s.
Disa
bility in
clusio
n is re
leva
nt to
bo
th typ
es o
f pro
jects. In
this
wo
rksho
p w
e a
re lo
okin
g a
t ho
w d
isab
ility inclu
sion
can
be
co
nsid
ere
d in
bo
th typ
es o
f pro
ject.
Plen
ary
bra
insto
rm:
Ima
gin
e yo
u a
re a
loca
l org
an
isatio
n.
▸W
he
re m
igh
t ide
as fo
r a n
ew
pro
ject m
igh
t com
e fro
m? (T
he
fa
cilitato
r mig
ht su
gg
est o
ne
sou
rce a
s a w
ay o
f en
cou
rag
ing
p
articip
an
ts to th
ink o
f oth
ers e
.g. fro
m co
mm
un
ity visits, fro
m a
DP
O, fro
m a
na
lysis of re
sea
rch fin
din
gs, fro
m a
no
the
r lo
catio
n, fro
m a
pa
rtne
r org
an
isatio
n, fro
m a
do
no
r fun
din
g
op
po
rtun
ity or fro
m p
articip
an
ts in a
no
the
r activity).
Pro
cess
75
Ap
pro
x.
Tim
e (m
in)
HO
4 (
afte
r the
sessio
n,
no
t be
fore
)
Re
sou
rce*
© C
BM
Inclu
sive P
roje
ct Cycle
Ma
na
ge
me
nt T
rain
ers’ M
an
ua
l / 19
DA
Y 1
Inclu
sion
at p
roje
ct initia
tion
step
(con
tinu
ed
)
Co
nte
nt
Split th
e pa
rticipa
nts in
to g
rou
ps:
Facilita
tors to
ask g
rou
ps to
: ▸
thin
k up
seve
ral id
ea
s for a
ne
w p
roje
ct an
d se
lect o
ne
tha
t the
y a
gre
e to
wo
rk on
▸
wo
rk ou
t ho
w th
ey w
ou
ld fin
d o
ut w
he
the
r this n
ew
pro
ject is
actu
ally im
po
rtan
t en
ou
gh
, fea
sible
en
ou
gh
an
d re
leva
nt e
no
ug
h
to p
roce
ed
(rem
em
be
r to lo
ok fo
r ex
isting
info
rma
tion
as w
ell a
s a
sk qu
estio
ns a
bo
ut a
ny n
ew
rese
arch
tha
t ma
y be
ne
ed
ed
) ▸
thin
k of th
e 5
mo
st imp
orta
nt q
ue
stion
s the
y wo
uld
ask to
kno
w
wh
eth
er to
pro
cee
d o
r no
t (if you
thin
k of m
ore
, the
n n
eg
otia
te to
g
et a
sho
rt list of 5
) E
ach
gro
up
to w
rite u
p th
e id
ea
an
d th
e five
qu
estio
ns o
n a
big
she
et
of p
ap
er.
Th
en
ea
ch g
rou
p p
asse
s the
ir ide
a to
the
ne
xt ta
ble
. Th
at ta
ble
the
n
discu
sses 5
wa
ys to e
nsu
re th
at th
e p
roce
ss to d
eve
lop
this id
ea
into
a
pro
ject is in
clusive
of p
eo
ple
wh
o sh
ou
ld h
ave
a sa
y, e.g
.: ▸
wo
me
n a
nd
me
n
▸th
ose
wh
o h
ave
an
inte
rest
▸th
ose
wh
o w
ill be
ne
fit ▸
tho
se w
ho
will n
ee
d to
wo
rk or n
ee
d to
cha
ng
e a
s a re
sult o
f th
e p
roje
ct.
Pro
cess
Ap
pro
x.
Tim
e (m
in)
Re
sou
rce*
© C
BM
Inclu
sive P
roje
ct Cycle
Ma
na
ge
me
nt T
rain
ers’ M
an
ua
l / 20
DA
Y 1
Inclu
sion
at p
roje
ct initia
tion
step
(con
tinu
ed
)
Co
nte
nt
Facilita
tor p
uts th
e p
ap
ers o
n th
e w
all a
nd
sum
ma
rises th
e th
em
es
tha
t em
erg
e a
bo
ut h
ow
the
pro
cess ca
n b
e m
ad
e in
clusive
. Me
ntio
n
tha
t this is so
me
time
s calle
d ‘sta
keh
old
er a
na
lysis’ an
d re
fer to
the
fa
ct tha
t spe
cific too
ls are
ava
ilab
le fo
r this p
urp
ose
wh
en
ne
ed
ed
. M
ake
spe
cial m
en
tion
of th
e issu
es a
bo
ut a
sking
qu
estio
ns th
at
wo
me
n a
nd
me
n m
igh
t an
swe
r diffe
ren
tly.
Pro
cess
Ap
pro
x.
Tim
e (m
in)
Re
sou
rce*
© C
BM
Inclu
sive P
roje
ct Cycle
Ma
na
ge
me
nt T
rain
ers’ M
an
ua
l / 21
09
.05
–1
0.1
5
08
.45
–0
9.0
5
DA
Y 2
Inclu
sion
in p
roje
ct p
lan
nin
g a
nd
de
sign
Inclu
sion
in P
roje
ct Pla
nn
ing
an
d D
esig
n
Ob
jective
s for D
ay 2
Review of D
ay 1
Co
nte
nt
Ple
na
ry to b
rain
storm
a list o
f ob
jective
s tha
t cou
ld b
e fo
un
d in
a
typica
l or re
al p
roje
ct de
sign
un
de
rtake
n b
y CB
M a
nd
/or its
pa
rtne
r – e
.g.:
to im
pro
ve th
e q
ua
lity of co
mm
un
ity he
alth
care
in D
istrict X
▸to
incre
ase
cap
acity o
f a D
PO
to u
nd
erta
ke syste
mic a
nd
in
divid
ua
l ad
voca
cy ▸
to in
crea
se th
e p
articip
atio
n o
f wo
me
n a
nd
me
n w
ith
disa
bilitie
s in m
icro-fin
an
ce o
pp
ortu
nitie
s ▸
to in
crea
se skills in
wh
ee
lcha
ir ma
inte
na
nce
▸
to in
trod
uce
CB
R p
ractice
s in P
rovin
ce Y
.
En
sure
pa
rticipa
nts ca
n id
en
tify the
too
ls, pro
cesse
s an
d
de
cision
s rele
van
t to p
roje
ct de
sign
an
d im
ple
me
nta
tion
stag
es
Assist p
articip
an
ts to b
e a
ble
to a
ssess w
ha
t ma
kes stro
ng
in
clusive
pra
ctice a
t ea
ch o
f the
se sta
ge
s.
Vo
lun
tee
r pa
rticipa
nts to
lea
d. T
rain
er to
sup
po
rt an
d co
mm
en
t o
n th
e p
rese
nta
tion
/activity. H
elp
s brin
g cla
ss ba
ck to w
he
re
we
we
re.
Pro
cess
10
3
0
20
Ap
pro
x.
Tim
e (m
in)
PP
T 1
0
Re
sou
rce*
© C
BM
Inclu
sive P
roje
ct Cycle
Ma
na
ge
me
nt T
rain
ers’ M
an
ua
l / 22
DA
Y 2
Inclu
sion
in p
roje
ct p
lan
nin
g a
nd
de
sign
(co
ntin
ue
d)
Inclu
sion
in P
roje
ct Pla
nn
ing
an
d D
esig
n
Co
nte
nt
Se
lect fro
m th
at list, th
e sa
me
nu
mb
er o
f ob
jective
s as yo
u h
ave
nu
mb
ers
of ta
ble
s of p
articip
an
ts. Th
e Fa
cilitato
r ne
ed
s to m
ake
the
ob
jective
sta
tem
en
ts as sim
ple
an
d cle
ar a
s po
ssible
– fe
el fre
e to
ed
it the
m a
little
for tra
inin
g p
urp
ose
s (e.g
. do
n’t h
ave
mo
re th
an
on
e o
bje
ctive in
on
e
sen
ten
ce, o
r two
leve
ls of o
bje
ctives in
on
e se
nte
nce
, or a
n o
bje
ctive th
at is
too
vag
ue
or to
o sp
ecific).
Allo
cate
1 o
bje
ctive p
er ta
ble
an
d a
sk gro
up
s to d
iscuss:
▸a
ll the
qu
estio
ns th
at co
uld
be
aske
d a
t the
stag
e w
he
n th
e p
roje
ct is b
ein
g d
esig
ne
d
▸w
ha
t step
s tha
t ne
ed
to b
e ta
ken
to e
nsu
re a
ll rele
van
t pe
op
le a
re
inclu
de
d in
the
pro
cess o
f wo
rking
ou
t wh
at a
pro
ject w
ill do
(the
d
esig
n)
Ea
ch g
rou
p to
sha
re th
eir to
p 3
qu
estio
ns a
nd
top
3 ste
ps. Fa
cilitato
r to p
ull
tog
eth
er w
ho
le g
rou
p to
en
do
rse th
at it is im
po
rtan
t to a
sk very m
an
y q
ue
stion
s in o
rde
r to a
na
lyse th
e co
nte
xt a
nd
the
wa
y tha
t a p
roje
ct will
wo
rk, an
d th
at th
ere
are
ma
ny d
iffere
nt w
ays to
en
sure
inclu
sion
.
Pro
cess
30
30
Ap
pro
x.
Tim
e (m
in)
Flip ch
art
pa
pe
r
Re
sou
rce*
© C
BM
Inclu
sive P
roje
ct Cycle
Ma
na
ge
me
nt T
rain
ers’ M
an
ua
l / 23
12
.00
–1
3.3
0
10
.30
–1
2.0
0
10
.15
–1
0.3
0
DA
Y 2
Lun
ch
De
sign
s (con
tinu
ed
)
Tea
brea
k Co
nte
nt
Facilita
tor to
ma
ke su
re a
ll pa
rticipa
nts ca
n a
ccess th
e list o
f critical ste
ps
ne
ed
ed
for in
clusive
de
sign
.
Sh
ort p
rese
nta
tion
of th
e e
lem
en
ts in a
stan
da
rd d
esig
n p
roce
ss an
d d
esig
n
do
cum
en
t (no
mo
re th
an
20
min
ute
s)
Facilita
tor co
uld
use
on
e o
f 3 te
chn
iqu
es to
stimu
late
discu
ssion
:
a)
ask p
articip
an
ts to th
ink o
f wh
at w
ou
ld b
e g
oo
d q
ue
stion
s to a
sk to
find
ou
t if the
y ne
ed
ed
to d
esig
n a
ne
w p
roje
ct
b)
ma
ke 6
gro
up
s of p
articip
an
ts, an
d a
lloca
te o
ne
of th
e 6
de
sign
q
ue
stion
s on
Po
we
rpo
int 1
2 to
ea
ch g
rou
p
c)m
ake
4 g
rou
ps a
nd
ge
t the
m to
thin
k ab
ou
t the
qu
estio
ns to
ask u
nd
er
the
he
ad
ing
s “wh
at?”, “w
hy?”, “w
ho
?” an
d “h
ow
mu
ch?” A
sk ea
ch
gro
up
to th
ink o
f wa
ys tha
t ea
ch o
f the
se ste
ps/q
ue
stion
s cou
ld b
e
inclu
sive o
f all re
leva
nt p
eo
ple
.
Facilita
tor to
brin
g w
ho
le g
rou
p to
ge
the
r an
d cre
ate
a su
mm
ary list o
f critica
l step
s tha
t ne
ed
to b
e ta
ken
(inclu
din
g b
ud
ge
ting
the
costs o
f be
ing
in
clusive
) to e
nsu
re th
at a
ll rele
van
t pe
op
le w
ill be
inclu
de
d in
de
velo
pin
g a
d
esig
n th
at is in
clusive
in im
ple
me
nta
tion
. Ma
ke su
re th
at co
nsid
era
tion
is g
iven
to th
e ro
le o
f pe
op
le in
pro
ject m
an
ag
em
en
t, as d
ecisio
n m
ake
rs, im
ple
me
nte
rs, mo
nito
rs, be
ne
ficiarie
s an
d re
view
ers.
Pro
cess
90
90
25
15
Ap
pro
x.
Tim
e (m
in)
PP
T 1
1
an
d 1
2
H
O5
(a
fter
sessio
n
no
t be
fore
)
Re
sou
rce*
© C
BM
Inclu
sive P
roje
ct Cycle
Ma
na
ge
me
nt T
rain
ers’ M
an
ua
l / 24
15
.15
–1
5.3
0
15
.00
–1
5.1
5
13
.30
–1
4.0
0
DA
Y 2
Tea
brea
k
Ind
ividu
al re
flectio
n
Ap
pra
isal a
nd
ap
pro
val
Ap
pra
isal a
nd
ap
pro
va
l pro
cess
Co
nte
nt
Assu
me
tha
t you
are
on
a p
an
el (co
mp
rising
pe
op
le w
ith d
isab
ilities, m
en
a
nd
wo
me
n) to
con
side
r wh
eth
er a
pro
ject p
rop
osa
l is to b
e fu
nd
ed
.
In g
rou
ps o
f 3 o
r 4, w
ork o
ut w
hich
ge
ne
ral q
ue
stion
s you
wo
uld
ask if yo
u
wa
nte
d to
asse
ss wh
eth
er a
pro
ject p
rop
osa
l is inclu
sive? e
.g.
Wh
o h
as b
ee
n in
volve
d in
de
velo
pin
g th
is pro
ject?
Ha
ve th
e d
esig
ne
rs con
side
red
all a
spe
cts of p
articip
atio
n b
y all th
e ke
y sta
keh
old
ers in
this p
roje
ct an
d h
ave
the
y ap
pro
pria
tely b
ud
ge
ted
for a
ll a
spe
cts of in
clusio
n?
Wh
en
the
pro
ject is im
ple
me
nte
d, is it cle
ar h
ow
pe
op
le w
ith d
isab
ilities,
wo
me
n a
nd
me
n e
tc. will b
e a
ctively in
volve
d in
ma
king
de
cision
s, im
ple
me
nta
tion
, mo
nito
ring
etc.?
Cre
ate
a fu
ll list of a
ll qu
estio
ns th
at co
uld
be
aske
d a
nd
con
firm th
at
askin
g th
ese
qu
estio
ns is ve
ry imp
orta
nt to
en
sure
tha
t pro
jects sh
ou
ld
no
t pro
cee
d u
nle
ss the
y are
pro
pe
rly con
side
red
an
d w
ill be
inclu
sive.
Pro
cess
15
15
30
Ap
pro
x.
Tim
e (m
in)
Jou
rna
l
Re
sou
rce*
© C
BM
Inclu
sive P
roje
ct Cycle
Ma
na
ge
me
nt T
rain
ers’ M
an
ua
l / 25
16
.45
–1
7.0
0
16
.15
–1
6.4
5
15
.30
–1
6.1
5
DA
Y 2
Wra
p-u
p fo
r Da
y 2
Imp
lem
en
tatio
n o
f in
clusive
pro
jects
Vid
eo
or ra
dio
d
ocu
me
nta
ry ab
ou
t a
n in
clusive
pro
ject
Ap
pra
isal a
nd
ap
pro
va
l pro
cess
Co
nte
nt
Ca
ll for a
t lea
st two
volu
nte
ers to
pre
pa
re o
vern
igh
t a re
cap
of D
ay 2
fo
r first sessio
n to
mo
rrow
. Form
at is w
ide
op
en
– lim
ited
on
ly by
the
volu
nte
ers’ im
ag
ina
tion
.
Ask p
articip
an
ts to co
mp
lete
the
ir jou
rna
ls for to
da
y, writin
g d
ow
n
the
ma
in m
essa
ge
s the
y wa
nt to
rem
em
be
r.
An
y ‘ho
use
kee
pin
g’ a
nn
ou
nce
me
nts.
Me
ntio
n le
sson
s lea
rne
d fro
m o
the
r pro
jects (P
PT
13
) In
ple
na
ry, ask p
articip
an
ts for th
eir e
xp
erie
nce
s of w
ha
t ha
s wo
rked
we
ll in
term
s of in
clusive
imp
lem
en
tatio
n o
f pro
jects.
Re
fer to
HO
7 –
list of ste
ps th
at ca
n b
e ta
ken
du
ring
imp
lem
en
tatio
n.
Afte
r view
ing
a d
ocu
me
nta
ry or liste
nin
g to
a ra
dio
pro
gra
m (co
nsid
er h
ow
to
ma
ke th
e se
lectio
n a
ccessib
le to
all) a
bo
ut a
n in
clusive
pro
ject w
hich
ha
s b
ee
n im
ple
me
nte
d, d
iscuss in
pa
irs wh
at co
uld
be
lea
rne
d fro
m th
at ca
se
stud
y ab
ou
t wa
ys to m
ax
imise
inclu
sion
du
ring
pro
ject im
ple
me
nta
tion
.
Su
gg
estio
ns in
clud
e th
e C
BR
pro
ject o
f Ara
riwa
-Cu
sco, C
CB
RT
or C
OR
SU
–
CB
M m
ay h
ave
oth
er su
itab
le m
ate
rials.
Pro
cess
15
30
45
Ap
pro
x.
Tim
e (m
in)
PP
T 1
3
Re
sou
rce*
© C
BM
Inclu
sive P
roje
ct Cycle
Ma
na
ge
me
nt T
rain
ers’ M
an
ua
l / 26
09
.05
–0
9.3
5
08
.45
–0
9.0
5
DA
Y 3
Wh
at is m
on
itorin
g
an
d e
valu
atio
n?
Pro
ject M
on
itorin
g a
nd
Eva
lua
tion
(M&
E)
Ob
jective
s Da
y 3
Re
view
of D
ay 2
Ap
pra
isal a
nd
ap
pro
va
l pro
cess
Co
nte
nt
Find
ou
t ab
ou
t the
‘startin
g’ kn
ow
led
ge
with
in th
e g
rou
p a
bo
ut M
&E
co
nce
pts.
▸If kn
ow
led
ge
ab
ou
t M&
E co
nce
pts is n
on
-ex
isten
t or ve
ry low
, the
n it
will b
e b
en
eficia
l to sp
en
d m
ore
time
on
un
de
rstan
din
g th
ese
con
cep
ts b
efo
re m
ovin
g o
n –
the
facilita
tor sh
ou
ld b
e p
rep
are
d to
re-a
rran
ge
the
p
rog
ram
acco
rdin
gly.
▸T
o e
na
ble
pa
rticipa
nts to
ide
ntify th
e to
ols, p
roce
sses a
nd
de
cision
s re
leva
nt to
the
revie
w a
nd
eva
lua
tion
stag
es
▸T
o e
na
ble
pa
rticipa
nts to
asse
ss wh
at m
ake
s stron
g in
clusive
pra
ctice a
t th
ese
stag
es
▸T
o p
rovid
e a
n o
pp
ortu
nity fo
r pa
rticipa
nts to
de
velo
p a
pe
rson
al a
ction
p
lan
for in
clusive
wo
rk in th
eir o
wn
org
an
isatio
n.
Vo
lun
tee
r pa
rticipa
nts to
lea
d. T
rain
er to
sup
po
rt an
d co
mm
en
t on
th
e p
rese
nta
tion
/activity. H
elp
s brin
g cla
ss ba
ck to w
he
re w
e w
ere
.
Pro
cess
20
Ap
pro
x.
Tim
e (m
in)
PP
T 1
4
Re
sou
rce*
© C
BM
Inclu
sive P
roje
ct Cycle
Ma
na
ge
me
nt T
rain
ers’ M
an
ua
l / 27
DA
Y 3
Co
nte
nt
▸If kn
ow
led
ge
ab
ou
t M&
E co
nce
pts is m
od
era
te, th
en
it is use
ful to
co
nfirm
tha
t the
re is sh
are
d u
nd
ersta
nd
ing
ab
ou
t the
diffe
ren
t pu
rpo
ses
of M
&E
(i.e. fo
r lea
rnin
g, fo
r imp
rovin
g a
nd
for p
rovin
g) a
nd
the
d
iffere
nt le
vels o
f M&
E (i.e
. mo
nito
ring
reg
ula
rly at th
e le
vel o
f activitie
s a
nd
ou
tpu
ts; occa
sion
al re
view
s to se
e w
he
the
r hig
he
r leve
l resu
lts are
b
ein
g a
chie
ved
)
▸If p
articip
an
ts ha
ve a
go
od
kno
wle
dg
e a
bo
ut M
&E
con
cep
ts, the
n p
lace
m
ore
em
ph
asis o
n b
eco
min
g fa
milia
r with
CB
M’s in
dica
tors, o
n a
pp
lying
kn
ow
led
ge
to re
al-life
case
stud
ies a
nd
con
side
ring
diffe
ren
t ap
pro
ach
es
to e
valu
atio
n.
Use
this tim
e to
ask in
sma
ll gro
up
s or in
a p
len
ary:
▸W
ha
t is mo
nito
ring
an
d w
hy d
o w
e n
ee
d to
mo
nito
r pro
jects?
▸W
ha
t is eva
lua
tion
an
d w
hy d
o w
e n
ee
d to
eva
lua
te p
roje
cts?
▸W
ha
t are
the
diffe
ren
t wa
ys of fin
din
g o
ut h
ow
pro
jects a
re g
oin
g a
nd
w
he
the
r the
y are
succe
ssful o
r no
t?
Th
en
con
firm g
rou
p’s kn
ow
led
ge
with
PP
slide
s.
Pro
cess
20
Ap
pro
x.
Tim
e (m
in)
PP
T 1
5 to
18
Re
sou
rce*
© C
BM
Inclu
sive P
roje
ct Cycle
Ma
na
ge
me
nt T
rain
ers’ M
an
ua
l / 28
10
.15
–1
0.3
0
09
.35
–1
0.1
5
DA
Y 3
Tea
brea
k
Diffe
ren
t kind
s of
info
rma
tion
an
d d
iffere
nt
wa
ys of fin
din
g o
ut
Co
nte
nt
Mo
nito
ring
an
d e
valu
atio
n is a
bo
ut co
llectin
g, a
na
lyzing
, usin
g a
nd
sha
ring
p
iece
s of in
form
atio
n. E
ach
type
of in
form
atio
n h
as u
ses a
nd
limita
tion
s.
In sm
all g
rou
ps, d
iscuss th
e u
sefu
lne
ss an
d lim
itatio
ns o
f the
follo
win
g 4
p
iece
s of in
form
atio
n:
▸T
he
score
you
rece
ived
in a
n e
xa
m yo
u co
mp
lete
d a
t the
en
d o
f scho
ol
(e.g
. % o
r A, B
, C)
▸A
com
me
nt m
ad
e b
y a w
ork co
llea
gu
e a
bo
ut yo
u
▸A
rep
ort w
ritten
by a
n o
verse
as e
xp
ert a
bo
ut a
n issu
e in
you
r cou
ntry
▸T
he
min
ute
s of a
me
etin
g a
tten
de
d b
y pe
op
le fro
m a
com
mu
nity
org
an
isatio
n.
In p
len
ary, a
sk pe
op
le to
thin
k ab
ou
t wh
at th
is me
an
s for th
e kin
ds o
f in
form
atio
n th
at w
e n
ee
d to
colle
ct, an
alyse
, use
an
d sh
are
wh
en
we
are
lo
okin
g a
t pro
jects.
Ta
lk ab
ou
t the
diffe
ren
ce b
etw
ee
n q
ua
ntita
tive a
nd
qu
alita
tive
info
rma
tion
. If the
re is tim
e, a
sk the
gro
up
to co
me
up
with
som
e
ex
am
ple
s of b
oth
, tha
t are
rele
van
t to th
e p
roje
cts the
y wo
rk on
.
Pro
cess
15
40
Ap
pro
x.
Tim
e (m
in)
PP
T 1
9 to
21
Re
sou
rce*
© C
BM
Inclu
sive P
roje
ct Cycle
Ma
na
ge
me
nt T
rain
ers’ M
an
ua
l / 29
10
.30
–1
1.1
5
DA
Y 3
M&
E a
nd
inclu
sion
Co
nte
nt
CB
M is in
tere
sted
in fin
din
g o
ut a
bo
ut h
ow
its pro
gra
ms co
ntrib
ute
to
imp
rove
d in
clusio
n. T
he
y are
inte
reste
d in
:
▸in
clusio
n a
t the
leve
l of in
divid
ua
ls
▸in
clusio
n a
t the
leve
l of so
ciety
▸in
clusio
n in
org
an
isatio
ns.
▸ch
an
ge
s in p
articip
atio
n b
y pe
op
le w
ith d
isab
ilities
Facilita
tor to
start p
len
ary d
iscussio
ns o
n ‘in
clusio
n a
t ind
ividu
al le
vel’,
no
ting
tha
t we
ha
ve in
form
atio
n a
bo
ut th
e o
the
r leve
ls, too
. (De
pe
nd
ing
on
th
e skill le
vel o
f the
gro
up
an
d th
e tim
e a
vaila
ble
, you
can
use
slide
s 22
–2
5
or 2
2–
31
wh
ich co
ver so
ciety le
vel a
nd
org
an
isatio
na
l leve
l inclu
sion
q
ue
stion
s).
Facilita
tor to
say th
at C
BM
is inte
reste
d in
find
ing
ou
t wh
eth
er th
ere
are
ch
an
ge
s in live
s of in
divid
ua
l pe
op
le w
ho
are
po
ore
st an
d m
ost vu
lne
rab
le
pe
op
le w
ith d
isab
ility. Th
is is de
fine
d a
s:
▸g
ain
ed
sen
se o
f self-w
orth
▸in
crea
sed
sen
se o
f au
ton
om
y
▸in
crea
sed
leve
l of in
volve
me
nt
▸in
crea
sed
sha
red
ex
pe
rien
ce.
Pro
cess
45
Ap
pro
x.
Tim
e (m
in)
PP
T 2
2 to
31
(U
se o
nly
tho
se slid
es
tha
t are
re
leva
nt
to th
e
kno
wle
dg
e
an
d skill
leve
l of
the
gro
up
)
HO
8
Re
sou
rce*
© C
BM
Inclu
sive P
roje
ct Cycle
Ma
na
ge
me
nt T
rain
ers’ M
an
ua
l / 30
11
.50
–1
2.0
0
11
.45
–1
1.5
0
11
.15
–1
1.4
5
DA
Y 3
Clo
sing
Eva
lua
tion
Ind
ividu
al re
flectio
n
Co
nte
nt
Wo
rds o
f tha
nks b
y facilita
tors, a
sen
ior C
BM
officia
l an
d/o
r H
ea
d o
f Pa
rtne
r Org
an
isatio
n.
Discu
ss with
ea
ch o
the
r an
d th
e g
rou
p w
he
the
r the
ob
jective
s o
f pa
rticipa
nts h
ave
be
en
me
t or n
ot.
Co
mp
lete
Pa
rticipa
nt fe
ed
ba
ck she
ets.
Pa
rticipa
nts to
com
ple
te th
eir Jo
urn
als, w
riting
do
wn
the
ide
as th
at th
ey
ha
ve le
arn
ed
an
d a
rea
s the
y wo
uld
like to
lea
rn m
ore
ab
ou
t. Re
fer b
ack
to th
e list o
f ob
jective
s tha
t we
re w
ritten
up
by p
articip
an
ts at
the
be
gin
nin
g a
nd
thin
k ab
ou
t wh
eth
er th
ey h
ave
be
en
me
t or n
ot.
Pa
rticipa
nts to
write
do
wn
step
s the
y cou
ld ta
ke b
ack in
the
ir office
to
imp
rove
inclu
sion
in th
e p
roje
ct cycle.
Me
ntio
n th
at C
BM
ha
s alre
ad
y pu
t a lo
t of tim
e in
to th
inkin
g a
bo
ut h
ow
to
colle
ct the
an
swe
rs to th
ese
qu
estio
ns. R
efe
r to slid
es w
ith th
e lists o
f q
ue
stion
s.
Re
fer to
list of a
pp
roa
che
s to co
nsid
er w
he
n re
view
ing
pro
jects fo
r in
clusive
ne
ss. If the
re is tim
e, a
sk pa
rticipa
nts to
rea
d th
e H
an
do
ut (8
) an
d
talk a
bo
ut a
ny e
xp
erie
nce
s the
y ha
ve h
ad
in d
oin
g re
view
s or e
valu
atio
ns
ab
ou
t inclu
sion
an
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Glossary Disability The interaction between long-term physical, mental,
intellectual or sensory impairments and various barriers which may hinder the full and effective participation of people with disabilities in society on an equal basis with others.
Impairment Problems in body function or structure, that may be long or short term, physical, sensory, neurological, intellectual, mental or physiological.
Persons with disabilities Those who have long term physical, mental, intellectual or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others.
Barrier Those aspects of society that intentionally or unintentionally exclude people with disabilities from full participation and inclusion in society. Barriers can be physical, informational, legal, institutional, environmental, attitudinal, etc.
Built Environment That which is commissioned, designed, constructed and managed for use by people and which includes external and internal environments and any component, facility or product that is a fixed part of them.
Inclusive Design Inclusion is the process whereby every person (irrespective of age, disability, gender, religion, sexual preference or nationality) who wishes to can access and participate fully in all aspects of an activity or service in the same way as any other member of the community.
Inclusion A signal that helps to measure gender-related changes.
Disability service providers
Agencies such as development NGOs, faith based organisations, disabled people’s organisations (DPO), or private companies which provide services for persons with disability.
Quality of Life An individual’s perception of their position in life in the context of the culture and value systems in which they live, and in relation to their goals, expectations, standards, and concerns. It is a broad-ranging concept, incorporating in a complex way the person’s physical health, psychological state, level of independence, social relationships, personal beliefs and relationship to environmental factors that affect them.
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Medical/charity model of disability
Now considered outdated and disempowering, this conceptual framework for disability emphasizes the impairment and functioning of the person as the central issue and focuses on treatment, cure and charitable assistance as methodologies for improving the lives people with disabilities.
Social/cultural model of disability
A rights-based approach to disability that understands disability as a social construct, not an inherent quality. In other words, ‘disability’ is not something that people possess, nor is it inherent in a person or group; rather, it is the inability of society to recognize differences and remove barriers that inhibits the full inclusion and participation of people with disabilities. The social model emphasises the removal of societal barriers that exclude people with disabilities, including environmental, institutional and attitudinal barriers.
Project Initiation The first phase of the project cycle essentially involves starting up the project, identifying priority concern/issue, consulting relevant stakeholders and identifying a range of solutions.
Project Planning and Design
The second phase of the project cycle, essentially planning and designing purpose, scope, justification, possibly strategies and chosen solution.
Project Implementation and Monitoring
The third phase of the project cycle, starts project implementation by employing and training up a skilled team, setting up an office and carrying out the chosen solution. This phase involves managing time, cost, quality, change, risks, issues, supplies, service users and communication.
Project Review and Evaluation
The final phase of the project cycle is assessing whether the project and its funding have met the objectives and what the impact of the project is on initial need/concern.
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Useful Inclusive project cycle management references A range of resources have been developed to assist program officers implement disability inclusive approaches.
Practice manuals
Inclusion Made Easy: A quick program guide to disability in development Inclusion Made Easy is designed for program staff in international development organisations. It is a brief, practical guide on how to ensure programs are disability-inclusive. It offers basic inclusion principles, practical tips and case study examples.
Make Development Inclusive How to include the perspectives of persons with disabilities in the project cycle management guidelines of the EC.
Travelling Together: how to include disabled people on the main road of development
VSO Practice Manual A Practical Guide to Mainstreaming Disability in Development projects: lessons learnt.
Make PRSP Inclusive This handbook includes different strategies to promote the inclusion of people with disabilities in the World Bank’s Poverty Reduction process.
Websites
Ask Source resource library Resource library dedicated to disability inclusive development.
Australian Disability and Development Consortium, ADDC.
CBM Australia
Disabled People International Mobility International USA – MIUSA
Handicap International publications
International Disability and Development Consortium
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