Justice, Peace, Integrity
of Creation
Justice, Peace, Integrity
of Creation
By John Paul Pezzi, Mccj
Justice, Peace, Integrity
of Creation
By John Paul Pezzi, Mccj
Justice, Peace, Integrity
of Creation
By John Paul Pezzi, Mccj
Justice, Peace, Integrity
of Creation
By John Paul Pezzi, Mccj
Training on Land Grabbing
Basical Documents
Land Grabbing Training Overview
Padre Juan Pablo Pezzi, MCCJ - VIVAT International associate
www.jpic-jp.org www.vivatinternational.org
Sessions: Learning Objectives & Main Contents
- Learning Objectives. By this session we want to:
1-. Organizers and participants get know to each other
2-. Understand the training initiative & its objectives
A special reflection for this training
3-. Stand facing the theme of “the Earth”
4-. Get organized for the training (scheduled time & other practical aspects)
- Contents of the session
0-. Opening. PP Prayer to the Father of all
1-. Short activity to get to know each other (Activity N° 1)
2-. Presenting the training initiative and objectives
A special word for this training
3-. A word about the Earth
4-. Practical aspects: “Class Agreements” to be respected throughout the training (timetable, sheets services, etc.)
Conclusion: PP. This place is sacred ground
- Activity N° 1 for participants to know each other
- Everyone says only his name, the one he wants to be called by.
- Everyone receives a card: on it to identify him/herself, he/she writes two data, without the name.
- The cards are attached to the wall tree where everyone can read: remembering names, each of the participants look over to identify the others.
- Learning Objectives By this session we want to perceive clearly that:
1-. The Earth is a part of the Universe
2-. The Earth is the source of life: the Mother that nurtures us
3-. The Earth is our common home, the only one we have
4-. The Earth is "territory", the "background" of life, power & centre of conflicts; and today is the "key" to understand what happens in the world.
5-. The Earth is the field, the land we cultivate to eat and where one lives.
- Content of the session
0-. Opening PP. An extraordinary journey: The Earth part of the Universe
1-. The Earth is our Mother: We are all one! PowerPoint
2-. The Earth: our only common house
3-. The Earth is our territory. A brief historical review: the land, "background" of Life, Politics, social and economic matters.
4-. Personal activity and working group
- Introduction to working Group
- Personal Activity N° 2: My way of life and my involvement in the JPIC.
- Working Group N° 1: sharing
- Personal Stories relative to Earth: challenges, joys, failures.
- Focus of the injustices that come from the earth
5-. Assembly to share.
- Each group presents the main elements of their discussions (5min per group reading what recorded on paper)
- Discussion of the results and conclusions of the groups (30 min.)
Conclusion. The answer is in the wind
- Personal activity & Working Group
- Introduction to the group work by the facilitator (5 min.)
- Personal activity No 2 (15 min.)
- Each participant draws a line on a sheet of paper,
- The line represents the way of life Below the line dates are written; up, pictures or words are draws (events and experiences that motivated to work for JPIC in relation to the land).
- Working Group N° 1
- Participants go to their group[1]
- Each group chooses a moderator and a rapporteur
- Each participant shares his experience on the subject: Personal stories related to land: challenges, joys, failures, focusing injustice (25 min.)
- The moderator helps find common elements and notes them on paper for submission to the assembly.
The group responsible keeps the answers
- Learning Objectives. By this session we want:
1-. To develop a common understanding of what land-grabbing really is;
2-. To perceive why and how complex and ambiguous the LG issue is;
3-. To see the importance of having clear ideas and consistent objectives if we want to work for JPIC counteracting the AT.
- Contents of the session
0-. Opening. PP. The closest thing to paradise
1-. A basic idea: The LG is an ambiguous issue
2-. Deepening: what is and what is meant by LG
3-. Personal Activity N° 3: define each one's position facing the problem
4-. Working Group N° 2: see our reality
Conclusion. PP. I'll prosecuted this current world
- Activity N° 3
- Now, each one can define his/her expectations for this training. We do it with a personal activity:
- Each one writes 2 expectations in a sticky note
- We stich the note on the tree, symbol of connection with the issue of LG, putting it in the part of that tree where we place our work.
- We leave space in the sticky note to correct our expectations during the training
- Working Group N° 2
- Introduction to the group work by the facilitator (5 min.)
- Participants break into groups (The dynamics are the same until when differently indicated - 20 min.)
° Does this problem of LG exist in our region and in our country?
° Do we know the national and customary laws? Are they respected?
° Our peasants, know legal mechanisms to protect their land rights?
° The Christian community, has it taken the problem seriously?
° Do we collect the documentation that allows us to understand this problem and help to defend the land of the poor?
° Do we take careful note of the abuses and injustices?
The group responsible keeps the answers
- Learning Objectives By this session we want to understand
1-. The problem inside LG: food and hunger of the world.
2-. The scope and scale of the LG.
3-. The meaning of some words used in land-related issues.
- Contents of the session
0-. Opening. PP. Canticle of the Creatures
1-. Land, food and hunger
2-. Scope and dimension of LG
-
in the world
-
common features and differences.
3-. Some words used in the land issues.
4-. Working Group N° 3: direct experiences of the participants.
5- Assembly: sharing the reflections of the groups.
Conclusion. PP. Words are rocks, images stroke
- Working Group N° 3
- Introduction to the group work by the facilitator (5 min.)
- Participants break into groups (The dynamics are the same until when differently indicated - 20 min.)
- In this work group we want to share about our personal experience:
• What do we know about LG? Where do we find our knowledge? From direct experiences or from reading and hearing?
• What elements of LG have I perceived in Africa, Europe, Latin America and my country? What similarities and what differences?
The group responsible keeps the answers
- Learning Objectives By this session we want:
1-. To deep our understanding of LG;
2-. To distinguish the perspective of financial gain from the true interests of the human persons and their human rights;
3-. To begin to uncover existing hypocrisies in the language and activities used around land.
- Content of the session
0-. Opening. PP. A 'politically incorrect' prayer
1-. LG opportunity or curse for Africa, Asia? Un exemple of Central America, Guatemala
2-. Land policies and rights. Africa, an example
3-. Land and human rights
4-. Working Group N° 4
Conclusion. PP. It was once a ... frog race
- Working Group N° 4
- Introduction to the group work by the facilitator (5 min.)
- Participants break into groups (The dynamics are the same until when differently indicated - 20 min.)
° The work opens with five minutes of silence in which each participant thinks of a case of land sale or rental he knows in his/her country.
° The group chooses a case study together. In this case:
• This trade on land has been an opportunity or a threat? For whom? And why? Who won and who lost?
• What rights according to my opinion were involved and which of them were violated?
• What hypocrisy of language can we see in this case?
The group responsible keeps the answers
- Learning Objectives: By this session we want
1-. To get an awareness: all-personal and community approach to land is born from a global view of life;
2-. To focus a reality: the earth is the point of reference and support in our lifetime.
3-. To know ones "entry points" over land and LG common with those, though they do not share our religious faith, we can work together.
- Content of the session
0-. Opening. PP. We are the result of what we think and feel
1-. What others think
° Indigenous Peoples;
° Land grabbers;
* Other Religions
2-. Working Group N° 5
Conclusion. PP. The 1st environmental manifesto
- Working Group N° 5
- Introduction to the group work by the facilitator (5 min.)
- Participants break into groups (The dynamics are the same until when differently indicated - 20 min.)
- In this group work we share about our personal experience on:
° What do the people I live with think (Protestants, Politicians, and Pharmaceutical Corporations)?
° What do the Bible, the Social Doctrine of the Church, the Pontifical Commission for Justice and Peace say on land?
° What do I think, what do we think the land is?
The group responsible keeps the answers
- Learning Objectives. By this session we want:
1-. Become familiar with key terms and concepts that are frequently in the mass media on LG;
2-. Understand how this terminology relates to LG.
- Content of the session
0-. Opening. PP. The Cherokee Indian Youth's Rite of Passage
1-. An introduction to recurring technical terms: Agro fuel, Ecosystem, Sustainable development, Greenhouse, Water Grabbing, Climate Change.
2-. Working group N° 6
3-. Assembly Q&A
Conclusion. PP.
- Working Group N° 6
- Introduction to the group work by the facilitator (5 min.)
- Participants break into groups (The dynamics are the same until when differently indicated - 20 min.)
- In this working group we share about our personal experience
° Making a list of other technical terms we found.
° Discussing them to see their connection with LG.
The group responsible keeps the answers
- Learning Objectives. By this session we want to see:
1-. How LG intertwines with the reality concerning land;
2-. Up to what point land today is the core of economic interest around the world;
3-. The human rights which may be affected in LG cases.
- Content of the session
0-. Opening. PP. I have a dream
1-. The link between LG and agriculture.
2-. LG and water appropriation, food, adequate housing, life.
3-. LG and Climate Change
4-. Personal Activity 4
5-. Assembly. Q&A
Conclusion. PP. Climate Change
- Activity 4
- Each participant reads a newspaper or internet article on LG cases.
- He / She emphasize natural resources which has been abused and how human rights have been violated by this LG case.
° In your country and in your environment, what are the LG impacts on economic and social daily life?
° Make a list of the destruction you know directly.
- Participants share their findings in the plenary. Discussion follows.
The group responsible keeps the answers
- Learning Objectives. By this session we want:
1-. Have a common understanding of how land issues are not only a life issue, but they are defining all the issues of social and economic life;
2-. Become familiar with the terminology and language used in LG discussions;
3-. Appreciate the complex reality that counteracting LG has to face;
4-. Understand the need to “name” the different aspects of this complex reality;
5-. Be able to clearly identify and define the stakeholders involved in an LG case.
- Contents of the session
0-. Opening PP. The soaked
1-. The Society: set of structures that governs and organizes its relationships. It is a social system.
2-. The social system: norms, customs, institutions (Politics, economy, culture, religion).
3-. Two factors cohesive of social system: Citizenship and security.
4-. There exist alliances and interests playing on the social dynamics in relation to the common good, subsidiarity and solidarity.
5-. Duties of National governments in defending their communities and the owners of the land against wrong agreements and investors.
6-. The World Bank: key player in the LG phenomenon
7-. Personal Activity N° 5: Analyze the social organization where you live.
8-. Working Group N° 7: Consider a real case of LG, Who's who?
Conclusion. PP. The fear of opening the door.
- Personal activity N° 5
- Introduction by the facilitator (5 min.)
- Each participant analyzes the social organization of his / her country and region, its alliances and dynamics (20 min.)
- She / He makes a reference chart on a paper to be used in the working group to analyze a LG case
- The central question: Who controls the economy, politics, religion, culture
- Working group N° 7
- Introduction by the facilitator (5 min.)
- Participants break into groups (The dynamics are the same until when differently indicated - 20 min.)
- The group reads a newspapers or internet article about a real LG case and discuss it.
° Who are the actors involved in this LG case?
° What factors and/or policies are encouraging the LG?
- Discussion in plenary in the assembly on the results and conclusions (30 min.
The group responsible keeps the answers
- Learning Objectives By this session we want know:
1-. National and international laws that establish land rights and can be instruments to fight LG.
2-. The new trend of businesses corporations: i.e. to develop their own tools on human rights and businesses to achieve their point of view.
3-. The accountability to respond of governments to their citizens and of businesses to states and international organizations (UN, etc.)
4-. Social responsibility: a complex reality due to the connection between business, human rights and nature.
5-. The civil society central role to obtain and use the appropriate legal instruments against LG.
- Contents of the session
0-. Opening. PP. The Job
1-. Official instruments: they establish minimum standards to be observed in the land issues.
- Universal Declaration of Human Rights (10/12/1948).
- International Covenant on Economic, Social and Cultural Rights (03/01/1976)
- Permanent sovereignty over natural resources (Res. 1803/1962)
- Charter of Economic Rights and Duties of States (3281/1974)
- United Nations Declaration on the Rights of Indigenous Peoples (13.09.2007)
- African Charter on Human and Peoples' Rights (07/27/1981)
- American Convention on Human Rights (7-22.11.1969)
- European Convention for the Protection of Human Rights and Fundamental Freedoms (01.06.2010)
2-. Private Documents: they stand between the interests of shareholders and people;
- The new trend: it consists in opposing the duty to protect the rights of people.
- Convergence of private and public sector.
3-. The new directives: made to ensure respect for the rights to land, food, natural resources, property, housing and other economic, social and cultural rights, they failed their mission.
- Free, prior, informed consent
- FAO Voluntary Guidelines
- Principles of Responsible Agricultural Investment
- Soft law and civil society
- Questions & answers
4-. Working Group N° 8: social and personal responsibility in community affairs.
Concluding. PP. The Einstein's fear
- Working group N° 8 Social and personal responsibility
- Introduction to the group work by the facilitator (5 min.)
- Participants break into groups (The dynamics are the same until when differently indicated - 20 min.)
- In this working group we want to reflect on the social and personal responsibility in community affairs:
° Where I develop my activities
§ Which of these instruments are known and taken into account?
§ Rights to land, food, and housing -the most important human rights- are known and respected?
° Peasants and indigenous peoples of the country know and use these legal instruments?
° What is the strength of these instruments and what are their weaknesses?
° Do we take seriously the problem of LG?
§ Do we collect documentation to defend the land rights of farmers and indigenous peoples?
§ Do we keep documentation of abuses and injustices?
° What is the social and personal responsibility that I have taken or I am called to assume?
The group responsible keeps the answers
- Learning Objectives By this session we want to know:
1-. Some key aspects of the UN system which may be relevant to the work on LG;
2-. Some urgent appeal mechanisms, which may be relevant for certain LG cases.
- Contents of the session
0-. Opening. PP. What of the future?
1-. Urgent action and early warning systems existing within the UN that may be relevant to LG cases.
- Early warning: cornerstone of disaster reduction
- UNISDR: UN International Strategy for Disaster Reduction
2-. Treaty Monitoring Bodies (TMBs). What are they? What procedure for complaints by individuals under the human rights treaties?
- Committee on Human Rights.
- Committee on the Elimination of Discrimination against Women.
- Committee on the Elimination of Racial Discrimination (CERD).
- Committee on Economic, Social, and Cultural Rights.
3-. Special Procedures:
- Special Rapporteur (SR) on the Rights of Indigenous Peoples. The SR may make visits to investigate specific situations.
- SR on Adequate Housing.
- SR on the implications for human rights of the environmentally sound management and disposal of hazardous substances and wastes.
- SR on extrajudicial, summary or arbitrary executions.
- SR on the right to food.
- SR on the promotion and protection of the right to freedom of opinion and expression.
- SR on the rights to freedom of peaceful assembly and of association.
- SR on the right of everyone to the enjoyment of the highest attainable standard of physical and mental health.
- SR on the situation of human rights defenders.
- SR on extreme poverty and human rights.
- SR on torture and other cruel, inhuman or degrading treatment or punishment
4-. Other opportunities
- UN Voluntary Fund for Indigenous Populations.
- Fellowship Programme for Indigenous People
- Fellowship Programme for Minorities
- Fellowship Programme for People of African Descent
5-. Working Group 9
- Human Rights and Transnational Corporations
- Arbitrary Detention
Concluding. PP. What's behind companies
- Working group N° 9
- Introduction to the group work by the facilitator (5 min.)
- Participants break into groups (The dynamics are the same until when differently indicated - 20 min.)
- In this working group we want to reflect on
° Human Rights and Transnational Corporations
Does this conflict existe in our region?
How did we face it?
Have we filed appeals into the agencies?
What were the results obtained?
° Arbitrary Detention
Have there been cases we know?
How have people reacted?
Towards what body have we appealed?
What were the results?
The group responsible keeps the answers
- Learning Objectives. By this session we want to:
1-. Understand the concept of FPIC;
2-. Know which key documents provide a basis for FPIC;
3-. Be able to analyze cases and ascertain whether FPIC has been respected;
4-. Have basic knowledge which may be useful to promote FPIC and request that the implementation of FPIC be respected in real situations when LG is to be dealt with.
- Contents of the session
0-. Opening. PP. What about us
1-. What is FPIC?
2-. The ethical, historical and legal basis of FPIC
3-. Which instruments and documents stipulate FPIC?
4-. How FPIC has been used with success.
5-. Other analysis elements on the FPIC:
- What does FPIC mean for forest peoples?
- What are some of the obstacles to FPIC?
- Why is FPIC important for companies and government?
- on the use of FPIC.
Conclusion. PP. The advantage of working in group
- Working group N° 10
- Introduction to the group work by the facilitator (5 min.)
- As a group, participants discuss
° Do we know where in our region it has been respected the right to FIPC?
° What were the results?
° If it was successful, or failed it was for what reason?
° What are the risks? (15 min.)
- In the assembly each group presents the main elements of their discussion (5 min. each).
- A discussion on each case follows (5-8 min. each)
The group responsible keeps the answers
- Learning Objectives. By this session we want to:
1-. Know something of the FAO voluntary guidelines
2-. Understand the value and limitations of these voluntary guidelines
- Contents of the session
0-. Opening. PP. The family of agriculture
1-. The FAO Voluntary Guidelines: who formulated them, how and when, Guidance, Presentation
2-. The importance of these guidelines according to the civil society
3-. Limitations and opinions; discussion in the assembly.
Conclusion. PP. Monsanto
- Learning Objectives By this session we want to:
1-. Get familiar with the RAI principles and possible application domains;
2-. Understand the value and limitations of these principles
- Content of the session
0-. Opening. PP. Who produces our food?
1-. The 10 RAI principles: who formulated them, how and when, Guidance, At what point are we now? Presentation
2-. Limitations: “voluntary” rules, and the disagreement of civil society
3-. Diverging opinions and discussion in the assembly.
Conclusion. PP. Miniature earth
- Learning Objectives By this session we want to:
1-. Be aware of what can be done at local level and through concerted efforts to prevent and counteract LG;
2-. Know some organizations involved in counteracting LG;
3-. Develop a draft regional strategy.
- Contents of the session
0-. Opening. PP. A Song of Oil, Ice and Fire
1-. The urgency of a global strategy on LG
2-. What can be done? What is a strategy plan?
3-. Presentation of a draft global strategy: The 4P: Prevention, Planning, Prosecution, Partnerships.
4-. What is to be achieved at regional, national and international level?
5-. Where can our NGOs intervene?
6-. Information on global and regional organizations and groups working on the AT in the country.
7-. Working Group N° 11
Conclusion. PP. To everything there is a solution
- Working group N° 11
- Introduction to the group work by the facilitator (5 min.)
- In groups participants identify and develop possible strategies for their region. (30 min.)
- The groups present the strategy they have developed un the assembly (10 min. presentation per group).
- A discussion on each case follows (15 min. per case max.)
- The group responsible keeps the answers
Learning Objectives By this session we want to:
1-. Understand the purpose of developing a proper Plan of Action (PoA) involving relevant stakeholders in the process;
2-. Get familiar with the key components of a PoA and become able to undertake them;
3-. Develop a draft of a PoA;
4-. Become aware of tools available to Pastoral circles.
Contents of the session
0-. Opening. PP. Color Your World with Kindness
1-. What is an Action Plan?
2-. What is the added value of having a PoA and what are its aims?
3-. What is the process to develop a PoA and who should be involved?
4-. How is a PoA structured? Key components.
- Visioning key issues;
- Mapping the external environment: Stakeholders Analysis;
- Goals setting.
5-. Tools for Pastoral Circle work: knowing the situation, collecting and analyzing information. PP. Creation Calls
6-. Working Group N° 12
Working Group N° 12
- Introduction to the group work by the facilitator (5 min.)
- Each group, from what they have learned, develops a PoA (60 min.)
- Each group presents to the assembly the developed PoA (10 min. per group).
- A discussion on each PoA follows (10 min. per case max.)
- The group responsible keeps the answers
- Learning Objectives. By this session we want to:
1-. Become aware of the importance of working together on LG issues with religious leaders and members of their faiths;
2-. Acquire knowledge of effective communication across cultures and religions;
3-. Share personal field experiences of working with other faiths.
- Contents of the session
0-. Opening. PP. Letter from 2070
1-. The intercultural and interreligious dimensions.
2-. Communicating across borders.
3-. Working on LG issues beyond diversity, in partnership and unity, personally and as a group.
4-. The Integrity of Creation, common and supreme religious value.
5-. In assembly: Q&A, and sharing of own experiences.
Conclusion. PP. Call to wake up
- Learning Objectives By this session we want to learn to:
1-. Identify and define the various actors that are part of civil society;
2-. Appreciate the importance of working with others and being part of relevant fora;
3-. Understand that civil society plays a big role in collecting evidence, building the evidence base and documenting LG cases;
4-. Become aware of the various tools and possibilities to convey the information to public opinion;
5-. Acquire knowledge of precedents set by civil society and become familiar with good practices;
6-. Have basic information upon local advocacy groups.
- Contents of the session
0-. Opening. PP. I pray
1-. What is civil society composed of?
2-. Building and working in coalitions, networks and alliances.
3-. Advantages and disadvantages of working with international NGOs.
4-. Using early warning and urgent action mechanisms, and “shadow” or “parallel” reports filed by civil society.
5-. Soft law.
6-. Small and big victories of civil society.
7-. Forming Advocacy Groups.
Conclusion. PP. How things go on nowadays
- Learning Objectives By this session we want to learn how to:
1-. Appreciate the need and added value of working with the media to educate and persuade;
2-. Be able to identify different media and their processes;
3-. Become familiar with different media and able select appropriate media for media advocacy;
4-. Have basic knowledge of developing messages for media advocacy.
- Contents of the session
0-. Opening. PP. There we go!
1-. Mass Media: A strategic ally in working to counteract LG.
2-. What media?
3-. Basic principles of message development.
4-. Developing messages for different audiences: key guiding questions.
5-. How to use the media to educate & inform, persuade & fighting.
6- Working Group N° 13.
Conclusion. PP. Water
- Working Group N° 13
- Introduction to the group work by the facilitator (5 min.)
- In groups, based on all the learning acquired from the training, participants dialogue on
° What is the media level of freedom and independence in your country and in your context?
° What media have you worked with?
° What were the messages?
° What was the experience like?
° Is there anything that you could have been done to contrast the domination of the MCS or done differently?
The group responsible keeps the answers
- Learning Objectives. By this session we want to:
1-. Understand the difference between laws and policies and how policies are developed;
2-. Know what policy analysis is and understand the importance of identifying and analyzing policies which may be directly or indirectly relevant to LG work;
3-. Get familiar with the concept of policy gaps;
4-. Be able to map out policy players and actors;
5-. Acquire basic tools they can apply in policy advocacy or for policy engagement in some one's region.
- Contents of the session
0-. Opening. PP. The Story of Bottled Water
1-. What are laws and what are policies?
2-. What is policy analysis?
3-. What are policy gaps?
4-. Basic tools to intervene in policy: locate the "gateway" to intervene in the policy process.
5-. Mapping policy players and actors.
6-. Working group N°14
Conclusion. PP. Our land, our business
- Working Group N° 14
- Introduction to the group work by the facilitator (5 min.)
- In groups, based on the learning acquired from the training, participants dialogue on
° Which policies in your country/region are relevant to LG issues?
° Which "political vacuums" and opportunities do we have in the country and the region?
° Who are the actors and manipulators of these policies?
The group responsible keeps the answers
- Learning Objectives By this session we want to:
1-. Get familiar with definitions of lobbying and advocacy;
2-. Share tips for successful advocacy;
3-. Identify the various advocacy strategies and tools that can be utilized in the efforts to prevent and counteract LG;
4-. Acquire a tool which can help to assess the organization’s advocacy capacity.
5-. Voice and discuss any concerns related to using advocacy based on participants' direct experiences.
- Contents of the session
0-. Opening. PP. By their existence they give glory to God
1-. What’s the difference between lobbying and advocacy?
2-. Tips for successful lobbying.
3-. Advocacy strategies and tools.
4-. Concerns and anxieties about using advocacy.
5-. Tool to assess the ability of an organization to undertake advocacy.
6-. Discussion with the audience.
Conclusion. PP. Oil and mining industry - Chad &Colombia
- Learning Objectives By this session we want to:
1-. Understand the key steps in the development of an advocacy plan;
2-. Acquire useful information to be able to develop an advocacy plan and advocacy messages.
- Contents of the session
0-. Opening. PP. A reserve of goodness and optimism
1-. Preliminary considerations to a Plan.
2-. Factors that define and determine an advocacy plan for the LG issue in a specific context.
3-. Stages of an advocacy plan: 1. Define the problem, 2. Set goals and objectives, 3. Identify the recipients, 4. Getting support, 5. Develop messages, 6. Select the communication channels, 7. Fundraising, 8. Define implementation Plan, 9. Risks and Assumptions, 10. Monitoring and evaluation etc.
4-. Working group N° 15.
Conclusion. PP. The reality the humanity lives in
- Working Group N° 15. Proposal
- Split up into small groups.
- Reflect on the LG reality in your context and
° Identify the 5 things you would like to see changed;
° Select 1 issue, identify the target audiences and develop a message that will be delivered verbally
- Each group has 30 minutes to work.
- In the assembly, each group presents a 3 minutes message
- Learning Objectives. By this session we want to:
1-. Understand what campaigning is;
2-. Get familiar with different campaign strategies;
3-. Become aware of various forms of community resistance (violent and non-violent);
4-. Acquire useful information to be able to develop a public campaign;
5-. Know about campaigning toolkits for campaigning which have been developed for/by civil society
6-. Learn about some examples that can help in efforts to campaign.
- Content of the session
0-. Opening. PP. A message not to be overlooked
1-. What is campaigning?
2-. What can be achieved by campaigning?
3-. Different ways of campaigning:
3.1. Forms of community resistance
3.2. Extreme campaigning strategies (mass picket or boycott, hunger strike, occupation, sabotage, strikes ...)
4-. Developing a Public Campaign: define the issue, define the objective, etc.
5-. The Campaigning Toolkit
6-. Working Group or discussion in assembly:
6.1-. Who has experience of campaigns?
6.2-. What campaign tools were used?
6.3-. What they succeeded?
6.4-. What are the successes and failures due to?
6.5-. Have I ever discussed the great campaign to see if they have had success or failure?
Conclusion. PP. Forced Marriages - Sara's Story
- Learning Objectives By this session we want to:
1-. Review and define our outline of Action Plan (PoA) using all the acquired knowledge. Now it's time to find out whether all the elements have been integrated;
2-. Be able to return to work in each one's own context, with a draft Action Plan with tools that can be used and be further developed, and thus be able to make a plan to channel the efforts on the ground to counter the LG.
- Contents of the session
0-. Opening. PP. Appreciating life
1-. Conclude the PoA
- Is policy analysis integrated in your LG Action Plan?
- Does your LG Action Plan include and Advocacy Plan?
- Have you considered whether campaigning is relevant to your case and what strategies are useful in your LG PoA?
- Should any media work be integrated in your Action Plan?
- Do you plan to work in/with coalitions, networks and alliances? Is this reflected in your Action Plan?
2-. Working Group N° 16
3-. Assembly. What is your PoA?
Conclusion. PP. Have you ever been so tired?
- Working Group N° 16
- Introduction to the group work by the facilitator (5 min.)
- Each group, from the feedback received since the first outline draft of the PoA and taking into account the lessons learned, reviews, makes the necessary changes and ends its PoA (50 m.)
- Each group presents its PoA for discussion (20 min.)
The group responsible keeps the answers.
- What do I propose to be done?
- What do I ask has to be done?
- What will I do?
- Learning Objectives. By this session we want to:
1-. Complete our journey:
-
We began by taking decisions together that allowed us to live well these days of training: Phone, Photos, Punctuality, and other practical points.
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Now we want to make choices that enable us to work together for JPIC in the effort to counter the LG.
2-. And this under three specific guidelines:
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What do I propose has to be made?
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What do I ask has to be done?
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What will I do?
3-. Recap of key aspects of the Training Programmes (30 min.)
4-. Making training evaluations.
5-. Define some future collaboration perspectives (60 min.)
6-. Any Other Business
- Contents of the session
0-. Opening. PP. Being poor and rich today.
1-. Personal Activity N° 7 + Working Group N° 16 on three questions
- What do I propose has to be made?
- What do I ask has to be done?
- What will I do?
2-. Recap of key aspects of the Training Programmes.
3-. Training Evaluation: Personal Activity N° 7:
- Evaluation sheets to evaluate the training are individual. The survey is anonymous. (15 min.)
- Course participants and facilitators review all the postit notes with their expectations they placed on the wall at the beginning of the training to check whether were all addressed by the training. (15 min.)
4-. Perspectives of future collaboration (60 min.)
5-. AOB:
- Contact list distribution to participants
- Group photo
Personal activity N° 6. Each participant reflect personally upon the three questions
° What do I propose has to be done?
° What do I ask has to be done?
° What will I do?
- Working group N° 17
- Introduction to the group work by the facilitator (5 min.)
- In each group, participants present the answers to the three questions.
° What do I propose has to be done? In the group, each person brings freely his contribution to brainstorm about what would be necessary and appropriate to do and who should do it: The government should do this, the Church that, the mayor such a thing, our group this or that
° What do I ask has to be done? In the group, each person, adhering to reality, makes achievable proposals, with concrete objectivesIn the group, each person makes concrete, possible, adhering to reality, with concrete objectives proposals: I ask that a committee between catechists is made formed to study the issue of land; that the JPIC commission of the parish collect complaints from farmers, indigenous peoples with reference to LG (land grabbing)…
° What will I do? In the group, each person expresses his/her particular, even limited butdelimited, controllable personal commitment: I promise to put in order the papers of my plot, to study the CLIP, to plant trees ...
The group responsible keeps the answers
- Training Evaluation:
Activity 7.
1-. Personal evaluation
- Delivery of the questionnaire
- The questionnaire is personal
- The evaluation is anonymous. (15 min.)
2-. Group evaluation
- Participants and animators revised expectations written on ‘Post-It’ notes at the beginning of the course.
- Find out in assembly if the training answered them all (15 min)
[1] Group members will be established by the organizers and remain the same throughout the days until indicated.
[2] Here we can insert cases study from Africa, Asia, Latin America
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