Faith in Action: Working Toward the Millennium Development Goals

7/28/2019 Faith in Action: Working Toward the Millennium Development Goals

1/32

Faith in Action: Working Toward theMillennium Development Goals

Religions for Peace

TRAININGGUIDE


2/32

TRAINING GUIDE FOR RELIGIOUS LEADERS


3/32


FOREWORD 4

ThePurposeof thisGuide 4

IntroductionforTrainers 5

FacilitatingAdultLearningSessions 6

TheRoleoftheTrainer-Facilitator 7

One-dayTrainingforReligiousLeaders 10

Three-dayTrainingof Trainers(TOT)Workshop 20

MoreResourcesonTraining 31

Acknowledgment 31

TABLEOFCONTENTS


4/32


Introduction

Religions for Peace

ReligionsfoRPeacetheworldslargestandmostrepresentativemulti-religiouscoalitionadvancescommonactionamongtheworldsreligiouscommunitiesforpeace.Religions for Peaceworkstotransformviolentconict, eliminate poverty, promote justand harmonious societies, and protect theearth.TheglobalReligions for PeacenetworkcomprisesaWorldCouncilof seniorreligiousleadersfromallregionsof the

world;morethanseventynationalandfourregionalinter-religiousbodies;andtheGlobalWomenof FaithNetworkandGlobalYouthNetwork.Religions forPeacestructuresaredesignedtosupportreligiouscommunitieseffortstoworktogether.AcentralfeatureandstrengthoftheReligions for Peaceapproachisits

commitmenttoengageexistingreligiousstructuresasthebuildingblocksformulti-religiouscooperation.

Oneareaofmulti-religiouscooperationReligions for PeacealongwiththereligiousleadersandfaithcommunitieshasbeenadvancingistheMillenniumDevelopmentGoals (MDGs), which aim to eliminateextremepovertyby2015.Inpartnershipwiththe UN Millennium Campaign, Religions forPeaceproducedanactiontoolkitdesignedspecically for religious leaders from diversefaithtraditionstoworktogetherinadvocatingfor the MDGs. The toolkit, in English,French, Spanish and Arabic, has been widelydisseminatedamongReligions for Peacesvastnetworkmembers.

This training guide, developed as acompanion piece to the MDG Toolkit,aimstoenableworkshoptrainersto

facilitatelearningforreligiousleadersandtrainingoftrainersontheMDGsandMDG-relatedactivities.

FOREWORD

Thistrainingguideisdesignedfortwotypesof trainingworkshopsontheMillenniumDevelopmentGoals(MDGs)thatutilize

FaithinAction:WorkingTowardtheMillennium Development Goals, an actiontoolkitforreligiousleadersandcommunitiesproducedbyReligions for PeacewithsupportoftheMillenniumCampaign:

ThePurposeofthisGuide

1.Aone-dayworkshopontheMDGsforreligiousleaders.

2.Athree-dayTrainingof Trainers(TOT)workshopfortrainersorfacilitators

whowilldevelopandconducttrainingworkshopsforreligiousleaders.

For each, the guide outlines the structureof the workshop, including the learningobjectives, purpose, content, logistics and

materialsforeachsession.


5/32


Basedonbackgroundresearchof theMillennium Declaration, the MDGs, andcivilsocietycampaignsadvocatingforthe MDGs, Religions for Peacerecognizedagreatneedformulti-religiouscooperationinworkingtowardsachievingtheMDGs.DrawingoninformationandkeytechniquescompiledbysecularcivilsocietycampaignssuchastheMillenniumCampaignandtheGlobal Call for Action against Poverty,Religions for Peaceproducedanactiontoolkitdesigned specically for religious leadersfromdiversefaithtraditionstoworktogetherinadvocatingfortheMDGs.

The toolkit is available in English, French,SpanishandArabic.

Religiouscommunitiesandinstitutions

havedistinctcomparativeadvantagesinworkingandadvocatingfortheMDGs.They have a clear mission and message,apermanenthistoricandwidelyspreadpresenceinsocietyatlargeandinlocalcommunities in particular, and a well-developed infrastructure linking local,national and international ofces. In manycountries, the religious communities have themostdevelopedandinter-connectedsocialinfrastructure, reaching from the smallest

villagetothecapitalandbeyond.Theyare

alsomarkedbymoralandspiritualtraditionsthat have great power among their adherents,andrelevanceforpeaceandhumanwell-being. When mobilized and equipped,religiouscommunitiescanbeharnessedforneededadvocacyanddeliveryof importantservices.1

Religiouscommunitiesandtheirrelateddevelopment agencies are already majorandconstructivestakeholdersinadvancingdevelopment.Whendiversereligiouscommunitiesaroundtheworldwork

togetherinmulti-religiouscooperationin

someof themostchallengingenvironmentsaround the globe, the outcomes are mostpowerful.Theycan:

1.Facilitatelocalservicedeliveryindevelopingcountriesonascalethatdevelopmentagenciescannotachievealone;

2.Mobilizereligiouscommunitiesandleadersaspowerfuladvocatesfordevelopmentandincreaseddevelopmentassistance;and

3.Promoteaholisticnotionofhumandevelopment.

Multi-religiouscooperationcanbeapositiveforceinthesewaysbecauseitcanaligntheworldsdiversereligiouscommunitiesaroundthechallenges

of developmentandfacilitatepublicpartnershipsbetweenreligiouscommunitiesandotherdevelopmentstakeholders such as governments,intergovernmentalbodiesanddevelopmentagencies.2

Thus, multi-religious cooperation is apowerful way to engage the social, spiritualandmoralreligiousassetstoadvanceMDGs.

Thefacilitatormustensurethatthetrainingisguidedbymulti-religiousprinciples(see

theboxbelow).

IntroductionforTrainers

Introduction

Religions for Peace

Religions for Peace Guiding Principles

Respect religious differences.

Act on deeply held and widely sharedvalues.

Preserve the identity of eachreligious community.

Honor the different ways religiouscommunities are organized.

Support locally-led multi-religious

structures.

1WorldReligionsCooperateforPeace.NewRoutes.SteinVillumstad.LifeandPeaceInstitute.Vol.11No.2.2006.2CooperationamongReligions:AMissingDimensionof Development.Dr.WilliamF.Vendley.Religions for Peace.2006


6/32


Introduction

Religions for Peace

For effective adult learning sessions,thefacilitatormustgetthetraineesperspectivesaboutthetopicthatistobecoveredanddrawtheparticipantsexperiences and knowledge, relevant toit.Showinghowthetrainingwillhelptheparticipantstoachievetheirgoalsandensuringthatthetrainingtheyareundertakingisapplicabletotheirworkismostessential.

Theworkshopagendasrest onthefollowingassumptions:

Diversity: Thesetrainingsmaybeforreligiousleadersand/orothercommunityleadersatarangeof levels.Workshopparticipantsarenotlikelytobea

homogeneousgroup.Oneworkshopmighthaveparticipantswithdifferentlevelsofeducation;holdingdifferentpositionsandstatuswithintheirreligiouscommunities;of differentgendersandof differentreligions.Itisessentialthattrainingmaterialsandactivitiesbeaccessibleforpeoplewithdifferentlevelsof educationandbesensitivetootherrelevantdifferences.If thegapisverywide(forexample, from those with very littleeducation to those with advanced degrees),

thefacilitatorsmightconsiderwaysforatleastsomeactivitiesofbreakingthefullgroupintosmalleronesbasedoncriticaldifferences.

Familiarity: Trainingparticipantsmaynotknoweachother.Theworkshopsshouldusesmallgroupactivitiestointroduceparticipants to each other, build rapportamong them, and give the most reservedparticipantsanopportunitytoparticipate.

Adult Education: Workshopparticipants

will be adults and older youth. Therefore,

the workshops content, materials,structureandformatshouldembodythefollowingprinciplesof adultlearning.

Training Needs Assessment: TheTOTworkshopparticipantsmightnotal lbeexperiencedtrainerswhohavebeentrainedinadultlearningandmightnotknowhowtoincorporateexperientiallearningintotheirtrainingdesigns.Consequently, the TOT workshop trainershouldsendoutasimpleTrainingNeedsAssessmenttoparticipantsinsufcient time to use the ndings tonalize the workshop plan. (See TenFactsFacilitatorsshouldKnowabout

Participantsonpage8.)

Cost-effective and Appropriate:Altho ughsom ef unding maybeavai lablefor these workshops, it is likely to bearelativelymodestamount.Insomeplaces, workshop hosts may havemodestfacilitiesandresources.These

workshopss hou ldno trequireren talof expensiveequipmentorfacilities;thereareoptionsforworkshopsupplieswhichallowfordifferentlevelsof availableresourcesandsupplies.

FacilitatingAdultLearningSessions

Adults learn best when:

Theyseethevalueandrelevanceof

whattheyarelearning.Theyareinvolvedvoluntarily.Theyarerespectedandtheirexperiences

arevalued.Theycanexpressthemselvesfreely.Theycanmakemistakeswithoutbeing

judged or punished.Theyareactivelyinvolvedwithothersin

thelearningprocess.


7/32


Theworkshoptrainersmayusethistrainingguide to help them fulll their fundamentalrolefacilitating learning.

In this context, the trainer-facilitator isresponsiblefor:

Before the Workshop:

Assessingtheneedsandinterestsof participantsSeeTenfactsfacilitators

shouldknowaboutparticipants(page8). Usingthisguidetodevelopacustomized

agenda for each workshop, based onthe identied needs and interests ofparticipantsSeeFactorstoconsiderinplanningtheagenda(page8).

Developingadetailedplanforeachworkshopthatembodiesadultlearningandmulti-religiousprinciplesSeeTipsfordesigningworkshopsforadultsandQuestionstousetoassessworkshopdesign(page9).

At the Beginning of the Session:

Usesmallgroupactivitiesandintroductionstoraisethelevelofmotivation, arouse interest, clarifyobjectives and share and clarifyparticipantsexpectations.

Emphasize the importance of listening,thinking, questioning and responding. Remindparticipantsthatallquestionswillbewelcomed.

During the Session:

Addresstheparticipantsbytheirname. Listentothebodylanguageaswellas

spokenlanguageofparticipants.Avoidlengthyexchangeswithonlyone

participant. Usequestionsandcommentstodraw

othersintothediscussion. Encouragetheuseof storiesorpersonal

anecdotestomakeconceptsmoreclear. Inviteparticipantstogivetheirfeedbackon

howtheworkshopisgoingon.

At the End of the Session:

Askparticipantstowriteanevaluationof theworkshop.

Inviteparticipantstosharetheirthoughtsontheworkshopwitheachother.

Thankparticipantsfortheirfeedback.

After the Session:

Stayafterthesessiontotalktoparticipantsandanswerquestionsordirectthemtoappropriateresources.

Incorporatelessonslearnedfromtheworkshopandparticipantsfeedbackinplanningthenextworkshop.

TheRoleoftheTrainer-Facilitator

Introduction

Religions for Peace

The guides objectives are:

1.Toensureworkshopparticipantswillhaveknowledgetocontribute.

2.Toassistthetrainerinstimulatingthesharingof ideasanddiscussionwithinthestructureof aworkshopsagenda.


8/32


Introduction

Religions for Peace

[ ] Number of participants

[ ] Age of participants

[ ] Gender of participants

[ ] Professional positions of participants

[ ] Religion of participants

[ ] Level of education completed

[ ] How they came to participate

[ ] Participants expectations

[ ] Any previous exposure to the subject to be discussed

[ ] Depth of knowledge about the subject to be discussed

Ten Facts Facilitators Should Knowabout Participants

[ ]

Purpose: The one-day workshop should emphasize education for action. That is,participants will need to learn not only about the MDGs, but also about actions thatthey can take to advocate for change in policy and practice which may result in theattainment of the MDG targets in their country. Hopefully, they will leave the workshopas enthusiastic volunteers and recruiters for MDG advocacy.

[ ]

Length: The agendas are for eight-hour days with six hours for sessions and two hoursfor lunch and breaks (e.g., a ninety-minute lunch break, a fteen-minute break beforelunch, and a fteen-minute break after lunch). In-session time has been limited to six

hours because experiences have shown that longer days do not result in more learning.Instead, participants become fatigued and dispirited.

[ ]Methods: Sessions will include a combination of methods, ranging from talking heads(no more than 20 percent of the session time) to hands on.

[ ]

Group size: Ideally, the number of religious leaders workshop participants ought to bebetween 15 and 20 to allow for meaningful engagement of all participants in both plenaryand small group sessions. For the TOT workshop, given the need for more hands onwork, between six and 15 would be ideal.

Factors to Considerin Planning the Agenda


9/32


Introduction

Religions for Peace

[ ]

Set expectations. Start the session on time and encourage participants and resourcepersons to keep on time. Prepare for an active experience by beginning the session withintroductions or an activity. Let the participants say what their expectations are and seehow to integrate realistic ones to workshop objectives.

[ ]

Engage participants with variety and interaction. Actively involve participants earlyand often. Use a variety of methods in each session to keep interest and motivation high.

Use relevant visual aides to illustrate points. Bring in guest speakers to share differentperspectives, answer questions, or provide real-world feedback. Use small group orhands-on activities, reading, writing, discussion and questions to get participants out ofthe passive mode. Design one or more breaks and small group discussions daily to giveparticipants a chance to stretch and network.

[ ]Keep it short. Nobody wants to listen to a talking head for hours. Make the sessionsas interactive as possible, allowing for the adult learners to share their perspectives.Alternate short segments of the lecture with activities, discussions, or questions.

[ ]

Reduce distractions. Reduce the potential distraction by either projecting a still image,slide, a group activity or posting a paper with key points of the sessions during a break.Dont be afraid to use silence: music or chatter can distract participants from engagingwith each other to learn.

[ ]

Encourage dialogue. Asking questions can be daunting for some participants. Note thebody language of the participants and if they have a disinterested look ask them if they

have understood. Making eye contact and using their names helps to make participantsfeel more comfortable.

Tips for Designing Workshopsfor Adults

After completing the workshop plan, use the following questions to review the design. If theanswer to any of these questions is no, consider revising the workshop design.

[ ] Are all uninterrupted presentations less than 15 to 20 minutes in length?

[ ]Does every session include activities that have participants talking and doing, ratherthan just listening?

[ ] Are both morning and afternoon breaks included?

[ ]Are the equipment and materials needed for each session appropriate (for theparticipants) and cost-effective (given available resources)?

[ ]Is time included for a mid-point and nal evaluation of participants learning, engagementand satisfaction?

Questions to Useto Assess a Workshop Design


10/32

10


One-Day Training for Religious Leaders

Religions for Peace

Learning ObjectivesAt the end of the one-day training,participantswillhave:Increasedtheirknowledgeof theMDGs

andMDG-relatedactivitiesintheircountry.

Identied how and with whom to engageinadvocacyinsupportoftheMDGslocally, nationally and globally.

TakentheinitialstepstowardplanningMDG-relatedactivitiesintheircommunityandcountry.

Training FacilitiesTheworkshopshouldtakeplaceinawell- litroomwhichis largeenoughtocomfortablyaccommodateallparticipantsallday.Participantsshouldbeseatedatalargesquare-oru-shapedtableoratenoughroundtableswhichcanaccommodatethemall.

Manyworkshopactivitieswillrequireworking in small groups; you will,therefore, need enough indoor or outdoorlocationstoaccommodateallsmallgroups.

General Materials Needed forthe TrainingFor all workshop sessions, you may needtoprovide:Copiesof theFaithinAction:Working

TowardtheMillenniumDevelopmentGoalsToolkit

Nametagsornametents(foldedpaperwiththeparticipantsnameateachplaceatthetable)

Flip-chartsorlargesheetsof paperEasels(orwallspaceandtape)inthe

mainroomandforeachsmallgroup Markers, pens, pencils, paper clips andwritingpaperorwritingpads

Foldersforeachparticipantforhandoutswhichwillbeissued

Generic One-Day WorkshopAgenda

Although this workshop has six sessions,thetimeneededforagivensession

willactuallydependuponthenumberof participants, the complexity of thetopicandparticipantsgenerallevelofknowledge of the subject.

One-DayTrainingforReligiousLeaders


11/32

11



Religions for Peace

Time Session Purpose and Content

9.00 am 10.00 am1. Opening and

Introduction

Put participants at ease Set an open and inclusive tone for the workshop Build participants interest in promoting the

MDGs

10.00 am 10.15 am Tea Break

10.15 am 11.15 am

2.The MDGs Origin,Purpose, Contextand Content

Introduce participants to the background,context, purpose and content of the MDGs

Enable them to put a human face to thestatistics

Raise their awareness of existing actions

11.15 am 12.30 pm

3.Advocacy for andMonitoring of theMDGs Who, Whyand How

Introduce participants to their governmentsstated positions on the MDGs

Raise their awareness of the importanceand methods of monitoring of a governmentscompliance with its positions

Raise their awareness of groups, networks andcoalitions engaged in action to promote the MDGs

12.30 pm 1.20 pm Lunch Break

1.20 pm 2.30 pm

4.ReligiousCommunitiesSupport for theMDGs

Engage participants in a process of discussionand decision-making regarding the religiouscommunitys engagement in promoting theMDGs

2.30 pm 4.15 pm5.MDG Support

Planning for Action Enable participants to develop action plans for

the activities in which they are most interested

4.15 pm 4.30 pm Tea Break

4.30 pm 5.00 pm 6.Closing

Enable participants to:oProvide feedback on the workshopoThank each otheroMake commitments to ongoing action


12/32

1



Religions for Peace

Session1:OpeningandIntroduction

PurposeThissessionisexpectedtocreateacomfortableatmosphereinwhichparticipantscan:Introducethemselvesandknoweachother.Identifyandclarifyexpectationsand

learn objectives of the training.

MethodologyPresentationInteractiveexchange

MaterialsHandouts:1.Workshopagenda2.Participantscontactinformationlist3.Copiesof theFaithinAction:Working

TowardtheMillenniumDevelopment

GoalsToolkit

ActivitiesOpening:Facilitatorand/orvolunteerparticipantsleadthegroupinabriefmomentof silenceorreligiousorinter-religiousobservance.

Welcome:Brief welcomeaddressbyareligiousleaderwhoservesasthehostandconvenerfortheworkshop.His/hermessageshouldsetthetoneforthe

workshop. Exercise:Facilitatorusesanactivitytoengageparticipantsinintroducingthemselvesandlearnabouteachother. Discussion:Facilitatorleadsadiscussiontohaveparticipantsclarifyexpectationsandestablishgroundrules.

Thens/hepresents theagendaandlearning objectives.


13/32

1



Religions for Peace

Session2:TheMDGs:

Origin, Purpose, Context and ContentPurpose

Thissessionwillenabletheparticipantsto:Understand the origins, purpose and

importanceof theMillenniumDeclarationandtheMDGs.

IdentifyandshareactionstakenbytheparticipantsinMDGrelatedissues.

MethodologyPresentationInteractiveexchangeGroupwork

MaterialsFromthe Faith in Actiontoolkit:Pages5-10(TheMillenniumDevelopment

GoalsandRelatedStatistics)

Page25(TheMillenniumDevelopmentGoals)

Visualaids:TransparenciesontheMDGsandan

overhead projectorOraPowerPointpresentationandaLCD

projectorOr if neither is available, printed handouts

ActivitiesPresentation: First on the origins,purposeandimportanceof theMillenniumDeclarationandthenoneachMDG

followedimmediatelybydiscussion.(Theconvener, facilitator, or a local expertmightmakethispresentation.)

Discussion: Afterthepresentationof each goal, the facilitator leads a discussionthatasksparticipantstotellstoriesasthey reect upon the importance of, orneed for, each MDG in their country. Asthey speak, the rapporteur compiles alistof storiestouseasreferencepointsthroughoutthetraining.Group Exercise:FacilitatorleadsaprocessthatwillbreakparticipantsintogroupsofthreetosixmembersandassignsoneormoreMDGstoeachgroup(dependinguponthenumberofparticipants).Eachgroupwillberesponsibleforproducingalistofexamplesofactionthat groups (churches, gurudhwaras,mosques, synagogues, temples, nationalreligious bodies, inter-religious councils) are

alreadytakingonMDG-relatedissues. Report Back:Groupsmakebriefpresentations, followed by a discussion to identifysimilaritiesanddifferencesacrossgroupsandtoanswerquestionsoraddressconcerns.

Note:If this session concludes before lunch, itwould be good to have the presenters engage in

informal dialogue with participants over lunch.


14/32

1



Religions for Peace

Session3:AdvocacyforandMonitoring

of the MDGs: Who, Why and HowPurpose

Thissessionwillgivetheparticipantsthenecessaryinformationto:Beawareofgovernmentprogressorlack

of itinattainingtheMDGs.

Reach consensus on issues, actions andnextsteps.

MethodologyPresentationsInteractiveplenarydiscussions

MaterialsFromthe Faith in Actiontoolkit:Page15:Advocating with and Monitoring the

Government

Page27:A Citizens Role

Visualaids:TransparenciesonMDGprogressinthe

country, if available, or region and anoverhead projector3

OraPowerPointpresentationandanLCDprojector

Or if neither is available, printed handouts

Handouts:1.Hardcopiesof keyissuesraisedinthe

presentations2.Materials from panelists on their organizations,

networks, and MDG-related activities3.Summaryof themostrecentMDG

progressreportpreparedbythegovernment4(ifavailable)

4.Analysis of government policies, budget,andimplementationprogress 5(if available)

Activities Taking Stock:Thefacilitatorshoulduseacreativemeansof gettingparticipantstotalkabouthowtheyfeeltheworkshopisgoingsofar.

Presentations:Athree-memberpanelof representativesoforganizationsornetworksshouldmakeapresentationonpromotingMDGattainmentandmonitoring.Eachpresentation should be brief (ve minutesmaximum), engage the audience and provideconcreteexamplesofgovernmentsprogressorlackof itinachievingtheMDGs.Presentersshouldalsodescribetherangeof groupsactivelyandeffectivelyengagedinpromotionandmonitoringactivitiesandbestpracticesinMDGpromotionandmonitoring.

Q&A Session: Facilitatormoderatesafollow-updiscussionbetweenpanelistsand participants. Facilitator listens for, andcreatesalistof:

oAnylingeringquestions/doubtsexpressedbyparticipants

oAnyconsensusemergingamongparticipantson issues, actions and next steps.

Discussion: Facilitatorleadsadiscussionandhelpstheparticipantsonbuildingconsensus on issues, actions and next steps.

Itwouldbehelpfultohavethefacilitatorandrapporteurwriteupandprint/copyaone-pagesummaryof theissuesdiscussedtouseforSession5.

3ThesecanbeadaptedfromdataandotherresourcesavailableonwebsitessuchasOneWorldUKCountryGuides:

http://uk.oneworld.net/guides/countriesandtheUNMDGIndicatorsDatabase:http://unstats.un.org/unsd/mi/mi_goals.asp.4See http://www.undg.org/ to nd country progress reports.5 In many countries, civil society groups, researchers and NGOs prepare these types of documents. These reports are likely toneedsummarizationfortheworkshop.


15/32

1


PurposeThepurposeofthissessionistoequiptheparticipantswithknowledgeandskillstounderstandtheelementsofadvocacyandapplyittotheirMDG-relatedadvocacyinitiatives.

MethodologyPresentationsDiscussiontoidentifysomekeyelements

foradvocacyonMDGs.Roleplaytogainpracticalhands-on

experienceasadvocates

MaterialsFromtheFaith in Actiontoolkit:Pages12-14:Engaging Religious CommunitiesPage26:The Millennium Development Goals:

Grounded in the Faith Traditions of the WorldVisualaids:TransparenciesontheMDGsandan

overhead projectorOraPowerPointpresentationandan

LCD projectorOr if neither is available, printed handouts

Handouts:1.FactSheet:AdvocacyandLobbying62.FactSheet:TheMillenniumCampaign73.AWhiteBand

4.Examplesof nationalorlocalMDGcampaignmaterials

5.Instructionsforthegroupactivity(SeeSampleRolePlayInstructionsinthefollowingpages.)

Activities Presentation:Convenerorhostmakesapresentationonwhatthereligiouscommunityandinter-religiousgroupsaredoingandacallforparticipantscommitmenttoact.Discussion: Facilitator presents a denitionof advocacyandthenleadsadiscussioninvolvingtheparticipantstogiveanddiscussexamplesinregardtotheirviewsandexperiencesinadvocacy. Role Play: Facilitatorasksoneortwoparticipantstovolunteerforroleplaying.The

facilitator pretends to be a government ofcialandthevolunteerpretendstobealeaderof agroupcomingtoadvocatefortheMDGs.(SeeSampleRolePlayInstructions)

Group Activity:Participantsformthree-membergroupstoroleplayadvocacyencounters.

Report Back:Eachgroupmakesapresentationonlessonslearnedasanindividualandasagroupfromtheroleplay.Participantsdiscusshowtoovercomeanylikelybarrierstoeffectiveadvocacyintheircommunities.

Session4:ReligiousCommunities

SupportfortheMDGs


Religions for Peace

6Itwouldbeeasytousegenericmaterialsonadvocacyforthishandout.SeetheCampaigningToolkitproducedbyCIVICUSandtheMillenniumCampaign(www.millenniumcampaign.org.clickonCampaigningToolkitunderActionCenter.)ortheTearfund

website(http://tilz.tearfund.org/Publications/Guide+our+steps/Advocacy.htm)forusefulmaterials.Giventhesignificantdifferencesin

politicalculturefromcountrytocountryanygenerichandoutshouldbecustomizedfortheworkshopineachcountryorregion.7ThishandoutcouldbeadaptedfrompartsoftheCIVICUSCampaigningToolkitandotherpartsoftheMillenniumCampaign

website(www.millenniumcampaign.org).


16/32

1



Religions for Peace

Session5:MDGsSupport:PlanningforActionPurposeIn this session, participants will be able toengage in open, free-ow conversation usingtheOpenSpaceTechnology(OST)togatherideasfortheirpersonalactionplansforfollow-upactionsafterthetraining.

MethodologyPresentationonOSTBrainstormusingOSTDiscussion

MaterialsFromtheFaith in Actiontoolkit:Pages11-21:Take ActionPages30-31: ResourcesPage26:The Millennium Development Goals:

Grounded in the Faith Traditions of the World

Visualaids:TransparenciesonOpenSpaceTechnology

and an overhead projector


Or if neither is available, printed handoutsEach major issue from Session 3 be put on

alargesheetof paperoneaselsortapedaroundtheroom

Handouts:1.Typednotesfromthepreviousgroup

discussion2.Instructions for the modied Open

SpaceTechnologyactivity3.Instructionsfortheactionplanningactivity

Activities Preparation: Facilitatorwillplacelargesheetsof paperaroundtheroomforparticipantsto

writedownissuestheywishtodiscuss. Presentation: Facilitatorwillpresentand

answer questions about the modied OpenSpaceTechnologyactivity.(SeeOpenSpaceTechnologyandPrinciplesofOpenSpaceTechnology).

Please form three-person groups to practice meeting with government ofcials.The task is to play act a meeting with a local government ofcial. Each member of the group will playactthreedifferentroles:

One person will act as the government ofcial.OneastheleaderofthelocalMDGcampaign.

Oneobserverwillcommentonwhats/hesaw.Before you begin each role play, it may help to rst think about a past situation you have experiencedor heard about. For example, a meeting between government ofcials and inter-religious councilmembers. Then, agree on what the campaign wants the government ofcial to do and how theofcial will respond.For the rst role play, decide who will play each role.

When you hear the ending signal from the facilitator, let the observer talk about what s/he saw. Thenagree on a second situation, and switch roles with the observer from the rst role play now actingas the government ofcial, the government ofcial acting as the campaign leader and the campaignleaderbeingtheobserver.For the third role play, change roles again so that each group member has a turn playing each role.

Sample

Role Play

Instructions


17/32

1



Religions for Peace

Principles of Open Space Technology

Principle 1: Whoever comes are the right people.OSTworkswiththosewhoareinterestedandreadytocommitthemselves.Onlythosewhoarepresentcancontribute.OpenSpacesessionsareopenforallparticipants.

Principle : Whatever happens is the only thing that could have.Thisprinciplegivesthebasisforsustainableinvolvementofstakeholders.Thoseissuesforwhichpeoplehaveapassionforandin

which they would engage themselves to are discussed, not less, not more. In Open Space, everythingthathappenshasameaning. Principle : Whenever it starts is the right time.There is no time restriction. In Open Space,creativity, ideas and spirit cannot be bounded by time. Principle : When its over, its over.Thisprincipledescribesanobviousandwell-knownfact:it is not possible to force processes. If people are committed to making a change, they will take theprocess in their hand. Although time and place are predened in an Open Space Technology event,clocks play a minor role in setting the pace. Participants should have as much exibility as possible todecidehowmuchtimetheyneedtoworkonanissue.

Principle : The Law of the Two Feet.TheonlylawthatguidesOpenSpacerequiresthatwhenever a participant feels that s/he is neither contributing nor learning, s/he is encouraged to usehis/her capacity to move to another place of interest. Thus, the Law of Two Feet creates a process

ofcross-fertilizationbetweenthedifferentfocusgroups.

Open Space Technology (OST)

OpenSpaceTechnology(OST)wascreatedinthemid-1980sbyorganizationalconsultantHarrisonOwenwhenhediscoveredthatpeopleattendinghisconferenceslovedthecoffeebreaksbetterthantheformalpresentations and plenary sessions. Combining that insight with his experience of life in an African village,Owenbeganusingthisnewformof conferencing.

Anyonewhowantstoinitiateadiscussionwritesthetopicdownonalargesheetofpaperinbiglettersandthenstandsupandannouncesittothegroup.Afterselectingoneofthemanypre-establishedtimesandplaces, they post their proposed discussion topic on a wall. When everyone who wants to has announcedand posted their initial offerings, it is time for the marketplace. Participants walk around noting which

discussions they would like to join. The discussions begin at the signal of the facilitator.Open Space is, as Owen likes to say, more highly organized than the best planning committee couldpossibly manage. It is also chaotic, productive and fun. No one is in control. A whirlwind of activity isguidedbyfourOpenSpaceprinciplesandonelaw.

Open Space Technology Activity:Participantswilllookatallthepostedissuesanddecidewhichdiscussionthattheyaremostinterestedinattending.Asdescribedbelow, groups will be formed immediately,go to the assigned location, and begin work

withinstructionstoreturnforaplenarysession beginning at a specied time. Report Back:Groupsmakepresentationsontheir plans, give each other constructive feedbackandsupportandthendiscussnextsteps.


18/32

1



Religions for Peace

Session6:Closing

PurposeIn this session, participants will have theopportunitytoprovidefeedbackonthesuccessof theworkshop.Theyshouldfeelfreetosharetheirthoughtsandrecommendations

forfutureworkshops.Itisalsoimportanttouse this session for the organizers to deneconcretecommitmentstoongoingactionbasedontheoutcomesof theworkshop.

MethodologyDiscussions

MaterialsBoxforcompletedevaluations

Handouts:

1.PersonalActionPlanForm2.EvaluationForm3.Resources on the MDGs, advocacy and

advocacysuccessstories

Activities Action Plan: Facilitator, immediately afterbringing Session 5 to a close, gives eachparticipantanActionPlantocomplete.ThefacilitatormayneedtousetheMulti-religious

ActionPlanforAdvocacyonMDGsonthispagetohelpdesignahandoutforparticipants.

Evaluation: Facilitatorhandsouttheevaluationforms (see page 19) and asks participants to llthemoutandputtheminabox. Discussion: Facilitatorasksparticipantstosharethemostimportantthingtheylearnedduringtheworkshopandasksif anyonehaslastcommentstomake.Therapporteurrecordsthesecommentsforcirculationamongparticipantsandpartnerorganizationsafterthetraining. Remarks: Convenerorhostclosesthesession

by thanking participants, the facilitator and otherswhohavecontributedtotheworkshop.

Sample Multi-religious Action Plan for Advocacy on MDGs

Instructions:

Please complete this Action Plan Form and give it to the person who will have on-goingresponsibility for the workshops by the end of the closing session.

What are the activities that you plan on doing?

Who are the partners that you will work with?

What are the resources you will need, and where and how will you obtain them?

What is the timeline for this Action Plan?


19/32

1



Religions for Peace

Sample Evaluation Form

Instructions:Please take a moment to evaluate this workshop. Your comments will help us improve future workshops.

1. For each statement, circle one of the following responses:

I learned a lot from todays workshop

o The MDGs Origin, Purpose,Context and Content

StronglyAgree

AgreeNeutral/Undecided

DisagreeStronglyDisagree

o Advocacy for and Monitoring ofthe MDGs Who, Why and How

StronglyAgree



o Religious Communities Supportfor the MDGs

StronglyAgree



o MDG Support Planning forAction

StronglyAgree



The workshop was well-organizedand met my expectations.

StronglyAgree



The speakers were knowledgeableand engaging.

StronglyAgree



The experiences of allparticipants were valued.

StronglyAgree



The handouts will be helpfulto me as I continue to work onthese issues.

StronglyAgree



2. Were the facilitators effective? If not, why not?

3. What three skills will you take from this workshop?

4. How and where will you apply what you learned in this workshop?

5. What aspects of the training you did not like or were not useful?

6. How would you change this workshop if it is offered again?

7. Did the workshop attain its learning objectives?

8. Other comments?

Thank you for sharing your thoughts with us!


20/32

0


Three-day Training of Trainers Workshop

Religions for Peace

Three-dayTrainingofTrainers

(TOT)WorkshopLearning Objectives

At the end of the three-day TOT,participantswill:Beabletofacilitateaone-daytrainingworkshopforreligiousleadersonthe

MDGsandMDG-relatedactivitiesintheircountry/communities.Beabletofacilitatetrainingonhowto

engageinadvocacyinsupportoftheMDGs locally, nationally and globally.

Havedevelopedacustomizedworkshopagenda, using the generic one-day workshopagenda, based on their knowledge of likelyparticipantsandtheircountry.

Training FacilitiesTheworksh op shoul dtakeplace inawell-litroomthatislargeenoughtocomfortablyaccommodateallparticipantsallday.Participantsshouldbeseatedatalargesquare-oru-shapedtableoratenoughroundtablestoaccommodateallof them.

Sincemanyworkshopactivitieswillrequireworking in small groups, you will also needenoughindoororoutdoorlocationstoaccommodateallsmallgroups.

Materials for all the SessionsFor all workshop session, you may wanttoprovide:Copiesof theFaithinAction:WorkingTowardtheMillenniumDevelopment

GoalsToolkitNametagsornametents(foldedpaperwiththeparticipantsnameateachplaceatthetable)

FlipchartsorlargesheetsofpaperEasels(orwallspaceandtape)inthemain

roomandforeachsmallgroupMarkers, pens, pencils, paper clips andwritingpapersorpads

FoldersforeachparticipantWriting paper, pens and writing surfaces

oraccesstocomputersandaprinter(TOTworkshopparticipantswillbeaskedto

producesomethingeachday)Awayofsavingparticipantsworkeither

electronicallyonacomputerordiscorbyphoto-copying.

Generic Three-Day TOTWorkshop Agenda

Althougheachdayisbrokenintothreeorfoursessions, the time needed for a given session

willactuallydependuponthenumberofparticipants, the complexity of the topic andthetimerequiredforhandsonwork.


21/32

1


Three-day Training of Trainers Workshop

Religions for Peace

Session Purpose and Content

DAY 1

1.Opening

Put participants at ease. Set an open and inclusive tone for the

workshop. Explain why this and other workshops are

being held.

2.The MDGs: Origin, Context, Purpose and Content Introduce participants to the background,

context, purpose and content of the MDGs.

3.Faith and the MDGs

Increase participants knowledge of thereligious underpinnings of support for theMDGs and any issues which might be uniqueto training religious leaders and inter-faithgroups.

4.MDG Monitoring: Why and How Increase participants knowledge of need and

methods for monitoring MDG attainment atthe country level.

5.How to Advocate for the MDGs Increase participants understanding

of effective advocacy and give them an

opportunity to practice new skills.

DAY 2

1.Critical Elements of Adult and Experiential LearningIncrease participant understanding of adult

and experiential learning.

2.Adult Learning Principles and Training DesignGive each participant an opportunity to

develop and present a session based on adultand experiential learning principles.

3.How to Incorporate Learning by Doinginto Training

Increase participants knowledge of tools andexercises suitable for experiential learning.

Give participants an opportunity to developand present a session based on adult andexperiential learning principles.

DAY 3

1.Planning Workshops for Religious Leaders

Ensure that participants understand andagree on the purpose, learning objectivesand intended audience (i.e., likelyparticipants) for future workshops forreligious leaders.

2.Developing Detailed Workshop PlansEnhance participants understanding of

workshop and give them an opportunity todevelop a customized detailed workshop plan.

3.Closing

Enable participants to:oProvide feedback on the workshop.oThank each other.

Make commitments to on-going action.


22/32


Three-day Training of Trainers Workshop: DAY ONE

Religions for Peace

Session1:Opening

MaterialsVisualaids:Transparenciesonagendaandlearning

objectives and an overhead projectorOraPowerPointpresentationandanLCD


Handouts:1.Three-dayworkshopagenda2.Participantscontactinformationlist3.One-dayworkshopagenda4.Sheetsofpaperandpens

ActivitiesOpening:Facilitatorand/orvolunteerparticipantsleadthegroupinabrief momentof silenceorreligiousorinter-religiousobservance.Welcome:Briefwelcomeaddressbyareligiousleaderwhoservesasthehostandconvenerfortheworkshop.His/hermessageshouldsetthetoneof theworkshop.

Group Exercise:Facilitatorusesaninteractiveactivitytoengagetheparticipantsinintroducingthemselvesandlearnabouteachother.

Discussion: Facilitatorleadsadiscussiontohaveparticipantsclarifyexpectationsandestablishgroundrules.

Presentation:Facilitatorpresentstheagenda and learning objectives for this

workshop and then presents the purpose,learning objectives, structure and genericagendafortheone-dayworkshops. Discussion: Facilitatorrespondstoparticipantsquestionsandleadsadiscussiononthecriticalissuesraised. Individual Exercise:Facilitatorgivesparticipantsasheetof paperandasks

them to take a few minutes to jot downtheirremainingquestionsand/orconcernsandgivewhattheyhavewrittentothefacilitator when they have nished writing.

MaterialsFromtheFaith in Actiontoolkit:Pages5-10:The Millennium Development Goals

and Related Statistics

Page25:The Millennium DevelopmentGoals

Visualaids:Transparenciesonproblemsandan

overhead projector

TransparenciesontheMDGsandanoverhead projector



Handouts:1.Hardcopiesof MDGdescriptions(FromtheFaith in Actiontoolkit, Page 25: TheMillennium Development Goals)2.AdditionalmaterialsontheMDGs83.Instructionsforthegroupactivity

4.Instructionsforthehands-onexercise5.8.5x5.5indexcardsorhalfsheetsof paper

Session2:TheMDGs:

Origin, Context, Purpose and Content

8http://www.undp.org/mdg/goodpractices2.shtml


23/32


Activities Exercise:Facilitatorbeginsbysharingalistof the problems (e.g., extreme poverty, maternalmortality, etc.) that the MDGs are intended tosolve. If participants are all from one country, s/

heprovidesdataonthatcountry9

.Ifparticipantsare from different countries, s/he providescomparative data. As s/he provides information,s/heshouldengageparticipantsindiscussion.Presentation:Presentation is rst made onthe origins, purpose, and importance of theMillenniumDeclarationandthenoneachMDG.Immediately after describing each MDG, thefacilitatorasksforquestionsandleadsabrief discussion. (The convener, facilitator, or a localexpertmightmakethispresentation.) Group Exercise:Facilitatorbreaksparticipants

intopairsandassignstwoormoreMDGstoeachgroup(dependinguponthenumberof participants).EachgroupwillreviewanddiscusstheadditionalmaterialsprovidedontheMDGs

andthecountrydata.EachgroupwilldiscusstheirunderstandingofthecriticalissuesandwillagreeonanexampleintheircountrywhichhighlightstheimportanceoftheMDGs.

Individual Exercise: Facilitatorgiveseachparticipant16indexcardsorhalfsheetsofpaper.10S/heaskseachparticipanttousethecardsorpapertoanswertwoquestionsoneachMDG:

oWhatisthemostimportantthingthatyoulearnedabouteachMDG?oWhatisitabouteachMDGthatisstilluncleartoyou?

Session3:FaithandtheMDGs


Religions for Peace

MaterialsFromtheFaith in Actiontoolkit:Pages6-9:Millennium Development Goals(paying

attentiontothequotesfromreligioustextsincludedwitheachMDG)

Pages11-14:What Religious Leaders Can Do,Value of Multi-religious Collaboration, and EngagingReligious Communities

Page26:The Millennium Development Goals:Grounded in the Faith Traditions of the World

Visualaids:Transparenciesonreligiouswarrants(Fromthe

Faith in Actiontoolkit, Page 26)OraPowerPointpresentationandaLCD


Handouts:1.Instructionsforthegroupactivity

2.ExamplesofwritingsfromdifferentreligioustraditionsonMDG-relatedissuessuchaspoverty, societys responsibilities for caring forand educating children, etc.

Activities Discussion: FacilitatorasksparticipantstogiveexamplesofhowonecanaddressthecaseofMDGsupportfromdifferentfaithperspectivesandasksotherstoreacttotheexamples.

Presentation:Theconvenermakesapresentationonwhyandhowtheinter-religiouscooperationcanadvancetheMDGsandrespondstoquestionsfromparticipants. Group Exercise:SmallgroupsofparticipantsbrainstormwaysofusingmessagesfromdifferentfaithtraditionstomakethecaseforMDGsupportandofansweringquestionswhichreligiousleadersmightposeinfutureworkshops.

Report Back:Groupsreportonissuesdiscussed

andconclusionsreachedintheirdiscussions.

9Countrydataareavailableinhttp://mdgs.un.org/unsd/mdg/Data.aspx10Thiskindof testingshouldbeanimportantpartof theTOTworkshop.Thefacilitatorwillneedtoreviewthesecardsoverlunchandusethebeginningof thesessionafterlunchtorespondtoanymisunderstandingandanswerquestions.


24/32



Religions for Peace

Session4:MDGMonitoring:WhyandHow

MaterialsFromtheFaith in Actiontoolkit:Page10:How are We DoingPage15:Advocating with and Monitoring the

Government

Visualaids:TransparenciesonMDGtargetsand

indicators and an overhead projectorTransparenciesontheMDGmonitoring

and an overhead projectorOraPowerPointpresentationandanLCD


Handouts:1.Summaryof themostrecentMDG

progressreportpreparedbythe

government112.Critiques of government policies, budget,

and action/inaction. (In many countries,civil society groups, researchers, andNGOspreparethesetypesof documents.

Thesereportsarelikelytoneedsummarizationfortheworkshop.)

3.AdditionalmaterialsonMDGprogress124.MaterialsfromgroupsmonitoringtheMDGs135.Instructionsforthegroupactivity

Activities Presentation:Facilitatormakespresentationonthe MDG targets, indicators, and importanceof monitoring.S/hepresentsinformationfromthemostrecentMDGprogressreport

preparedbythegovernment(s).14

AnidealpresenterforthissessionwouldbesomeoneworkingfororwithgroupsalreadydoingcivilsocietyMDGmonitoring.

Discussion:Facilitatorleadsadiscussionontheissuesraisedinthepresentation;s/hepresentsthegroupexercise;dividesparticipantsintopairs;andassignstwoormoreMDGstoeachpair. Group Exercise: EachpairreviewsthegovernmentpolicyandthematerialsonMDGprogress.Theywriteanassessmentreportonprogressof theassignedMDGs.

Report Back: In pairs, the participantsmakepresentationsontheirassessmentsandrespondtoquestionsfromthegroup.Presentation:Facilitatorcontinueswithanintroductiontothewhyandhowof MDGmonitoringandalsodescribesconcreteexamplesoftheon-goingcivilsocietyMDGmonitoringactivities.Discussion:Facilitatorleadsadiscussionontheissuesraisedinthepresentation.

11 http://www.undg.org/ to nd country progress reports.12http://mdgs.un.org/unsd/mdg/Host.aspx?Content=Products/ProgressReports.htm13http://mdgs.un.org/unsd/mdg/Host.aspx?Content=Indicators/Handbook.htm14 http://www.undg.org to nd country progress reports.


25/32


MaterialsVisualaids:Transparenciesonadvocacyandan

overhead projectorOraPowerPointpresentationandanLCD


Handouts:1.FactSheet:AdvocacyandLobbying2.FactSheet:TheMillenniumCampaign3.Casestudiesoneffectiveadvocacy

campaigns154.ExamplesofnationalorlocalMDG

campaignmaterials5.Instructionsforroleplay

Activities Discussion: Facilitatorasksparticipantstogiveanddiscussexamplesof theiradvocacyexperienceandtheirviewsonadvocacy.

Presentation: Presentation is made on the why,

howandimpactofadvocacycampaignsontheMillenniumCampaignandonconcreteexamplesofeffectiveadvocacy.FacilitatorasksparticipantstoraiseandanswerquestionsandtodrawconclusionsabouthowfaithcommunitiescanandshouldengageinadvocacyfortheMDGsandparticipateinMDG-relatedcampaigns.Facilitatorasksparticipantstoidentifybarrierstoeffectiveadvocacyintheircommunitiesingeneralandamongreligiousleadersinparticular. Role Play:Facilitatorasksaparticipanttovolunteerforroleplaying.Facilitatorpretends to be a government ofcialandthevolunteerpretendstobeleaderof agroupadvocatingfortheMDGs.Participantsformthree-membergroupsto

roleplayadvocacyencounters. Report Back:Groupsmakepresentationsonlessonslearnedthroughtheroleplay.Participantsdiscusshowtheywillapply

whattheyhavelearnedtothedesignandimplementationof futureworkshops.

Session5:HowtoAdvocate

fortheMDGs


Religions for Peace

15http://www.undp.org/mdg/resources2.shtml


26/32


Three-day Training of Trainers Workshop: DAY TWO

Religions for Peace

Session6:CriticalElements

of AdultandExperientialLearningMaterials

Visualaids:Transparenciesonadulteducationandexperien-

tial learning and an overhead projectorOraPowerPointpresentationandanLCD


Handouts:1.Hardcopiesofoutlineofpresentation2.Instructionsforthegroupactivity3.Adultlearningquotation/topiccards

Activities Taking Stock: Facilitatorusesacreativemeansof gettingparticipantstotalkabouthowtheyfeeltheworkshopisgoingthusfar.(For example, the facilitator tapes pictures ordrawingsdepictingdifferentmoodsaroundtheroomandasksparticipantstostandbesidethepicturethatbestcapturestheircurrentfeelingsabouttheworkshop.)

Recap:FacilitatorreportsontheDay1stocktaking, addresses concerns raised through thecards and claries any misunderstanding.

Discussion:Facilitatoraskseachparticipanttogiveexamplesof theirbesttrainingexperience.S/heasksquestionstocomeupwithalistofgoodpractices.S/hethenasksparticipantstotalkabouttheirworsttrainingexperiences.S/heleadsadiscussiontoidentifybadpractices. Presentation: Facilitatorusesthediscussionasaleadintoapresentationonadultlearning.Throughoutthepresentations/heasksparticipantstorelateitemsontheirlistofgoodandbadpracticestoadultlearningprinciples.Seethenotesonadultlearningonpage6andTipsforDesigning

WorkshopsforAdultsonpage9. Group Exercise: Facilitatordividesthegroup into small groups (if necessary,dependinguponthesizeofthegroup)and

giveseachgroupasetof cards.Eachcardhasadultlearning-relatedquotationsortopics.Groupmemberswilldiscusseachcardasdescribedintheinstructions.

Report Back: Eachgroupwillmakeabriefpresentationonthesubstanceofitsdiscussion and conclusions, followed bydiscussionontheissuesraised.

Session7:AdultLearningPrinciplesandTrainingDesign

MaterialsHandouts:1.HardcopiesofSession6presentationhandout2.Instructionsforthegroupactivity3.Templatetouseforsessionplanning(seethe

followingpage)4.MaterialsontheMDGs165.8.5x5.5indexcardsorhalfsheetsof paper

Activities Introduction:Facilitatordividesparticipantsinto pairs, explains the hands-on exercise tofollowandanswersquestions.

Hands on Exercise: Eachpairdevelopsanhoursessionfor18religiousleaders.

Presentations: Eachgroupwillpresentandexplainitssessiondesign.Facilitatorandpeers

willprovideconstructivefeedback.Facilitatorwillleaddiscussionontheissuesthatemerge. Taking Stock:Facilitatorasksparticipantstousetwocardsorsheetsof papertoanswertwoquestionsaboutadultlearningandsessionpreparation:

oWhatisthemostsurprisingthingyouhavelearned?oWhatisitaboutadultlearningandsession

preparationthatisstilluncleartoyou?

16http://www.undp.org/mdg/resources2.shtml


27/32


Three-day Training of Trainers Workshop: DAY TWO

Religions for Peace

Sample Session Plan

Session 1 (60 Minutes)

Component 1: OpeningTime: 15 MinutesObjective: To ensure that participants are clear about the content and purpose of the

workshop and understand how the agenda and process responds to theirstated needs

Materials:Ensure that the following items are in theroom before the session begins LCD Projector PowerPoint presentation Flip chart on easel Tape Copies (20 of each):

o Agendao Objectiveso Ground Rules

Process:Facilitator Welcomes participants Describes her/his role Leads discussion of the objectives, agenda,

and ground rules. Facilitates a discussion about expectations Responds or asks other participants to

respond to questions

Component 2: Group Role Play ExerciseTime: 45 minutesObjective: To enable participants to practice what they have learned and develop a

personal plan to address their weaknesses

Materials:Ensure that the following items are in theroom before the session begins Copies (20 of each)

o Instructions for role playo Personal Action Plan

Process:Facilitator Introduces the role-play exercise Divides participants into six three-member

groups Distributes instructionsGroups Complete the role play exercise Agree on response to questions in the

instructions Choose a rapporteur for the groupFacilitator Asks each groups rapporteur to report Leads discussion Gives participants Personal Action Plan

forms and asks them to take a few minutesto complete them


28/32


Three-day Training of Trainers Workshop: DAY THREE

Religions for Peace

Session8:HowtoIncorporate

LearningbyDoingintoTrainingMaterials

Visualaids:TransparenciesonreligiouswarrantsOraPowerPointpresentationandaLCD

projector


Handouts:1.DalesConeof Experience172.Instructionsforhands-onexercise3.8.5x5.5indexcardsorhalfsheetsof

paper

Activities Introduction: Facilitator projects ordistributesthefollowingquoteandasksthemtodiscusstherelevancefortrainingdesign:I hear and I forget. I see and I remember.I do and I understand.

Presentation: Facilitatormakesapresentationonexperientiallearningandappropriatetrainingtoolsandmethods.

Hands on Exercise:Facilitatordividesparticipants into groups of three, explainsthehands-onexercisetofollowandanswersquestions.Eachgroupdiscussesdifferenttrainingtoolsbasedonthefacilitatorspresentation;roleplaysusingthem;andchoosestoolsandmethodswhichareappropriate for specic issues and objectivesforfutureworkshops.

Presentations: Eachgroupwillpresentandexplainitschoices.Facilitatorandpeerswillprovideconstructivefeedback.Facilitatorwillleaddiscussionoftheissues

whichemerge. Taking Stock:Facilitatorasksparticipantstousetwocardsorsheetsof papertoanswertwoquestions:

oWhatisthemostimportantthingyouhavelearned

oWhatmoreinformationdoyouneedtobeaneffectivetrainerontheMDGs.

People Generally Remember:

People Are able to:(Learning Outcomes)

10 % of what they Read Define Describe

List Explain

Demonstrate

Apply

Pratice

Analyze

Design

Create

Evaluate

Read

Hear

View Images

Watch VideoAttend Exibit / Sites

Watch a Demostration

Partecipate in Hands-On Workshop

Design Collaborative Lessons

Simulate or Model a Real Experience

Design/Perform a Presentation - Do The Real Thing

20 % of what they Hear

30 % of what they see

50 % of whatthey hear and see

70 % of whatthey sayand write

90 % ofwhattheydo

Dales Cone of Experience

17 Dale, E. (1946). The Cone of Experience. In Audio-visual Methods in Teaching. (pp. 37-51). New York: Dryden Press. In D. P.Ely & T. Plomp (Eds.), Classic Writings on Instructional Technology (Vol. 1, pp. 169 180). Englewood: Libraries Unlimited, Inc.


29/32


MaterialsVisualaids:Transparencies on workshop objectives and

agenda and an overhead projectorTransparenciesonworkshopplanning

OraPowerPointpresentationandaLCDprojectorOr if neither is available, printed handouts

Handouts:1.Outlineof presentationonworkshopplanning2.One-day workshop learning objectives and agenda

(seepages10and11.)

Activities Presentation: Facilitatormakesapresentationonthe purpose of the one-day workshop, the learning

objectives, and the generic agenda. Using the genericagenda, facilitator walks participants through the

variousworkshopcomponentsandasksfortheirfeedback.

Discussion: Facilitator leads a discussion,respondstoquestionsandaddressesanymisunderstandings.S/hethenasksparticipantstoreviewandreacttotheone-dayworkshopagenda.

Presentation: Facilitatorpresentstheelementsof asessionplanandadetailedworkshopagendaandprovidesarationaleforallelements. Discussion: Facilitatorleadsadiscussiontorespondtoquestionsandaddressanymisunderstandings.S/hethenasksparticipantsto state what they would expect to see in a final,customizedsessionplananddetailedagenda.

Session9:PlanningWorkshops

forReligiousLeaders


Religions for Peace

MaterialsVisualaids:Transparenciesworkshopplanningandan

overhead projectorOraPowerPointpresentationandanLCD


Handouts:1.Planningcards2.Largepiecesofconstructionpaper3.Instructionsforhands-onexercise4.TenFactstheFacilitatorShouldKnowabout

WorkshopParticipants(seepage8)5.TipsforTrainersandFacilitatorsDesigning

WorkshopsforAdults(seepage9)6.QuestionstoUsetoAssessaWorkshop

Design(seepage9)7.Genericone-dayworkshopagenda(seepage11)

8.SampleSessionPlan(seepage27)

9.Templateforadetailedworkshopagenda(seethefollowingpage)

Activities Recap:FacilitatorasksparticipantstorecapthekeylearningfromSession9(PlanningWorkshopsforReligiousLeaders).

Presentation:Facilitatormakesapresentationthatcovers:

oWhat one needs to know to plan workshops,oHow to plan workshops,oWhattodoatvariouspointsduringa

workshop.S/hestopsperiodicallytotakequestionsandtoaskforinputfromparticipants(Examplesof questionstoaskparticipants:Canyougiveanexamplefromthisworkshop?Howwasthisdoneinotherworkshopsthatyouhaveattended?)Group Exercise:Facilitatorgivesparticipants

cardswithonestepinworkshopplanningprinted

Session10:HowtoDevelop

DetailedWorkshopPlans


30/32

0


Session11:Closing


Religions for Peace

oneach.S/hethenaskseachparticipanttoquickly place them in order (e.g., rst step, secondstep, etc.) and tape them to a large piece of paper.

When participants have completed this task, theyshouldtapetheirpieceofpaperonthewallsaroundtheroom. Discussion:Facilitatorleadsadiscussiononpropersequencing.

Hands on Exercisedevelopaworkshopagenda: Facilitator describes the next exercise,

s/heasksparticipantstodivideintopairsandanswersanyquestionsabouttheassignedtasks.EachpairreviewsandcritiquesthesessionthattheyhaddevelopedonDay2(Session7)andtheycompleteasessionplan.Thepairthendevelopsacustomized, detailed workshop agenda. Presentations: Eachgrouppresentsandexplainsitsproducts.Facilitatorandpeersprovideconstructivefeedback.Facilitatorleadsdiscussionoftheissueswhichemerge.

Sample Detailed Agenda

Time Duration Session Component Purpose Process Materials

Session 1: Title

9:00 am 15 min Presentation

9:10 am 30 min Discussion

9:40 am 45 min Group Exercise

Session 4: Title

2:00 pm 30 min Discussion

2:30 pm 60 min Hands-on Exercise

3:30 pm 15 min Report Back

3:45 pm 15 min Break

MaterialsBoxforcompletedevaluations

Handouts:1.PersonalActionPlanForm2.EvaluationForm(seesampleonpage19)

Activities Personal Action Plans: Facilitator,immediatelyafterbringingSession10toa close, gives each participant a personalactionplan/commitmentformtocomplete.

Facilitator asks participants to ll out the formwiththeirintendednextstepsforcarryingouttrainingsanddisseminatingthemanual.

If possible, copies should be made of eachcompletedformsothatonecanbeturnedinandonecanbekeptbytheparticipant. Evaluation: Facilitatorhandsouttheevaluationformsandasksparticipantstoquickly ll them out and put them in a box.

Thereshouldberoomontheevaluationformforparticipantstoself-assesstheirownprogressandlearningduringtheworkshopaswellastoassesstheworkshopitself.

Discussion: Facilitatorgivesparticipantsan opportunity to share nal comments.

Remarks: Convenerclosesoutthesessionby thanking participants, the facilitator andotherswhocontributedtotheworkshop.


31/32

1



Religions for Peace

Sample Personal Action Plan

Instructions:Please complete this Personal Action Plan and give it to [insert name of person who will haveon-going responsibility for the workshops] by the end of the closing session. List three strengths you have as a trainer/facilitator. List three areas in which you need to improve as a trainer/facilitator.

List three concrete steps you plan to take over the next thirty days (or before the rstone-day workshop) to enhance your knowledge on the subjects to be discussed during theone-day workshop.

List three concrete steps you plan to take over the next thirty days (or before the rstone-day workshop) to enhance your effectiveness as a trainer/facilitator.

More Resources on Training

CEDPA.Training Trainers for Development: Conducting a Workshop on Participatory Training Techniques.(CenterforDevelopmentandPopulationActivitieswww.cedpa.org)

NetworkLearning.HowtoRunaWorkshop.(www.networklearning.org)

Tearfund. Getting People Thinking: Ideas from Christian Outreachs ABCD Programme, Cambodia. (www.tearfund.org)

UNICEF.GamesandExercises:AManualforTrainersandFacilitatorsofParticipatoryGroupEvents.(www.unicef.org)

UNICEFandUNSC.HowtoOrganizeandRunLearningWorkshops.

For more information on the MDGs and actions to take, see the resources pages in the toolkit Faith in Action: WorkingTowardtheMillenniumDevelopmentGoals(pages30-31).

Acknowledgment

ThistrainingguideandtheaccompanyingtoolkitFaith in Action: Working Toward the

Millennium Development Goalswereproducedby:TheWorldConferenceofReligions for Peace777UnitedNationsPlazaNew York, NY 10017USA

TrainingGuideConsultant:CherriD.WatersProject Coordinator: K. Parker DiggoryProject Oversight: Angela Oliver and Deepika SinghCopy Editor: Alicia Allison, Communication Assistant

Faith in Action: Working Toward the Millennium

Development Goals: An Action Toolkit for Religious

Leaders and CommunitiesCopyright2007bytheUnitedNationsDevelopmentProgramme

Allrightsreserved.

Religions for PeacewouldliketothanktheUNMillenniumCampaignforitssupportofthisproject. www.millenniumcampaign.org

TheUNMillenniumCampaignsupportscitizenseffortstoholdtheirgovernmentstoaccountfortheachievementof theMillenniumDevelopmentGoals.Thistrainingguideisanindependentpublication.Thispublicationdoesnot necessarily reect the views of the UnitedNations, the United Nations DevelopmentProgrammeortheirMemberStates.

website:www.religionsforpeace.orge-mail:[email protected]


32/32

Religions for Peace

777 United Nations PlazaNew York, NY 10017

USA

[email protected]

The Millennium Campaign304 East 45th St. FF-610

New York, NY 10017USA

[email protected]

Documents

Faith in Action: Working Toward the Millennium Development Goals