Isaean 2012 cbo training module on networking and advocacy

I n d o n e s i a M a l a y s i a P h i l i p p i n e s T i m o r L e s t e
2012
Training Module on
Networking and
Advocacy for Local CBOs
ISEAN Secretariat
ISEAN-Hivos Project Round 10

Training Module on Networking and Advocacy for Local CBOs 2012
1
INTRODUCTION
ISEAN is the first sub-regional grouping of community representatives and organizations from Brunei
Darussalam, Indonesia, Malaysia, the Philippines, Singapore and Timor Leste. This sub-regional grouping
was envisaged at the ‘Risk & Responsibilities’ International Consultation on Male Sexual Health and HIV
in Asia and the Pacific, held in New Delhi in late 2006,which lead to the formation of Asia Pacific
Coalition on Male Sexual Health (APCOM).
In August 2009, a consultation meeting ‘Insular Southeast Asia Consultation on Male to Male
Transmission of HIV’ was held in Bali, Indonesia in the lead up to the 9th International Congress on AIDS
in Asia and the Pacific (ICAAP). An unanimous vote among community representatives at this
consultation called for the creation of a MSM and TG network for Insular Southeast Asia. Interim focal
points were appointed for each member country. ISEAN has appointed community delegates to
represent the Insular Southeast Asia region on APCOM’s Governing Board.
ISEAN has long worked to ensure that community-level advocacy is prioritized as a key element in the
development of strategic responses to Health Rights. Recognizing that many national responses remain
inadequate in the ISEAN region, particularly in respect to communities most affected by HIV and AIDS,
ISEAN initiatives is focusing its efforts on capacity building and advocacy.
In late 2009, ISEAN decides to submit a GFATM application for Round 10. The decision was based on:
Four out of the 6 countries in ISEAN are eligible for Global Fund grants (Indonesia, Malaysia,
Philippines, Timor Leste); combining the most populous countries in the region.
Submitting a joint proposal encourages collaboration and information exchange between
stakeholder throughout the region.
Each of the four countries has commonality in terms of shared culture, history, migratory patterns
and epidemiology of the HIV epidemic within MSM and TG populations.
The main goals of ISEAN proposal is to reduce:
the vulnerability and risks of MSM and transgender (TG) to HIV infection, and
the impact of HIV and AIDS on their lives in Insular Southeast Asia
ISEAN selected Hivos Foundation (Regional Office of Southeast Asia - ROSEA) as a program
implementation partner. Hivos was confirmed at the Principal Recipient for our initiative in Oct 2011.
While almost all countries in Asia Pacific have in place national AIDS plans, the epidemic continues to
outpace the response, even with 90% of countries worldwide reporting to have a multi-sectoral
framework in place0
. Are these frameworks and the actions and policies developed with the full
participation of the very people they are intended to help – those most affected by HIV and AIDS and
the organizations that represent and assist them?
NGOs and CBOs usually work ‘on-the-ground’ with both HIV positive and affected persons and
communities. These organizations have direct access to the experiences of their constituencies and
firsthand knowledge on how policies affect program initiatives and the lives of their clients. While NGOs
and CBOs are conscious they hold valuable information and data that could better inform policy makers
and be utilized to develop policies at the organizational and national level, they often lack the specific
skills or experience to do so effectively. This toolkit, written by HIV and training for trainers, provides

2
ways to teach effective advocacy skills to program managers, program staff and the community.
Furthermore, this toolkit will assist in advocacy planning while giving a framework to increase the
effectiveness of advocacy through planning, monitoring, evaluation and reporting.
Furthermore, it is crucial that people living with and affected by HIV/AIDS be involved in a meaningful
way in the development of services and policies that directly have an effect on them. Participating in
advocacy for their rights and helping to frame policies to improve the environment for more and better
HIV interventions and AIDS services provides one of the best ways for this involvement. Borrowing from
the early days of the now famous grassroots AIDS advocacy ‘movement’ called ACT UP (AIDS Coalition to
Unleash Power) that popularized slogans such as Silence = Death and Action = Life, it would be great if to
add Advocacy = Empowerment. Implementation of the activities taught by this toolkit should result in
advocacy from the ground up in ways that will create far reaching changes to improve, among other
things, the access that people living with HIV and AIDS and their loved ones to have to a better life.
0
UNAIDS. Report on the Global Response to AIDS Epidemic 2006, 5th Global Report. UNAIDS. Geneva. 2006.

3
ACKNOWLEDGEMENT
Based on the ISEAN-Hivos proposal time, the working group of the proposal has decided to develop a
training module combining the networking and advocacy together. This is in related to documents and
references that are already available in Southeast Asia and global, especially from the technical provides
such as International HIV/AIDS Alliance and Asia Pacific’s own APCASO.
The Training Module on Networking and Advocacy for Local CBOs is a collaborative effort. It has involved
a diverse group of people, each of whom generously shared the experiences they have gained from
working with community-based organizations who provide HIV services ‘on the ground’.
We thank Dr. Zaki Arzmi for writing and refining the toolkit. Dr. Zaki was also the lead trainer in the
original workshops and we are highly appreciative of her thoughtful approach in their design and
delivery. Her skills and knowledge in effectively working with community members and HIV/AIDS NGO
staff ensured that these workshops were tailored to meet local CBO contexts and that the program
reflected HIV/AIDS work ‘on the ground’. We thank all those whose previously published work was used
as reference materials in the development of this toolkit, especially the International HIV/AIDS Alliance
and APCASO.
We thank all focal point organizations, collaborators and participants in the networking and advocacy
workshops, particularly those from Indonesia, Malaysia, the Philippines and Timor Leste as initial
developers and users, who helped us to further refine the Networking and Advocacy Training Module. A
special thank you goes out to the ISEAN Board Members who also is able; even though with their busy
schedule to participate in this workshop. This workshop was conducted in October 2012, in Jakarta,
Indonesia, organized by ISEAN Secretariat and ISEAN-Hivos Project-PMU.
The ISEAN-Hivos Networking and Advocacy Training Module would not have been possible without the
financial support by the Global Fund to fight AIDS, Tuberculosis and Malaria provided through multi-
country proposal ISEAN-Hivos Project Global Fund Round 10 as part of the Community System
Strengthening proposal.
We would like to thank Harry Prabowo, Francis Oliver Sison, Mariluz Tejarez and Rui Carvalho for their
guidance in the earlier versions of the toolkit and gave their invaluable time proof-reading this
publication.
Last but not least, we would like to thank all of who will use, adapt and further build on this Training
Module on Networking and Advocacy for Local CBOs. We invite all of you to continue to share your
experiences and knowledge with ISEAN and ISEAN-Hivos Project now and into the future.
Mohamad Shahrani bin Mohamad Tamrin
Regional Program Manager
ISEAN Secretariat
November 2012

4
CONTENTS
Introduction 1
Acknowledgement 3
Module 1 : Advocacy Defined 5
Module 2 : Why Advocacy 6
Module 3 : Purpose of Advocacy and Target Audience 7
Module 4 : Aims, Objectives and Activities 9
Module 5 : Purpose of Advocacy and Target Audience 11
Module 6 : Introduction to Effective Advocacy 16
Module 7 : Steps for Advocacy Planning 18
Module 8 : Advocacy Action Planning 21
Module 9.1: Advocacy Action Tools - Evidence Based Advocacy Policy 25
Module 9.2: Advocacy Action Tools - Media Advocacy 31
Module 9.3: Advocacy Action Tools - Advocacy Communication Skills 34
Module 10 : Definition of Network and Networking and its Benefits 38
Module 11 : Challenges and Building Sustaining Network 40
References 42

5
Module 1:
Advocacy Defined
Key Learning Outcomes
At the end of the session, the participants should be able to define
and understand advocacy.
Time
30 minutes
Tools / Slides
Materials (meta cards, markers)
PowerPoint slides on sample definitions of Advocacy
Process
1. The facilitator writes on the board or flashes on the screen the
word “Advocacy”
2. The participants will be asked the question: “What word or
phrase comes first into your mind when you see the word
Advocacy?”
3. Each participant will have to answer using a meta card. One
idea per meta card shall be emphasized.
4. The facilitator will then process the outputs and group them
accordingly, taking into account common words
5. In plenary, the elements/components of an advocacy will be
drawn out from the participants based on their responses
6. The facilitator will then ask the participants to define Advocacy
based on the elements/components given by the participants
7. Flash sample definitions and ask the participants to compare
their definition with the samples provided.
8. Let the participants finalize, if needed.
Note for facilitators
Ensue that the elements/components of advocacy such as target
audience, activities, purpose, among others will come out in their
definition.

6
Module 2:
Why Advocacy
 Participants able to share their ideas and opinions about the
information they received from the video.
 Participants able to identify what are the reasons for advocacy
to be implemented.
 Participants able to share why advocacy is needed to be
implemented.
Time
45 minutes
Tools / Slides
 Short Video
(www.youtube.com/watch?v=KaOllwmVbzw&feature=related)
 Powerpoint presentation
 Flipchart / Pen
Process
 Video showing about advocacy
 Facilitator asks the audience’s opinions (brainstorming) about
the video
 Powerpoint presentation
 More discussion on the audiences’s opinions about the
importance of advocacy
 Last but not least, a summary sheet from the facilitator about
this session
 Facilitators need to emphasize that stigma and discrimination
towards MSM and TG are the causes why there isn’t any
tendencious program or fund for these communities.
 Facilitator needs to share the information based on the
evidence/facts.
 Facilitator also needs to know the importance of having
partners in doing the advocacy works and networking.

7
Module 3:
Purpose Of Advocacy
And Target Audience
 Share their personal and organizational experiences on
advocacy highlighting the purpose of their efforts.
 Identify the target audience for specific advocacy agenda.
 Determine appropriate targets for various types of advocacy.
 Appreciate the purposes of advocacy.
Time
1 hour
Tools / Slides
Slide presentation on Purpose of Advocacy and Target Audience
Note pad and pen
Flip chart
LCD and laptop
Role play instructions
Process
1. Divide the group into small groups of 3 – 5.
2. Ask participants to assign a facilitator and a rapporteur in their
group.
3. For 15 minutes, the group answers the ff. questions: a) “What
are the advocacy activities that your organization has
undertaken?” b) “Who were your target audience?” c) “Why did
you do it? / Why do advocacy?”
4. After the small group sharing, the rapporteur will present the
output of the group in the plenary.
5. The facilitator processes the results by highlighting the
summary of purposes, types of advocacy and target audience of
advocacy.
6. The facilitator then presents the slides on Purposes and Target
Audience of Advocacy.
7. After the slide presentation, the facilitator asks each group to
present in a role play (around SPICE) the assigned purpose of
advocacy.
8. End the activity by soliciting the participants’ insights and
lessons learned from the role play.

8
Share the purposes of Advocacy as summarized in the acronym:
S – P – I – C – E
Speak Up and speak for others
Promote people’s rights (e.g. rights to health, rights to safety, sexual
rights)
Influence decision and policy makers
Change the decision makers’ perception or understanding of the
problems and issues / Control over own lives / Course of action to
address pressing issues and problems
Empower people/community and explore options
Highlight the types of advocacy:
 Policy advocacy – to influence policy and regulations directly.
 Public advocacy – to influence behavior, opinion and practices
of the public in order to influence groups and institutions that
are involved in affecting change in policies
 Community advocacy – to influence groups and institutions that
are involved in affecting change in policies by working with
affected communities to influence behavior and practices

9
Module 4:
Aims, Objectives and
Activities
At the end of the session, the participants should be able to:
 Identify the aim, objectives and activities in a case study
 Define aim, objectives and activities and explain their
relationship and importance in advocacy planning
Time
1 ½ hours
Tools / Slides
 Case study/ies (APCASO Understanding Advocacy Toolkit 1,
p.43)
 PowerPoint
 Video: http://www.youtube.com/watch?v=Vv1l-q846kk
Process
1. Divide the participants into 4 or 5 groups
2. Let each group take a look at the case study (APCASO
Understanding Advocacy Toolkit 1, p.43).
3. Provide each group a marker and a flip chart paper. Then each
group shall identify the aim/goal, objective/s, and activity/ies in
the case study given.
4. Presentation of the group work.
5. Facilitator process the output
6. Show the video.
7. Elicit participants’ opinions on the video and identify with them
the issue being addressed by the advocacy in the video, the
activities and the results.
8. Give a common definition of aim, objective and activities to
make everyone at par.
9. Go through the video again with the participants, but this time
identifying the goal, objectives and activities
10. Using the same grouping, each group shall think of any
advocacy (preferably related to MSM, TG, and HIV/AIDS) done
through their CBOs
11. Each group shall identify the aim, objectives and activities in the
advocacy done
12. Presentation and critiquing
1. Prepare 16 copies of the case study (APCASO Understanding
Advocacy Toolkit 1, p.43) as handout
2. Ensure the availability of materials to be used (flip chart paper,
etc.)
3. Ensure consistency of PowerPoint slides

10
4. Show the video and after the video is shown, in plenary, ask the
participants to describe the end result to further gauge their
understanding.
5. Recap by presenting Slide #4 and highlighting the relationships
of Aims, Objectives, and Activities and explain the relevance of
Aims, Objectives and Activities in the planning and M&E of
advocacy work
Handout – Module 4
Case study:
NGO in India challenges penal code provision on sodomy
Note to facilitator: Select case studies according to local needs and issues. Choose examples
that are close to the experiences of the participants whenever possible.
AIDS Bedbhav Virodhi Andolan (ABVA), an NGO that campaigns against AIDS and in support of
lesbian and gay emancipation, has filed a public interest petition with the High Court of Delhi
challenging the constitutional validity of Section 377 of the Indian Penal Code, dating from the
colonial era, which makes sodomy a criminal offence.
Indian prison authorities have cited Section 377 as a justification for refusing to distribute
condoms to prisoners. In 1992, the Inspector General of Prisons refused to supply condoms in
India’s largest prison on the ground that homosexual activity was illegal. The court case has
enabled ABVA to develop an extensive and successful public education campaign around the
issues of the rights of prisoners and men who have sex with men.
From An Advocate’s Guide to International Guidelines on HIV/AIDS and Human Rights, ICASO, 1999, pg. 6

11
Module 5:
Purpose Of Advocacy
And Target Audience
 Participants able to explain what is Advocacy, Information
Education Communication (IEC), Community Mobilization (CM),
Network and Partnership (N&P)
 Participants able to identify the differences between advocacy,
IEC, CM, and N&P
 Participants able to categorize advocacy, IEC, CM, and N&P
Time
90 minutes
Tools / Slides
 Meta-plan (Statement cards)
 Case studies:
- On Advocacy
- IEC
- On Community Mobilization
- On Networking and Partnerships
Process
1. Facilitator devide the participants into 4 different groups
2. Facilitator distribute one (1) case studies per group
3. Facilitator ask each group to discuss, identify and categorize
each case study
4. Facilitator will ask participants to explain their answers
5. Facilitator clarify the answer for each case study and explain
more details about the charactheristic of advocacy, IEC, CM, and
N&P
6. Facilitator distribute the statement cards to participants for
match making activity
7. Participants will be asked to match/place the statement cards
‘interventions table’
8. Facilitator review the result, discuss it with the participants and
clarify for more details if needed
 Facilitator needs to prepare the statement cards and place the
intervention table before the match making activity
 Facilitator should have his/her own key answers for the “match-
making” activity
 Facilitator should be able to create a percipitating discussion

12
Change-Seeking Community Intervention Matrix
Advocacy IEC Community Mobilization Networking and Partnership
Definition Action to lead to changes by
influencing someone who
can make changes.
Information, Education and
Communication
Organizing community to
take action
Groups of people working
together for a common goal
What can it
change
Situation, Attitudes, Laws,
Policies
Awareness, behaviour, and
common knowledge
Capacity of communities to
identify and address their
problems
Isolation and duplication
Target People in position of
influence such as leaders,
policy makers, decision
makers
Population in general and or
specific population (students,
Gay and TG Groups, etc)
Community Members Individuals or groups that
have similar agendas
Indicators of
success
The changes of Situation,
Attitudes, Laws, Policies
Positive changes in awareness,
behaviour, and common
knowledge
Increase in community
participation and
community problems are
solved
Members of the network
could achieve more than
individuals
How do the
interventions
address the
target
Through direct advocacy to
people in position of
influence such as leaders,
policy makers, decision
makers
Share the material to
population in general and or
specific population (students,
Gay and TG Groups, etc)
Strengthen the capacity of
community groups to
identify and address their
problems
Through coordination,
collaboration and
cooperation

13
Handout - Module 5
Case Studies
Advocacy 1. Goal: Transgender Persons receives free medical treatment
There are many TG who come and stay in Jogjakarta. Most of
them work in an informal sector with a very low income. In
addition, none of them has free local health insurance provided
by the local government. The reason they dont have a free local
health insurance is because they are not from Jogjakarta and that
they don’t have a local ID. Therefore, Yayasan Kebaya, a TG NGO
in Jogjakarta, advocated to the Local Government to make sure
that the TGs in Jogjakarta have a local ID, and succeeded.
Furthermore, Yayasan Kebaya also advocated to the Social
Welfare and Health Department so that the TGs with local ID can
have a free access to the local health services through Local
Health Insurance including social aid for those who are eligible.
2. Goal: Friendly services toward MSM and TG
One of the HIV patients in one of the hospitals in Jakarta received
treatment related to co-infection namely condyloma. Instead of
giving the patient the treatment he deserved, the nurse
discriminated the patient and told him that he deserved the
infection because he used his “bottom” carelessly. The patient
felt offended and reported the case to the local CBO that worked
for Gay, TG and HIV in Jakarta. A team from the CBO had a
discussion with the Manager of the hospitals. The main point
that they discussed was that public service provider should be
friendly and hospitable towards all the patients without having to
discriminate them based on their backgrounds or sexual
orientation. Health care provider must also respect the values of
each and every patient. As a result, the manager of the hospital
agreed to give a much deserved service to each and every
patient, including Gay and TG patients. After all the staff at the
hospital and their allies understand more about Gay and
Transgender and that all patients have equal rights towards
health care provider, there were no more discrimination or
stigmatization including an unfair treatment towards the patient,
especially patients who were Gay and Transgender.
IEC In East Timor, back in 2007, in one of the catholic high schools, there
were few male students who started to openly claim themselves as
“gay”. In addition, there were also students both male and female,
whom the principal thought starting to have a “non-healthy
relationship”; in a sense that they started to involve in an unhealthy
sexual relationship, especially the second and third year students. By
unhealthy, the Principal meant an “un-safe” sexual relationship. His

14
concerns became real when there were two female students, one is
from the second year and the other one is in her third/final year. The
two students were suspended and dropped out of school before the
final exams. Because of this, the Principal thought that it might be a
good idea to invite a health focused organization to come to the
school and give a workshop by delivering information regarding a
healthy sexual relationship to the students.
One of the Health focused NGOs finally came to school and had a
discussion with the students regarding “safe-sex”, but they focused
more on the use of condoms and how to prevent an unwanted
pregnancy. Not only that, but also to prevent the students from
getting and/or transferring sexually transmitting diseases.
This workshop was very helpful because a few months after that
discussion, there were no news about students getting pregnant until
they finish their high school which was a good outcome of the
workshop. It was indeed a very informative and educative
informations the fact that some of the parents do not really talk
about those issues mentioned above with their children, as it is
culturally seen that, sex before marriage is seen as something wrong
and sinful.
Community
Mobilization
- Mobile clinic activity  CBO gathers community in one location
where services will be provided (SRH, VCT)
- IDAHO celebration  a group gathering (community,
sympathizers) that cares to do a peace gathering and socialize to
put an end to stigma and discrimination against homosexuals
- Community campaigns
- Promotion regarding SRH test, VCTs thru social media that
organized by CBOs
Networking and
Partnership
1. Before 2007, in Indonesia, there were many MSM, TG and HIV
CBOs that were established. However, these organizations
worked for their own program without any coordination. This
created few conflict in the field and caused the bargaining
between the stakeholders decrease because each of these CBOs
dealt with issues in the community based level. Therefore, based
on the issues above, it was suggested that these organizations
had to work together under the same “umbrella”. Thus, they
estalished GWL-INA as a coordinator between MSM, TG and HIV
CBOs in Indonesia as well as sharing information between the
members. GWL-INA became stronger and broader. They even
had a more powerful influence of bargaining in program related
to MSM, TG and HIV.

15
2. There are some CBOs in Jakarta who do the outreach program
for MSM and TG to cooperate and colaborate with the hospitals,
local health care provider and health clinics. CBOs will refer to
the community to do a check up and treatment to Sexually
Transmitted Diseases including HIV test. For each individual,
especially MSM and TG patient who are infected by HIV, the
health care providers will refer them to the local CBOs who focus
their work more on MSMs and TGs or to and TGs support group.

16
Module 6:
Introduction to Effective
Advocacy
 Define effective advocacy.
 Share stories of successful advocacy initiatives that they were a
part of or they know of.
 Describe the elements of a successful / effective advocacy.
 Determine the steps of conducting effective advocacy. Propose
a list of do’s and don’ts in doing advocacy work.
Time
45 – 60 minutes
Tools / Slides
 Slide presentation on Steps of Conducting Effective Advocacy
 Meta cards, pentel pens and scotch tape
 White board and marker
 LCD and laptop
 Workshop guide questions
Process
1. Start the session by asking the participants to think of the first
word or words that come to their mind when they hear
“effective advocacy”.
2. Ask them to write this on a meta card and post their response
on the board.
3. Summarize the key words to describe effective advocacy and
introduce the next activity.
4. Workshop on Effective Advocacy (15 minutes):
a) Divide the participants into groups of 5-7 (depending on the
total number of participants) and ask them to assign a
document or and a facilitator.
b) Based on the case studies presented in the previous session
c) Answer the following questions:
- What was the advocacy all about?
- Who were involved?
- Why did you say that the advocacy was effective?
d) The group presents their output during the plenary.
e) The facilitator synthesizes the activity by highlighting the
elements of effective advocacy.
5. The facilitator then shares the steps in conducting effective
advocacy.
6. The session ends with a relay game (ensure equal number of
participants in each team) on the Do’s and Don’ts in Conducting
Advocacy. The facilitator ensures that all participants score the
correct answers. The team with the highest correct answers will
be given a prize.

17
Although most of the topic content would be drawn out from
participants, the facilitator still needs to prepare for the elements of
Effective Advocacy and the Do’s and Don’ts in conducting Advocacy.
Elements of Effective Advocacy:
1. Rights
- Participation
- Development
- Non-discrimination
2. Information
- Information is power. Those who are well-informed are
empowered.
3. Voice
- With information, support and resources, people are their
own best advocates. To really have a voice, people need the
opportunity to say it “their way” to someone who really
listens and can do something about it.
4. Inclusion
- When everyone who cares or should care has a voice, better
decisions will be made. Inclusion is not just inviting people to
the table – it is about genuinely welcoming and considering
their point of view, regardless of their title or status.

18
Module 7:
Steps for Advocacy
Planning
 Participant ability to enumerate and explain 8 steps in advocacy
planning
 Ability to understand the 8 steps in advocacy planning
 Appreciate the advocacy framework by simulating 8 steps in
advocacy planning
Time
2 hours
Tools / Slides
Handout of case studies
http://thestar.com.my/news/story.asp?file=/2005/11/18/nation/126
32415&sec=nation
http://www.fridae.asia/newsfeatures/2011/01/10/10562.malaysian-
transsexual-to-appeal-court-
decision?n=sea&nm=Transsexuals+in+Malaysia
http://www.fridae.asia/newsfeatures/2012/10/02/11961.jakartas-q-
film-festival-to-only-release-daily-schedules-due-to-security-
concerns
http://www.opensubscriber.com/message/zamanku@yahoogroups.
com/10948551.html
Metacard
Powerpoint Presentation
Process
 Facilitator introduces the 8 advocacy planning steps
 Divide the participants into 2-3 groups (depends on how many
participants are there)
 Facilitator provides case studies (which will be handed to the
participants)
 The participants analyze/answer to the case studies based on
the 8 steps of advocacy planning.
 Process the answers of the case studies exercise.
 Specific exercise on identifying allies, targets, and resources
- Divide the group into 3
- Using the matrix on pg.27 in book 2 of the APCASO
Advocacy Toolkit
- First group will map out the targets
- Second group will be doing the mapping for the allies
- And third group will map out the resources

19
- Report back, discussion and critique.
 Enough handouts for the participants
 The facilitator can change the order of the 8 steps as needed

20
Stakeholders Analysis
Stakeholder Very supportive Supportive Neutral Opposed Very opposed
8 Steps of Advocacy
Step 1
•Select an issue or problem you want to address.
Step 2
•Analyse and gather information on the issue or problem.
Step 3
•Develop an aim and objectives for your advocacy work.
Step 4
•Identify your targets.
Step 5
•Identify your allies.
Step 6
•Create action plan.
Step 7
•Identify your resources.
Step 8
•Implement, monitor and evaluate.

21
Module 8:
Advocacy Action Planning
Differentiate the following terms: aim, objective, indicator.
Formulate advocacy action plan.
Time
1.5 – 2 hrs
Tools / Slides
Slide presentation on Definition of Terms, Advocacy Action
Matrix, Sample Advocacy Action Plan
LCD and laptop
Template for Advocacy Action Plan
Process
1. Connect the session with the previous module (Steps in
Advocacy Planning). Explain that the identified
advocacy issues will be the anchor for this session.
2. Ask participants to mention the identified issues and
write them on a meta card – one issue per card. Post
them on the board.
3. Introduce the Advocacy Action Plan template
highlighting the different terminologies such as goal,
objective, activity, actors/organizers, target audience,
success indicators, schedule/timeframe, and resources.
4. Give each participant the “Mix and Match” (bingo)
game card.
5. Ask them to answer quietly/on their own the game card
for 5 minutes.
6. The facilitator then flashes the correct Mix and Match
answers on the screen.
7. Assess how the participants faired in the game. Ask also
the participants which term they had difficulty the
most. The facilitator needs to explain the difficult terms
further.
8. Divide the participants into groups of 4-6. Introduce the
next activity: Workshop on Advocacy Action Planning.
9. Assign the groups to specific issues posted on the board
earlier. Instruct them to fill out the advocacy action
template. The group will work on the template for 30
minutes.
10. Plenary and critiquing of group outputs.
11. End the session by summarizing the important points
and suggestions from the critiquing as well as
emphasizing the application of the knowledge and skills
in advocacy action planning in their respective CBO in
future advocacy initiatives.

22
Emphasis on the formulation of SMART objectives.
Stress the importance of identifying allies and foes in any
advocacy issue.
Remind participants that the session is to build their
capacities in formulating advocacy action plan and not really
coming up with a doable advocacy action plan for their
organization.

23
Advocacy Action Plan
Issue:
Advocacy Goal / Aim:
Advocacy Objective #__:
Advocacy Objective #__: (insert additional rows if needed)
Activities
Action/
Organizers
Target Audience Success Indicators
Schedule /
Timeframe
Resources Needed

24
Answer – Module 8
“Mix and Match” Game Card
Success Indicators
% reduction in the prevalence of HIV
An ordinance is passed to allow sauna owners
to dispense condoms
Issue
Increasing HIV infection rate among MSM
and TG
High HIV/AIDS prevalence rate among young
local MSMs
Objective
To develop press releases to increase the
awareness of the general public on the
situation of HIV/AIDS in the country
To enhance the skills of the CBOs in developing
advocacy plans
Activity
Face-to-face meeting with the police
HIV/ADIS awareness campaign
Skills training for CBOs
Target Audience
Parliament members
Policy makers
Police
General Public
Actors/Organizers
CBOs
Country Coordinating Mechanism
Other NGOs
Media
General Public
Aim/Goal
To reduce the vulnerability and risks of MSM
and TG to HIV/AIDS
To reduce the impact of HIV/AIDS to the lives
of MSM and TG populations
Resources
Man
Machine
Money
Method
Timeframe/Schedule
3 months
Monthly
Yearly
December 5, 2012

25
Module 9:
Advocacy Action Tools
 Participant to be able to apply advocacy evidence in actual
setting
9.1:
Evidence Based
Advocacy Policy
Time
1 hour
Tools / Slides
Handout of the Case Studies
Malaysia Case study
http://thestar.com.my/news/story.asp?file=/2005/11/18/nation/126
32415&sec=nation
Indonesia Case Study
http://www.fridae.asia/newsfeatures/2012/10/02/11961.jakartas-q-
film-festival-to-only-release-daily-schedules-due-to-security-
concerns
Philippines Case Study
http://newsinfo.inquirer.net/218043/baguio-gays-want-ordinance-
against-discrimination-passed
Timor Leste Case Study (to be provided)
Work Sheet
Power Point Presentation
Process
 The Facilitator divides the board into two and writes down the
words “Evidence” and “Documentation”
 He/she then elicits from the participants the first word that
comes into their mind when they hear those words. This should
be done in 5 minutes
 The definition of “Evidence” and “documentation” is then
flashed and the facilitator asks the participants if they agree on
the definition.
 The facilitator then breaks into groups consisting of 4-5
participants per group
 Each Group is given with a case study
 Worksheet are given to each groups to fill in their answer
 Presentation and critiquing
Enough handouts according to the country’s holding the training
and worksheets to participants
For the worksheet, participants only work/answer on the step one
Facilitator stresses the importance of evidence-based
documentation when the participants fill in information on the
worksheet

26
Handout – Module 9.1
Policy Paper Worksheet1
Step 1 - Know your issues, goals, supporters and opposition
(Working through this worksheet will help you fully understand your issue/problem and start to identify
stakeholders.)
Issue/Problem: ______________ Setting _________________ Population ________________
1. What is the extent of the issue/problem? (How
many people and/or system does it affect?)
7. What needs to be done about it?
2. Why is it an issue/problem? 8. What is your goal(s)?
3. What has contributed to the development of
the issue/problem?
9. Who else thinks this is an issue/problem?
4. How long has it been an issue/problem? 10. Who might support you or have similar
perspective on this issue/problem?
5. What has been done to try and resolve the
issue/problem in the past? Are there policies that
specifically target this issue?
11. Who might oppose, object or have a different
perspective on this issue/problem?
6. What could happen if this issue/problem is not
dealt with?
In one sentence, describe, in a bit more detail,
your issue and how you would like to see things
change.
1
Taken from Prof. Willy B. Carada’s DM 200 Class, University of the Philippines Los Baňos

27
Step 2 - Identify and engage stakeholders and develop networks
When moving forward on an issue/problem there is certain people or organization that you may want to
involve. Brainstorm, using this worksheet, as to who this might be.
Issue/Problem: __________________________________________________________________
1. Who are your potential partners on the
issue/problem?
3. Who is going to benefit from or be affected by
this issue/problem (e.g., single parent, those on
low incomes, seniors, farmers, etc.)?
2. Who has been—or is now – involved in similar
issues/papers?
4. Who are the key stakeholders – in government
and in the community – for this issue/problem?
Step 3 – Know the policy process, policy tools and public policy makers.
(Knowing the policy process, policy tools and public policy makers is essential when trying to move your
issue/problem forward. Use this worksheet to help you brainstorm.)
Issue/Problem: __________________________________________________________________
1. Which level of government is involved in the
issue/problem?
4. Who are the key stakeholders-in government
and in the community – for this issue/problem?
2. What departments are involved or have
something at stake
5. What are the possible policy tools you could
use to address the issue/problem?
3. Which elected officials are involved and where do they stand on this issue/problem?

28
Step 4 – Logic Model Development Program Planning Template
Definition of Terms
1. Problem Statement – Describe the problem(s) your program is attempting to solve or the
issue(s) your program will address
2. Community Needs/Assets – Specify the needs and/or assets of your community that led
your problem(s) or issue(s)
3. Desired Results (Outputs, Outcomes, and Impacts) – Identify your desired results, or vision
of the future, by describing what you expect to achieve, near or long term, if your program
is funded
4. Influential Factors – List the factors (e.g. protective or risk factors, existing policy
environment or other factors) you believe will influence change in your community.
5. Strategies – List general, successful strategies or “best practices” your research identified
that have helped communities like your achieve the kinds of results your program promises.
6. Assumptions – State the assumptions behind how and why the identified change strategies
will work in your community (e.g. principles, believes, ideas)
Strategies Assumptions
Problem or Issue
Community Needs/Assets
Influential
Factors
Desired Results
(outputs, outcomes,
and impact)
1
3
65
2
4

29
Example of Worksheet 4 – Logic Model Development Program Planning Template
 Create a free clinic staffed primarily by
volunteers physicians, nurses, and
pharmacists as in anywhere, USA
 Ask doctors to see patients for free in
their own practices/Columbia, SC
Strategies
 Mytown has a history of successful volunteer
programs
 The Medical Society will encourage volunteers and
provide on-going support
 The clinic can find and operate in donated space
 The hospital will support a free clinic to improve
patient health and to save money
Assumptions
 Increased #’s of uninsured workers
 Local plant closings limit jobs
 Costs of uninsured ER care are rising
 Hospitals cannot fund free ER care
forever
Problem or Issue
Community Needs/Assets
 Chamber predicts
increase in # of
small business
unable to offer
employee health
insurance
 There is a strong
community support
for a free clinic
generated by the
Uninsured Task
Force
 3 major corporate
leaders have
expressed interest
in a free clinic
Influential
Factors
 Increased access to
affordable health
care for uninsured
Mytown residents
 Create free clinic to
offer affordable
health care +
education
 Decrease # of
uninsured patients
seeking care in ER
 Increase # of
uninsured patients
with a medical
home
Desired Results
(outputs, outcomes,
and impact)
1
3
65
2
4

30
Step 5 – Prepare a policy/program implementation template
Logic Model Development Program Implementation Template
Resources Activities Outputs Short and Long-
Term Outcomes
Impact
In order to
accomplish our set
of activities we
will need the
following:
In order to
address our
problem or asset
we will accomplish
the following
activities:
We expect that
once
accomplished
these activities will
produce the
following evidence
or service delivery:
We expect that if
accomplished
lead to the
following changes
in 1-3 then 4-6
years:
We expect that if
accomplished
lead to the
following changes
in 7-10 years:
Step 6 – Prepare an M&E Framework
Logic Model Development Program Implementation Template
Focus Area* Question Indicators Means of Verification
*Influential factors, resources, activities, outputs, outcomes and aspects

31
Module 9:
 Understand different forms of media
 Appreciate the appropriateness of different forms of media in
advocacy work
 Develop messages for radio/TV and tweet/text (SMS)
 Write a letter to the editor
9.2:
Media Advocacy
Time
Knowledge (1 hr.), Skills (1 ½ hr.)
Tools / Slides
 Hand-outs (Press release)
 Matrix (power point presentation)
Process
Knowledge
1. Divide the participants into 3 task groups (depending on the
number of participants
2. The group will assign a facilitator and a documenter
3. Participants will answer the following questions:
- What kind of media that they know of?
- What have they used in your advocacy work?
- How helpful media in your advocacy work?
4. The group will present the output to the plenary
5. Facilitator will present different types of media
6. In a matrix, the participants will discuss the pros and cons of
different forms of media
Skills
1. The group will be divided into 3 task groups: (1) Letter to the
editor, (2) Radio and (3) Tweets/Comments/Text
2. Based on the case, how do you maximize media in your
advocacy?
3. The output will be presented in the plenary, the group will
critique/feedback to the presenters
4. Facilitator provides inputs to the group and synthesize the
discussion
Specific instructions to the task group:
Group 1: Letter to the editor
The group will present the letter in the plenary
Group 2: Radio
- Based on the case and knowing that there is a discussion on
the topic

32
- You will be task to prepare a message that you want to
convey based on the case
Group 3: Tweet, Comments or text
- Based on the case, write a comment on issue/topic on
tweeter/comment/text
- Present the different comments/text in the plenary
- Present different forms of media for advocacy
- Facilitator will serve as a resource person to assist the task
group in the assigned work.
- Facilitator must be able to elicit tailored messages targeted at
specific audience

33
Handout – Module 9.2
Press Release (to be determined by Program Managers)

34
Module 9:
Appreciate the art of advocacy.
Describe the qualities needed by an advocate.
Provide tips/guidelines for effective communication skills for
advocates.
Identify and select appropriate methods to convey advocacy
message.
Demonstrate effective communication skills in advocacy.
9.3:
Advocacy
Communication Skills
Time
2.5 hours
Tools / Slides
Slide presentation on Advocacy Communication Skills
LCD and laptop
Case Studies
Instructions for Practicum / Role Play
Process
1. The facilitator introduces the session objectives.
2. He/She then presents the slides on Advocacy Communication
Skills. Allow participants to interact / clarify / share their views
and opinions.
3. After the slide presentation, the facilitator informs the
participants that they have to translate the inputs into practice
through a role play.
4. The participants will be divided into 2 groups and assign them to
a case study where they will play the role of advocates. Allow
30 minutes for each group to develop their advocacy
communication plan:
a) Clarify the issue in the case study.
b) Gather evidences.
c) Set advocacy objective.
d) Choose your target audience.
e) Select your advocacy tool / method.
f) Develop your advocacy message.
g) Present in a role play.
5. After the groups have formulated their respective advocacy
communication plan, allow the first group to present first their
role. The other group will play as the aggrieved sector /
community which the advocates are fighting for while the
training team will act as the stakeholder / target audience.
6. After the first group completed their role play the second group
will follow. The first group will now become the aggrieved
sector / community and the training team remains to be the

35
stakeholders / target audience.
7. Process the activity. Ask the following questions:
a) Were the advocates effective?
b) What made them effective?
c) Any areas for improvement for both groups?
d) What are your insights / lessons learned?
8. End the session by giving words of affirmation to the efforts of
the groups.
Select case studies that participants can relate easily.
Encourage groups to choose advocacy methods / tools on their own.
Emphasize that there are various methods / tools to convey
advocacy message and appropriateness to situations or stakeholders
is important.

36
CASE STUDY 1 – Module 9.3
Source: www.ordudaa.com
THERE ARE INDICATIONS RISING NUMBER OF SEX WORKERS AT SEA GAMES
SEP 28, 2011 Health
Palembang, Prediction of increasing sex trade in Kilkenny during the Sea Games event in
November is not too surprising. Let alone an international event, on the mat PON 2004 alone
already increases were 2-fold.
AIDS Commission (NAC) of South Sumatra Province noted, carpet PON (National Games Week)
in Kilkenny a few years ago considerable influence the increase in sexual transactions. Though
this event did not involve strangers.
This increase was observed from the high distribution and use of condoms in high-risk groups,
including sex workers, homosexuals and transvestites. Compared to a typical day are only 25
thousand condoms / month, during the last PON figure rose to 50 thousand condoms / month.
Sea Games which will be attended by more people from different countries and cultural
backgrounds would give greater influence. AIDS Commission (NAC) estimates of South Sumatra
Province, the increase will be higher than when the PON.
“Indeed, there are already indications of increasing numbers of sex workers. It is observed from
our assisted communities,” said Manager Program KPA South Sumatra Province, Agusdin when
met at his office, Jl. Capt. Anwar Sastro, Palembang, on Wednesday (28/09/2011).
Regardless of whether or not legal sex trade, the KPA warned of high risk occurrence of
transmission of genital infections. The impact is felt not only did it alone, but can also infect the
family when I go home and regroup with a legitimate partner.
Agusdin said KPA had no authority to restrict the sex trade because it’s not working areas.
However, it is obliged to anticipate the impact, among others, by increasing condom
distribution in high-risk places such as hotels and guesthouses.
The refusal of many among the anti-condom really realized by the KPA, but Agusdin said it was
not will dampen the performance of the KPA. Distribution of condoms as contraceptives and
protection from infections transmitted will still be performed.
As a long-term solution, Agusdin agree that a healthy sexual behavior in the sense that only
officially done with a partner should take precedence. Surely not enough just to counseling, but
slowly also leads to pimping for entrepreneurship.
Related high rejection of the condom campaign, Agusdin assess the lack of community
understanding of the factors of HIV / AIDS greatly inhibited. In addition, media coverage is
sometimes too corner of marginalized groups (marginalized) also maintains a negative stigma
about condoms.
“For example, the media immediately write South Sumatra providing sex workers for the Sea
Games event, just because we say the distribution condoms increased. Sadly, because of the
increased distribution of condoms is not always a bad thing. It could also be interpreted
positively, for example awareness to protect themselves from genital infections not to
increase“ complained Agusdin.

37
CASE STUDY 2 - Module 9.3
Source: http://www.freemalaysiakini2.com/?p=46392
GUIDELINES TO IDENTIFY GAY AND LESBIAN SYMPTOMS PUBLISHED
2012
Kuala Lumpur - The Education Ministry had endorsed “guidelines” to help parents to identify
gay and lesbian “symptoms” in their children so they can take early corrective measurements.
The guidelines list four symptoms each of gays and lesbians:
Symptoms of gays:
▪ Have a muscular body and like to show their body by wearing V-neck and sleeveless clothes;
▪ Prefer tight and light-colored clothes;
▪ Attracted to men; and
▪ Like to bring big handbags, similar to those used by women, when hanging out.
Symptoms of lesbians:
▪ Attracted to women;
▪ Besides their female companions, they will distance themselves from other women;
▪ Like to hang out, have meals and sleep in the company of women; and
▪ Have no affection for men.
“Once the children have these symptoms, immediate attention should be given,” the guidelines
warn.
According to Sin Chew Daily, the guidelines published by Yayasan Guru Malaysia Bhd and
Putrajaya Consultative Council of Parents and Teachers Associations, and endorsed by the
Education Ministry, were launched during a seminar in Penang yesterday.
The seminar on “Parenting in addressing the issue of LGBTs (lesbians, gays, bisexuals and
transgenders)” was organized by Yayasan Guru Malaysia Bhd and officiated by Deputy Education
Minister Mohd Puad Zarkashi (right).
Penang is the fourth state to hold such a seminar, after Selangor, the Federal Territory of Kuala
Lumpur and Perak, and yesterday’s seminar in Penang was the 10th in the country.
Puad is quoted by Sinar Harian today as saying that the exposure of symptoms of gays and
lesbians was the best approach to address the spread of such unhealthy phenomenon among
students.
“Youths are easily influenced by websites and blogs relating to LGBT groups. This can also
spread among their friends. We are worried that this happens during schooling time,” Puad told
some 1,500 teachers and parents.
The guidelines were distributed to all those who attended the seminar.
In an immediate response, UMNO Youth Chief Khairy Jamaluddin sent out this tweet message:
“I wear fitted, v-neck t-shirts. I’m okay.”

38
Module 10: Definition of
Network and Networking
and its Benefits
 Arrive at a working definition of “network” and networking
 Understand the benefits of networking
Time
1 ½ hours
Tools / Slides
Handout of the definition
String/yarn
Powerpoint presentation
Process
 Facilitator throws a bundle of string/yarn to each and everyone
in the session; then whoever catches the string/yarn would say
a word that comes to their mind about “network/networking”
 Facilitator together with the participants re-arrange the words
to make a definition
 Then, the facilitator comes up with the definition of
network/networking
 After that, the facilitator would divide the participants into
three different groups:
- Internet based group: Facebook & Twitter
- Mobile apps group
- Face to face group
 Questions to be asked by the facilitator:
- Why do they use these networks?
- What do they do in/with these networks?
- Why is network important for the organization/work?
- What are the benefits through networking?
 The participants will share their answers, and then, the
facilitator will give the handouts
 To summarize the session, the facilitator will provide a summary
sheet of the clear definition and benefits of network and
networking
Facilitator needs to play an active role in eliciting participants’
opinions on definition of networking, and think BEYOND definition
(values, strength, etc). Discussion will lead to BENEFITS of
networking.
Facilitator can read more on network and networking in
www.bldc.aspbae.org

39
Handouts – Module 10
WHAT ARE THE BENEFITS OF NETWORKING?
Many of us are involved in HIV/AIDS network because the problems that we are trying to
address are too large for us as individuals or organizations to face on our own. We need help,
we need encouragement, and we need to feel that we are not alone. Yet it is not for moral and
psychological support that we seek out others engaged in similar pursuits? The ethical,
technical, and managerial demands of the challenges of HIV and AIDS are on such a scale that
we can only address them by cooperating with each other as much as possible.
Networking is a means of securing greater national, regional or international cooperation which
can strengthen the impact of activities carried out by community-based organizations.
To use a fashionable term, networks have a ‘synergistic effect’. Synergy means that the total
effect of things done together is greater than the sum of individual activities. Successful
networking helps to:
 accomplish something together which you could not accomplish alone;
 strengthen advocacy;
 influence others inside and outside the network;
 broaden the understanding of an issue or struggle by bringing together different
constituencies;
 share the work;
 reduce duplication efforts and wasting resources;
 promote the exchanges of ideas, insights, experiences and skills;
 provide a needed sense of solidarity, and moral and psychological support; and
 under certain circumstances, mobilize financial resources.

40
Module 11:
Challenges And Building
And Sustaining A
Network
Identify the challenges in networking.
Share insights on the challenges within the network that may hinder
effective advocacy.
Propose solutions to address challenges in networking and working
within the network/s.
Recommend ways to build and sustain a network.
Appreciate the value of building and sustaining a network.
Time
2 hrs
Tools / Slides
 Slide presentation on Challenges of Networking and Within the
Network and Building and Sustaining a Network
 LCD and laptop
 Instructions for the Bottle in a Magic Carpet Ride
 White board and marker
 Meta cards, pentel pens and scotch tape
Process
1. Start the session with the Game: “Bottle in a Magic Carpet Ride”
(refer to instruction).
2. Process the activity (Debriefing).
a) The facilitator asks the observers to report on what they
saw and heard. The facilitator writes the observations on
the board under the column “Observations”.
b) The facilitator then asks the participants how they feel after
the game and writes the responses on the board under the
column “Feelings”.
c) The facilitator probes further on the feelings of participant
by asking why they felt that way.
d) The facilitator then asks for participants’ insights on the
game and writes the responses on the column “Insights”.
e) The facilitator then asks if similar situation is happening in
real life. If the participants answered yes, allow them to
elaborate.
f) Other probing questions will include: “What went well?”,
“What went wrong?”
g) The facilitator also solicits the lessons learned of the
participants from the game and writes the responses under
column “Lessons Learned”.
3. The facilitator then connects the game to the challenges of
networking and challenges within a network.
4. After the participants identified the challenges, ask them to
write in meta cards their suggestions on how to address these

41
challenges and post them on the board. Summarize the
suggestions in a PowerPoint presentation.
5. The facilitator then presents the slide presentation on Building
and Sustaining a Network. Allow participants to clarify and
share their ideas.
6. End the session by highlighting the achievement of learning
outcomes.
Assign observers and saboteurs (discretely) in the game.
Depending on the facilitator, he/she may assign somebody to write
on the board the responses of participants while processing /
debriefing the game.
Conscious effort to relate the game to networking and its challenges.

42
REFERENCES
Advocacy Toolkit, Advocacy from the Ground Up: A Toolkit for Strengthening Local Responses;
APCASO 2008
Advocacy in Action: A Toolkit to Support NGOs and CBOs Responding to HIV/AIDS; International
HIV/AIDS Alliance 2002

43
For further information contact:
ISEAN Secretariat
Jl. Tebet Dalam 1, No. 33,
Jakarta Selatan,
12810 DKI Jakarta
Indonesia
+62 21 40838094
sec@isean.asia
isean.asia @isean_asia

Isaean 2012 cbo training module on networking and advocacy

Recommandé

Recommandé

Contenu connexe

Tendances

Tendances (20)

Similaire à Isaean 2012 cbo training module on networking and advocacy

Similaire à Isaean 2012 cbo training module on networking and advocacy (20)

Plus de clac.cab

Plus de clac.cab (20)

Dernier

Dernier (20)

Isaean 2012 cbo training module on networking and advocacy