The PILLARS Workbook - Tearfund Learn/media/files/tilz/... · The idea for PILLARS developed from experience and research during the 1990s. Since 1989 Tearfund has published Footsteps,

A sourcebook for organisations wanting to use the PILLARS process

by Mike and Isabel Carterwith Stellah Tumbwebaze

Partnership in Local Language Resources

The PILLARSWorkbook

1 Introduction 5

1.1 What is PILLARS? 5

1.2 Where has PILLARS come from? 6

1.3 The PILLARS Concept 6

1.4 Why this Workbook? 7

1.5 Facilitating the PILLARS process 8

1.6 Resources needed for the PILLARS process 8

2 Planning the PILLARS Workshops 11

2.1 Organising a series of three Workshops 11

2.2 Selecting the participants 12

2.3 Participants’ expectations and incentives 13

2.4 The facilitation team 13

2.5 Venue 15

2.6 Equipment 15

2.7 Practical details 16

3 The first Workshop 17

3.1 Suggested timetable 17

3.2 Opening session 18

3.3 The PILLARS concept; What and Why? 22

3.4 The PILLARS debate 26

3.5 How the PILLARS process works 27

3.6 Translation in teams 31

3.7 The quality of translation work 33

3.8 Field visits 34

3.9 The missing page 36

3.10 Agreeing the way forward 38

4 The second Workshop 39


4.2 Opening session 40

4.3 Translating the second Guide 40

4.4 Working with groups 41

4.5 The role of animators 42

4.6 Design and layout essentials 43

4.7 Poster session 45

4.8 Prioritizing subjects for future Guides 45

4.9 Planning a Guide – selecting the topics 47

4.10 Researching the information for new Guides 48

4.11 Promoting the Guides 50

5 The third Workshop 51


5.2 Reviewing progress – a time line 52

5.3 Preparing to write the Guides 53

5.4 Agreeing the topics and allocating work 54

5.5 Writing tips 55

5.6 Reviewing new written material 55

5.7 Illustrations 57

5.8 Financing the way ahead 58

5.9 Marketing and sustainability 61

5.10 Electing the Regional Language Committee 63

5.11 Certificates and closing ceremony 65

1

Contents

6 Planning for future sustainability 67

6.1 Preparing for printing 67– the PILLARS production process

6.2 Working with a designer 69

6.3 Working with printers 69

6.4 Ideas for launches 70

6.5 Dealing with future organizational needs 72

6.6 Networking with other committees 72

7 Appendices 73

A Sample pages from Guides 73

B Ideas for energizers 74

C Ideas for helping participants to 77get to know each other

D Sample list of topics in 79published PILLARS Guides

E Sample timetable layout 81

F Certificate of attendance 82

G Sample of letter headed paper 83

H CD-ROM contents 84

I List of PILLARS groups 85

J Useful resources 86

Index 87

2

Boxes

1 Some conclusions of the research 6

2 Steps in the PILLARS process 8

3 A typical budget 10

4 Typical Workshop programme objectives 11

5 Criteria for choosing participants 12

6 Effective facilitation 14

7 Tips for good facilitation 14

8 Planning ahead 16

9 Ideas for introductions 19

10 Social concerns 20

11 Setting up Workshop teams 21

12 A typical route through the review process 56

13 Tips for relieving boredom 56

14 Decisions made by the Lusoga Team 64

15 Possible suggestions for committee roles 66

16 Sample print specification 69

17 Example of a PILLARS Printing Agreement 71

Charts

1 Typical programme for Workshop 1 17

2 PILLARS – What’s in the name? 20

3 PILLARS – Main objective 20

4 Workshop teams 22

5 Outline – what is PILLARS? 23

6 Information feast 23

7 Information famine 23

8a Farming or Health information sources 24

8b Farming or Health information sources 24 – Frequency/Trust

9a Research behind PILLARS 24

9b Research behind PILLARS 25

9c Research behind PILLARS 25

10 The objectives of PILLARS 25

11 The PILLARS debate 27

12 The PILLARS debate 27

13 Where do we want to be in one year’s tme? 28

14 How do we establish the PILLARS process? 28

15 Remember the target readers! 29

16 Translation checklist 30

17 The Lusoga policy statement 34

18 Field visit questions 35

19 Matrix for information sources 36

20 Using percentages 36

21 Progress chart 37

22 The way forward 38


24 Characteristics of community groups 41

25 Text and layout 44

26 Use of illustrations 44

27 Setting Priorities 46

28 Examples of content for PILLARS Guides 48


30 Time line for Lusoga Language Team 52

31 Contents of each topic in a PILLARS Guide 53

32 A typical route through the review process 56

33 Numbering and labelling work 57

34 Financing the way ahead 59

35 Building in sustainability 59

36 Funding from within the country 60

37 Funding from outside the country 60

38 Applying for funding 60

39a Format for a typical Concept Note 61or Project Submission

39b Format continued 61

40a Scene one 62

40b Scene two 62

40c Scene three 62

41a Discussion issues – part 1 63

41b Discussion Issues – part 2 63

42 Committee Roles 65

3

4 THE PILLARS WORKBOOK

SECTION 1 INTRODUCTION 5

1.1 What is PILLARS?PILLARS stands for Partnership in LocalLanguage Resources. It is a new approach forproducing written information, in local languages,that is useful to local people. By doing this it aimsto help community groups to manage the changesthat they face and to improve their livelihoodoptions.

PILLARS is not just about translating into locallanguages information produced by other people ininternational languages. It is about helping localpeople develop the confidence and skills to recordand share their own ideas and experiences.

For some people, this is a time of instantcommunication – the information age. Television,computers and other technologies bring

information into their homes and places of workfrom all around the world.

But for many other people there is still aninformation famine. They have no or little accesseven to newspapers or radio. This is especially thecase for those who:

■ are not literate

■ live in remote areas

■ do not speak a national or internationallanguage

■ do not have the money to buy informationsources such as books, radio and television.

People who feel left behind in the information agemay also feel they have little to offer; no one wantsto listen to their ideas. They have to rely on local

1Introduction

PILLARS encourageslocal people to recordtheir own ideas andexperience.

information sources, especially those within theircommunity.

The PILLARS approach seeks to encourage thislocal generation of ideas, and at the same time toimprove the access to and sharing of informationfrom and to others outside the local community.

See Appendix A for some sample pages fromPILLARS Guides.

1.2 Where has PILLARS come from?The idea for PILLARS developed from experienceand research during the 1990s. Since 1989Tearfund has published Footsteps, a quarterly paperlinking health and development workersworldwide, available in English, French, Spanishand Portuguese.

Readership surveys were done to find out howreaders were using the paper and how it could beimproved. The surveys showed that readers wereusing Footsteps in many interesting ways. Manyreaders were sharing the paper and the ideas in it

within their community groups. Some readers wereusing it for training purposes. Others weretranslating articles into local languages.

Detailed participatory research was started in 1994in Ghana and Uganda to explore the sources andflow of ideas and information used and preferredby local people. It is sometimes said that there isno point producing printed materials for peoplewith low levels of literacy. The research showedthat this is not the case. Appropriate materialsproduced in local languages can be very powerfulin development.

1.3 The PILLARS conceptTearfund has moved forward with the conclusionsof the research and the idea of PILLARS has takenshape. The purpose of PILLARS is to stimulate theproduction of written materials in languages thatare useful to local people.

The PILLARS process uses highly visualinformation in the form of Guides. These are

● Rural people relied most on information sources within their groups and community. Group support was veryimportant in allowing members to share, experiment and try out new ideas.

● Groups with access to information were generally more developed and confident. They were more likely to sharetheir own information (their own ideas and experience), for example on farming, with others outside the group.

● Rural people had very limited access to printed materials, even newspapers. They trusted such materials andwanted to have more. The few materials they did have, they often stored carefully and used effectively.

● Groups of mainly non-literate people still wanted and used printed materials. One or two individuals able to readwithin a group meant that the whole group could benefit from written information. Or they would get the help oftheir schoolchildren or a local teacher. In other words, group literacy was usually more important than individualliteracy.

● Most successful groups had members who were ‘animators’. These were usually members who had originallyhelped to form the group. They were often not the leaders of the group. They were people with enthusiasm,motivation, openness to new ideas and the ability to inspire others to take action. Animators usually had higher thanaverage levels of literacy.

● The use of national or international language in printed materials is often a major barrier. Printed materials in thelocal language were particularly preferred and effective. They helped to stimulate new ideas. They also helped todevelop and strengthen literacy skills among members.

● For printed materials to be useful they must be highly visual and well produced, targeted and designed. This is morelikely to happen if local people themselves and local editors, designers and printers are involved throughout theprocess.

BOX 1: Some conclusions of the research


books intended for use as discussion starters forsmall, informal groups with the aim of raisingawareness, increasing self-confidence and buildingthe capacity of groups to manage themselves.

But how does it do this? In more detail, it seeks to:

■ encourage the generation and flow of locallyrelevant ideas and information

■ strengthen literacy skills, especially groupliteracy

■ provide a simple and accessible method forwriting up information

■ assist in the formation and capacity building oflocal groups

■ empower and give confidence to local people

■ encourage the use of and pride in the locallanguage

■ establish a system for the sustained production,printing and dissemination of written materials

■ learn lessons that can be applied more widely.

To complete the Pillars process will take about9–18 months. By that time the objective is for thereto be:

A Regional Language Team and Committeeestablished that can sustain the production ofprinted materials in the local language.

To achieve this, there needs firstly to be a team oflocal people with the skills and commitment to beable to produce materials with little support fromoutside. They must be able to research, write, co-ordinate and pay for the design and printing. Theteam will need to elect a Committee to lead theprocess.

Secondly the team needs to set up a system forfinancing the production of new materials in thelong-term. Initial money will be needed to producethe first few (probably three) Guides. When theseare printed, then a system for marketing and sellingthem will be needed that gives enough reward toeveryone involved. A revolving fund needs to beestablished into which enough of the income fromsales is deposited to pay for on-going costs and tofinance the production of future Guides.

1.4 Why this Workbook?The purpose of this Workbook is to providesupport to organisations wanting to implement thePILLARS process.

It is not a set of step-by-step instructions. Rather itis an aid to help you through the process. It willneed to be adapted to suit each local situation.How you carry out the process will depend onwhere it is done, who is involved etc. In each caseit will be different.

So please, keep an open mind; do it in the way thatyour team thinks best. Think of the Workbook as acollection of suggestions and ideas for planningand facilitating the way forward.

The PILLARS process has been piloted in twocountries, Uganda and Sudan. The conditions inthese two countries and situations were verydifferent. Lessons have been learnt which havenow been put together in this Workbook.

The structure of the Workbook will follow throughthe process. The process is very flexible but willgenerally involve the steps shown in BOX 2 (page 8).


Facilitators

1.5 Facilitating the PILLARS processTo run the PILLARS Process in a language area, anorganisation is needed that will co-ordinate andfacilitate the process. It does not have to be a bigorganisation. It could be a small organisation withperhaps 20 individual members. Or it could be alarger non-government organisation (NGO)working in community development in a District orState or Province.

Your interests and activities as an organisation,may lie in different areas; in communitydevelopment, in literacy, in primary health care, insmall enterprise development, in farming, forestryor fishing.

Whatever the sector you work in, you need to becertain that there is a lack of, and need for, writtenmaterials in local languages, well written andpresented, with appropriate and useful information,and at an affordable price for community groups tobuy.

If you work in an area with several languages, youwill need to select just one to use initially. Considercarefully which one this should be. It should notnecessarily be the most commonly used if othermaterials are already available in this language.

1.6 Resources needed for the PILLARS process

PEOPLE

The most important resource is people: people tosteer the process; people with enthusiasm who canmotivate others; people with a real commitment toserving and for working with others in communitydevelopment.

You, the organisation, will need to be able to drawtogether and co-ordinate the Workshopparticipants who will form the Regional LanguageTeam to write the Guides. You will need to providetime for one or two staff to give support withadministration and facilitation. You will need to


BOX 2: Steps in the PILLARS process

STEP SECTION IN WORKBOOK

■ Identify an organisation within a language area able and willing

to facilitate the process 1.6

■ Identify initial funding 1.7

■ Plan a series of three one-week Workshops 2.1–2.6

■ Facilitate and run the series of workshops 2, 3, 4 and 5

■ Adapt and translate pre-prepared illustrated written materials of local relevance 3–4

■ Facilitate the writing of new materials in the local language 5

■ Test and develop draft materials with target groups 4.1

■ Prepare for printing 6.2–6.3

■ Establish a Regional Language Committee in a language area 5.10

to co-ordinate and maintain the on-going production of PILLARS type material

■ Carry out a baseline survey within a language area

■ Identify key local resource people with ideas for other materials 4.8

■ Print materials, if possible with a local printer 6.4

■ Market materials with a reward system to ensure sustainability 5.11


help keep the process moving even when there arefrustrations and difficulties. You will need tosupport the Regional Language Committee once ithas been established. For example, you will need tohelp in the negotiations with designers andprinters, in overseeing the Committee’s financeswhen it starts to market the Guides.

It is important that you, the organisation, are notjust one keen individual. It is best if you are ateam, all interested in this kind of work and able tobring a variety of talents and skills to the task.

The organisation team will facilitate the threeWorkshops. So at least one of the team (preferablymore) should speak the language as their mothertongue. Alternatively you will need to recruit askilled facilitator from the language area; itprobably will not be easy to find such a person. Ifnone of the organisation team speaks the languageand you cannot recruit another facilitator who can,you will have to work in English or a thirdlanguage; the participants themselves will have tospeak that language, which may exclude some keypeople from taking part. It will also mean that you,the organisation, will not be able to act as an extracheck on the quality and accuracy of the Guidesproduced.

ADMINISTRATIVE SUPPORT ANDEQUIPMENT

It will help greatly if the organisation has aheadquarters office. It does not have to be situatedin the language area, but it will be more useful if itis. The office mailing address can then be used forany correspondence until the Regional LanguageCommittee is established with its own. It helps ifthe organisation has a working telephone.

It is important that the organisation has acomputer and someone with the skills to do atleast word processing and if possible desktoppublishing. Even better would be access to aportable computer and printer that can be taken tothe venue where the Workshops take place. Forthis, of course, you will also need power. If there isno electrification, a small generator or battery andcharger (eg solar) will be needed. To be able totype and print the Workshop materials as they areproduced by the participants makes it so much

easier and can also be a great source ofmotivation.

TIME

The organisation needs staff with time to do agood job. To start the process, run threeWorkshops and support a new Regional LanguageCommittee in the production, printing andmarketing of the Guides, may take up to two years.Your input will not be full-time but, during the firstnine months especially, it will be demanding; afterthat, your role should reduce. Obviously you needto have enough time amongst the other activitiesthat your organisation is doing. And time costsmoney, which brings us to the subject of finance.

FINANCE

The organisation will need to find enough funds toat least start the PILLARS process. Preferably,funds are needed for the whole process of getting aRegional Language Committee established.

You need to draw up a full budget that includes thecost of your own time and other inputs. BOX 3

gives an example of a typical budget. This isintended only as a very rough indication of theitems that you will need to consider. The figuresare given in US dollars. Of course, the budget willvary from country to country and from situation tosituation.

In this example, out of the total budget of US$22,850 up to a third could be found by thefacilitating organisation through providing trainers,food, venue and administrative costs. In somesituations participants will expect allowances forattending. If possible try and avoid these, partlybecause you want participants to attend out ofinterest, and partly because in the long termparticipants stand to gain a lot through thesubsequent sale of Guides.

It is not possible to suggest in this Workbookpossible sources of funding to which you couldapply. Some ideas that may be useful are given inSECTION 5.8. A base line survey or evaluation isnot essential but is highly recommended inrevealing the impact of the Guides withincommunity groups and so helping to find furtherfunding


US Dollars $

PREPARATION FOR WORKSHOPS

• Staff time 300

• Administrative costs 350

RUNNING WORKSHOP 1

• Participants’ allowances ??

• Trainers (one from outside for first workshop?) 1,200

• Venue and food for 20 participants 1,400

• Transport costs 500

RUNNING WORKSHOP 2 2,400

RUNNING WORKSHOP 3 2,400

• Outside artist? 300

DESIGN COSTS FOR THREE GUIDES 1,400

PRINTING COSTS FOR THREE GUIDES

• (5000 copies) 11,000

CARRYING OUT AN EVALUATION ORBASELINE SURVEY

• Staff time 1,200

• Administrative costs 400

TOTAL $ 22,850

BOX 3: A typical budget

SECTION 11

2.1 Organising a series ofthree WorkshopsWe suggest that three one-week Workshops over aperiod of about 9–12 months will be needed to get

the PILLARS process established. BOX 4 gives anoutline of typical objectives for the Workshopprogramme. It also indicates what needs to done inbetween the Workshops.

WORKSHOP 1

● To set up an effective Regional Language Team(RLT) of people who enjoy working together inthe writing of written materials in their locallanguage.

● To debate how people obtain, use and shareinformation.

● To develop skills in translation and the adaptationof existing materials.

● To carry out field visits to test the materials beingtranslated.

● To review the composition of the team andconsider inviting other participants to the secondand third Workshops.

BETWEEN WORKSHOPS 1 AND 2

● The facilitating organisation arranges thephotocopying of the sample materials forproofing and testing.

● The participants test the printed materials,developed in the first Workshop, with theircommunities.

WORKSHOP 2

● To discuss the findings of testing the materialsand to review progress.

● To test the printed materials developed in the firstWorkshop with community groups.

● To continue developing skills in translation and inwriting.

● To develop skills in researching the current needsfor written materials.

● To develop materials for printing.

● To plan how the storage, distribution and sale ofthe printed materials will be managed.

BETWEEN WORKSHOPS 2 AND 3

● The facilitating organisation arranges the printingof the materials developed in the first and secondWorkshops.

● The participants consider the topics andinformation for further materials.

WORKSHOP 3

● To review progress; the production, distribution,sale and use of materials printed so far.

● To develop more materials for printing.

● To set up a Regional Language Committee (RLC)to move the process forward.

● To plan how the RLC and Team will continue tooperate in the future.

● To plan other future activities.

BOX 4: Typical workshop programme objectives

SECTION 2 PLANNING THE PILLARS WORKSHOP

2Planning the PILLARS Workshops


2.2 Selecting the participantsYou can run a PILLARS programme of threeWorkshops with a team of between six and 30participants (ideally between 12 and 20). All theparticipants should speak the local language astheir mother tongue. The team should be stronglycommitted to community development and to theideas behind PILLARS. They need to be interestedin learning, information sharing and literacy work.

It is best if the same participants attend all threeWorkshops so they need to be able to give a fewweeks of their time over about a 9–12 month period.

The team of participants should be mixed with awide range of skills and backgrounds, of differentages, some younger, some older and both men andwomen in more or less equal numbers. Olderparticipants are particularly valued because theywill probably be more familiar with the ‘pure’ locallanguage.

It is good if the team includes participants frommany walks of life; for example farmers, traders,carers, village health workers, teachers, andcommunity workers in government or non-government organisations. From experience wehave found that retired people, perhaps teachers ornurses or administrators, who have returned fromworking elsewhere to live in their community, oftenhave the time and skills needed.

All of the team should not only speak the locallanguage, they should be very familiar with life in

the communities that will use the written materialsproduced. It is important that most of theparticipants live full-time in these communities.Remember PILLARS is not about people fromoutside these communities telling them how to live;it is about them taking control of the productionand use of information materials.

It is not essential for all the team participants to beliterate. Up to quarter of the team may not havestrong literacy skills. But it is important that someparticipants are good at writing and proof-reading.And at least half of the participants will need to beable to speak and write well in English. Theseparticipants who are good at writing in Englishmust understand that their role is to support the

You need a team of participants:

● who speak the language as mother tongue

● who live full-time in the language area

● of different ages from 20 upwards

● with women and men in more or less equalnumbers

● of a wide variety of occupations and skills

● committed to information sharing

● with enough time

● who do not expect large financial rewards.

BOX 5: Criteria for choosing participants

The PaZande team

others; it is not to dominate. So they need to behumble and good listeners!

It is important to invite participants from a widerange of other organisations, government officesand church groups. This will encouragenetworking, bring in many different skills andcontacts, and make the promotion of the finishedGuides much easier.

Be careful about inviting ‘important’, busy people.They may not be able to give enough time to theprocess and other participants may keep quiet andnot share their ideas and suggestions. However, itmay be very important to inform and /or invitekey individuals, perhaps in government or in theoffice of an ethnic leader responsible forpreserving a local language or cultural identity.

You may find that one or two participants are goodat drawing and designing. However, normally youshould budget for an outside artist and designer.

You may already be able to think of individuals toinvite. Write a list of possible community groups orother organisations that you could ask to chooseone or more participants.

2.3 Participants’ expectations and incentivesA word about the key issue of incentives. No one isgoing to become financially rich from doingPILLARS work! This needs to be made very clearto potential participants before they start. The lastthing you want is to raise expectations that cannotbe met, resulting in loss of participants’ interest.

You, the facilitating organisation, must use yourown best judgment in this. You need to discuss thisissue as a team to work out your policy. Hopefullythere will be enough money in the budget toprovide travel expenses for participants; you mayalso consider a small daily allowance isappropriate.

The most important thing is to be transparentand honest with participants in all matters to dowith finance. Throughout the Workshops make thebudget openly available, perhaps by putting asummary of it on a wall chart. Tell them that, to alarge degree, they will decide how the budget isspent.

The main financial return that participants arelikely to receive is in the form of printed PILLARSGuides, which they can sell. They themselves willneed to decide how many free copies eachparticipant should receive in return for their work.Further copies may be available to participants at adiscount rate. The participants will then have tomarket and sell the Guides.

In other words you as organisers cannot guaranteea certain income to participants. It will depend onmany factors including the costs of production, thequality of the Guides, the market, and how hardthey as individuals work at selling. We shall discussthis in more detail in SECTION 5.

2.4 The facilitation teamThe organisation steering the whole process willneed to provide a minimum of two facilitators foreach Workshop. The Workshops are very intensive;they are hard work (but also good fun!) and theirsuccess will depend heavily on good organisationand a clear definition of responsibilities. Thefacilitators need to have the time in their workschedule to effectively plan and prepare.

Facilitation is about making a task easier. It isabout enabling others to take control andresponsibility for the way forward.

Good facilitation is not easy. It is like conducting amusic band. You may have got a music score onpaper to start with but it is your job to build theright atmosphere, to help each individual to betheir most creative and to blend everyone togetherto form an exciting and productive team.

SECTION 13SECTION 2 PLANNING THE PILLARS WORKSHOP

Be honest with participants.

You, the facilitator, are one of the players. Greatmusic emerges when everyone is communicatingtogether. Good communication is more aboutlistening than talking; so it is with music. Ifeveryone plays all the time, there is nothing but anunpleasant noise. It is the conductor’s job to helpeach player to listen to others, to keep quiet until itis the right time for him or her to play.

A good facilitator is interested not just in whetheran objective is achieved but how; the process is justas important as the product. There are quick andeasy ways in which printed materials could beproduced in local languages; but production wouldprobably stop as soon as the funding ends. Ifproduction is to continue, if it is to be sustained,the process of building local skills and systems andof securing a financial base is vital.

BOX 7: Tips for good facilitation

● BE PREPARED When you see good facilitators atwork, it looks as though they do it effortlesslyand without preparation. Don’t believe it! Thebest facilitators have done the necessaryresearch, designed the workshop programme,planned the workshop sessions and practised.But beware being too well prepared! Be flexible.Be prepared to change your plan if the needarises.

● BE ENERGETIC If you want the participants to beenergetic, you have to be enthusiastic andexcited yourself.

● ENCOURAGE HUMOUR The participants will comefrom many different walks of life. They will notbe effective if the atmosphere is formal. Youneed to create a unified team in whichparticipants enjoy each other’s company andvalue each other’s contribution. Humour canreally help to create a relaxed and productiveenvironment.

● BE CLEAR If you are confused, then theparticipants will also be confused and willquickly lose interest. Put yourself in their shoes;is what you are saying clear? How can youexplain a task or the way ahead in the clearestway? Check that participants have understood.

● THINK POSITIVE Your expectations will influencethe participants’ view of themselves and the rateat which they learn and work together. Look tobring out the best in everyone, to fulfil theirpotential.

● EMBRACE YOUR OWN MISTAKES AND

LIMITATIONS Thinking positive does not meanyou are always right. You will make mistakes;admit them and see if they can be turned intolearning opportunities.

● BE SENSITIVE Keep a constant lookout forpeople’s moods and feelings. Watch how peoplebehave with each other, their verbal and non-verbal communication. Be prepared to changeyour plans as a result. It may be necessary totalk with an individual participant in private,perhaps to find out how they are feeling, orperhaps to tactfully comment if you think he orshe has not respected another participant.


Facilitation is the art, not of putting ideas intopeople‘s heads, but of drawing ideas out.

ANON

A facilitator is ‘best when people barely know thathe or she exists…’

A good facilitator is ‘one who talks little.When the work is done, the aim fulfilled,they will all say, “We did this ourselves.”’

LAO TZU 500 BC

CORE ATTITUDES

● Acceptance, Valuing

● Empathy, Sensitivity, Humility

● Genuineness, Honesty, Commitment

CORE SKILLS

● Effective communication

● Listening

● Paraphrasing / reviewing

● Encouraging / motivating

● Managing feelings

● Creative thinking

● Dynamic decision making

BOX 6: Effective facilitation

2.5 VenueLook for a venue within the language area:

■ that is accessible

■ that is basic and cheap

■ with a large meeting area

■ where cooking services can be provided

■ where those participants coming from adistance can sleep.

The simpler the venue is the better. In Uganda arural church conference centre was used; inSouthern Sudan a church. In both cases much ofthe group work was done outside in the shade of atree or building. There was simple accommodationnearby where participants could sleep.

It is better if the meeting room is not needed forother purposes during the Workshop. You do notwant to have to clear out every evening. And youwant to be able to leave charts permanently on thewalls throughout the Workshop.

2.6 EquipmentYou need to have plenty of flipchart paper, writingpaper, card, pens and masking tape (for stickingchart paper to the walls). It helps to have lots ofwall space for charts and posters. Provide a pen,pencil, rubber and notepad for each participant.Enough movable tables and chairs are needed.

The venue does not have to have electricity, but ithelps. It is very useful, but not essential, to have acomputer and printer on site; in which case, ifthere is no power, you will need a small generatoror battery and charging system.

Some printed materials should be available, such assamples of PILLARS Guides in English, backcopies of the Footsteps newsletter published byTearfund and a ‘library’ of books, extensionleaflets, manuals etc which could provide usefulreference materials on a range of subjects likehealth, farming and income generation. Materialswith illustrations can help give ideas for diagrams.Some sources provide copyright free diagrams;such as Footsteps, The Copy Book and Where there isno Artist, (the last two published by IT PublicationsUK. Details in APPENDIX J, page 86).

Where a computer with CD–ROM drive can beused on site, there are some excellent CD–ROMswith extensive libraries of materials; again seeAPPENDIX J.

SECTION 15SECTION 2 PLANNING THE PILLARS WORKSHOP

Venues should have space for small groups to work together

The cooking area atNaminage DiocesanTraining Centre

2.7 Practical detailsSECTIONS 3, 4 and 5 discuss the first, second andthird Workshops in turn. A sample timetable foreach Workshop is given. However, these should beregarded as ideas only; each Workshop may needits own timetable, depending on the circumstances.There is also great flexibility to move thingsaround. For example, the field visits can be done ineither the first or the second Workshop. You maywant to introduce other sessions depending onyour skills or the needs of the participants. A blanktimetable is provided in APPENDIX E for thispurpose. Sample plans are included for all the keysessions. However, there is not a plan for eachsession as many sessions (for example, ontranslating, writing or reviewing) will be repeatedmany times.

A number of charts are provided and it issuggested that these should be copied out asnecessary and used as wallcharts.


THREE MONTHS BEFORE THE WORKSHOP

● Initial meeting of facilitators.

● Agree budget.

For the first workshop consider:

• making a visit to the venue

• if you need to contact formal offices, eg ingovernment or traditional leadership

• the participants to be invited and how they are bestcontacted.

TWO MONTHS BEFORE THE WORKSHOP

● Draw up the workshop programme.

● Agree roles and responsibilities in the facilitationteam.

● Consider if a field visit will be included in theprogramme and how this will be arranged.

● Write and send joining instructions to participants.

● Draw up equipment, materials and stationery list.

● Consider whether an official will open or close theworkshop.

● Consider if certificates of attendance are needed.

● Arrange transport as necessary.

● Confirm the venue and catering arrangements.

ONE MONTH BEFORE THE WORKSHOP Check:

• funding has been allocated for the workshop

• that the joining instructions have been circulated toparticipants

• equipment and materials are available.

ONE WEEK BEFORE THE WORKSHOP Check:

• equipment, materials and stationery are prepared

• transport and fuel

• handouts, eg timetable

• any visit arrangements

• officials if they are to open or close the workshop

• certificates of attendance.

BOX 8: Planning ahead

SECTION 17

3.1 Suggested timetable

SECTION 3 THE FIRST WORKSHOP

3The firstWorkshop

SESSION TWO10.45–12.30

SESSION THREE14.00–15.45

SESSION FOUR16.15–18.00

SESSION ONE08.30–10.15

• Participants arrive

• Welcome• Social event

• Welcome andintroductions

• Workshop objectivesand programme

• Icebreakers• Hopes and concerns• Ground rules• Logistics and

Workshopcommittees

• PILLARS: theconceptWhat and why?

• Information sources

• The PILLARS Debate:‘Producing printedmaterials in locallanguages is a wasteof money and time’

• How the PILLARSprocess works

• Prepare and feed back findingsfrom field visit ingroups

• Agreeing the wayforward

• Closing

• Participants depart

• Finalise reviewingand checkingtranslation work

• Finalise preparationfor field visit

• Field visit • Field visit

• Translating andreviewing in teams

• Translating andreviewing in teams

• Preparation for fieldvisit; Listening andinterviewing

• Reviewing translationwork

• Tips on translating

• Translating exercise

• Translating in teams • Quality of translation

• Reviewing translationwork

• Practical session

CHART 1 : Typical programme for PILLARS Workshop 1

Thursday

Friday

Sunday

Monday

Tuesday

Wednesday

BR

EAK

FAS

T D

EVO

TIO

N

BR

EAK

LUN

CH

BR

EAK


The PILLARS Workshops offer great flexibility forthe facilitators to change things to fit their situation.However, the success of the PILLARS process isbased around the satisfaction of the participants inproducing printed resources. It is thereforeessential that participants translate and check oneexisting Guide during both Workshops 1 and 2 andthat they complete the writing of a new Guideduring Workshop 3. This should allow timebetween Workshops to complete the lengthyproofing, design and printing process for eachGuide. If this does not happen participants arelikely to lose interest.

However, be aware that participants will get boredif they spend all day translating, writing orreviewing. Vary the programme as much aspossible. Work within people’s capacities.Remember that people usually work hardest in themorning when they are fresh. Reserve the timeafter lunch (when people may be sleepy) forreviewing work or for other activities. Theprogramme can also be varied by trying out a fewof the concepts mentioned in the Guides – whichmay be unfamiliar. These could include building asolar drier, holding a mock election for officers,making a hot pot etc. It is easier for people to writeabout ideas that they are familiar with.

When participants begin translating, two things arelikely to happen. Firstly they will get engrossed inthe work and not want to stop. Secondly they willget tired or bored! Often within the small workinggroups, both will happen at the same time! There isa real need to mix hard work with energizers and

other sessions. Even if people are concentratingwell, remember that they will work better withplenty of breaks to keep them fresh. A long list ofenergizers is provided in APPENDIX B on page 74.You may think of others to add. Other participantswill come with further ideas. Make sure theworkshop is enjoyable as well as hard work.

3.2 SESSION PLANOpening session

AIM

■ To develop good relationships betweenparticipants so they can begin to work andlearn together.

■ To provide an overview of PILLARS.

OVERVIEW

This introductory session sets the atmosphere forthe Workshop. Participants need to have time toget to know each other and feel relaxed in eachother’s company. Without going into too muchdetail, the purpose of PILLARS and theprogramme of the Workshop will be discussed.

OBJECTIVE

The participants will:

■ introduce themselves and begin to get to knoweach other

■ discuss the purpose of PILLARS and receivethe Workshop timetable

■ form Workshop teams.

Keep the Workshopprogramme varied

SECTION 19

TIME

13/4 hours.

MATERIALS

Handout of Workshop timetable. Flipchart paperand pens. Masking tape. Pre-prepared charts. Piecesof card (about 10cm x 15cm) of two colours.

INTRODUCTION

Give a warm welcome to all participants. Introduceyourself and the other facilitators. Introduce thepurpose of the Workshop and outline this session.Give any necessary administration notices.

DEVELOPMENT

3.2.1 Short (more formal) introductions

Each person in turn gives their name, where theyare from and briefly describes the group ororganisation that they work with. Don’t allowanyone to talk for more than a minute. If you like,limit the time to how long a match can burn. Pass

round a box of matches; each participant in turnlights one but can speak only until it goes out.

3.2.2 Icebreaker and group introductions(definitely not so formal!)

You need to relax the atmosphere. Try thisicebreaker called Group Portrait. (There are someother ideas in BOX 9.)

■ Divide participants randomly into groups ofabout four.

■ Ask the members of each group to move theirchairs together and reintroduce themselves,this time they don’t talk about anything tooserious; certainly not work. What do you enjoydoing in your spare time? What unusualabilities do you have (everyone hassomething!)? If you like, ask everyone to thinkof an animal whose character they most share;why?


LAPEL BADGES Stick on or safety-pin badges with names written on.

Especially useful with larger groups. Some people hate them, but they can really help inremembering names during the first few days of the Workshop.

SELF INTRODUCTION Ask each participant to introduce the bare essentials about themselves; name, where theyare from, work interests etc.

Useful if followed with other methods. It is important each person does not talk more thansay 30 seconds. A good way to stop people with too much to say is to allow each personto talk only as long as they can hold a lit match! So have a box of matches ready, and passit round.

PAIR INTRODUCTIONS Divide participants into pairs. Partners move their chairs together, and chat for five to tenminutes. Each person then briefly introduces their partner to the plenary group.

There are many variations of this. The facilitator could ‘control’ the chat between pairs. Forexample, interrupting occasionally to ask participants to talk about specific topics;nicknames, family, interests/hobbies, hopes etc.

TIMELINES Again, divide participants into pairs (or threes). Issue pens and a sheet of flipchart to eachpair. Give them 15 minutes to prepare timelines on two halves of the same side of thechart. Each person then uses the timeline to briefly introduce their partner to the plenarygroup.

The feedback can be boring if the facilitator does not manage the time. Also tellparticipants not to take it seriously; the feedback should not be a boring list ofachievements.

BOX 9: Ideas for introductions

There are many ways you can facilitate participants to introduce themselves and to get to know each other. Try usingmore than one method; some help participants to remember names, others are good for breaking the ice; others help toset a learning environment and establish team-working.

■ Now ask each group to produce a single sheetof flipchart paper with drawings that representeach member of the group. Reassure everyonethat good artistic skills are not needed (indeedthey can be a handicap!). Say that one personfrom each group will use the flipchart tointroduce all the group members.

■ Now display the flipcharts on a wall whereeveryone can see; ask one person to introducethe group, one by one.

This exercise works very well to break the ice, toget people working together and to re-introduceparticipants and help people to remember names.It still works well even if some participants haveknown each other previously.

Allow about 20 minutes to discuss and develop theflipchart; then about ten minutes for the feedback.

3.2.3 Overview of the Workshop programme

■ Present, using CHARTS 2 and 3, the PILLARSname and main objective. It is a good idea toleave these charts on a wall throughout theWorkshop.

■ Issue the timetable handout (CHART 1)andoutline the daily session times and the topicsplanned.

■ Ask for questions of clarification (not detaileddiscussion – there will plenty of time for thatlater).

3.2.4 Hopes and Concerns

■ Ask participants to return to their groups ofabout four. Issue materials (a pen and abouteight cards of two colours to each group). Thegroup should choose one person to do thewriting.

■ Ask participants to discuss in the group theirhopes and concerns about the Workshop. They


PILLARSMAIN OBJECTIVETo establish a Regional Language Team andCommittee that can sustain the productionof printed materials in the local language

CHART

3

PILLARSWHAT’S IN THE NAME?

Partnership In LocalLanguage ResourcesAn approach for producing useful,accessible written materials in locallanguages

CHART

2

As the workshop gets under way it is likely that a number of issues mayarise. Sometimes facilitators can prepare for these. For example it is verylikely that someone will need some medical help during the workshop.Facilitators can come prepared with a simple first aid kit and with some cashavailable to pay for clinic fees and treatment for malaria for example.

There may also be problems that arise between participants. It is veryimportant to encourage a sense of team bonding among the participants.Deal promptly and sensitively with difficulties, with the help of the socialcommittee if appropriate. Don’t allow resentment to build.

Some small funds may also be needed to help if urgent travel is required forfamily emergencies etc among the participants.

BOX 10: Social concerns

Some participants may needspecial consideration!

write their joint hopes and concerns on card;one per card, using one colour for hopes, theother for concerns.

■ Write the headings ‘Hopes’ and ‘Concerns’ ontwo sheets of flipchart on the front wall. Ask agroup member, when ready, to stick the group’scards on the charts under the appropriateheadings.

■ When they have finished read the cards aloud,and respond as appropriate. If it helps, moverelated cards into clusters. Chair a plenarydiscussion.

■ Move the ‘Hopes and Concerns’ chart to a sidewall for the rest of the Workshop.

3.2.5 Workshop style and Ground Rules

Emphasise that this is a Workshop (we’ve come towork, not sit like sponges and soak in what otherssay) and that it is participatory.

Ask for participants’ suggestions for Ground Rules.For each suggestion, seek agreement from thewhole group and then write it on the flipchart.Typical rules include ‘Keep to time’, ‘Only oneperson speaks at a time’, ‘Respect one another’,‘Listen before you speak’ etc. Stick the GroundRules chart on the side wall for the rest of theworkshop.

3.2.6 Workshop Teams

For the smooth running of the Workshop, allparticipants are asked to volunteer for roles eachday. See BOX 11 for some suggestions of the teamsyou may consider necessary.

Ask participants to write their names on CHART 4

(page 22) on the sidewall. Each participant shouldvolunteer for a different role each day of theWorkshop.

SECTION 21SECTION 3 THE FIRST WORKSHOP

Team Roles

TIME KEEPERS To inform everyone when breaks or sessions are nearly finished. Give them a Yellow Card(five minutes to go) and a Red Card (time’s up).

ENERGIZERS To energize everyone with games or exercises at any time, at the beginning, during or atthe end of sessions, if participants start to fall asleep! See APPENDIX B for lots of ideas.

REVIEWERS To organize the monitoring at the end of each day and prepare brief feedback forpresentation the next morning.

To start each day with a review of what was done the previous day and feedback on themonitoring.

THE NEWS TEAM To give a summary each morning of the news out in the big, wide world. If possible theyneed to have access to a radio or newspaper.

THE SOCIAL TEAM To co-ordinate sport or games activities, an evening social or assist if a participant falls ill.

THE DEVOTION TEAM To prepare a brief devotion or prayer time at the start and end of each day. Whereparticipants are of various faiths or no faith in particular, this devotion time could be in theform of a reflection or thought-for-the-day.

It is a good idea to ask all the participants to volunteer to join teams that will handle much of the management andorganisation of the workshop. Why?

● To allow participants to participate in the decision-making and control of the workshop process.

● So that participants jointly take ownership of their learning.

● For them to learn from working in teams.

Decide how many teams you need for the various roles. Typically they could include:

BOX 11: Setting up Workshop teams

CONCLUSION

Repeat your welcome to the Workshop. Recapwhat has been done and link forward to the nextsession in which we look at the PILLARS conceptin more detail.

3.3 SESSION PLANThe PILLARS concept;what and why?

AIM

To explain in detail the idea of PILLARS, where ithas come from and what it is all about so that theparticipants are hopefully enthusiastic, but certainlycurious to move ahead.

OVERVIEW

This is a very important session. No matter howgood the invitation letters and briefing have been,participants will still be unclear as to why they arethere. They will have come with other things ontheir minds. They need to be persuaded thatspending valuable time at this Workshop isworthwhile.

Many workshops begin with hours of long boringspeeches. This must be avoided. At the same time,you need to explain the background to PILLARS(SECTION 1 of this Workbook) in a lively andparticipative way. This session and the debate thatfollows should start to create a working and

learning environment in which everyone is seen tohave something to contribute.

Avoid, at all costs, giving a long boring lecture! Butin this introductory session, it is difficult to avoid alot of presentation. So there will need to be severalwell placed energizers!

OBJECTIVES


■ reflect on the background research andexperience on which PILLARS is based

■ be motivated to move ahead with the start ofthe PILLARS process.

TIME

13/4 hours.

MATERIALS

Flipchart paper and pens. Pre-prepared flipcharts.Pieces of card (about 10cm x 15cm). Masking tape.

INTRODUCTION

Welcome the participants again. Link back to theprevious session; we’ve started to get to know eachother, we’ve discussed the programme and ourexpectations and concerns. We now need to lookin more detail at the idea behind PILLARS.

Show CHART 5. Go through the outline of thesession and mention the objectives.


WORKSHOP TEAMS

Monday Tuesday Wednesday Thursday Friday

Time keepers

Energizers

Reviewers

News team

Social team

CHART

4

DEVELOPMENT

3.3.1 What is PILLARS?

Show CHART 1 again, which was used in theprevious session. Remind participants where theword PILLARS comes from and that it is anapproach for producing useful, accessible writtenmaterials in local languages.

3.3.2 Information feast or famine?

Show CHART 6. Say that for many people in theworld this is a time of instant communication.Outline the list. For some their problem is dealingwith too much information. Information, adviceand advertising comes from all directions and theyhave to sort it, ignore much it and decide what isuseful and important to them. But for many otherpeople there is an information famine. They havelittle or no access to information from outside.

Show CHART 7. Ask participants to form groups ofabout three with their immediate neighbours. Issuecards and a pen to each group. Give them fiveminutes to discuss the question and to list causesthat limit people’s access; one cause on each pieceof card. When they have finished, ask one personfrom each group to come and stick them on thechart. Have small pieces of tape ready for this.

Discuss the causes as a whole group. Sort thecards. Where there is repetition, move the cardstogether. The list will probably include:

■ lack of literacy

■ living in remote rural areas

■ not able to speak a national or internationallanguage

■ poverty; no money to buy sources

■ ineffective government extension orinformation services.

Discuss any that you think may be missing fromthe participants’ list and add any cards ifnecessary.

3.3.3 Where has PILLARS come from?

Mention that the idea for PILLARS developed fromexperience and research done in the 1990s. Itstarted from the newsletter called Footstepspublished every three months since 1989 byTearfund UK. Show some copies of Footsteps. It isquite likely that some participants have seen itbefore or even receive it themselves. Over 40,000copies of each issue are sent to health anddevelopment workers worldwide in English,Spanish, Portuguese or French. (It is free, and ifparticipants want to be on the mailing list, askthem to put their name and address on a list duringlunch break).

Readership surveys were carried out to find outhow Footsteps was being used. Detailedparticipatory research was carried out in ruralareas of Ghana and Uganda. Before looking at the


INFORMATION FEAST OR FAMINE?A FEAST FOR SOME:◆ Books and newspapers◆ Telephones and faxes◆ Radio and television◆ Satellite communication◆ Computers◆ Electronic mail◆ The world wide web

CHART

6

A FAMINE FOR OTHERS:

What limits people’s access to information from outside?

CHART

7

OUTLINE◆ What is PILLARS?

◆ Information feast or famine

◆ Where has PILLARS come from?

◆ Information sources

◆ The research behind PILLARS

◆ The PILLARS concept

◆ The PILLARS process

◆ Possible ways forward

CHART

5

results of this research, ask the participants whatthe situation is in rural areas known to them.

3.3.4 Information sources

Form groups of between three to five participants.It is probably best to do this on a regional basis.Group together participants from a particulargeographical area, district or community. If they allcome from the same area or community, you couldgroup them by gender or age.

Show CHART 8a. Issue cards to each group (twocolours, ten pieces of each colour). Explain thethree tasks. Ask all groups to focus on the sametype of information; choose beforehand whetheryou want participants to look at farming, health orother topics. Issue a blank sheet of chart paper andtape to each group and ask them to prepare a chartof their rankings as shown in CHART 8b.

Ask participants to decide together on the ten mostimportant sources of infomation for this subjectand copy them onto both sets of cards. Then askthem to rank the sources, using one colour card forthe frequency of obtaining information and theother colour card for the trust placed in the sourceof information.

When groups have finished, tape their charts on awall visible to everyone. Ask one person from eachgroup to feedback a brief summary of theirdiscussions and conclusions. Discuss the feedbackwith the whole group.

3.3.5 The Research behind PILLARS

Present the main findings of the research usingCHARTS 9a, 9b and 9c. Explain each finding briefly.Ask if there are any questions but avoid enteringinto detailed discussion with the whole group atthis stage. If you do, you will probably find thequestions are dominated by just a few participants.

When you have finished presenting all the findings,ask participants to return to their small groups (thesame groups that discussed the ranking ofinformation sources.)

THE RESEARCH BEHIND PILLARS◆ Rural people relied most on information

sources WITHIN their groups andcommunity. Group support was veryimportant for sharing ideas.

◆ Groups with access to information weregenerally more developed and confident.

◆ Rural people had very limited access toprinted materials. They trusted printedmaterials and wanted to have more. Thefew materials they did have, theystored and used well.

CHART

9a


FARMING OR HEALTHINFORMATION SOURCESFOR YOUR COMMUNITY:◆ List ten important sources of farming or

health information.

◆ Rank the sources listed for frequency –how often do people use these sources? (1 = most often, 10 = least often)

◆ Now rank them again for trust – howreliable these sources are thought tobe. (1 = most often, 10 = least often)

CHART

8a

FARMING INFORMATION SOURCESName of community

………………………………………………………………………………

CHART

8b

Frequency Source Trust Source

123456789

123456789

Ask groups to discuss the findings for ten minutes.Do they agree with them?

If you wish, ask each group to feedback theirdiscussion on a flipchart. However, this may taketoo much time. Alternatively have an opendiscussion to allow each group to share.

3.3.6 What is the PILLARS concept?

Show CHART 10. Present the main objective ofPILLARS which is ‘to stimulate the sustainedproduction of written materials in languages that areuseful to local people’, and the other objectives.Together these objectives make up the PILLARSconcept.

CONCLUSION

Say that the PILLARS process has been developedand tested with the Basoga people in Uganda andamongst the Zande people of Southern Sudan.

But before moving on to discuss how the PILLARSprocess works, introduce the debate that will followabout whether there is any point in producingwritten materials in local languages. Tellparticipants of the agricultural extension managerin Ghana who said ‘Producing written materials forfarmers in the local language is a waste’.

Is he right? That is what we will examine next.


THE OBJECTIVES OF PILLARSTo stimulate the sustained production ofwritten materials in languages that areuseful to local people. To:

◆ encourage the generation and flow oflocally relevant ideas

◆ strengthen literacy skills, especiallygroup literacy

◆ assist in the formation and capacitybuilding of local groups

◆ empower and give confidence to localpeople

◆ encourage the use of and pride in locallanguage

◆ establish a system for the sustainedproduction of written materials.

CHART

10◆ Lack of literacy is not necessarilya barrier to accessing written materials. Individuals who were notliterate could access informationthrough the support of others. Groupliteracy was usually more important thanindividual literacy.

◆ Most successful groups have,enthusiastic members, ‘animators’, opento new ideas and able to inspire others.Animators usually have higher thanaverage literacy.

CHART

9b

PILLARS aims to encourage the capacity building of local groups

◆ The use of national or international languages in printedmaterials can be a major barrier.Printed materials in the local languagewere particularly preferred andeffective.

◆ For printed materials to be useful, theymust be highly visual, relevant and wellproduced. This is more likely to happenif local people themselves are involved inproducing them.

CHART

9c


3.4 SESSION PLANThe PILLARS debate

AIM

To debate the issues behind PILLARS in a way thatis enjoyable, breaks the ice and creates a goodWorkshop environment and a real sense ofownership and cooperation.

OVERVIEW

The previous session on the PILLARS concept willprobably have raised many questions in the mindsof participants. We have found the best way tobring these questions out into the open is to hold adebate. It’s enjoyable and it gets everyonereflecting on the issues. The debate is in effect arole play in which participants take sides to arguethe motion ‘Producing printed materials in (insert thename of the local language here) is a waste of timeand money.’

OBJECTIVES


■ prepare and present a case either for or againstthe motion

■ be motivated to move ahead with the start ofthe PILLARS process.

TIME:

13/4 hours.

MATERIALS

None. Participants may ask for chart paper andpens.

INTRODUCTION

Remind participants of the previous session. Theywere introduced to the PILLARS idea and theresearch behind it. You have already discussedsome of the issues about rural peoples’ access toinformation. But more time needs to be given tothis. Say that, in other PILLARS workshops,holding a debate has been the best way to do this.

Suggest that they shouldn’t take the debate tooseriously; it should be fun and give everyone achance to listen to other viewpoints. Participantswill be asked to take a viewpoint that is notnecessarily their own.

Show CHART 11 with the debate motion. Form theparticipants into two groups. This could be doneeither randomly or perhaps systematically toensure a balance including gender.

Tell one group they will be for the motion, theother group against. Do not give them a choice!

Debating need not betaken too seriously!

Emphasise that this is the best way to have abalanced debate with all arguments raised.

Say how the debate will take place; elect a firmChairperson and ask each group to prepare theircase. Explain clearly the time schedule. It will helpif this is set out on a chart (CHART 12). Warn thatthe Chairperson will keep strictly to time!

Give the groups about 40 minutes to prepare. Eachgroup should choose a first and second speaker;ideally one female, the other male. They each willhave a maximum of three minutes to present theircase. When all four speakers have presented, theChairperson will invite contributions from otherparticipants (maximum one minute for any oneparticipant). A third speaker from each group willthen have two minutes to sum up their case.

You will then ask participants to stop playing theirrole and ask them to vote. In other words, whether

they have been arguing for or against the motion,having heard all the arguments for and against,they should now vote whichever way they reallyfeel. However, before taking the vote, it may behelpful to have an energizer (eg Fruit Salad, onpage 75 in APPENDIX B) which helps participants tostop playing their role, particularly if the debatehas been very heated.

CONCLUSION

Using the debate format does of course have amajor risk! Some participants may vote for themotion. It has not happened yet! If everyone votesagainst the motion, you will have a very energizedteam, keen to move ahead. If the debate hasfinished early, then either take an early break, orintroduce the next topic, the PILLARS process.

If there are some participants who voted for themotion, you need to use your judgment as to howbest to proceed. You may need to spend more timeas a whole group exploring why some membersfeel it is a waste to produce written materials in thelocal language. Maintain a friendly and openatmosphere. There may be very valid factors thatyou as organizer were not aware of. Or it may bebetter to talk with those individuals separatelyduring the next break.

3.5 SESSION PLANHow the PILLARS process works

AIM

To review possible ways in which the PILLARSprocess could be taken forward, so that participantsare aware of the steps and possible obstacles thatwill need to be overcome.

OVERVIEW

Hopefully everyone has enjoyed the debate, and isenthusiastic and committed about moving forwardwith the process. You now need to give anoverview of the whole process and raise a numberof issues and questions that participants will makedecisions about later. Participants need to have aclear view of their target readers. They also needto practise translation work so that some commonmistakes are avoided.


THE PILLARS DEBATE

‘Producing printed materialsin

………………………………………………………………(insert name of local language)

is a waste of time and money.’

CHART

11

THE PILLARS DEBATE

Time

First Speaker FOR 3 mins

First Speaker AGAINST 3 mins

Second Speaker FOR 3 mins

Second Speaker AGAINST 3 mins

Contributions from other 20 minsparticipants

Summing up FOR 2 mins

Summing up AGAINST 2 mins

Vote

CHART

12

OBJECTIVES


■ learn about the typical PILLARS process

■ examine the format and topics of some of thePILLARS material previously produced

■ decide on a topic for materials to be translatedand adapted during this Workshop

■ consider if one or two other participantsshould be invited.

TIME

13/4 hours.

MATERIALS

Flipchart paper and pens. Pre-prepared Charts.Masking tape. A set of PILLARS guides in Englishon different topics for each group (with examplesfrom other languages if you have them).

INTRODUCTION

We have looked at the background of the PILLARSconcept and we have debated the issues behind it.We now move on to look at how the materials areproduced and who they are aimed at. Give anoverview of the session.

DEVELOPMENT

3.5.1 Where do we want to be in one year’s time?

Start by asking the question ‘Where do we want tobe in one year’s time?’ Adapt the time period towhatever you plan for the three workshops. If youintend to run them over a six month period, thenchange it. Show CHART 13. Using a piece ofmasking tape, fold up the bottom of the chart sothat you reveal only the question.

Refer back to the main objective of PILLARS: ‘Tostimulate the sustained production of written materialsin languages that are useful to local people.’ (It helps ifCHART 10 from the previous session is still up on asidewall.)

Suggest that to succeed in this, one possible outputfrom the three Workshops could be: ‘A RegionalLanguage Team and Committee that can sustain theproduction of printed materials in (insert the name ofthe local language)’. Reveal the bottom half ofCHART 13. Emphasise that we are not just talking

about officers but a team of members with thenecessary motivation and skills.

You could ask for questions at this point but it maybe better to move on to describe the process inmore detail, and than invite discussion.

3.5.2 How will we get there? The PILLARS Process

You will need to produce beforehand a chartsimilar to CHART 14. Adapt it to your localcircumstances by adding steps as necessary. Forexample, you may not have been able to raisesufficient funds for all three workshops; you willneed to add a step to do with this.


HOW DO WE ESTABLISHTHE PILLARS PROCESS?◆ Find a group of committed participants

◆ Run three workshops

◆ Build confidence and teamwork

◆ Develop skills in • translating• writing• researching• testing• reviewing

◆ Arrange the design and printing ofseveral booklets

◆ Sell the materials

◆ Agree systems for sustaining productionand marketing

◆ Set up a Regional Language Committeefor moving the process forward

CHART

14

WHERE DO WE WANT TO BE IN ONE YEAR’S TIME?

A Regional Language Team and Committeethat can sustain the production of printedmaterials in

………………………………………………………………(insert name of local language)

CHART

13

SECTION 29

Present CHART 14. Make it clear that there aremany issues that need to be discussed in eachworkshop. Decisions will need to be made and theparticipants are the people who must make them.

Hold a discussion about the process. Divide intogroups of 4–5. Ask participants to discuss for tenminutes:

■ any suggested changes to the process

■ any questions or uncertainties they have.

When they have finished discuss together thechanges suggested and the questions raised. Donot let this drag on. Decisions do not have to bemade at this stage. You are simply raising issuesthat you want participants to keep discussingamongst themselves during this and laterWorkshops.

Have an energiser at this point to allowparticipants to have a break with what follows.

3.5.3 The PILLARS Guides and their format

Introduce the range of Guides that have beenproduced elsewhere. Pass examples around so thateveryone can see one. Give them a couple ofminutes to quickly have a look and chat about it.

Describe the format of the Guides with:

■ the Guide topic

■ 20–24 double A4 pages per Guide

■ the PILLARS logo

■ sub-topics on double facing pages

■ limited text

■ illustrations relevant to the target readers

■ questions useful for group discussion

■ if appropriate, additional bible studies relatedto the topic.

Mention the variety of topics that different locallanguage committees have identified as priority fortheir area. Say that some teams have produceddifferent materials such as large wall charts as wellas A4 Guides.

The Guides may look straightforward. But they arenot easy to write. It is much harder to writesomething clearly in just a few words than it is touse many words.

In addition there is the difficulty of writing in alanguage for which there may be:

■ few examples of written material (Parts of theBible? A dictionary? A literacy primer?)

■ many words in common use which have beenintroduced from another language

■ limited agreement on the standard way ofwriting the language, the spelling, emphasesand tonal differences.

3.5.4 Who are the Guides for? The Target Readers

Say that it is very important throughout the wholeprocess to think about the target readers. ShowCHART 15. (It is a good idea to always have thischart on a wall at the back of the room – as aconstant reminder.)

Ask participants to think of a real group of targetreaders; and to keep that group in mind wheneverthey are translating or writing or reviewing Pillarsmaterials. Constantly ask ‘Will this be clear andappropriate for the group in mind?’

3.5.5 A taste of translating and reviewing

Experience in testing PILLARS elsewhere suggestsit is best not to immediately try writing newmaterial in the local language, but to spend muchof the first two Workshops in first developingtranslating and writing skills and gaining a fullunderstanding of the way in which the Guides aredesigned.


REMEMBER THE TARGET READERS!◆ Age and Gender?

◆ Culture?

◆ Level of text literacy – individual andgroup?

◆ Visual literacy?

◆ Clear and appropriate illustrations?

◆ Layout?

◆ Stimulating questions?

CHART

15

Form groups of three or four people. Take carewith this: experience shows that as soon as peoplestart working in small groups, they do not want tochange. It is best not to do this randomly bycounting off one–two–three. Mix ages and gender asmuch as possible. If possible, include one personwith experience of educational writing in bothEnglish and the local language in each group.

Ask all the groups to open the same double pagefrom a Guide. Select a section of text from thedouble page: just a few sentences of perhaps 60words. Ask the participants to do three tasks:

■ Read through the whole double page anddiscuss the content and questions as if theywere in a community group meeting.

■ Review the whole double page and askthemselves whether it is appropriate for theTarget Group, in their culture and languagearea. Write a few conclusions on chart paper.

■ Translate the section of text, writing theirtranslation in large letters on chart paper.

Issue chart paper and pens to the groups. Do notrush them. They may take 30 minutes or more.

Stick all the flipcharts on the front wall. Giveparticipants a few minutes to walk around and readthe other translations.

First review the appropriateness of the doublepages for the target audience. Did participantsthink the information was useful? Did the questionsprovide a useful starting point for discussion?

Then invite comments on the translations. How dothey compare? Bring together the points that areraised. Also include any of the following points thatare not mentioned and allow discussion.

3.5.6 Guidelines for translation

CHART 16 provides a summary of useful guidelinesfor participants when translating. Introduce thesepoints here. It may be helpful to return to theseafter SESSION 3.6 has been completed.

■ Do not translate word for word.

■ Change words and rephrase sentences asnecessary.

■ Use as few words as possible.

■ Is the language correct? Are there unnecessarywords from other languages? Listen to theolder participant whose language may be‘purer’.

■ Keep the language straight-forward. Rememberthe needs of the newly literate.

■ Is the spelling correct? Use of accents?

■ Handwriting must be clear for others to readand review – but avoid writing in all capitals.

■ Punctuation is important – use of capitals,speech marks, bullet points etc.

■ Keep titles short and appealing.

Point out that typists, designers and printers maynot be familiar with the language so clearhandwriting and punctuation are very important.

CONCLUSION

It will have been a busy day and very full session.Commend participants on their hard work. Linkforward to tomorrow when they will focus on ‘real’translation work.


TRANSLATION CHECKLISTREMEMBER THE TARGET READERS!◆ Avoid translating word for word!

◆ Are the right words and phrases used?

◆ Are as few words as possible used?

◆ Correct language?

◆ Straight-forward language?

◆ Spelling?

◆ Handwriting clear?

◆ Punctuation?

◆ Use short, interesting titles

◆ Use clear labels for the diagrams

◆ Are new diagrams needed?

CHART

16


3.6 SESSION PLANTranslation in teams

AIM

To agree a Guide topic and to start translationwork.

OVERVIEW

Before translation work can start, participants needto prioritise the topics for which they think there isa need and a market. A Guide topic will then beagreed. They will also agree on any major changesthat need to be made to the content of the Guideselected.

Translation will then start in groups. These willgenerally be the same groups that were formed lastsession yesterday. You may have found that somegroups were not well balanced. The Facilitatorsshould consider overnight whether changes shouldbe made. It may be a good idea to talk to someindividuals before this session to explain whatchanges you think are needed and to get theirpermission.

OBJECTIVES


■ make a preliminary need and demandassessment of the topics for the local language area

■ decide on a topic for materials to be translatedand adapted during this Workshop

■ start translation in groups.

TIME

13/4 hours.

MATERIALS

Flipchart paper and pens. Pre-prepared flipcharts.Masking tape. A set for each group of PILLARSGuides in English on different topics (and examplesfrom other languages if you have them).

INTRODUCTION

Yesterday was about the whole concept andprocess of PILLARS. Participants will want to makea start on real translation work. We must firstdecide on a topic. Give participants an overview ofthe session.

DEVELOPMENT

3.6.1 Assessing the need and choosing a topic

There are a number of PILLARS Guides available.The choice that participants have is limited by theGuides that you have available for them to workwith at this first workshop. However, you should beable to obtain other guides for the secondWorkshop. Ask participants which topics theybelieve would meet the greatest need in their area?Write a list of suggested topics on a chart.Sometimes there may be clear agreement on thelist and on the priority of the topics. At other timesa discussion may be needed. Try and seekagreement without the need to vote.

For this workshop choose a topic which:

■ meets local needs and can be marketed (theGuides must sell as quickly as possible!)

■ can be translated without too much adaptationand research.

Inform participants that the aim is to write ortranslate three Guides, one during each Workshop.Materials on another topic will be translated duringWorkshops 2. Workshop 3 will require someresearch beforehand as this topic will be written bythe participants.

Working in small groups allows particpants to shareexperiences and gain in confidence.


3.6.2 Agreeing the content

Having agreed a Guide topic, put all other EnglishGuides to one side. Focusing now on the chosenGuide, ask participants if there are any majorchanges that need to be made to the sub-topics.Are there whole double pages that are not relevantin your language area? Are there sub-topicsmissing that should be included? Discuss anddecide.

3.6.3 Translation checklist

Remind participants of the conclusions theyreached yesterday. Prepare a chart similar toCHART 16 and keep it on a back wall throughoutthe Workshop?

Discuss any points that are not clear.

3.6.4 Translation work in small groups

Tell participants they will be working in groups of3–4. The facilitator should allow each group tochoose the sub-topics they will translate, wheneverpossible. Negotiate, making sure that if a groupdoes not get its first choice this time, it will nexttime.

Agree a time, perhaps 15 minutes before drinksbreak when you would like to gather everyonetogether to reflect on progress. Assure them thatthere is no hurry. They should work at their ownpace and shouldn’t be concerned if other groupsseem to be working faster.

Encourage them to find their own work place andto move chairs and a table; perhaps under a shadytree outside.

Facilitators should visit groups as they work. Takecare not to interrupt. Watch how they work. Askabout progress and if there are any problems.Make gentle suggestions if you see they aremaking a mistake.

Each sub topic may be of very different length.Groups will also work at different speeds. If agroup completes translating a double page beforeothers, ask them to check carefully using theTranslation Checklist chart. Once they havedouble-checked, give them another double page totranslate.

Facilitators who cannot speak the local languageare obviously more limited in the assistance theycan give. They will need to get advice from thefacilitator who knows the language, if they sensemistakes are being made in the translation.

3.6.5 Reflection on progress

Call everyone together for an energiser.

Ask everyone to be seated. How is progress? Askeach group to give a brief feedback on progressand on any difficult problems they faced.

The purpose of this reflection is not to go intodetails, but rather to draw out general issues andsuggestions. For example one group may be havingdifficulty translating an awkward phrase that other

Allow groups towork at theirown pace

groups could help with. Another group may feelthe need to make changes in one topic to fit thelocal situation.

CONCLUSION

Conclude with any points that need to beemphasized or perhaps added to the TranslationChecklist. Emphasise the excellent progress made.Take a deserved break.

3.7 SESSION PLANThe quality of translation work

AIM

To review scripts to ensure their quality.

OBJECTIVES


■ develop their proof-reading skills

■ be able to effectively review text and diagramsfor their accuracy and relevance.

TIME

13/4 hours.

OVERVIEW

The PILLARS process will succeed only if theprinted materials sell. Like any commercialenterprise, the product must be of good quality forpeople to want to buy it. Reviewing each other’swork is very important to ensure quality. However,before you invite comments on translation work,you need to establish some ground rules forreviewing other people’s work. Much of thesuccess of the PILLARS process depends onreviewing within the group and if the rules for thisare not established from the start, there may beproblems. The group dynamics and team spiritmay collapse.

INTRODUCTION

We need to start talking about quality. You needto introduce the theme in a way that will have animpact on the participants and at the same timewill be enjoyable and non-threatening.

If possible try a role-play. Two facilitators (orparticipants if you brief them beforehand) couldact two or three brief scenes that illustrate different

aspects of quality. Here are some examples; witheach, make up a conversation.

■ A market scene. A person is buying fruit from aseller. The buyer examines the fruit; the best ison the surface hiding poor quality fruitbeneath. ‘What’s this fruit under here. It’s allbruised. You don’t expect me to buy that, do you!’etc.

■ A scene in the provincial government officeresponsible for literacy and adult education.Two officials have been sent a sample copy ofa new PILLARS guide in the hope that theywill buy large numbers. ‘Have you seen this newbooklet in Lubinda (insert the name of the locallanguage here)? We really need something likethis for our literacy work.’ ‘Yes, but have youlooked at it in detail. The print quality is terrible.It’s full of spelling and typing mistakes; it’s reallyconfusing. And look at the picture on page 8; ourwomen don’t dress like that. We can’t buy thesebooklets; people will laugh at them!’

■ A scene with two elders talking. They areexamining a PILLARS guide. They are bothangry. ‘And look at this on page 16. That’s notproper Lubinda.’ ‘They’ve used a Butopa phraseinstead. They haven’t got a clue what they’retalking about.’ ‘You can tell this was written by abunch of young people; they think they knoweverything.’ ‘They should have come and talkedwith us. We would have put them right.’

DEVELOPMENT

3.7.1 Discussion on Quality

Discuss the role plays. What issues do they raise?Quality is vital. The PILLARS materials producedwill have everyone’s name on them; no one wantsto have their name on something that has lots ofmistakes in it and that they are not proud of. Thematerials will not sell if the quality is not good; theideas, the language, the illustrations, the design, theprinting.

3.7.2 Who else needs to be involved?

The role plays will also raise the question ‘Whoelse do we need to involve?’ Are there otherparticipants we should invite for Workshops 2 and3 who we know have expertise and skills that aremissing in the present group? What research do weneed to do? Who should we consult before the


next workshop because of their expert knowledgeon a future topic? These issues will be covered in aseparate session later.

3.7.3 Editorial Committee

Other language groups have set up an EditorialCommittee of two or three from among theparticipants. Their role is to check througheveryone’s work to ensure consistency in spellingand wording and to make sure that the translationis as accurate and helpful as possible. They wouldnormally check through the work twice – before itis typed and then again after typing. Suggest thatpeople are chosen for the Editorial Committee onthe basis of their skills, experience and willingness.An outside proof-reader may also be useful. Theirrole will be to look at the final material and makecomments or corrections.

3.7.4 Considering a language policy

There probably has been some heated discussionon whether certain words and phrases were ‘pure’or whether they have been introduced from otherlanguages; or whether a phrase used is an ‘old’ wayof saying something that no one would use today.

This is an important issue that needs to bediscussed. Some language teams have developed a‘Policy Statement’ that is printed near the front ofall their materials. For example the Lusogalanguage team in Uganda developed the statementin CHART 17.

Show CHART 17. Ask for comments. Participantsmay want to develop their own policy. They maynot want to now, but may want to continue thediscussion in their group work and break timesover the next few days.

3.8 Field visit and feedback

AIM

To field test the PILLARS material.

OBJECTIVE

■ To obtain detailed feedback fromrepresentatives of the target audience on thePILLARS Guides.

■ To provide training in gathering and presentinginformation for the participants.

TIME

4–5 hours (over 3 sessions)

Preparing for, carrying out and analysing theresponses from a field visit, should provide a majorfocus during the first workshop (though it can alsobe done during the second workshop). Thisexercise enables the participants to assess thelikely response to their work, it will provide a basisfor future research into the use of this and othermaterials, it will provide helpful information fordisseminating the guides. It will also enable usefulfeedback to be fed into the translation process atan early stage.

PREPARATION

The ground-work for the field visits must be donewell before the workshop. With the help of one ortwo of the participants who live locally, identifyseveral community groups who would be willing tohost a visit. Ideally the field visit should take placeon the third or fourth day of the workshop, so youneed to find groups who either normally meet atthat time, or who are willing to arrange a specialmeeting. If possible try and find a variety ofgroups, maybe a farmer’s group, a women’s group,a youth group or a church group. If you can findseveral willing groups, then this means themeetings will not be overwhelmed by a largenumber of workshop participants, but just by asmall group. Make sure one of the facilitatorsknows exactly where the different groups meet.


THE LUSOGA POLICYSTATEMENTAll languages constantly change. New wordsor phrases are invented or are introducedfrom other languages. Old terms fall out of use.

The main purpose of a book is tocommunicate.

Our policy is to use Lusoga language incommon use today. This means thatsometimes words of non-Lusoga origin areused. But where possible we use only Lusogawords and phrases.

CHART

17

Arrange transport to be available at the correcttime. Ask the groups not to provide hospitality inthe way of food and drinks. Make it clear thatgroups will not be paid for the visits but insteadensure that they receive benefits in kind – copies ofFootsteps or other relevant information, and arepromised copies of the PILLARS guides.

AREAS TO INVESTIGATE

Divide participants into working groups accordingto the number of community groups that are to bevisited. If there is only one community group, youmay like to consider making two visits to them,with half the participants at each visit, tacklingdifferent issues.

Discuss the issues to investigate with theparticipants. CHART 18 gives questions which otherworkshops have used.

Encourage the participants to work together toprepare for the field visits. Facilitators may usefullyprovide inspiration by leading a short session onbasic participatory skills and how to encouragequieter members of the group to talk. They may

also provide ideas on how to record some of theinformation such as time lines and matrixes(CHART 19, page 36).

Practise working out percentages (CHART 20, page36) with participants so they know how to measurelevels of English and local language literacy(ensure that as well as the people able to read inEnglish for example, the total number of peoplepresent are counted).

Encourage participants to be creative in how theyapprove the field visits. Many may have previousexperience in surveys or interviewing techniques.Some may like to use role plays to put members attheir ease, or explain things.

Allow time for participants to write up theirfindings and present them.

CONCLUSION

Ensure that both participants and communitygroup members benefit from their time. Arrange forcommunity groups to be sent free copies of theguides and any other available literature should begiven during the visit. Try and draw together thefindings in a way that encourages the participantsthat they are meeting a real need. Address anyissues that emerge.

Field visit


FIELD VISIT QUESTIONS◆ Information about the group,

aims, number of members, date whenstarted etc

◆ Where do people get new ideas aboutagriculture/health?

◆ How many people can read English orlocal language?

◆ Would people be interested in printedinformation in the local language?

◆ Test Guides and translations

◆ How would people be prepared to payfor the Guides?

CHART

18

3.9 SESSION PLANThe missing page

AIM

To ensure that all translation work is carefullystored.

OBJECTIVES

■ To encourage participants to organizetranslated work

■ To introduce simple recording methods totrack progress.

Watch out for the missing pages! We have foundthat unless you are very careful, there will alwaysbe at least one. You reach the end of the workshopand you find that pages of the script are missing orhave never been translated, written or reviewed.Disaster! – especially after everyone has workedhard and is looking forward to seeing their workbeing made ready for printing.

To avoid this, these two tips will help.

■ Write a detailed table on several pieces offlipchart paper (see CHART 21) and keep themon the wall for the rest of the workshop. Aswork is completed, write a ✓ or make a note ofwhat still needs to be done. Don’t forget the


USING PERCENTAGESHow many people can read and writea letter in English?

How many people present? (count quietly)

If 9 people put their hand up to say theycan read and write in English and the totalnumber present is 23 people:

It may also be useful to record how manymen and how many women are literate.

PERCENTAGE LITERATE IN ENGLISH

=No of people able to read

x 100 =Total no of people present

PERCENTAGE LITERATE IN ENGLISH

=9

x 100 = 39%23

CHART

20

MATRIX FOR INFORMATION SOURCESTuliwalale Women’s Group mentioned three types of information that they were particularlyinterested in. They suggested five important sources of information. A matrix was drawn. Then thewomen were asked to rank each source out of 5 for how useful it had been.

CHART

19

INFORMATION WANTEDModern Improved Chicken TOTALfarming varieties rearing

Women’s groups 1 1 0 2

Radio 3 1 4 8

Husbands 2 0 2 4

SAFA (local NGO) 5 5 5 15

Church 0 0 0 0

Introduction and objectives and, if youwant to include them, the Bible studies. Thischart is an example for a PILLARS Guide onNutrition. Write the page titles in the locallanguage as well as in English.

■ Be systematic in marking all the flipchartpapers and typed papers with the PageNumber in the top right hand corner. Oncereviewed work is typed onto computer, if

additional changes are later made, be verycareful to mark any paper copies with a draftor version number or date; for example:Page 7 Breastfeeding Draft 2.

We suggest you do the same with your computerfiles also. Use a similar system to give the file adifferent name each time it is revised.


Needs to

Needs to

Needs to

Needs to

Needs to

Page Written Drawings Reviewed Typed Checked

1 Introduction and objectives ✓ ✓ ✓ ✓ ✓

2 Different kinds of food ✓ ✓ ✓ ✓ ✓

3 A balanced diet ✓ ✓ ✓ ✓

4 Food for pregnant and nursing mothers ✓ ✓

5 Customs and traditions ✓ ✓

6 Fermented foods ✓ ✓ ✓ ✓ ✓

7 Breastfeeding ✓ ✓ ✓ ✓

8 Food for weaning ✓ ✓ ✓

9 Recipes for weaning foods ✓ ✓ ✓ ✓ ✓

10 Malnutrition ✓ ✓ ✓ ✓

11 Using local resources well ✓ ✓

12 Recipes with local resources ✓ ✓ ✓ ✓ ✓

13 Local green vegetables ✓ ✓ ✓ ✓

14 Introducing Soya beans ✓ ✓ ✓ ✓ ✓

15 Uses of Soya beans ✓ ✓ ✓ ✓ ✓

16 Recipes with Soya beans

17 Local fruits ✓ ✓ ✓ ✓

18 Herbs and spices

19 Food hygiene ✓ ✓ ✓ ✓ ✓

20 Keeping food cool ✓ ✓ ✓ ✓ ✓

21 Keeping food hot ✓ ✓ ✓ ✓

CHART 21: Progress chart

3.10 Agreeing the way forward

AIM

To make necessary decisions for printing to goahead.

OBJECTIVE

The participants will discuss fully and agreetogether on a number of important issues that arenecessary before printing the Guides.

OVERVIEW

With the completion of a translated Guide duringthe first workshop, the hope is that this can bechecked and printed before the second workshop.However, there are a number of very importantissues that first need to be discussed, if possibleresearched and agreed upon. If field visits takeplace during the first workshop, the findings fromthese can inform this session.

These are the issues:

■ How many Guides do we print?

■ What price will we charge for each Guide? Dowe want a price printed on the cover?

■ Where will the copies be stored?

■ Who will be responsible for distributing copiesfrom the storage area?

■ What subject do we want to work on togetherat the next workshop?

■ Where will we hold the next workshop?

■ When will the next workshop take place?

INTRODUCTION

Show CHART 22. Talk through the issues and shareany relevant information or experience. Forexample the available budget will influence thenumber of copies to be printed. Experience hasshown that between 3,000 and 6,000 copies areprobably the most cost effective numbers to print.

A decision does not have to made on the price tobe charged until field-testing takes place, unless theparticipants want the price to be printed on thecover.

Decisions about the venue will again be influencedby the available budget. Participants are usuallykeen to have the next workshop as soon as

possible so explain the need for time to process thematerials for printing and suggest possible timelimits to consider.

DEVELOPMENT

3.9.1 Group Discussion

Break participants into several small groups, ideallybased on their regional locations. Allow 30–45minutes for discussion and ask groups to preparetheir feedback.

3.9.2 Feedback

Ask each group in turn to feedback theirsuggestions.

3.9.3 Open Discussion

Allow open discussion of the suggestions andtogether agree the way forward. When you agreethe subject for the next Guide, also discuss theinformation that will be needed. Who will beresponsible for making sure that there are enoughresource materials available on the subject? Doesthe team need to invite someone else withparticular knowledge to the next workshop?


THE WAY FORWARD?◆ How many Guides do we print?

◆ Price for each Guide? Printed on cover?

◆ Storage?

◆ Distribution? Who will be responsible?

◆ Subject for new Guide?

◆ Venue?

◆ Date?

CHART

22

SECTION 39


Most of the sessions in Workshops 2 and 3 arevery similar to those described in Workshop 1, sofewer session plans are given here. Only plans fornew key sessions are given in detail as it isassumed that facilitators are already familiar withprevious sessions.









• Icebreakers• Hopes and concerns• Workshop

committees

• Progress update

• Feedback on research and testingof draft materials

• Translating thesecond Guide

• Design and layoutessentials

• Planning the nextGuide

• Researchinginformation for newGuides

• Promoting the Guide

• Closing• Participants depart

• Translating and reviewing in teams

• Finalise reviewingand checking

• Working with groups • Animators

• Translating and reviewing in teams

• Prioritising subjectsfor future Guides

• Poster session • Poster session

• Translating in teams • Translating and reviewing in teams

• Practical session • Practical session

CHART 23: Typical programme for PILLARS Workshop 2

Thursday

Friday

Sunday

Monday

Tuesday

Wednesday

BR

EAK

FAS

T D

EVO

TIO

N

BR

EAK

LUN

CH

BR

EAK

SECTION 4 THE SECOND WORKSHOP

4The second Workshop


4.2 SESSION PLANOpening session

AIM

To begin the workshop with a positive introductory session so that a team spirit is quickly re-established.

OBJECTIVES


■ (re) introduce themselves if there are newmembers.

■ rebuild a positive feeling of working together

■ provide an update on news.

TIME

13/4 hours.

Begin with a warm welcome. If there are newpeople, then consider one or more icebreakers orenergizers to enable the newcomers to get to knowthe other participants. Repeat the sessions on‘Hopes and Concerns’ and on forming workshopteams (SESSION 2.3 on page 13). Provide a positiveupdate for this Workshop. Encourage participantsto share their personal research into people’sresponse to the Guides and the availability ofmaterial in the local language. Catch up on thepersonal news of participants.

This Workshop should be easier for bothparticipants and facilitators as people nowunderstand more of the process and will continueto gain in confidence in their abilities.

4.3 SESSION PLANTranslating the second guide

AIM

To gain confidence in their translation skills.

OBJECTIVES

■ To encourage the ability of participants to lookobjectively at the materials translated.

■ To encourage local adaptation of information.

Participants should have selected this subject at thelast workshop (see SECTION 3.9). Some may haveresearched around the subject and come withcertain information that they would like to include.As participants work on the translation process,encourage greater discussion and thinking aroundthe text. Participants may wish to suggest changesto the content. This should be discussed with allparticipants and checked carefully. But thisconfidence in determining the content should beencouraged.

If the Guide tackles subjects that are new to manyparticipants, arrange some practical sessions to tryout the processes. For example the Food Security orNutrition guides may have pages on concepts thathave not been used by participants. This will allowparticipants greater confidence as they translateand may help them in selecting the appropriateterms to use.

As before use plenty of energizers and breaks forparticipants. If a computer is available, it may bepossible to encourage one or two participants withadministrative skills to begin typing out thetranslation to encourage the process of skillsharing. If anyone is present with skills in usingPagemaker, the materials can be written directlyonto the CD-ROM, so they can be printed withillustration and layout.

4.4 SESSION PLANWorking with groups

AIMS

To consider the groups for which the PILLARSmaterial is targeted

OBJECTIVES

■ To understand how community groups makeuse of information.

■ To understand the potential of groups insharing information.

TIME

13/4 hours.

MATERIALS

CHART 24, Paper and pens

The PILLARS guides are unusual in that they aredesigned for use directly with community groups.Much information material is written for trainers orfacilitators – to help them in sharing information.PILLARS guides enable groups to reflect, discussand introduce new ideas without the need for atrainer or facilitator.

This session helps participants to consider the roleof community groups and how this translationwork and the availability of PILLARS guides willbenefit them.

Ask participants to break into small groups basedon their regional location. Ask them to list thenames of the various groups in their area. Theseshould be informal, self formed groups rather thanorganisations. On a chart, ask them to write down:

■ the group name

■ the number of members

■ how many years the group has existed

■ their aims in brief.

The research on which the PILLARS process isbased was carried out with 75 different types ofcommunity groups in Uganda and Ghana. Theresearch drew out clear differences between thedifferent kinds of groups.

The findings revealed four clear divisions withinthe various groups. Show CHART 24 and discussthese differences.

Emphasise that Groups within Level A are usuallyquite new and have not yet established themselveswith a clear sense of purpose or belonging.

Groups within Level B on the other hand have aclear sense of purpose and identity among groupmembers. They may be formed to processfoodstuffs together (eg processing oil, fruit juice) orfor jointly marketing produce or to learn about a

SECTION 41

CHARACTERISTICS OF COMMUNITY GROUPS

LEVEL A◆ No definite aims

◆ Usually encouraged to start byoutsiders

◆ Not yet mobilised

LEVEL B◆ Confident of aims

◆ Sense of identity

◆ Able to share their experiences

◆ Clear leadership

LEVEL C◆ Good leaders who encourage discussion

◆ Strong sense of identity

◆ Open to change

◆ Share knowledge within the group

◆ Confident of their experience

LEVEL D◆ Access to several sources of

information

◆ Able to reflect and plan based on pastexperience

◆ So confident of their knowledge andexperience, they share it with othergroups

◆ Identity more concerned with lookingoutwards at the needs of other groups

CHART

24

SECTION 4 THE SECOND WORKSHOP

new technique such as ox ploughing or bee-keeping. Most groups fall within this division.

Groups located within Level C develop from Bpartly over time and partly depending on the typeof leadership within the group. Powerful, focusedleaders may not encourage the questioning andreviewing of experiences that can develop if thereis confident leadership which is open to changeand new experiences. Leadership whichencourages group members to experiment anddevelop and which allows members to questiontheir role or aim, may mean that the groupdevelops into Level C. Members commonly usetheir meetings to exchange information.

Groups within Level D have a great sense ofconfidence and ownership of their knowledge andexperience. They are not just exploring andexperimenting, they feel they know the solutions tovarious issues, and now they have tried them outwithin their group, want to tell others. Theirconfidence comes partly because they have accessto outside sources of information such asnewsletters, workshops or extension workers. Theirwhole focus is to share their knowledge withothers, because of the benefits and empowermentthey have gained through this knowledge. Thoughthere were not so many groups within this division,their role was very important. Some are likely to goon to form organisations. It generally takes manyyears for groups to reach this stage.

Ask participants to return to their small groups andto discuss these findings and the different grouplevels. Do the groups they had identified earlier, fitinto these levels? If so, which levels. How could

groups be encouraged to move from Levels A andB to Levels C and D?

After about 20 minutes of discussion, ask eachgroup to chose a representative to share theirfindings.

CONCLUSION

Draw together the discussion over the factors likelyto help groups to develop? The research findingsindicated that facilitatory leadership, time and goodaccess to information were the most important. Asense of ownership of information only comes ifpeople can compare their knowledge with outsidesources of information – whether through print,training or radio. PILLARS guides are designed toprovide information directly to groups.

4.5 SESSION PLANThe role of animators

AIM

To highlight the role of animators in sharinginformation

OBJECTIVES

■ Participants will be encouraged to considerhow information is shared within communitygroups.

■ To discuss the special role of animators insharing information.

■ To consider how to support their role.

TIME

30–45 minutes

Participants have already discussed the variouslevels at which groups operate in terms of sharinginformation. Groups are made up of very differentindividuals. The research findings again highlighteda very important role within community groups –that of animators.

The term animator describes someone who‘animates’ their communities, acting as a source ofwarmth and energy, interested in trying out newideas and encouraging others to do the same. Theyfrequently encourage groups to form, though areoften not group leaders – they prefer to play asupportive role. They make things happen within


their groups. They don’t just talk about new ideas,they try them out. They can be young or old, maleor female, well educated or with no formaleducation. In almost every successful group therewill be one, sometimes more.

Ask participants to break into small regionallybased groups. Ask them to think about the groupsthey know well. How can we recognise theanimators in these groups? What role do they playin the group? How can we help channelinformation to them? Are there other ways theycan be supported?

Feed back any important points to the wholegroup.

CONCLUSION

Draw together the comments raised. Finish byreminding participants that many of them may alsobe animators. Challenge them to continue sharinginformation as effectively as possible.

4.6 SESSION PLANDesign and layout essentials

AIM

To consider how material is laid out.

OBJECTIVES

■ To understand the important of the visualimpact of information.

■ To learn simple ways of improving the layoutof training materials.

■ To understand the basics of visual literacy.

TIME

13/4 hours.

MATERIALS

CHARTS 25 and 26

When people want to share information, they oftentend to think just in terms of writing. Little thoughtmay be given to the final appearance of theinformation and how much this influences thepotential readers.

However, the layout and design of informationplays a huge role in how likely people are to readand understand it.

There are three things to consider when presentinginformation.

Text (written or printed words)

Text on a typewriter does not vary in size or colourbut can vary in terms of layout. However, textproduced by handwriting or on a computer canvary considerably in size, colour and appearance.Small sized text means that more writing can befitted onto a page. However, it is also veryuninteresting to read. Newly literate people find iteasier to read larger text. They also find it easier tofollow when text is broken up at the end of thelines (not justified) and broken up by shortparagraphs.

Layout

The overall interest and appearance of text,whether handwritten, typed or computer printed,can be improved simply by the use of largeheadings, space and boxes. These help to break upthe information, making it more interesting to read.The discipline of using layout often means thatmore time and thought is given to short titles, theuse of short bullet points and breaking upinformation. Most writing is greatly improved if itis edited in length (CHART 25, page 44).

Illustrations

Diagrams, photos and illustrations add interest towriting. Sometimes a picture helps to explainthings more clearly. New readers will findillustrations help to keep their interest andencourage them to read on. Using photographs ismore difficult unless there is specialist equipmentavailable.

There are certain important things to rememberwhen using illustrations. Photographs of peoplegenerally mean that people identify their likelybackground. For example, using a picture of aMasaii herdsman to illustrate good techniques forproducing animal fodder will prove very unhelpful.Readers who are not Masaii may feel thisinformation is not for them. Knowledgeable readerswill know that that the Masaii do not producefodder crops and will lose confidence in the

SECTION 43SECTION 4 THE SECOND WORKSHOP

information. Remember that photos are usuallyappropriate for only one geographical area. Goodclear, line illustrations are generally most suitable(CHART 26).

There are certain points that are useful to consider,especially when preparing information for peoplewho have little access to printed information.

■ The concept of scale may not be understood.Try not to mix images of different sizestogether. For example, if showing illustrationsof good hygiene in food, don’t combine adrawing showing a plate of food with a largedrawing of a fly. People may feel they don’thave such large flies and lose interest.

■ When using illustrations of people, try not toshow small parts of the body. For example try

not to show just a hand or a face or a foot, butto show as much of the body as possible.

■ Remember that an obvious symbol – a tick forsomething that is right or good, dotted lines toshow rain or water, or lines to show movement,may not always be understood by peopleunused to printed information.

ACTIVITY

Working in small groups, ask participants toconsider how to present information on two pageson keeping water sources clean (you may want touse other ideas here). Ask them to consider howmuch they should write and what kind ofillustrations could be used. Without actually writingthe text, ask them to do a quick sketch to showtheir ideas. Share with the other participants.


USE OF ILLUSTRATIONS CHART

26

TEXT AND LAYOUTCHART

25

■

■

■

■

■

■

■

■

■

CONCLUSION

Draw out the ideas that participants have hopefullyused in their sketches. Use these too to highlightany points they may have overlooked. Mention thatthe PILLARS guides all use one or moreillustrations on each double page, both for theinterest of non literate group members and forinformation.

4.7 SESSION PLANPoster session

AIM

To focus on presenting one idea as a poster.

OBJECTIVES

■ To put into practise the skills gained in layoutfrom SESSION 4.6.

■ To gain experience in presenting simpleinformation.

■ To illustrate other possibilities of using thePILLARS Guides.

TIME

13/4 hours.

MATERIALS

Photocopies of pages from PILLARS guides, paperand pens.

This session should always be done after SESSION

4.6 has taken place. However, it does not need tofollow immediately, but could take place thefollowing day.

Ask participants to work in pairs. Their assignmentis to look through the PILLARS guide they havebeen using and consider how to presentinformation on one topic as a poster. They canadapt the text or illustrations, insert new ones,think up new headings. This time they are notbeing asked for an outline sketch, but to work onthe actual wording and illustrations. If the quality isgood, these could be produced for all theparticipants to use in their work.

Try to ensure participants choose different topics.It may be necessary to draw people together after10–15 minutes to check the topics selected when

there is time to suggest minor changes if some arethe same.

The participants may wish to continue working onthese after the session has finished. It may behelpful to have two poster sessions to allowparticipants to develop their skills. At some point,encourage participants to present their work.

CONCLUSION

Encourage the participants as they put new ideasand skills into practice. Allow constructivefeedback. Encourage discussion about how theycould use these ideas in their work.

4.8 SESSION PLANPrioritizing subjects for future guides

AIM

To introduce a simple exercise on how to selectpriorities

OBJECTIVES

■ To help participants prioritize the subjectsselected for future guides.

■ To introduce the idea of jointly prioritizingareas of work.

TIME

13/4 hours.

For development workers, each day is likely tobring many problems and concerns that needimmediate attention. However, it is easy to letthese immediate problems take over any long termplanning. We all need to set priorities in our livesand in our work and try to make sure that thesereally do ‘take priority’ and take up most of ourtime. Otherwise we will look back over the pastyear and realise that we have not helped achieveany practical and long term benefits.

Common interruptions that take our time andattention may include:

■ reading the paper

■ visitors needing hospitality

■ friends and relatives needing help withtransport


■ officials requesting assistance for their work

■ lack of fuel to make planned visits

■ losing important documents or letters.

Rather than always dealing with the immediate, weall need to ensure we have a long-term vision aswell and give this our full attention. Here are someideas for a meeting that may help participants learnhow to effectively set priorities.

Divide people into pairs and read this story aloud;

You have just returned from the market and see yourhouse on fire. The entire roof is burning and there isnothing you can do to save the house. You have justtwo or three minutes to take out the five things that aremost important to you. What would you take out?

■ Give people a few minutes to decide which fivepossessions they would take out first.

■ Ask several pairs to share with the others whatitems they have chosen.

■ Then ask each pair to decide which item theywould take out first and why?

■ Explain that they have made a priority list.From all their possessions, they prioritized thefive most important. Then they decided ontheir top priority and gave the reasons for this.

Try repeating this exercise in other ways. Here aresome suggested situations:

■ The community health worker in your communityis leaving to work in the town. The communityneeds to choose a replacement. What are the fiveskills and characteristics that you will look for

when choosing a new health worker? Which is themost important?

■ Consider your work and work situation. What arethe five things that you would like to see improved,changed or achieved during the next year? Whichis the most important and why? What steps canyou take to ensure you are able to achieve this?

■ Consider the people in your district. What are theirneeds for information? What subject would be mosthelpful to choose when planning to write a newPILLARS guide?

Once people have tried these exercises andbecome familiar with the idea of prioritizing, theseskills can be used in any situation. Recordinginformation is important for planning. People canlist the problems or concerns of the people theywork with, or of their organisation, clinic or school.It can be helpful to show this information on achart. People could then indicate which are thepriority concerns. In CHART 27, 25 people wereasked to prioritise between three local problems interms of how common and how serious they were.The issues with the highest scores indicate thelikely priorities for action.

CONCLUSION

Discuss how this exercise could be used in theirown work. Encourage participants to prioritise theirown concerns. Focus on how helpful it has been toselect the next topic in a way that involvedeverybody and that was seen to be fair anddemocratic.


SETTING PRIORITIES.CHART

27

Problem How common How serious Total

Lack of water in dry season

Drunkenness

Few latrines

26

15

9

✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔✔ ✔

✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔✔

✔ ✔ ✔ ✔ ✔ ✔

✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔ ✔

4.9 SESSION PLANPlanning a guide – selecting the topics

AIM

Breaking down a subject into a number of topics.

OBJECTIVES

■ Learning how to identify key topics in anygiven subject.

■ Breaking down a large topic into smallmanageable parts.

■ Identifying practical topics that help people tolearn about a subject.

TIME

13/4 hours.

MATERIALS

As many reference books and newsletters onrelated subjects as possible. Paper, pens.

PILLARS Guides always follow the same format.They are broken up into about twenty double pageunits. One page is for a group to read together witha clear illustration. The other page has discussionquestions for a group leader to read. This design isto make it as easy as possible for groups to use andbenefit from the material without the need for anoutside trainer. However, it has another importantbenefit. By breaking up the subject of the guideinto about 20 topics, it also helps new writers tobegin writing. (CHART 28, page 48) Few people feelconfident to write a book about any subject.However, most people with some experience willfeel they have something useful to share on one ortwo topics, particularly if they are working in smallgroups.

This session helps participants to understand theprocess of writing a PILLARS guide. People do notsimply start writing about a subject and hoping itwill all fit together. Before writing can begin, thetopics need to be identified and researched. For allkinds of reasons, but particularly financial, it isvery important not to have too many topics.Between 20–22 is ideal. The idea is that all guideswill be consistent in their appearance and content.People who pay for a guide expecting 20 or more

topics may be disappointed if there are only 10.Groups who write 30 or more topics will find thatthey do not have the required budget to print thebooklets, not only because there are more pages toprint, but also because a different method ofbinding will be required.

Participants selected the topic for the first Guidethey will write themselves in SESSION 3:10. It isimportant to decide on the topics well before thenext workshop so there is time for participants toresearch and learn more about this topic.

Deciding on the topics can be done as a largegroup, but is probably better done first by breakinginto small groups. Give people 20 minutes to writea list of their ideas and suggestions for topics. Aswell as deciding on the topic, it is helpful toconsider practical activities for some of them.Distribute whatever reference materials areavailable to help people with ideas.

When time is up, pin all the suggestions at the frontand together begin working out a list thateverybody is in agreement with. The facilitatorsmay have an important role to play here as theymay be able to suggest new topics. Alternativelythere may be someone with considerable expertiseamong the participants whose opinion may carryweight. The exact topics will be finalised in thethird workshop after participants have been able toresearch and consider the topics, and consult withother people with expertise.

Participants should also be asked about whetherthey wish to include Bible studies at the back oftheir new Guide. This is entirely optional and willdepend on the likely demand among the targetaudience. If Bible studies are wanted, then againthis will require some preparation.


4.10 SESSION PLANResearching the Information fornew Guides

AIM

To gain an understanding of how to research anygiven topic of information

OBJECTIVES

Participants will:

■ learn how to read and research any given topic

■ gain confidence in arranging meetings withpeople with experience in the topic underresearch

■ identify the key points of their given topics andbegin writing up relevant information

In SESSION 4.9 participants planned the new guidethey will write at the third workshop and broke thesubject up into topics. Individual participants orgroups of participants now need to be given clearresponsibilities to away and research the topicschosen. Participants should come to the nextwoskshop with reference materials, with ideasgained by talking with experienced people andpreferably with some attempt to begin writing upthis information.


AGROFORESTRY

• Introduction to agroforestry

• The benefits of agroforestry

• The names of trees

• Qualities needed for agroforestry trees

• Encouraging tree growth

• Obtaining young trees

• Collecting and storing tree seeds

• Direct planting of tree seeds

• Preparing a tree nursery

• Suitable containers for tree seeds

• Sowing seeds

• Care of young seedlings

• Root pruning

• Hardening off

• Planting out tree seedlings

• Giving young trees a good start

• Alley cropping

• Trees for farm boundaries

• Trees for livestock fodder

• Firewood trees

• Fruit trees

• Moringa – a tree with special properties

• Bible studies

• Checklist of names for useful agroforestry trees

BUILDING THE CAPACITY OF LOCAL GROUPS

• Understanding the purpose of a group

• Working together

• Unity is strength

• The role of leaders

• What makes a good leader?

• How to choose leaders

• The role of Chairperson

• The role of Secretary

• The role of Treasurer

• The special role of animators

• Group members

• Making the most of meetings

• Setting aims and objectives

• Planning activities with the Five Finger method

• Planning in a changing situation

• Measuring progress

• New skills and information

• Local resources

• Outside information

• Keeping records

• Networking

• Looking back (evaluating)

• Bible studies

CHART 28: Examples of contents for PILLARS Guides

Ask participants for suggestions about where theycan find out more information and carry outresearch on the subject chosen for the new Guide.Suggestions should include:

■ local experts

■ newsletters

■ libraries

■ CD ROM libraries

■ reference books

■ government resource personnel and resourcecentres

■ practical research in carrying out some of theideas.

Having extablished the likely information sources,the facilitator now needs to allocate specificresearch topics to certain participants. Though it ishelpful for all participants to read around the topicas much as possible, there is no need for everyparticipant to research every topic in detail.

Break the participants into either regional groupsbased on where they live, or into the same teamsused for translating – if you anticipate that peoplewill want to remain in these groups during the nextworkshop. Ask the participants to briefly discusstheir own experience or interest in any of the

topics listed and how they could research thesetopics. After 15 or 20 minutes ask teams tofeedback any topics they feel would be easy toresearch. Make a list of these. The likelihood is thatthere will be some overlap, but some of the topicsat least, will be allocated to individuals best able toresearch them further.

With the participants help, write out a list of theremaining topics to be covered. Still in theirgroups. allocate these topics to individuals, if at allpossible with their agreement!! Then encouragegroups to discuss how each of them will look intotheir allocated topic or topics. Encourage people toarrange to meet to visit government officials orlibraries. Facilitators should circulate and add theirsuggestions.

Conclude by bringing everyone together andasking each individual to tell the others about howthey will attempt to look into their topic further.Encourage wider discussion if some people stillrequire more ideas and help.

Finish with some practical tips on how to arrangeand conduct visits to local experts or governmentofficials or to libraries. If possible the facilitatorscould act out a couple of simple role plays both on'what not to do' and 'what to do'.

SECTION 4 THE SECOND WORKSHOP 49

Encourageparticipants to

read around theirchosen topic

CONCLUSION

This session will leave everyone with a clearerunderstanding of the new topic they will cover andof all the various pieces of information that will beneeded for them to write material of real benefit. Itwill encourage a deeper awareness of theimportance of coming prepared to the nextworkshop. It may inspire some participants to startwriting.

4.11 Promoting the GuidesThis session is an optional one and depends on thesituation with regard to the printing of the firstGuide. If this has either been printed in time forthis workshop or is likely to be distributed beforethe final workshop, then there is a need to bringforward some of the information from SESSION 5.9

on Marketing and Sustainability. Using CHART 36a,ask the participants, ideally this time in groupsbased on their regional location, to discuss each ofthe these points and then feedback their views tothe other participants.

Share the decisions made by the Lusoga team onhow the printed guides should be distributed andsold. In particular highlight their agreement thateach participant who shared in the production of aguide, should receive 50 free copies for them tosell. In addition highlight their agreed price systemfor discount and stock control.

Pull all these points together with the views alreadyraised. Allow useful discussion around their ownsituation and gain a consensus over the right wayforward for them - at least initially while they havethe first Guide to promote and sell.

CONCLUSION

Suggest that the subject will be revisited at the nextworkshop (when SECTION 5.9 should be repeatedthis time in full) but encourage participants to feelthat decisions have been made to enable them toshare the results of their hard work and enthusiasmas soon as new Guides are printed.


SECTION 5 THE THIRD WORKSHOP 51


The focus of the third workshop moves from thetranslation of existing material to the writing of anew guide in the local language. This focus isessential to the PILLARS process and it isimportant not to let participants continuetranslating existing guides, even if their subject

matter is of great interest to them. They can dothis at a later date. The disciplines of researching,writing and reviewing are of key importance duringthis workshop. Arrange for an artist to spend timeat the workshop, in particular during the third andfourth day when most groups of participants will

5The thirdWorkshop









• Icebreakers• Hopes and concerns• Workshop

committees

• Reviewing progress:a timeline

• Preparing to write anew Guide

• Agreeing the topicsand allocating work

• Electing a committee

• Long termsustainability

• Distributing theGuides

• Agreeing the wayforward

• RLC committeemeeting

• Closing ceremony• Participants depart

• Writing and reviewing in teams

• Marketing andsustainability

• Completion of writingand reviewing inteams

• Final review of newGuide and artwork

• Writing in teams • Writing in teams • Financing the wayahead

• Reviewing in teams

• Writing in teams • Writing tips

• Writing in teams

• Reviewing newwritten material

• Working with artistsand designers

CHART 29: Typical programme for PILLARS Workshop 3

Thursday

Friday

Sunday

Monday

Tuesday

Wednesday

BR

EAK

FAS

T D

EVO

TIO

N

BR

EAK

LUN

CH

BR

EAK

have largely completed their writing and will havea clear idea of what illustrations are needed fortheir pages.

The subject for the new Guide should have beenselected at the previous workshop. The facilitatorsshould try and bring as many reference materialsas possible on the selected subject.

5.2 SESSION PLANReviewing progress – a time line

AIM

To review progress and begin the workshop on apositive note

OBJECTIVES

■ To ensure all participants are informed ofprogress.

■ To develop the sense of teamwork amongparticipants.

TIME

13/4 hours.

MATERIALS

Chalk, large sheets of paper.

By now most participants will regard each other asold friends. Ensure a sense of welcome, sharing of

personal news, relaxation and purpose at thebeginning of this final workshop. It is unlikely thatthere will be new participants present, but if thereare, repeat one of the shorter introductoryexercises from APPENDIX B. Repeat the ‘Hopes andConcerns’ exercise and again allow participants todraw up work teams (see BOX 11 on page 21).

As a means of assessing progress through thePILLARS process, it can be helpful to use a timeline to monitor the ups and downs. It is unlikelythat all stages have gone smoothly. If there havebeen printing delays a time line can helpparticipants feel the process is nevertheless movingahead. Allow participants to draw the time line andencourage people to remember their hopes andconcerns at the beginning of earlier Workshops.Encourage participants to remember particularsessions, meetings or events.

CONCLUSION

Hopefully the time line will finish on an optimisticnote – as new Guides are available, or soon to beavailable. Encourage participants to continue towork really well together and stress that thisworkshop will be very different as they are nowreaching the level of ‘writers’! If the time line hasbeen negative, you will have to work very hard toregain the sense of purpose!


CHART 30: Time line for Lusoga Language Team

WORKSHOP 1

deba

te

finish

ed G

uide

no p

roof

s se

en

proo

fs field

visits

hard

wor

k!

printing

delay

s –

still

no f

inishe

d Gu

ides

FEELINGS

positive

negative

WORKSHOP 2 WORKSHOP 3


5.3 SESSION PLANPreparing to write the guides

AIM

To give participants confidence to begin writing.

OBJECTIVES

For participants:

■ to work effectively together and share theirknowledge

■ to understand that writing a PILLARS guidehas to focus on how the target audience willuse the information

■ to discuss and review written material on aGuide topic.

TIME

13/4 hours.

MATERIALS

Reference materials, sample guides.

At the end of the second workshop (SESSION 4.9)participants agreed the subject for the next Guide.A draft list of topics was drawn up and participantswere asked to research some topics before thethird Workshop. It is quite likely that enthusiasticparticipants will have already begun working ontheir assigned topics. It is also quite likely that they

may have started to write down information atgreat length. This session is often one in whichparticipants suddenly understand the differencebetween writing text on any given subject andwriting a PILLARS Guide, where the emphasis ison how the target audience will use information.People often become excited as they realise howthey are to share information. ‘Now I understandwhat this is all about’ is a common quote.

Talk participants through CHART 31 and draw outhow the materials are to be written.

The text can be only 75–150 words in total. Thisrequires a lot of effort. It is much harder to writesimply and concisely than to write with norestrictions. Participants also need to rememberthat they are writing for readers who are likely tolack much experience of reading. They need toavoid difficult terms and jargon. Each double pageof a guide needs a new title and content. It is notpermissible to simply run over onto more pages.However, lengthy subjects can be broken downwith each double page focussing on a slightlydifferent aspect.

‘Use words as if they cost $5 (insert an equivalentamount in local currency) each.’

This is a good quote to put up on the wall.

The discussion questions also need a lot of thoughtand time. The idea is not to ask basic questions

CONTENT OF EACH TOPICIN A PILLARS GUIDE◆ Title (one line long)

◆ Illustration (as clear, useful andpractical as possible)

◆ Labels for illustration may sometimes beneeded

◆ Text – two to three short paragraphsthat capture the essence of the topic

◆ Discussion Questions (drawing out thekey learning points)

◆ Practical activities (if appropriate)

CHART

31

Reviewing the first draft

which test people on the text, but rather to drawout experiences, to help people to consider whatchanges in practice would be involved and toencourage practical action.

The illustrations are all that non-literate groupmembers will have to look at in the Guides. Theseneed to be useful and provide practical detailswhen appropriate. Careful thought needs to go intodeciding on an appropriate illustration for eachdouble page. It may help to draw a rough outline,or write out in detail what is required. Ideally therewill be an artist present during the workshop.Revise the session on visual literacy (SESSION 4.6,page 43).

Break participants into small groups. If possible,ensure that there is at least one person in eachgroup who has begun writing. Alternatively look atsome of the reference materials available.Encourage discussion of the work already done orof existing materials. How well do they meet withthe PILLARS criteria.

CONCLUSION

Encourage some brief feedback on the differentparts listed on CHART 31. Where do participantsneed to give more attention? Is this concept ofbreaking down the topic into these parts likely tobe helpful for their target readers?

5.4 SESSION PLANAgreeing the topics and allocating work

AIM

To begin work on the new Guide with allparticipants confident of their role.

OBJECTIVES

For the participants:

■ to draw out their knowledge in a way that canbe shared with their target audience

■ to be confident in using their personalexperiences, research findings and referencematerial to write their pages well.

TIME

13/4 hours.

MATERIALS

Reference materials, chart paper and pens.

Return to the decisions made in SESSION 4.10,when the Guide subject was agreed and brokendown into component topics. Encourage feedbackon how well participants have been able toresearch their given topics. Discuss the list oftopics. Are there new topics that people feel havebeen overlooked? Has too much space been givento others?

A number of changes are likely now thatparticipants have come equipped with moreknowledge and ideas. Remember that the numberof topics should ideally remain at around 20–22.Gain a consensus over the final list of topics. Itmay be helpful to list what each topic will contain.

Having finalised this, participants need to formteams of three or four. They may wish to continuein the same teams as earlier workshops. However,some changes due to their expertise in the subjectarea may be appropriate. Work out the first pageseach group would like to tackle. Remember not toforget the Bible studies, if participants want toinclude some, as these will also require a lot ofwork. Ideally these should relate to the Guidesubect and topics covered.

CONCLUSION

Ensure everyone knows what they are doing andcan begin work after an energizer. Set aside time tosupport certain groups with difficult topics forwhich they may need extra ideas and help withreference materials.


A Zande team

5.5 SESSION PLANWriting tips

AIM

To improve writing skills.

OBJECTIVES

For the participants:

■ to be able to write simply and concisely

■ to agree on particular terms and spellings.

TIME

13/4 hours.

MATERIALS

Chart paper and pens.

Writing is a skill that can be developed only bypractice. This session can be used as a short breakfrom the ongoing writing and reviewing process. Itcan provide a helpful reflection and revisionsession. Ideally, this session should be led by theeditorial committee. It gives them an opportunityto highlight any spellings, terms, words from otherlanguages and any other issues they haveobserved.

Facilitators can also reinforce many of the earlierideas about writing simply, using as few words aspossible. Encourage participants to write in a waythat draws out and shares knowledge, rather thantelling people information. Recognise the wisdomand experience of the target audience.

Encourage participants to think of one or twopeople they know well, who will be among theirtarget audience. Keep them in mind as they write.

Review grammar, spellings, use of accents, andagree on terms to be used. Review how to breakup long sentences. For example, one group maywrite several pages using one particular term, butanother group of participants may be using acompletely different term on their pages.

Are there opportunities to draw out ideas thatencourage cultural traditions and promote pride inthe readers’ language and tribal group? Arebeneficial cultural practices or proverbs included?This guide is being written for their own language

group. Use the opportunity to build up culturalpride in positive ways.

CONCLUSION

Encourage as much feedback and discussion aspossible. Towards the end of the session, as onelarge group, agree on some rules for the ‘problem’spellings and terms discussed.

Some participants are likely to become very goodwriters. Others may struggle. Use this session toencourage everyone’s writing ability.

5.6 SESSION PLANReviewing new written material

AIM

To provide a useful process for checking all newwritten material.

OBJECTIVES

For the participants to:

■ understand the importance of effectivereviewing

■ to be able to review materials written by others

■ be comfortable in allowing others to reviewmaterials they have written.

TIME

To continue over many sessions.

MATERIALS

Pens of different colours and plenty of flipchartpaper and tape.

OVERVIEW

Once a new script has been written, it will need tobe reviewed several times before it is ready forpassing to the Designer. It will need to beproofread again after the Designer has preparedthe final draft for the Printer. A typical routethrough the review process is given in BOX 12,page 56.

Reviewing can be a boring process; but it isessential if the final printed material is to beaccurate and consistent. The tips in BOX 13, page56, will help!


INTRODUCTION

Return to the issues of quality raised in Workshop 1. Emphasize the importance ofreviewing our work. Everyone’s work needsreviewing; not just the work of a few.

Outline the stages of Review using CHART 32, asummary of BOX 12. Ask for questions and hold anopen discussion.

Having motivated the team as to why reviewing isso important, now introduce to them how yousuggest they do. Remind everyone of the GroundRule to Respect Others. Review comments and

suggestions must be constructive; they shouldencourage not discourage.

Now that all the groups have finished writing a newpage of material together with discussionquestions, we can begin to set up a system forreviewing the new material. (With the printedguides, mention that this stage has alreadyhappened – usually a couple of times over!) Issueseveral sheets of chart paper, pens and maskingtape to each group.

Ask groups to write their translations in largewriting, no more than about 40–50 words on asheet of chart paper. Ask them also to consider thesuggested diagram; will it be appropriate or arechanges needed? If so, what? Do not forget totranslate the diagram title or labels.

Emphasise the importance of numberingevery page of chart paper. Ask them to labelthe top right-hand corner with the pagenumber and Guide name. It helps to alsowrite the English translation of the topictitle. (CHART 33, page 57).

Explain how the rest of this and other reviewsessions will happen. Pairs of writing groupsshould swap over and review each other’s work. Ithelps to have an even number of groups, ifpossible.


● Vary the sessions in the timetable

● Don’t ask participants to review for too long atone time

● Mix reviewing sessions with writing sessions

● Plan a completely different session at least oncea day (especially after lunch!)

● Use frequent energizers

BOX 13: Tips for relieving boredom

A TYPICAL ROUTE THROUGH THE REVIEW PROCESS◆ New material is written and then copied

on to a flipchart

◆ First Review by a Review group

◆ Second Review by the Writing andReview Groups together

◆ Typing

◆ Third Review of the typed copy

◆ Fourth Review – proofreading organizedby the Editorial Committee

◆ Sent to Designer

◆ Final proofreading before printing

CHART

32● The ‘Writer Group’ writes a new script onto

flipchart

● First review – by a ‘Review Group’ that includesone of the ‘Writer Group’. They make changesbetween the lines on the flipchart in a differentcoloured pen.

● Second review – the Review and Writer groupsget together to agree changes.

● The flipchart is typed and printed on A4 paper.

● Third review – participants work in pairs tocheck the typed script.

● Fourth review – an individual with proofreadingskills is commissioned by the EditorialCommittee to do a final check before passing tothe Designer.

● After the Designer, check final copy before goingto the Printer.

BOX 12: A typical route through the review process

We have found it best if one member of eachwriting group remains with the groupreviewing their work. Then that person canexplain why they translated phrases in the waythey did. The review group should use a differentcoloured pen to write any suggested changes onthe flipchart in between the lines of the originalwork.

Refer the participants to the Translation Checklist(on the wall from SESSION 3.6). The same checklistcan be used in reviewing work.

DEVELOPMENT

Reviewing in groups – the ‘first review’

The review groups study the work of the writinggroups sentence by sentence. They suggestchanges and write them in between the lines of theoriginal work.

The facilitators should move round from group togroup. Watch the group dynamics and listen to thediscussion. A healthy argument is good; but theright attitude of everyone taking part is soimportant. Intervene only if necessary.

Reaching an agreement – the ‘second review’

The two groups in each pair gather round one setof flipcharts for 10–15 minutes, then move to theother set.

Discuss the suggestions the review group has madeand come to an agreement on the changes needed.

Reflection

Gather everyone together to discuss progress andto reflect on the process. Are there any problems

that all groups faced? Are there any learning pointsor tips? Do the facilitators have any observations?

CONCLUSION

Encourage the participants. The translation andreview process may have been a struggle but theyhave made good progress. They are learning all thetime and will find that it gets easier!

5.7 IllustrationsIn Workshops 1 and 2, participants may havesuggested changes to some of the availableartwork to make it more appropriate for the localsituation. However, they are unlikely to have had togive much attention to the selection of newartwork. Considering appropriate illustrations is animportant part of the writing process. Theillustrations in the PILLARS guides are not justthere for interest. They should also share usefulinformation. they should stimulate ideas anddiscussin. They are also the only part of the Guidewhich non-literate members will enjoy. It isimportant that the illustrations are given time andconsideration. They are an important part of theprocess, not something to be added on as anafterthought. Clear illustrations will reduce theneed for text.

If possible an artist should be found before thisfinal workshop and invited to attend for days threeand four so that they can both understand theprocess and target audiences better, and for thewriting groups to discuss possible illustrations withthem face to face. Sometimes there may even bean artist among the participants! Artists should bechosen both on the quality and clarity of theirwork, on personal recommendations and ideallyalso on their sympathy and enthusiasm for thework in hand. They also need to be familiar withthe living conditions and culture of the targetaudience.

Refer back to SESSION 4.6 (page 41) on the use ofillustrations. Remind participants of the variousthings to consider when selecting illustrations.Whenever possible, they should show the wholebody, the component parts should be kept to scaleand symbols kept to a minimum. Drawing shouldbe as lifelike as possible and reflect local culture.The drawings should stand alone, so they could


CHART

33

p7

Keeping accounts


also be used for posters etc. Keep one stylethroughout the guide. In general it is not a goodidea to use a few from one artist and the rest fromanother artist. If possible, field test the illustrationsbefore printing.

If artwork is not done with the artist present, makesure that very clear instructions are written out,ideally with a rough sketch.

Build up a good relationship with an artist forfuture work. Establish ownership of the artwork atthe beginning. Will PILLARS Regional LanguageCommittee own the artwork and keep the originals,or will the artist retain ownership – and thus usethem for other purposes?

5.8 SESSION PLANFinancing the way ahead

AIM

To review key financial issues and possible ways inwhich the Regional Language Committee couldachieve financial sustainability.

OVERVIEW

The participants will already have raised manyfinancial issues in discussions during timetabledsessions and informally during breaks. Encouragethese discussions. Be fully open and realistic withwhat the current situation is. For example, you mayhave sufficient funds to run three workshops and to

print three PILLARS Guides; but after that theparticipants themselves will have to decide howsustainability can be achieved in the long term andwhat committees and systems need to be set up todo this.

The session method is a mixture of presentationwith plenty of pauses for clarification anddiscussion. This session plan will need adaptationto your local circumstances. Cut out bits that arenot relevant; add bits that are. The purpose of thissession is not to make decisions but to open up theissues for discussion.

OBJECTIVES


■ review the issues about achieving long termsustainability

■ discuss options for the way forward.

TIME

13/4 hours.

MATERIALS

Pre-prepared flipcharts. Masking tape. If possible, ahandout including the information given in thecharts.

INTRODUCTION

Give the objectives of the session. Remindparticipants of the overall purpose of PILLARS:‘To stimulate the sustained production in languages

Encourage open discussionabout financing the way ahead

that are useful to local people.’ It will help to haveCHART 10 available.

Emphasise the importance of sustainablity. Theaim is not just to run three workshops, produce afew PILLARS Guides and for it to then end. It is totrain a local language team and to set up a systemfor sustaining production. Say that at this stage youwant to raise the issues. Decisions will come later.

Using CHART 34 give an overview of the session.Say that more than one option may be appropriateand that the best way forward is to try all of them.

DEVELOPMENT

Building in sustainability

Show CHART 35. Present each point in turn.

Any funds available at the moment are for startingup the PILLARS process. They need to be wiselyinvested. A revolving fund, probably a newPILLARS bank account is needed.

How decisions are made and how the fund ismanaged must be open and transparent. Opendocuments are part of this. Records ofcorrespondence and minutes of meetings areneeded; accurate budgets and accounts also. Andthese documents must be open to any member ofthe team.

We need to optimise costs. Usually this meanskeeping costs to a minimum. But we must maintainan effective operation and quality product. Andsometimes you cannot get this for the lowest cost.But generally design and printing will be donelocally. And difficult decisions are needed for

example on the number of copies of a PILLARSGuide to be printed. If you only print a few, thecost per copy is very high; the more copies areprinted, the cost per copy falls. But if too manycopies are printed, the overall cost is high; theymay take a long time to sell. There may be storageproblems; damp, rats and thieves to name just afew. And funds will be locked up in those storedcopies until they are sold, with the danger ofinflation and devaluation of the currency.

The funds will not revolve if the printed copies donot sell. The Guides must therefore be marketedvery effectively. We need to maximize income byproducing quality Guides that people want and at aprice they can afford. Again difficult decisions willneed to be made on the sale price of the Guides.Should the sale price be on the cover?

Pause here and ask for comments and questions.

Funding from within the country

Show and discuss a CHART similar to 36 (page 60).You will need to adapt to to your local situation.You could add examples of possible commercialsponsors or Government sources of funds. Allow


FINANCING THE WAYAHEAD◆ A hard struggle with no guarantee of

success

◆ What are the options?• Building in sustainability• Funding from within the country• Funding from outside the country

◆ Applying for funding

CHART

34

BUILDING INSUSTAINABILITY◆ Setting up a revolving fund

◆ Openness in decision making andmanagement of the fund

◆ Open documents; records,correspondence, budgets and accounts

◆ The need to optimize costs, eg localdesign and printing, number of copiesprinted

◆ The need to market effectively• maximize income• meet real demand• achieve a quality product• get the price structure right

◆ Build in rewards for all involved –buyers, writers, designer, printer,wholesalers, retailers

CHART

35

time for discussion. Which ideas seem morerealistic than others? Some possible sponsorshipmay be ethically unacceptable; for example from atobacco firm. What do participants think?

Funding from outside the country

Again, CHART 37 will need to be carefully writtento suit the situation in your country. Show anddiscuss the chart.

Applying for funding

In this section provide some tips on how to applyfor funding. Avoid raising hopes unrealistically;better to be pessimistic than optimistic. Use yourown experience to help participants to target theirefforts most effectively.

Emphasise the need to try and find out want eachdonor is interested in, before you apply. Seekadvice. It is very disheartening to have manyapplications rejected. If possible, visit their office.Donors may have their own forms for applying forfunding.

Using CHART 38 describe the differences between aConcept Note and Project Submission. Generally

only a Concept Note is needed at first. Offer tofollow it by sending a more detailed ProjectSubmission with other documents.

Using CHARTS 39a and 39b, (page 61) describe theformat of a typical Concept Note or ProjectSubmission. It would help greatly to have thisinformation also on a handout.


APPLYING FOR FUNDINGRESEARCH FUNDERS AND THEIRINTERESTS BEFORE APPLYING◆ A Concept Note

• an ideas paper• short, only 2–3 A4 pages

◆ A Project Submission • more detail • 8–12 pages plus appendices and other

documents, eg work plan,accounts/budget, constitution,minutes, examples of work

CHART

38

FUNDING FROM OUTSIDETHE COUNTRYTYPES OF FUNDERS◆ Government Organizations

• Multilaterals funders – eg World Bank,Unesco etc.

• Bilateral funders – eg USAID, DFID,GTZ etc

◆ International NGOs – eg Action Aid,CARE, Tearfund

Note Increasingly they channel theirfunds through partners, eg Nationalgovernment and NGOs – not directly tosmall community based organizations.

National NGOs may have good contacts andmay be able to help with advice, proposalwriting and project management.

CHART

37FUNDING FROM WITHINTHE COUNTRY◆ Support from individuals?

• fund-raising events?• rich people?

◆ Commercial sponsorship?• local manufacturers?• local newspapers?• local printer, publishers and

booksellers?

◆ Sponsorship by topic? eg• Nutrition – local food processing

companies?• Micro-enterprise – local banks?• Agriculture – local sugar company, tea

or coffee exporter, brewery?

◆ Think local

◆ Government – are support or fundsavailable?

CHART

36

There are likely to be plenty of questions. It maybe appropriate to continue this in plenary; or youcould divide in groups to discuss the many pointsraised.

CONCLUSION

This has been a complex session in which manyideas and issues have been raised. You want theparticipants to ‘sleep’ on the ideas, to continuediscussing amongst themselves. Link forward towhen you plan for some decisions to be made laterin the workshop.

5.9 SESSION PLANMarketing and sustainability

AIM

To reach agreement on a system for marketing theGuides so that enough funds are generated andavailable in the future for developing newmaterials.

OVERVIEW

The emphasis from the start has been onestablishing the sustained production of printedmaterials in the local language. Developing andprinting the Guides is only part of the task. Weneed a system for generating income from the firstGuides produced; part of that income can then beused as a revolving fund for the production ofmore materials. Some of these issues were raisedpreviously; see SECTION 5.6. Decisions are needed.

But income and finance are only one aspect ofsustainability. The enthusiasm and motivation ofeveryone taking part is also very important; so, asdiscussed in SECTION 2.3, there need to be rewardsand incentives built into the system. Ownership ofand participation in the process are very importantin this; but so are financial incentives that give amodest reward for all the hard work andcommitment involved.

OBJECTIVES


■ continue to review the issues about achievinglong term sustainability

■ decide on how to store, market and sell theprinted Guides


FORMAT FOR A TYPICALCONCEPT NOTE OR PROJECTSUBMISSION◆ Title

◆ Name of group submitting

◆ Summary in three sentences• What you want to do• Why• What you are asking for

◆ Background information• Location, peoples, needs, statistics• History of the group; what has

already been done

◆ Description and rationale of proposal• The purpose – why you want to do it;

the problem that you want to address;the change you want to happen

• What you plan to do• For and with whom?• The assumptions are you making• How you will monitor and evaluate

progress

CHART

39a

FORMAT (continued)◆ Say who was involved in the

planning

◆ Implementation• What is the timescale?• Start? Steps? Finish?• Who will participate? What

partnerships are needed?

◆ Finance• The overall needs and budget• Your local input, both financial and

non-financial, eg voluntary work• What are you asking from the donor?

◆ Sustainability• How will you try to make sure the

project is sustainable?

CHART

39b

■ agree on ways of giving incentives to thoseinvolved.

TIME

At least three hours.

MATERIALS

Masking tape. Flipchart paper and pens. Pre-prepared charts. CHARTS 40a, 40b and 40c maylook difficult to prepare; don’t worry, you don’tneed to be a good artist for participants torecognize what is happening! If possible a handoutof CHARTS 41a and 41b (page 63).

INTRODUCTION

Remind participants of discussions held in earliersessions to do with financing the way ahead. Saythat the time for decisions has come. If one or twoGuides have already been printed, give an updateof the situation.

Point out that if everything goes according to planthey, the Team, will eventually have perhaps threeGuides printed, with perhaps 5,000 copies of each.If the sale price of each is, for example, $1, thesewill have a total value of:

3 Guidesx 5000 copies of each x $1 per copy = $15,000

Say that there are three possible ways forward.Show CHARTS 40a, 40b and 40c. Try and keep theatmosphere humourous. Ask participants todescribe each scene in turn. What is happening?What is the cause? What is the result?

Say that we need to decide which option to takeand how to move forward with some vitalquestions.


SCENE 3● Good management

● Everybody happy

● Continue writing

● Produce more Guides

SCENE 1 ● Sell the Guides

● Pocket the money

● Relax

● Produce nomore Guides

CHART

40a

SCENE 2 ● Fight over the money

● Finish with bad feelings

● Produce no more Guides

CHART

40b

CHART

40c


DEVELOPMENT

Outlining the issues

Show CHARTS 41a and 41b. Present eachdiscussion issue in turn, adding more detail to thequestions.

The funds will not revolve if the printed copies donot sell. The Guides must therefore be marketedvery effectively. We need to maximize income byproducing quality Guides that people want and at aprice they can afford. Again difficult decisions areneeded on the sale price of the Guides. Ask againabout whether the sale price be on the cover?

Ask if there are any points of clarification.

Divide participants into three or four groups. Askthem to discuss the questions. Ask them to preparea flipchart of their suggestions for presenting to thewhole group. Emphasise that the simpler thesystem the better.

Feedback and agreement

Invite each group to feedback their suggestions.Facilitate a plenary discussion. Aim for reaching anagreement on each question. Do this in whateverway you think best. It may be necessary to vote oneach question. Try and avoid this if possible;hopefully there will be solutions that everyone ishappy with.

In BOX 14 (page 64) are the decisions made by theLusoga Team in Uganda. You may find themhelpful as a source of ideas for keeping yoursystem as simple as possible.

5.10 SESSION PLANElecting the Regional LanguageCommittee

AIM

To set up a Regional Language Committee that willco-ordinate and steer future activities and ensuresustainability once the facilitating organisation haswithdrawn.

OVERVIEW

The participants have already discussed many ofthe issues around the need to set up ways forsustaining activities in the future. The organisationthat has facilitated the process so far will bephasing out its support. Hopefully it will be able tocontinue to give advice and encouragement butbasically the Regional Language Team needs to beable to operate on its own.

DISCUSSION ISSUES – 2◆ How do we pay those outside the

team for work done? eg• expert proofreaders• printer• designer

◆ How do we co-ordinate marketing? eg• How many free sample copies?• To whom? Covering letter?

◆ What records are needed? eg stock instore, wholesale sales, retail sales.

◆ How do we set up and manage arevolving fund? Do we need a new bankaccount?

DISCUSSION ISSUES – 1◆ When the Guides are received

from the printer’s, how will they bestored? Free from theft, rats, damp,termites and fire. • Where? On more than one site?• Who will look after them?

◆ What should be the:• retail price to the public?• wholesale price for large quantities?

◆ How do we give a fair reward to thoseinside the team for work done such as:• writing / translating / reviewing• storing• selling and marketing• committee work

CHART

41a

CHART

41b


This session will probably follow that on Marketingand Sustainability in which many key decisionswere made. Decision-making continues in thissession as the Team decides on the type ofCommittee they want and who should serve on it.

OBJECTIVES


■ discuss the type of Committee they want

■ elect members to serve on the Committee.

BOX 14: Decisions made by the Lusoga Team

NOTE For simplicity, US$ are used instead of Ugandanshillings.

The Lusoga Team agreed the following points:

● Storage – the Guides would be stored in threesecure places in different parts of the languagearea. A storekeeper should be appointed at eachstore.

● Price System

• Price per copy (printed on the cover) $1

• The printers to pack 50 copies of each Guide per box

• Value of a box of 50 copies if sold $50 individually

• Wholesale price of one whole box of $4550 copies (10% discount)

• Wholesale price for four or more boxes $40(20% discount)

● All members of the Team involved in producing aGuide would receive as payment one box free worth$50. They could sell these copies for their ownincome. When that box was sold they could buymore boxes. The more copies they sold, the moreincome they made. Several members could agreetogether to buy four boxes at the 20% discountrate.

The Team agreed that only unopened boxes couldbe sold from the stores. The storekeeper couldhowever, just like anyone else, buy a box, open itand sell individual copies. The storekeeper wouldreceive no extra payment.

It was agreed that committee members would notreceive any extra payment for their committeework; they would receive one box free and couldgenerate their own income through sales, just likeeveryone else.

● Proofreaders (if needed), designers and printerswould be paid in cash depending on agreementreached before the work was done. Suchnegotiations would be a job of the Committee.

● 50 copies of each Guide would be used as freesamples for marketing purposes; for example to sendto potential buyers of many copies; targetedgovernment offices, NGOs etc. The Team agreed a listof such possible buyers. The Committee would draft acovering letter on letterhead paper.

● Stock Records and Receipt books would be neededto keep transfer and sales records of boxes into andout of the stores. Guides would be sold from thestore only in unopened boxes; so receipts would notbe needed for the sale of individual copies, only forwhole boxes. This would simplify record keepinggreatly.

● A bank account would be set up for the revolvingfund.

Assuming that the initial funds available wereenough to produce three Guides of 5000 copieseach, the minimum amount available for starting theRevolving Fund would be:

FOR EACH GUIDE BOXES

• 5000 copies printed with 50 per box 100

• minus one box of 50 free marketing copies 99

• minus one box given to each team member* 79

(*The Lusoga Language group had 20 members, giving a total of 20 boxes)

The minimum income into the revolving fund should be:

• 79 boxes at $ 40 TOTAL $3,160

• Minimum income from TOTAL $9,480three Guides

TIME:

11/2 –3 hours

MATERIALS

Flipchart paper and pens. Masking tape. Smallpieces of card, eg 12cm x 8cm.

INTRODUCTION

Give an overview of the session and its objectives.Refer back to previous sessions in which issuesabout sustainability were discussed.

DEVELOPMENT

Committee roles

Use your own judgement as to whether it is best todo this section as a whole team or in small groups.If there are less than say 20 participants, try it as ateam.

Show CHART 42. Ask participants if they want atthis stage to add other officer titles to the list.

Brainstorm the roles that the Committee will needto have. Write each role on a piece of card. Stickthese cards onto a separate piece of blank flipchartpaper.

When you have a more or less full list of roles,discuss each card in turn and stick it alongside theofficer titles on CHART 42. If it becomes clear inthe discussion that more officers will be needed,then add their titles. BOX 15 (page 66) gives anexample from the Lusoga Team in Uganda.

You may want to discuss other issues; for examplethe need for sub-committees or the distribution ofofficers in terms of gender or geographical locationwithin the language area.

Electing the Committee Officers

Now we need to elect the officers onto theCommittee. Ask members how they want to electofficers. Reach agreement on the way forward.

It may be appropriate at this point to take a break,for drinks, for a meal or even overnight to allowteam members to discuss amongst themselves.

Carry out the election in the way agreed.

The first official meeting

Ask the newly elected officers to conduct the firstofficial (and very brief) meeting. The main item onthe agenda is 'Any other business'. Agree anyoutstanding action points, for example:

■ date and venue of next meeting

■ research needed in preparation of next Guide

■ method of communication between members.

(If you have not already done so, produce ahandout with everyone's contact details)

CONCLUSION

It’s time for celebration!

5.11 Certificates and closing ceremony

AIM

To send participants away feeling positive andhighly motivated.

Relaxing at the end of the closing ceremony


COMMITTEE ROLESOFFICER ROLE

Chairperson

Secretary

Treasurer

OTHER OFFICERS

CHART

42

TIME

13/4 hours.

MATERIALS

Certificates (see APPENDIX F for an example), foodand drink.

Few people need any advice on arrangingceremonies! A closing ceremony is entirelyoptional but it is good to finish on a high note.

Consider inviting someone from the localauthorities to attend and perhaps present thecertificates. This may have the extra benefit ofinforming them of the exciting developments withthe production of resource materials in the locallanguage. They may be able to play a positive rolein promoting and marketing the guides. Providethem with a sample copy or two in advance of theceremony.


OFFICER ROLE

Chairperson ● Advocacy and promotion of the Language and the Team to:

• the Office of the Kingdom of the Busoga

• Government offices at local, district and regional levels

● Co-ordinating policy development and planning

● Overseeing implementation

● Co-ordinating any sub-committees (eg district or task)

Secretary ● Informing members of meetings and other activities

● Keeping records; minutes, correspondence, reports, storage

● Managing storage of Guides

● Liaison with Storekeepers

Treasurer ● Chairing a Finance sub-committee

● Producing budgets

● Keeping accounts

● Producing financial reports

● Writing funding proposals as necessary

Marketing officer ● Chairing a Marketing and Sales sub-committee

● Co-ordinating sales promotion

● Publicity

● Liaison with the media

● Organising launches and other marketing events

Cross-cutting roles ● Promoting the languagefor all the Team

● Advocacy

● Selling Guides

BOX 15: Possible suggestions for Committee roles

SECTION 6 PLANNING FOR THE FUTURE 67

6.1 Preparing for printing – thePILLARS production process

AIM

To ensure the production process progressessmoothly towards printing.

OBJECTIVES

■ To understand the production process.

■ To work efficiently with designers and artists.

■ To deal confidently with printers.

After the workshop is over, facilitators will want torelax. Then life gets back to normal. Translatedmaterials may linger in a drawer, or be passed tosomeone for proofreading and given a final check,and then forgotten about.

The need to ensure thorough and rapid processingof the materials for print is essential. It will be veryunhelpful if a few weeks before the secondworkshop, facilitators remember they need to movethis process along – too late to have anything readyfor the next workshop.

On the first day back at work, before taking upother priorities, arrange for the work to be typedand proofread by one or two outside people withexpertise in the subject area. Arrange for anymaterials you have promised to copy to be sentout. Then begin to investigate printers. Take localadvice from others who have used printers.

THE CD-ROM

This is provided to make life as easy as possible forthe designers. It contains:

■ document files in both QuarkXpress™ 3.3 andPageMaker® 6.5 format for each of the existingEnglish and French Guides, together with allthe image files required

■ templates for creating new Guides

■ files which can be modified to produceletterheads and a certificate for use by localgroups.

Please note, however, that the fonts are notincluded, for copyright reasons. The existingPILLARS Guides use the Amasis font family fromMonotype, and Zapf Dingbats and the HelveticaCondensed font family from Adobe Systems.

For translations of existing Guides, the newlanguage simply needs to be dropped into the filein place of the English or French, ensuring that theappropriate style-sheets and other formatting areapplied to match the original. All the layout,illustration and format are provided. For newwriting, sample page formats are provided to workfrom. People with experience of PageMaker® andwith access to suitable equipment may find theycan do much of the work themselves – and canproduce material to photocopy without the need touse a designer or printer. People who either lackaccess to a computer or who lack time orexperience, can simply provide the disc togetherwith the new translated material to a designer.

THE PRODUCTION PROCESS

■ Type finished text into word-processor (eg MSWord on a PC) and get several people to checkeverything very carefully. Make back-up copiesof the file.

6Planning for the future

■ Find a well-recommended artist. If possibleencourage them to attend for a day or moreduring the final workshop. Provide a clear list ofall the required illustrations. Agree a daily rateof pay. Three days work for the illustrations forone Guide should be adequate.

■ Find a well-recommended designer and agreetheir role, responsibilities, costs, deadlines andpayment terms.

■ Pass the work to a designer on a disc with thework saved as a text file (in .txt or .rtf format).Give them a paper copy clearly marked to showwhere drawings go, the PILLARS CD-ROM andany new drawings.

■ Check the first proof and circulate to themembers of the editorial committee – oranyone else who is willing to check the proofscarefully.

■ Compile the returned proofs. Using a red pen,very clearly mark changes to the proofs.Sometimes decisions will need to be made asdifferent proofreaders may make conflictingchanges. Type out the changes as well forclarity. Return to the designers.

■ Select a printer and agree written a briefregarding responsibilities, costs, deadlines,delivery and payment terms (ensuring printerunderstands arrangement of pages and ishappy with quality of artwork).

■ Ask the printer to keep the plates, in order tominimise any future reprint costs.

■ Check the quality and quantity of finished print.

THE ARTIST’S WORK

(Try and use one artist all the way through forconsistency.)

The artist should:

■ Meet with the Regional Language Team tounderstand the purpose of their work and theirtarget audience of community groups.

■ Provides sample work in good time for thetranslating team to approve.

■ Produce final artwork in black ink ready forprinting.

THE DESIGNER’S WORK

Using the PageMaker® files on the CD-ROM, thedesigner is responsible for laying out the pages –either overwriting the original English version withtranslated text or laying out new material to thesame format using the template provided.

The designer should:

■ Provide a first draft and send for checking tothe facilitating organisation.

■ Make corrections.

■ Repeat checking process a further time if therewere a number of corrections, until the print-out is correct.

■ Print out final copy using a good quality laserprinter and paper.

THE PRINTER’S WORK

The printer will agree a written brief with theRegional Language Team or facilitating organisationregarding responsibilities, costs, deadlines, deliveryand payment terms.

The printer should:

■ Check quality of artwork.

■ Make plates.

■ Print sections (sheets containing several pages).

■ Arrange finishing (folding, collating, staplingand trimming the printed sheets to makebooks).

■ Check quality and quantity of finished print.

■ Arrange packing and delivery.

■ Store the plates, in order to minimise reprintcosts.


Several careful reviews and checks are needed.

6.2 Working with a designerPeople with some experience of laying outdocuments using computers and PageMaker®, willfind the CD-ROM makes the design process verystraightforward. However, the work needs to bedone carefully and will take some time.

For translations of existing Guides, it may bepossible to avoid the cost of using a designer.However, when new material and artwork needs tobe laid out, most groups will find it helpful to use adesigner. It may be beneficial to start work with adesigner from the beginning so that theyunderstand the PILLARS process well by the timethey start doing the new Guides.

Before using a designer, ask other organisations fortheir recommendations, obtain quotes and thenmeet with a few people before deciding on theright person. Show them an existing Guide, and tellthem you want a similar layout. The work ofdesigning a translated Guide is likely to take two tothree days’ work initially, with some further workon proofs or supervising printers if requested.Designing a newly written Guide with newillustrations is likely to take an average of eightday’s work. Ideally you want someone who isexcited by the idea of producing materials in locallanguages, who may become an advisor and asupport to the group for many years to come.However, you may need to settle for someone whowill just do a good professional job! A gooddesigner is likely to have personal experience of anumber of printers.

6.3 Working with printersDon’t wait until you have the final copy ready forprinting before you start to look for a printer.Finding the right printer is likely to take some time(unless you are already regularly using one you arehappy with).

You may only have one or two printers to choosebetween locally. However, it is also possible to usea printer in a large town or the capital city as longas you can come to an agreement on the deliveryof the materials. In a large city you may find over50 printers to choose between.

Begin by researching the quality of printedmaterials produced by a variety of printers. Visit alocal bookshop, study printed reports, magazines,school textbooks. Look for the name of the printerand examine the general quality and appearance oftheir work. Ask for advice from other organisationsabout what printers they use, and how satisfiedthey are with their work. When you have narrowedthe choice of printers down you are ready to makecontact by phone, fax or e-mail or preferably visitsome offices and provide them with a specification.

In BOX 16 is an example (in printer’s language) ofthe specification you are likely to require.

NOTES

If 100gm paper is difficult or expensive to obtain,then 80gm quality may be adequate, but ask for asample to make sure that the ink doesn’t showthrough the paper too much. Don’t accept less than80gm.

Take a copy of an existing Guide with you as anexample and ask if the printer can match thequality.

If you have the resources, you can request colouron the illustrations inside as well as on the cover.However, this increases the cost considerably, forboth design and print.

Ask for written quotes and compare what differentprinters are offering. The cheapest quote is not


No of copies 3,000required

Format A4 saddle stitched booklet

No of pages 48pp + cover (or maybe 52pp +cover – must be multiples of 4)

Type of paper Inner pages printed black on100gm (or 80gm) uncoatedstock

Type of cover Printed outside only, black andPantone 130 (a yellow ochrecolour) on 250gm gloss board

Artwork Supplied as A4 laser prints

BOX 16: Sample print specification


necessarily the best. Consider all the otherinformation you have gained about the reliabilityand quality of the printer.

How many should we print?

The cost of printing per copy is greatly reducedafter 2,000 copies are printed. Don’t plan to print1,000 and then find you need another 3,000 copieswithin a few months. Always try and print as manycopies as the Committee think they can use – andcan comfortably store. If resources are limited itwill prove more economical to print many copiesof one Guide, sell them and then print another –than to print a short run of two or three Guides.

PRINTER’S CONTRACT

To avoid any problem with printers, werecommend drawing up a contract with thembefore the printing begins (BOX 17).

PRACTICAL TIPS TO CONSIDER

■ The number of pages (excluding the cover) canonly be a multiple of 4 (eg 48 or 52) – so if youhave 49 pages of artwork, you can either payfor a 52 page book, see if the designer cansqueeze everything into 48 pages, or considerprinting on the inside back cover.

■ Many printers work on larger sheets of paper(known as ‘sections’) which are then cut intosmaller pieces after printing. This usuallymeans that the most economical number ofpages (excluding the cover) will be a multipleof 8 (eg 48 or 56).

■ Ask to see proofs of what the final print qualitywill look like, before they print the wholebooklet. This may help prevent serious errors.

■ Check, check and check again before givingmaterial to the printers. If you find a mistakeafter printing has begun, it will be very, veryexpensive to make changes.

■ Be confident when meeting with printers! Don’tworry about your lack of experience. Goequipped with the facts and figures providedabove and remember you are the customerwith money to make the order. Make sure it’swhat you want!

■ Printers work from different products. The fileson the CD-ROM will enable material to beproduced that will output well on a good laserprinter. This should be good enough for mostprinters to work from.

6.4 Ideas for launchesRather than organise your own launch, it’s alwaysgood to consider other events that you can attendrather than going to all the effort of organisingthings yourself.

Begin with events where you have a useful contact– either on the Regional Language Team or withina sympathetic organisation. Are there open days,special events, training workshops or any otherkind of gathering where there would be anopportunity to make a display or give a brief talk?

Consider the Guides you have translated or written.If they are agricultural, are there farmer trainingevents or extension worker meetings where theycould be introduced? All the PILLARS Guidesencourage literacy. Are there celebrations for WorldLiteracy Day or events for literacy trainers takingplace? Since the Guides will be promoting the locallanguage and culture, consider if there are anycelebrations related to this. Are the Guides writtenon health topics? If so find out about training andsupport services for health workers. Are thereelections planned? Could you interest thecandidates campaigning in your area in thePILLARS concept? Politicians often like to promoteideas that are new and that they have given theirblessing to.

If you do plan a launch then consider carefully whoyou should ask to events. There are many‘important’ people who should be invited but plan

A visiting designer


BOX 17: Example of a PILLARS Printing Agreement

This agreement is made this ………… day of …………………

between ……………………… PILLARS representative in ………………………………,

hereinafter referred to as the client and (printer’s name and address)

………………………………… hereinafter referred to as the printer/contractor.

Both parties agree to do as follows:

…………………… Printers agree to do the following.

■ Check that the quality of the artwork supplied is suitable for producing print to the requiredstandard.

■ Print and finish 3,000 booklets of 48 (52) pages plus A4 saddle stitched booklet, inner pagesprinted in black on 100gm (80gm) uncoated stock. Cover printed outside only, black and Pantone130 (a yellow ochre colour) on 250gm gloss board.

■ Pack the booklets, after printing and finishing, in 50s.

■ The quality of paper and printing will be as the agreed attached samples and must be consistentfor the whole job.

■ If any problems arise affecting the quality and progress of this job, you must inform the clientimmediately and before continuing the work. Poor quality work will not be accepted.

■ The job will be completed and delivered within three weeks from the time the artwork isdelivered.

The client agrees to do the following.

■ Supply artwork as A4 laser prints.

■ Pay an initial 50% and the balance on satisfactory completion and delivery of the work.

■ Monitor the progress of the job as appropriate.

This agreement is signed in two original copies on the dates mentioned above with each party retaining acopy.

Signed ……………………………………… …………………………………………(PILLARS) (………………….Printers)

In witness of

Name ……………………………………… Signature ……………………………………

Name ……………………………………… Signature ……………………………………

to have a varied programme that will stimulateinterest and discussion about the use of thePILLARS Guides, rather than a long series ofrepetitive speeches. Include in the launchprogramme time for people to actually try out theGuides in group discussion.

Work out incentives that encourage people to buyGuides and take them away with them on the day.Maybe you could give a discount price either forsingle or bulk copies.

6.5 Dealing with future organisationalneedsThe committee must decide at a very early stage,how they are going to manage their affairs. Canthey find a small office space in a centralorganisation somewhere? Or will they divide thework up, work independently and keep separaterecords? It is vital to maintain clear, carefulrecords, particularly if the committee is likely towant to seek any kind of outside support orfunding at any time in the future.

The elected committee should plan to meet on aregular basis not only with each other but also toarrange meetings with the other participants.Initially the meetings will revolve aroundpublicising the Guides, distributing copies fairly andsetting up procedures for handling finance andpaperwork.

However, maintain the enthusiasm for sharinginformation. Now participants realise how long theprocess of writing can take, they should not delayin planning for future Guides. As funds begin tocome in from the sale of Guides, consider

arranging future workshops to continue writing. Atthis point the facilitators needs to consider how totake forward their own future role. Ideally theyshould support the group as much as they can, foras long as they can, whilst encouraging thedevelopment and confidence of committeemembers to eventually continue writing, printingand disseminating unassisted.

Over time it is likely that a pattern will emergewhereby small groups continue to write together,whilst other participants may find their role takesother forms, such as promoting the Guides,transporting bulk copies to other organisations,liaising with printers or designers. Thisdiversification is to be encouraged as long as theteam remain as a working team unit. Memberswho lose interest and cease to participate, will notreceive future benefits in terms of Guides to sell.

6.6 Networking with other committeesAs the PILLARS process becomes established it ishoped to encourage the networking of the variouslanguage committees that develop. A newsletter isplanned to keep members aware of developments.

For more information, or to register your owncommittee, please contact:

PILLARSPO Box 200BridgnorthShropshireWV16 4WQUK

E-mail: [email protected]


The PaZande team

Appendix A SAMPLE PAGES FROM GUIDES

APPENDICES 73

The PILLARS workshops are intensive and hardwork. Translating, writing, reviewing andproofreading can be very tiring. They also requirelots of thinking and not much physical activity. Soit is important to break up the programme withfrequent energizers that refresh everyone, body,mind and spirit!

Here are a few ideas for energizers; select to suityour participants and their mood. Take care; someparticipants may consider some energizers to bechildish. If they are not used to energizers,introduce them gradually and hope they relax!

Obviously do not use energizers that involverunning about if there are participants who, forwhatever reason, are not mobile.

MEXICAN WAVE

Sat on chairs in a circle, see how fast you can get aMexican wave going around; sometimes standing,sometimes stretching arms up. Suddenly reversethe direction with a call.

This is a good one if everyone is already with chairs ina circle.

PICKING FRUIT

This is basically a series of stretching exercises.

Lead the participants in ‘harvesting’. They stand ina space and stretch as high as they can as if to pickfruit in the top branches; then low off the ground;then to one side as if leaning over a fence; then tothe other.

THE LOCOMOTIVE

Everyone stands still while acting with their armsthe pistons of a steam train slowly starting ajourney, building up speed, cruising at top speed(arms pumping very fast), gradually slowing andeventually coming to a halt at the destination. Thefacilitator gives a running commentary throughoutthe journey; ‘we’re now leaving the platform; we’rebuilding up speed … our destination is in sight,we’re slowing down…’

A quick energizer, guaranteed to wake everyone upafter a sleepy workshop session. Participants providesound effects!

‘I’VE FORGOTTEN MY PENCIL!’

Ask everyone to stand. We’ve forgotten our pencilsso we have to ‘write’ with something else. Tell


Appendix BIDEAS FOR ENERGIZERS

Energizers arealways popular!

SECTION 75APPENDICES

everyone to write their signature in the air withtheir writing hand. Now with the other hand. Theleft leg. The right leg. The nose. The stomach!

This one gets sillier and sillier; but is always enjoyed.

Silliest of all is both legs at once for which everyonehas to sit down; good for the stomach muscles!

RANKING

Ask someone to rank the participants in a linebased on a difference known only to her or him.Participants then have to guess what the difference is.

Everyone enjoys this one. Some differences such asheight will be obvious. But when this energizer isrepeated later in the workshop, more and more obscuredifferences could be used; length of hair, number ofbuttons visible etc.

‘A’S AND ‘B’S

Allow plenty of clear space for this one; do itoutside if possible. Ask each participant to secretlychoose two (any) other people, their A person andB person (avoid looking directly at them!). Then telleveryone to move as close as possible to their Aperson while moving as far away as possible fromtheir B person. Tell people to move quickly; alsothat they must not hold anyone.

This is a very energetic game with a lot of laughter.

Let it run for a few minutes; then stop and reverse theprocess. Tell everyone to get close to their Bs and faraway from their As.

MIRRORS

Ask participants to form pairs, facing each other.One person in each pair starts. He/she does anaction; the partner then has to immediately do thesame action as if they were a mirror image. Theleader continues to do increasingly complexactions (eg scratching the nose with one handwhile writing in the air with the other). After awhile, swap roles.

This is not as easy as it sounds!

NOAH’S ARK

The facilitator is Noah; the participants are animals.There is a big storm and the ark is about to sink.Noah shouts out how many lifeboats there are; theparticipants must then form more or less equalgroups to fill the lifeboats available. If there arethree lifeboats, they form three groups. Repeatseveral times changing the number of lifeboats.

This is a useful energizer for forming new groups. Ifyou need to form five groups, make that the lastnumber of lifeboats.

SEVENS

With everyone sat or standing in a circle,participants count from one in sequence loudly andquickly. Each person says his or her number inturn. But you must not say any number that can bedivided by seven OR that contains a seven in it (eg17). Instead you clap and the next person carrieson the counting. Any one who says a number whenthey shouldn’t do or who claps when they shouldn’tdo, is out.

This is easy at first but gets more and more difficult asthe count continues around the circle several times. Apopular energizer!

THE SPINNING BOTTLE

Ask everyone to sit down in a circle. Spin an emptybottle in the middle of the circle; when it stops, theperson it is pointing to must draw piece of foldedpaper from a box or hat. They then must follow theinstructions on the paper; eg ‘Say your namebackwards’, ‘Stand on one leg while picking up thebottle’, ‘Sing a song’, ‘Make the noise of anelephant’. That person spins the bottle again. Andso on.

This needs some preparation beforehand of the papersand tasks.

FRUIT SALAD

The participants sit in a large circle with thefacilitator standing in the middle. Remove anyextra chairs from the circle; this will mean thatthere is one fewer chair than people taking part. Goround the circle and give each person the name ofa fruit, which they need to remember. Use thenames of perhaps four fruit; eg pawpaw, mango,


oranges and bananas. There will be several of eachfruit. The facilitator will need a fruit name. Thefacilitator, standing in the middle, then calls thename of a fruit. Everyone who is that fruit mustchange chairs. The facilitator should now have gota seat and the new person in the middle now callsanother fruit name. And so on. When ‘fruit salad’ iscalled, everyone has to change places.

This is an old favourite with many variations. ‘Jungle’,‘Vegetable soup’ and ‘Meat stew’ use animal, vegetableor meat names instead of fruit.

You can reduce the number of chairs by one each time,in which case, anyone who can’t find a chair is out.

You can miss out the names and simply use criteria;anyone who fits the criteria, changes places; eg ‘anyonewho is a farmer’, ‘anyone with a birthday in April’,‘anyone wearing glasses’, ‘anyone who is a civilservant.’

PUZZLE PAIRING

Prepare pieces of paper each with a puzzle orriddle on it; together with the answer. Cut them inhalf separating the puzzle from the answer. Eachparticipant should have either a puzzle or ananswer; in other words for 24 participants, youneed 12 puzzles each with their answer.Participants walk around trying to find their partnerwith the puzzle or answer to match theirs.

This needs some preparation beforehand but it workswell. It is fun and it gets participants moving aroundand talking with everyone else.

Try the proverbs on the right or make up some newones from the local culture.

When everyone thinks they have found their partner geteach pair to read out their proverb. Sometimes thewrong partners get together which all adds to theenjoyment.

Once in their pairs they could move onto anotheractivity, eg chatting and pairs introductions.

Proverbs for Puzzle Pairing

• When man learnt to shoot without missing the wise bird learned to fly without perching.

• Many ratscannot dig one hole.

• If you are in one boatyou must row together.

• Your hands can’t miss your moutheven in the dark.

• A flow of wordsis no proof of wisdom.

• The ballot is strongerthan the bullet.

• Grass exists where there is nothing that eats grass but what eats grass cannot exist where no grass is.

• Don’t curse the crocodileuntil you’ve crossed the river.

• Where the leopard gets one lambhe looks for another.

• Wise men change their minds,fools never do.

• When two elephants fightit’s always the grass that gets hurt.

• A bird never flewon one wing.

• To live longit is necessary to live slowly.

• Better a meal of vegetables where there is lovethan a fattened calf where there is hatred.

• What is the good of a lot of educationif the person has no sense?

APPENDICES 77

GROUP ‘PORTRAIT’

In small groups (of four to eight) ask participants tointroduce themselves and chat about theirinterests, what makes them tick. If you like, banany talk about work. The group then designs agroup chart on a single sheet of flipchart paperthat represents everyone in the group; (theirinterests, not a portrait of their faces!). No textallowed except the names! Emphasise that drawingskills are not needed! Allow about 15–20 minutes.A spokesperson then introduces the group toplenary.

This is particularly useful if you plan for participants towork in fixed groups for all or part of the workshop. Itquickly gets them working together as a team.

You can also use portrait drawing with Pairintroductions.

MEMORY

All the participants sit in a large circle. Someonestarts by standing and giving their name and oneword or phrase that describes their character; eg ‘Iam Atieno the runner’; she demonstrates byrunning on the spot. The next person in the circlestands and says ‘That is Atieno, the runner’ runningon the spot, ‘and I am Peter the cook’; he mimescooking. The next person stands and says ‘That is

Atieno the runner,’ running on the spot, ‘This isPeter the cook,’ demonstrating cooking, ‘and I amBala the treasurer.’ She acts counting money. Theprocess continues until the circle of participantshas been completed.

This is a good icebreaker and a useful way foreveryone to remember names. Participants later in thecircle will probably need some help from others; thathelps develop the team spirit.

It can be tedious with many participants, so you canlimit the number of participants each person has tointroduce, eg to the previous five in the circle.

BALL THROWING

This is similar to Memory. Again participants areseated in a circle. Someone starts by throwing aball to any other participant. At the same time theysay ‘I am Dishon and am passing to Moussa’.Moussa then throws to someone else saying ‘I amMoussa, I received it from Dishon and I am passingit to Lois’ And so on.

Again a good way to help people to remember names.

To shorten the time taken, you could say that the ballcan only be passed to someone who has not yetreceived it.

Appendix CIDEAS FOR HELPING PARTICIPANTS TO GET TO KNOW EACH OTHER

Use several ideas to helpparticipants quickly get toknow each other


RING PAIRING

Ask participants to put their chairs in two circles(of equal number of chairs), one inside the otherwith the outer chairs facing in and the inner chairsfacing out. Each participant sits down facing apartner. Ask pairs to briefly introduce themselvesto each other. Then call out a topic for the partnersto talk about for two to three minutes. Those in theouter row then move round one place. Repeat untilthose in the outer circle have come back to wherethey started.

This works well and helps everyone to get to talk withat least half the participants. There is no feedback toplenary.

Make up whatever topics you like, some serious, somesilly. For example; family, hobbies, favourite meal,happiest moments, your perfect holiday, the last dreamyou had, where you would rather be if you weren’t atthis workshop etc.

A variation of this game is to do it without chairs;everyone stands in two circles. When you turn on somemusic the two circles walk in opposite directions. Whenthe music stops, each participant talks with the personthey are now facing. Repeat.

ADJECTIVES

Ask participants to introduce their name (the onename they want to be called by) to everyone, butalso to add adjective that starts with the sameletter and which describes them (correctly or not!).For example Muscular Millie, Practical Patrick.

This can be used as a good icebreaker to help everyoneto remember names.

It can also make a good energizer later in theworkshop as an energizer; in which case getparticipants to think up adjectives for each other.

ANIMALS

Give each participant half a sheet of flipchartpaper and pen. Ask them to write their name at thetop; and then to draw an animal whose behaviourbest shows her or his personality. Each participantsthen sticks their drawing on the wall and in turntells the group about themselves.

This can also be done in pairs or small groups. Anothervariation is to also ask participants to draw a musicalinstrument that best illustrates their organization.

APPENDICES 79

AGROFORESTRY

• Introduction to agroforestry

• The benefits of agroforestry

• The names of trees

• Qualities needed for agroforestry trees

• Encouraging tree growth

• Obtaining young trees

• Collecting and storing tree seeds

• Direct planting of tree seeds

• Preparing a tree nursery

• Suitable containers for tree seeds

• Sowing seeds

• Care of young seedlings

• Root pruning

• Hardening off

• Planting out tree seedlings

• Giving young trees a good start

• Alley cropping

• Trees for farm boundaries

• Trees for livestock fodder

• Firewood trees

• Fruit trees

• Moringa – a tree with special properties

• Bible studies

• Checklist of names for useful agroforestry trees

BUILDING THE CAPACITY OF LOCAL GROUPS

• Understanding the purpose of a group

• Working together

• Unity is strength

• The role of leaders

• What makes a good leader?

• How to choose leaders

• The role of Chairperson

• The role of Secretary


• The special role of animators

• Group members

• Making the most of meetings

• Setting aims and objectives

• Planning activities with the Five Finger method

• Planning in a changing situation

• Measuring progress

• New skills and information

• Local resources

• Outside information

• Keeping records

• Networking

• Looking back (evaluating)

• Bible studies

Appendix DSAMPLE LISTS OF TOPICS IN PUBLISHED PILLARS GUIDES


CREDIT AND LOANS FOR SMALL BUSINESSES

• Dreaming dreams

• The problems of credit for the poor

• Self-help credit

• Revolving credit groups

• Working together to raise income

• Savings clubs


• Keeping careful records

• Opening a bank account

• Obtaining loans from money lenders

• Obtaining loans from informal savings groups

• Safeguards suggested when making loans

• Group security with loans

• Obtaining credit from outside organisations

• Setting up in business

• Market research

• Managing small businesses

• Controlling the quality of goods

• Marketing your products

• Multiplying the benefits

• Learning from experience

• Benefits to the community

• Producing goods for export

• Bible studies

IMPROVING FOOD SECURITY

• Storing the harvest

• The benefits of a mixed harvest

• Grain storage

• Practical tips – drying grain

• Solar grain driers

• Controlling pests

• Removing oxygen from grain

• Using protective plants to reduce pest damage

• Using sacks for grain storage

• Good hygiene

• Community grain banks

• Establishing community grain banks

• Operating a community grain bank

• Preserving other staple foods

• Building clamps for storing roots

• Drying root crops

• Drying fruit and vegetables

• Preserving fish by drying

• Preserving fish by smoking

• Processing food – jam making

• Processing food – making pickles and chutneys

• Processing fruit – making juice

• Bible studies






TIMETABLE : Typical programme for PILLARS Workshop

Thursday

Friday

Sunday

Monday

Tuesday

Wednesday

BR

EAK

FAS

T D

EVO

TIO

N

BR

EAK

LUN

CH

BR

EAK

Appendix ESAMPLE TIMETABLE LAYOUT


Appendix FSAMPLE CERTIFICATE

Signed …………………………

Signed …………………………

Name and title of signatory

Name and title of signatory(Address if appropriate)(Telephone number if appropriate)

This is to certify that

…………………………………………

has completed a series of workshops with

PILLARS during the year 2000, and has gained

experience in translation skills, orthography, writing

and designing materials for community groups in

the Lusoga language.

CERTIFICATE OF ATTENDANCE



PILLARS

PILLARS Guides in Sarande

Sarande Language Committeec/o Culture OfficeP.O. Box 217MinsdaTanzania

Tel: 092 656527


Appendix GSAMPLE OF LETTER HEADED PAPER


■ PILLARS document files in Adobe Acrobat 3.0(pdf), QuarkXPress™ 3.3 and PageMaker® 6.5formats for each of the existing English Guides,together with all the image files required

■ A PageMaker® template for creating newGuides

■ PageMaker® files for producing letterheadsand a certificate for use by local groups

■ The free Adobe Acrobat Reader (both Mac andPC versions).

PLEASE NOTE For copyright reasons the fonts arenot included.

Appendix HCD-ROM CONTENTS


Lusoga Language CommitteeBased in Kamuli District, Uganda

Attn Patrick Luganda – Chairmanc/o KAEAPO Box 275KamuliUGANDA

Zande Language CommitteeBased in Yambio, Southern Sudan

Attn Samuel Enosa – Chairmanc/o ECS Yambio DiocesePO Box 7576KampalaUGANDA

CRUDANOld Airport RoadNBTCBox 6617JosNIGERIA

Appendix ILIST OF PILLARS GROUPS


Available from TALCPO Box 49, St Albans, Herts,AL1 5TX, UK

Email: [email protected]

■ Where there is no Doctorby David Werner

■ Nutrition for Developing Countriesby King and Burgess

■ TALC catalogue

Available from IT Bookshop103–105 Southampton Row, London,WC1B 4HH, UK

Email: [email protected]

■ The Copy Bookpublished by ITDG

■ Where there is no Artistby Petra Röhr-Rouendaal

■ Liklik buk

Available from Tearfund ResourcesPO Box 200, Bridgnorth, Shropshire,WV16 4WQ, UK

■ Footsteps CD-ROM of back issues

■ Footsteps back copies on specific issues

■ Humanity Development Library on CD-ROM

Appendix JUSEFUL RESOURCES

INDEX 87

A Administration 9

Animators 42Support of animators 42

Artist 57Work of artist 57, 68Artwork, ownership 58

B BoredomRelieving 56

C Certificates 65

Closing ceremony 65

CommitteeElecting members 63Committee roles 65, 66

D DebateThe PILLARS debate 26

Design and layout 43, 44

Designer 69

Work of designer 68

E Editorial committee 34

Energizers 74

Equipment 15

F Facilitators 14

Field visit 34

Footsteps 6, 23

Funding 10Financing the way ahead 58Sustainable 61

Fruit Salad 75

G GroupsCharacteristics of groups 41Empowerment 5, 42Facilitatory leaders 41Working with 42

GuidesDistributing 70Format 43Marketing 61Promoting the Guides 50Publicity 70Sample pages 73Selecting subjects for 45

future GuidesSelecting topics 47Selling the Guides 38, 62Storing 38, 63Writing new Guides 53Writing tips 55

H Hopes and Concerns 20

I Icebreakers 19, 77

IllustrationsSelecting 57Use of illustrations 44

Information famine 5, 23

Information sources 24

IntroductionsIdeas for 19, 77

L Language policy 34

Launches 70

Layout of materials 44

M Missing pages 36

N Networking 72

Nutrition Guide 37

O Opening Session 18

Index


P ParticipantsCaution 12Incentives 13Selecting 12

PILLARS 5Guides 7What is PILLARS? 6

Planning Workshops 11, 16

PostersDesigning 45

PrinterWork of printer 68

PrintersContract 71Laser prints 69Paper quality 69Sample quote 69Working with printers 69

PrintingQuantity 38, 62, 63Storage 63

Prioritizing 45

Proofreading 33, 56

Promoting 50

Proverbs 76

Punctuation 30, 33

Q Quality 33

R ReferenceMarking work 55

Reference sources 49, 86

Regional Language Committee 63

Research findings 24, 25

Researching Guides 48

Resources 86Facilitators 14

Revolving fund 63

Role play 33

Reviewing progress 52

S Social Concerns 20

Selecting participants 12

Sustainability 59, 67

T Target readers 29

Text 44

TimetableWorkshop 1 17Workshop 2 39Worskhop 3 51

TopicsChoosing 47

TranslatingIntroduction 31

TranslationChecklist 30Quality 33Reviewing work 55Work in groups 32

Typing 56

V Venue for Workshops 15

Visual Literacy 44

W WorkshopRules 21Teams 21

WorkshopsFirst Workshop 17Second Workshop 39Third Workshop 51

WritingReviewing new materials 55Tips 55

Documents

The PILLARS Workbook - Tearfund Learn/media/files/tilz/... · The idea for PILLARS developed from experience and research during the 1990s. Since 1989 Tearfund has published Footsteps,