Field

manual

Data collection and action planning for accountable governance

SABI is a four-year citizen-led accountability programme funded by UK aid and implemented by a consortium of leading international and Sierra Leonean partners, led by international development agency Christian Aid. SABI contributes towards improvements in basic services by strengthening community-led accountability, increasing awareness of, and demand for, the delivery of basic services. We support citizens to identify problems and work with state service providers to overcome challenges in service delivery. SABI supports the Government’s development plans and builds relationships between citizens and the state service providers, encouraging both to fulfil their own responsibilities. We promote gender equality and social inclusion by supporting vulnerable and excluded groups to develop skills and be provided the support they need to become active agents of change. Find out more at: sabi-sl.org

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This Field Manual was written by Amanda Bangura, Saiku Bah (on behalf of Christian Aid) and Alfred Navo (on behalf of Restless Development). It includes key contributions from Emma Haegeman (on behalf of Social Development Direct), Ann Kargbo (on behalf of Rehabilitation and Development Agency), and Bangalie Lamin (on behalf of Christian Aid).

Field testing and delivery of the tools, reflection and review has been managed by Restless Development with significant contributions from their Field Officers and Youth Accountability Volunteers over a two-year period. The Field Manual as published in February 2019 is a result of this significant learning process.

The SABI approach builds on a history of Participatory Rural Appraisal (PRA), and takes inspiration from the successful Community Led Ebola Action (CLEA) approach delivered by the Social Mobilisation Action Consortium (SMAC) in the Ebola response in Sierra Leone.

ACKNOWLEDGEMENTS

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1 INTRODUCTION 5

1.1 WHO IS THIS FIELD MANUAL FOR? 5

1.2 HOW TO USE THIS FIELD MANUAL? 5

1.3 BACKGROUND 6

1.4 GENDER EQUALITY AND SOCIAL INCLUSION 11

1.5 YOUR ROLE AS A FACILITATOR 12

1.6 ETHICAL GUIDELINES 14

2 PROCESS SEQUENCE 17

3 SABI COMMUNITY ENGAGEMENT TOOLS 18

3.1 COMMUNITY ENTRY TOOLS 18

3.2 TOOL A: TRANSECT WALK 18

3.3 TOOL B: OPEN COMMUNITY MEETING 19

4 AWARENESS RAISING TOOLS 22

4.1 TOOL C: POLICY LITERACY SESSIONS 22

5 CITIZEN PERCEPTION SURVEY TOOLS 24

5.1 TOOL D: COMMUNITY MAPPING 24

5.2 TOOL E: DATA COLLECTION PLANNING 27

5.3 TOOL F: TECHNICAL GUIDANCE NOTE ON DATA COLLECTION 29

6 ACTION PLANNING TOOLS 31

6.1 TOOL G: OPEN COMMUNITY MEETING TO PRESENT CPS FINDINGS 41

6.2 TOOL H: PROBLEM PRIORITY MATRIX 34

6.3 TOOL I: ACCOUNTABLE GOVERNANCE PATHWAYS MAPPING 36

6.4 TOOL J: AGREEING ON ACTIONS 38

6.5 TOOL K: OPEN COMMUNITY MEETING TO FINALISE ACTION PLANS 41

6.6 TOOL L: ACTION PLAN FOLLOW UPS 43

7 ANNEXES 45

ANNEX 1: TRAINING SCHEDULE 45

ANNEX 2: SABI COMMUNITY EXPENSES POLICY 48

ANNEX 3: GESI KEY WORDS DOCUMENT 51

ANNEX 4: GESI CHECKLIST 53

ANNEX 5: KEY SABI MESSAGING 55

ANNEX 6: SAMPLING FRAMEWORK TEMPLATE 57

ANNEX 7: DATA COLLECTION PLAN TEMPLATE 58

ANNEX 8: YOUTH DATA COLLECTOR INTRODUCTION NOTE 59

ANNEX 9: PROBLEM PRIORITY MATRIX GRID TEMPLATE 60

ANNEX 10: ACTION PLAN TEMPLATE 61

ANNEX 11: ‘PHOTO CREDIT’ 62

CONTENTS

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This Field Manual is for Youth Accountability Volunteers and others working within the Strengthening Community Led Accountability for Improved Service Delivery in Sierra Leone programme, otherwise known as Strengthening Accountability, Building Inclusion (SABI).

It is also intended for use by agencies and actors working within the accountable governance sector within Sierra Leone and elsewhere, to share learning about the SABI approach.

This Field Manual is a resource book for Youth Accountability Volunteers (YAVs), and Field Officers to support planning, implementing and follow-up of the Strengthening Accountability, Building Inclusion (SABI) community engagement activities. It provides the tools and processes that SABI adopts to facilitate action planning by citizens to engage more effectively with the state for improved service delivery in the education, health and social protection sectors.

SABI recognises that citizens have an integral role to play in bringing about improvements to services through engaging in accountable governance processes.

The Field Manual therefore intends to guide YAVs and others in facilitating citizens to engage in these processes. Users of the Field Manual should feel free to adapt the facilitation guidance and tools to suit local conditions. In the SABI programme, Youth Accountability Volunteers are extensively trained in using the tools outlined here (Training Agenda provided in Annex 1) and are provided mentoring and

1.1. WHO IS THIS FIELD MANUAL FOR?

1.2. HOW TO USE THIS FIELD MANUAL?

1. INTRODUCTION

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coaching throughout their placement with SABI. It is recommended that other practitioners intending to use this manual invest in training and support mechanisms to ensure quality implementation, given the complexity of the issues involved.

The SABI Field Manual has been developed through an iterative process of programme learning, reflection and revision. The tools as presented here have been designed, implemented and adapted over a two-year timeframe, and are continuously open for review and change.

SABI is a four-year citizen-led accountability programme funded by UK aid and being delivered by a consortium of international and Sierra Leonean partners, led by Christian Aid. Operational in every district in the country, the programme seeks to strengthen community-led accountability, increasing awareness of, and demand for, the improved delivery of basic services – including health, education, and social protection. SABI builds relationships between citizens and the state and encourages citizens to fulfil their own responsibilities for social amenities.

Gender, Equality and Social Inclusion (GESI) are central to the programme. SABI ensures vulnerable and excluded groups have the opportunities and support they need to become active agents of change in their communities. SABI recognises the integral role that communities played in the fight against Ebola in Sierra Leone; this presents an important opportunity for accountability for improved service delivery programming. By once again placing communities at the forefront, SABI builds on the potential to make significant shifts in the role of citizens and the responsiveness of the state for improved service delivery in Sierra Leone.

SABI focuses on triggering collective action by addressing the barriers that have previously inhibited it. The SABI Consortium analysed the drivers of citizen behaviour using the COM-B framework 1 to understand the drivers of low engagement of the state in Sierra Leone and has designed the tools outlined in this Field Manual in response to this behavioural diagnosis. A summary of this analysis and associated activity design is provided in Table 1.

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1.3. BACKGROUND

Michie, S, Atkins, L and West, R (2014) The Behaviour Change Wheel. Great Britain: Silverback Publishing

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Some citizens do not have rigorous evidence of the service delivery challenges they experience to reference when raising concerns about challenges

Physical opportunity Enablement Collection and feedback of evidence through the Citizens’ Perception Survey (tool G)

Some citizens do not know the process for raising concerns relating to service delivery (who to raise them with, how to contact them)

Psychological capability

Education

Policy Literacy sessions to share information on service provision policies and complaint referral pathways (tool C)

Enablement Accountable governance pathways mapping to bring citizens together to identify who has the power and influence to address service delivery issues (tool I)

Some citizens do not know what their rights and entitlements to services are

Psychological capability

Education Policy Literacy sessions to share information on service provision policies and complaint referral pathways (tool C)

Education By asking citizens about their experience of services through the Citizens’ Perception Survey, they learn about their rights and entitlements to services.

Many government officials and elected representatives do not host meetings with citizens to discuss service delivery issues

Physical opportunity Environmental restructuring

SABI Implementing Partners work with Ward Development Committees and District Councils to support them to host citizen engagement meetings, as per their mandate under Local Government Act, 2004 (SABI Field Manual: Relationship Building at Chiefdom, Ward and District Level)

Modelling

Community Leaders are engaged in the process of action planning in order to model to them how inclusive citizen engagement processes can be continued by them (tool J)

Factor influencing citizen behaviour COM-B Category Intervention approach to address this

Activity

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Many government officials and elected representatives do not share their contact details with their constituents and so are not readily available to be contacted regarding citizens concerns relating to service provision

Physical opportunity Environmental Restructuring

SABI Implementing Partners work with elected representatives (Councillors) and relevant government officials to persuade them to make their contact details available to their constituents to ease the process of engagement

Easy to use, reliable mechanisms for raising concerns relating to service provision do not exist

Physical opportunity Environmental Restructuring

SABI is working with central and district level government to persuade them to establish easy to use, reliable mechanisms for citizens to raise service delivery concerns

The environment is not conducive to travelling for discussions and meetings (poor road network, poor phone network, expensive private transport), particularly for citizens such as PWDs, the elderly and pregnant women

Physical opportunity Enablement Peer Group Champions for women, men, young people and PWDs are selected to gather the views of their peers and represent them in the action planning processes to engage the state on service delivery issues (tool H)

Environmental restructuring

SABI Implementing Partners are working with Ward Development Committees and District Councils to encourage more inclusive and accessible planning processes

Many citizens who require support to travel to attend meetings do not have access to such support (i.e. many PWDs do not have walking aids)

Physical opportunity Enablement/ Modelling The SABI Community Expenses policy (Annex 2) allows for the provision of transport refunds to PWDs and their accompaniers (if required) to enable their engagement in meetings for which they are required to travel. Effort is made to highlight the efficacy of this to communities and their leaders such that the process can continued following SABI’s exit.

Some citizens do not have the confidence or skills to publicly describe the service delivery issues affecting them

Psychological capability

Modelling Citizens are nominated by their communities, based on their abilities, to carry out action points such as raising concerns with those who have the power to resolve issues. These citizens act as models to others in the community (tools K and L)

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Citizens (in particular women, young people and PWDs) are deterred from raising concerns about service provision because social norms dictate that they should show deference to leaders

Social opportunity Modelling Throughout facilitation, SABI encourages a civil approach to relationship building between citizens and those in power (as opposed to an abrasive and accusatory approach), which recognises the constraints faced by service providers

Many citizens and government officials confuse disability for inability and so do not consult PWDs on service delivery issues that affect them

Social opportunity Enablement Through working with PWD Peer Group Champions, PWDs are directly engaged in the accountable governance processes that SABI is facilitating and thus provided an opportunity to demonstrate their abilities

Modelling The SABI approach is delivered in line with the programme’s GESI strategy, to ensure that we always model socially inclusive processes

Citizens have experienced a lack of response from government for years and so have come to have low expectations of the value of engaging with the state

Reflective motivation Modelling Citizens direct engagement in the accountability processes that SABI is facilitating is demonstrating the positive changes that can be realised through engaging the state

Persuasion SABI is promoting positive stories of change that has been brought about by citizens engaging the state through popular media channels, to persuade citizens not directly engaged in the programme of the value of engaging the state

Incentivisation Citizens will be incentivised to continue to engage with the state as a result of the positive improvements to service delivery that are realised through their SABI-facilitated engagement

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Many citizens are satisfied with alternatives to government services (i.e. traditional healers or private schools) and so do not feel motivated to work towards improvement in government services

Reflective motivation Persuasion When presenting CPS evidence of service delivery challenges faced by communities, citizens are given the opportunity to discuss their views on the problems faced (tool H) and Peer Group Champions are tasked to talk in detail with their peers (tool H, I, J and K), during which issues relating to alternative services are raised

Many citizens are habitually resigned to ignoring poor service delivery and not engaging for improvements

Automatic motivation Enablement All actions included in the SABI approach are designed to change habits over time

As shown in Table 1, SABI’s approach to changing behaviour relies primarily on modelling, engagement and enablement interventions, so that change in behaviour is more likely to be sustained following the exit of the programme. Approaches that focus on direct incentivisation (i.e. providing rewards such as food or money when a desired behaviour is demonstrated) was considered inappropriate due to the inability to sustain this approach following programme exit. Likewise, approaches that focus on coercion or restriction were considered inappropriate as they are unlikely to be accepted by all stakeholders in the accountable governance process.

Table 1: COM-B analysis of the drivers of citizen behaviour relating to engaging the state for improved service delivery, and associated actions designed to bring about change

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SABI has a Gender Equality and Social Inclusion (GESI) strategy, available on the SABI website (Please ask your Field Officer for a copy). The GESI strategy was developed because we recognise that in our efforts to strengthen citizens’ voices and improve accountability, we need to understand who is excluded and why, so that we can break down barriers and facilitate opportunities for those who need them most. If we do not understand these barriers and address them, then we risk ignoring the most vulnerable, reinforcing patterns of exclusion and discrimination, or exacerbating tensions or conflict – in sum, if we fail to apply a gender and inclusion lens to our work, we risk doing harm.

It is the collective responsibility of all programme staff and volunteers to implement the strategy at the field level. SABI’s GESI objectives outlined in the strategy, are each intended to support the programme’s goal of improving access to entitlements and public services for all – including women, young people, people with disabilities (PWDs) and other excluded groups; and to build long term meaningful and sustainable change for accountability. In short, SABI aims to be GESI sensitive but lay the foundations for GESI transformative change. It should be noted that while the concepts of gender equality and social inclusion will be used to this extent within the programme and among the consortium partners, slightly different terminology will be used for implementation at the community level. SABI has developed a GESI key word document (annex 3) to guide you in your engagement at the field level. The focus will be on emphasising broader inclusion in the process i.e. recognising that all citizens, regardless of sex, age, class, etc. should be informed, consulted and involved in the programme to create improved. Youth Accountability Volunteers are encouraged to look at the strategy and to speak with the GESI Focal Person, Fanta Daboh, should you have any questions. Her email address is:

1.4. GENDER EQUALITY AND SOCIAL INCLUSION

fdaboh@christianaid.org

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SABI is based on a belief that the citizens of Sierra Leone can effectively engage with the state to raise concerns about service delivery challenges and can identify and realise local solutions to bring about improvements. The role of SABI is to facilitate this process, to guide citizens to address the capability, opportunity and motivation barriers that prevent these actions from being carried out, and to highlight and celebrate the achievements that are made. By instilling the sense of power within citizens to bring about service delivery improvements, SABI aims to contribute toward a heightened sense of community ownership over development, and thus a sustained willingness to engage the with state.

SABI’s aims are not new to Sierra Leone, or to the accountable governance sector. The focus on community ownership and leadership was inspired by the role citizens played in ending the transmission of the Ebola Virus Disease (EVD) during the international epidemic that ravaged Sierra Leone for over 18 months from 2014. In particular, SABI has drawn on the Community Led Ebola Action (CLEA) approach which was developed and delivered by the Social Mobilisation Action Consortium (SMAC).

The SABI approach should aim to:

• Be inclusive of women, men, young people, PWDs and all groups within the community • Focus on the service delivery problems that are experienced and prioritised by the community for

action, not on problems that are determined by external influencers • Identify a wide-range of diverse stakeholders who have power and influence over the service

delivery problems identified by the community, and develop strategies to engage them based on their willingness to support resolutions or otherwise

• Build cordial relationships between citizens and state; acknowledge that challenges are faced throughout service delivery systems and focus on problem solving, not placing blame

• Develop ‘live’ action plans, that are regularly reflected upon by community members and updated based on the challenges and successes that the community experiences

1.5. YOUR ROLE AS A FACILITATOR

‘SABI is the flashlight that tell us our rights and shows us the way’ Community member, Western Area Rural

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• Build on existing processes of community collective action and create new local examples that can be shared with other communities

The role of the Youth Accountability Volunteer is to facilitate the SABI approach in line with these broad aims. Facilitation is a very specialist skill and it will not come ‘naturally’ to everyone. A good facilitator will listen and ask critical questions so that citizens can make their own considered decisions; the facilitator will not lecture or tell citizens what to do.

The tools outlined in this Field Manual will not support communities to lead if they are not facilitated well. It is also much less likely that citizens will sustain changes in their behaviour if the tools are implemented poorly.

The role played by the Youth Accountability Volunteers is therefore critical to the delivery of the SABI programme; as front-line workers, the success of the programme’s strategy rests on their implementation.

The below ‘Key Attitudes and Behaviours’2 will help Youth Accountability Volunteers to ensure that they are always facilitating processes, rather than driving them directly. Listen attentively; observe body language, what is not said, and who is not talking

Interrupt, talk all the time, impose your ideas

Facilitate community members’ own appraisal and analysis

Educate, lecture or tell people what to do

Trigger self-mobilisation; let people come up with their own actions and activities

Push for, or demand action; prescribe what to do

Stand back, leave it to local leaders; stand or sit at the same level as people

Be in charge; physically dominate people

Be hands-off, stay neutral, allow heated discussions between community members

Interrupt when the discussion becomes charged; discourage community members from disagreeing with each other

Always encourage women, young people, PWDs and other marginalised groups to participate in discussions and actions

Overlook or ignore women, young people, PWDs and others who often get left out; allow one person to dominate

Offer information about concern referral pathways and key individuals/organisations in the accountable governance pathway

Insist on or impose your own viewpoint

Be honest, admit if you do not know something, be humble and respectful

Make up answers, defend, openly doubt people

Be creative and flexible; improvise and adapt Be rigid; stick to a ‘script’ Let go, always let the community ‘do it’ (draw, map, discuss, prioritise)

Try to control the process or outcome, be disappointed when things don’t go to plan

Be patient Rush

2 Source: Community-Led Ebola Action (CLEA) Field Guide for Community Mobilisers, Social Mobilisation Action Consortium (SMAC), November 2014

Key Attitudes and Behaviours

Do Do Not

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Cover the costs of actual expenses incurred by community members in line with the SABI Community Expenses policy (Annex 2)

Do not give away food and transport refunds for no reason and without thought

Youth Accountability Volunteers, and other facilitators, should also be aware of SABI’s ethical guidelines, which have been developed to ensure that we implement a ‘do no harm’ approach, particularly in relation to our GESI strategy.

The below ethical guidelines will support you to engage with different groups, particularly at the community level. The GESI Checklist (Annex 4) should be completed for all activities, to serve as a record that you took appropriate steps to implementing these guidelines :Citizens should be consulted during the activity

planning phase, with an emphasis on reaching excluded or marginalised groups during this process. All participants must be provided with accessible, age-appropriate information on the activity or event. This includes fully explaining purpose and format (including expected duration, what is required etc.). This is to ensure participants are clear about the aims of activity or event and what involvement means in terms of risks and benefits, which might affect their willingness to participate.

: For example, do not hold meetings during harvest times or at times which are inconvenient for women - women often have multiple roles and tasks which limit time available for meetings.

:Reflect carefully on the location and venue of the meeting. Choose a safe and accessible venue, accounting for limited mobility of some participants (e.g. with mobility devices or unable to travel far). The venue should also offer some privacy so that people feel free to discuss sensitive subjects. If you are uncertain about an appropriate safe space, seek local perspectives.

Appropriate consent should be gained when working with anyone under 18. When working with children of any age, efforts should be made to gain their assent, that is, non-legal agreement, in addition to the consent of their parent or guardian. Make sure to ask for consent on the day of the activity / event as well and tell participants they retract this consent at any time.

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1.6. ETHICAL GUIDELINES

STAGE 1: PLANNING FOR THE MEETING / ACTIVITY

1.6.1 Consult citizens in planning activities

1.6.2 Make sure your meetings are held at convenient times for all participants

1.6.3 Think about logistics for everyone’s safe participation

1.6.4 Ethical considerations for working with young or vulnerable people are observed

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:These may affect community dynamics and the ability to participate in/access to decision-making processes and services. Also consider gender roles and social norms which can influence the ability to participate.

For example:

• Allow for a sufficient ‘notice’ period – some people (particularly those who are excluded) may

take longer to find out about the process by word of mouth.

• Allow time for people to make arrangements for things like childcare, absence from work and enlisting support people.

• Understand how participants are positioned in local systems to assess how participation

impacts on that individual’s position within their family, community and wider society and ensure that they can participate in ways that are socially and culturally acceptable and meaningful.

: :This includes explaining that everyone is welcome to contribute, there are no wrong or right answers and they can disagree or agree with others; and that they do not have to talk about anything that makes them uncomfortable. It also includes ensuring all participants feel safe and treated with respect. Participants should be able to ask questions and need to know that they are not required to participate, and that they may withdraw from engaging, and withdraw any data concerning them at any point without fear of penalty at any moment. In addition, it is important to be sensitive about language/terms used to describe groups or individuals considered to be excluded, as to not reinforce discrimination and/or exclusion and not offend individuals. Ask participants about preferred terminology, e.g. people living with disabilities/ (sensory) impairments etc. rather than ‘disabled people’ or ‘the disabled’. During the event or activity, use a language/dialect that participants are most comfortable speaking. Ensure that participants who are not comfortable expressing themselves in this language can participate through translation.

:Make sure only one person speaks at a time. Allow people time to finish speaking. Ask people to raise their hands, or otherwise visually indicate the intention to speak. When communicating with persons with sensory impairments: make eye contact with that person and/or address them directly, rather than their interpreter or assistant.

:For example, hard of hearing or deaf, vision-impaired individuals; those with learning or intellectual disabilities).

:If you find out that women or some marginalized group are not confident to speak at meetings because of elders’ or leaders’ presences, arrange a separate meeting for them only where they can feel free to express themselves and ask for a representative of this group to raise their key points at the general meeting.

:Ensure you use the SABI attendance lists, which provide space to record gender, age and disability status using the Washington Group Questions.

:Understand the possible direct and unintentional impacts of interventions on the lives of men, women, girls, boys and marginalised groups among them. You should be aware that in some instances engaging with vulnerable or marginalised groups might put them at increased risk. Do not be ‘GESI blind’. The SABI consortium monitors impact to ascertain and

STAGE 2: DURING THE MEETING / ACTIVITY

1.6.5 Be mindful of existing power relationships and processes of exclusion

1.6.6 Inclusive and ethical engagement

1.6.7 Ensure that everyone has a chance to participate

1.6.8 Account for interpretation with individuals with sensory impairments/loss

1.7 GESI disaggregation

1.7.1 Do no harm

1.6.9 Focus group discussions

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mitigate risks to vulnerable groups and will provide feedback on concerns in these areas relating to your work.

:All parts of the population – young and old, men and women – are included in the notion of empowerment and gender equality. SABI will consult and engage with men and other influential groups to address inequalities.

All Youth Accountability Volunteers receiving training on relevant safeguarding and child protection policies, so you can notice and act when you witness or hear something that indicates harm. Examples include a participant who tells you they are a victim of violence, abuse, neglect or exploitation. Follow pertinent Duty of Care and Child Protection policies. With an adult participant, first raise the concerns in confidence: they have the right to make a complaint and understand the situation best. If after this discussion you remain concerned, you should raise it with the responsible person in your organisation and/or local mechanisms where appropriate. Ensure that your own actions or inactions, and those of your organisation, do not cause injury or harm to participants.

:This must take precedence over the activity and you must be terminate fieldwork if you feel your safety is at risk. You should carry mobile phones with the contact details of other team members and key numbers, such as local police.

: :Was anyone left out who should have been included? Did participants feel satisfied with the engagement process or the intervention? Did they feel listened to and respected? Were there any unintended consequences? What could have been done differently and why?

1.7.2 Avoid diminishing ‘gender’ by confusing it with ‘women’

1.7.3 Adhere to relevant guidelines if you witness or hear something that indicates harm

1.7.4 Always think about your own safety

1.7.5 After the activity or event, review and reflect

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The sequence of the tools to use in this Field Manual will be wholly context specific and should be adapted as necessary. The below workflow is offered as a suggestive guide for delivery of SABI within a community that has participated in the programme previously. It has been developed based on programme learning, to help in activity planning processes. It should not be followed like a blueprint.

2. PROCESS SEQUENCE

Visit 1 Visit 2 Visit 3

1 day per community Half day per community 1 day per community

Visit 4 Visit 5 Visit 6

3 day per community Half day per community One day per community

Visit 7 Visit 8 Visit 9 (and onward)

Half day per community Half day per community Half day per community

A. Transect Walk

B. Open Community Meeting

L. Action Plan Follow up

C. Policy Literacy Session

D. Community Mapping

E. Data Collection Planning

F. CPS Data Collection G. Open Community Meeting to Present Findings

H. Problem Priority Matrix

J. Agreeing on Actions

I. Accountable Governance Pathways Mapping

L. Action Plan Follow ups

K. Open Community Meeting to Finalise Action Plans

L. Action Plan Follow ups C. Policy Literacy Session

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This section provides clear guidelines on the delivery of the key activities that make up the SABI approach. Again, these guidelines should not be followed like blue-print but should be a helpful reference to planning and delivery. Do feel free to adapt and modify the tools depending on context but remember to always reference the guidelines on Your Role as a Facilitator (section 1.5) and the SABI Ethical Guidelines (section 1.6).

These tools begin your relationship with a community with whom you have not worked before. Building a relationship of mutual respect and trust is paramount to the work you are facilitating, and so utmost care must be ensured to generate a positive foundation for your on-going engagement.

What is it? A Transect Walk is a walk through a community to begin to build a relationship with the community members, and to understand the layout of the community and the services available.

Why use it? For SABI, a Transect Walk is very important for you to become known to the people you’ll be working with, and to begin to build a trust. Specifically, a Transect Walk will help you to:

- Introduce yourself to different households, meet and talk to people and being to form relationships - Get more first-hand knowledge of the community, different places, households and people - Observe how people interact with one another - Begin to identify different groups within the community.

How to use it 1. Inform the Paramount Chief that you intend to visit the community. Inform the Village Chief,

and other relevant community leaders, of the time and date of your visit. 2. Before arriving in the community, decide who will participate in the Transect Walk, and what

the focus will be. 3. Decide on the location to be ‘walked’. Are there any areas where the you should not go? Be

flexible but try to avoid covering the same areas if there is more than one of you. 4. Decide on any key issues to be discussed with the people you meet. Again, be flexible and

allow people to make their own conversation if they wish to. 5. Agree a time and location for the ‘walkers’ to come back together and share their experience. 6. If any information related to service provision, community leadership structures or anything

else related to SABI is generated from the Transect Walk, it should be noted and tabled for discussion at the Open Community Meeting.

3. SABI COMMUNITY ENGAGEMENT TOOLS

3.1. COMMUNITY ENTRY TOOLS

3.2. TOOL A: ‘TRANSECT WALK’

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Facilitator’s notes • Try to relax and don’t be too formal. You are getting to know the people you are working

with, not studying them • Think about timing, and community members’ schedules. The time that you carry out your

transect walk will influence who you meet and what you hear. You might want to carry out numerous Transect Walks within the same community, but at different times.

• If you want to take a photo, or record a conversation, remember to ask permission from anyone being photographed or filmed.

• Be aware of different groups. Are you meeting women, men, girls and boys? Are you meeting people with disabilities and Ebola Survivors? Are you meeting younger people and older people? If not, then ask about them.

Materials needed

None

What is it? This is an open meeting, with any and all community members, that is held to introduce yourself and remind participants of aims and approaches of the SABI programme. Why use it? We hold Open Community Meetings to formally introduce ourselves and the work we plan to undertake with the community. This is a formal process that must be observed in-keeping with custom, but also a good way to inform the members present of our aims and activities, the budget available to us, and to hear their feedback about the ideas for the programme. How to use it?

1. Ensure you have spoken to the Paramount Chief and other key leaders within the community to inform them of your plans to visit the community and hold a meeting. Ensure you are on time as pre-arranged. Discuss with the Paramount and Community Chiefs who should attend the meeting. You should ensure that you have representatives of a cross section of the community including:

• Women and men • Young women and young men

3.3. TOOL B: ‘OPEN COMMUNITY MEETING’

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• Women with disabilities and men with disabilities • Different business group representatives (i.e. traders, farmers, fishers, okada riders

and more) • Front line service providers operating within the communities (e.g. Head Teachers,

Nurses in Charge) should also be present. 2. On arrival at the community, whilst you are waiting for the Paramount Chief or other

members to gather, undertake a Transect Walk (tool A) to begin to get to know people, and to let them know that you’re planning to hold an Open Community Meeting.

3. Take guidance from the community leaders regarding when enough people have gathered for the meeting to begin.

4. If possible, ask for the meeting participants to arrange their chairs in a circle, so that everyone can see each other. Explain that this will make it easier for discussion as you do not want to be the only person talking.

5. Ask for a nominated Chair Person from within the community. This is in-keeping with custom and will also give ownership of the meeting to the community. Though you will need to facilitate the discussion to a degree, try to reinforce the role of the Chairperson by asking for their approval to move the discussion along and to ensure that you are following local protocols.

6. Start the meeting by introducing all of the strangers to the community. Ensure everyone introduces themselves and gives their name, their role and why they have come to the community.

7. Ask the meeting participants to introduce themselves. This is important even if there are 50 people present, so that each person feels acknowledged and recognised. This will help to facilitate discussion. Take note of who is present and try to ensure that members of different groups have chance to contribute.

8. Next, ask participants why they think you have come to their community today, and what they think you have come to talk about. This will help to highlight the challenges they are facing so that you can adapt the discussion to be relevant to them.

9. When you feel it appropriate, introduce SABI (or remind participants if they have previously engaged with the programme). Ensure that you highlight key information about the aim of the programme, how we plan to work, what budget you have and how you plan to use it. Annex 5 provides the key messages about the SABI programme, which you could mention.

10. Ask participants for their thoughts on the statement you have made. Ensure you allow people to raise issues affecting them, but try to make these relevant to the SABI programme. For example, if a discussion emerges about recent flooding, ask the group who is responsible for responding to the flood and help them to think about how to engage with relevant leaders and service providers in this regard. Use this as an example of how SABI works.

11. When participants have shared their views, begin to discuss next steps. Explain that you will work with young people from within their community to gather information about their experience of health, education and social protection services. Explain what will happen with that data and explain your own action plans for the whole period you intend to work with the community, including information on the other communities where you are working.

12. Ask the participants to nominate 2 young people from within their communities to help with the data collection. These young people will be called ‘Youth Data Collectors’. The nominees should be 1 young male and 1 young female who can read and write in English and are well known within the community. Explain that this is a voluntary role and it will be a good opportunity for the young people to gain skills and contribute to their community. You will need approximately 3 days of their time over the next year. Take their names and a way to contact them so that you can arrange your next visit to work with them.

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13. Ensure you take note of the community leaders and their contact details, if you don’t already have this information, in order to arrange your next visit to the community.

14. Thank the participants for their time and explain that you are excited to be working with them. Agree on a time for your next activity with the community.

15. Complete Report Template ‘B: Open Community Meeting report’ and submit through Kobo. Facilitator’s notes

• All community meetings MUST be held in the language that is used most commonly by the majority of the participants. If a community has members who speak more than one language, ensure that there is translation into the second language throughout the discussion. Take guidance from the participants themselves if translation is required.

• If you have come with visitors who do not speak the language that is used most commonly by the majority of the participants, arrange for discreet translation for the visitors, which does not interrupt the flow of the discussion.

• Ensure a gender balance and inclusion of marginalised groups – if no women, people with disabilities or young people are there then delay the meeting while some are invited to join or ensure that you arrange a separate meeting with them if appropriate

• Open Community Meetings can take between 30 minutes to 2 hours. You will need to judge the engagement of the participants to ensure that you are giving enough time to everyone to make contributions, but that the meeting is not going on too long.

• Do your best to give opportunity to members of different groups to contribute. Ask the Chairperson openly if women have spoken, if young people have spoken and if people with disabilities have spoken.

• Do not try to facilitate the discussion and take notes at the same time. If there is only one of you, make notes at the end of the meeting, not during.

• Be calm and relaxed. This does not have to be formal presentation or show, and the more relaxed you are, the more relaxed the participants will be.

• Be friendly and respectful. Allow people to contribute but be mindful of time and focus. • You do not need to take refreshments to this meeting, or to make any payments to

Paramount Chiefs other than to cover legitimate and actual costs such as transport. If you are asked to pay for people’s time, you could offer Kola nut as a gesture of respect. You will need to judge whether it is appropriate to explain that the programme does not make informal payments of money for people’s time to participate. Refer to the SABI Community Expenses Policy (Annex 2) for information.

Materials required None

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These tools are designed to address knowledge gaps that may impact on citizens’ engagement of the state for improved service delivery.

What is it?

A Policy Literacy Session is a process used to share information with communities relating to relevant government policies for service delivery. Policy literacy sessions also highlight the key information that communities need to understand why certain service delivery decisions are made, and how they can raise concerns about service provision in their communities.

Why use it?

The session aims to inform communities of their right and entitlements to services, the obligations of the state and public service providers to delivery services, and how to raise concerns about poor service provision. We share this information with citizens to motivate them to engage with the state to bring about improvements to service delivery where needed.

How to use it?

1. Ensure you have spoken to the Paramount Chief and other key leaders within the community to inform them of your plans to visit the community and hold a meeting. Ensure you are on time as pre-arranged. Discuss with the Paramount and Community Chiefs who should attend the meeting. You should ensure that you have representatives of a cross section of the community including:

a. Women and men b. Young women and young men c. Women with disabilities and men with disabilities d. Different business group representatives (i.e. traders, farmers, fishers, okada riders

and more) e. Front line service providers operating within the communities (e.g. Head Teachers,

Nurses in Charge) should also be present. 2. In preparing your session, ensure you have access to relevant information on policies relating

to health, education and social protection service delivery

4. AWARENESS RAISING TOOLS

4.1. TOOL C: ‘POLICY LITERACY SESSIONS’

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3. On arrival at the community, whilst you are waiting for the Paramount Chief or other members to gather, undertake a Transect Walk (tool A) to begin to get to know people, and to let them know that you’re planning to hold a Policy Literacy Session.

4. Take guidance from the community leaders regarding when enough people have gathered for the meeting to begin.

5. Ask for the meeting participants to arrange their chairs in a circle, so that everyone can see each other. Explain that this will make it easier for discussion as you do not want to be the only person talking.

6. To begin the session, ask the participants questions to understand their existing knowledge of the policy issue you will be discussing. Use this information to identify knowledge gaps on key policy provisions – rights and entitlements, specific policy instruments that are relevant, operational procedures of DCs, MDAs, WDCs, chiefdom councils and service providers.

7. Refer to the policy literacy information materials you have been provided to clarify misunderstandings and/or provide information that the participants did not already know. Ensure that you give opportunity to the relevant frontline service providers to confirm or question the information you share and the communities understanding of the key points.

8. Ask community groups participating in the policy literacy session for their comments and solicit their contributions on the changes they want to see in service delivery based on the new knowledge gained.

9. Ask participants to share next steps they want to take to use the policy knowledge they have gained. Remind them that you will be supporting them to review and develop action plans based on the Citizen Perception data that you will be gathering, and so they should be ready to use their newly gained knowledge in this process.

10. Ask for feedback from community groups engaged in policy literacy sessions – did they learn any

new information? Did they understand everything you said? Facilitator’s notes

1. All policy literacy sessions MUST be held in the language that is used most commonly by the majority of the participants. If a community has members who speak more than one language, ensure that there is translation into the second language throughout the discussion. Take guidance from the participants themselves if translation is required.

2. Ensure that policy literacy delivery materials and messages used are approved by SABI/CA program team

3. Prepare beforehand so that you are knowledgeable on policy literacy instruments; obtain and review key policy and operational documents before a session is held 4. Reflect on feedback given from previous policy literacy sessions and incorporate best

practices

Materials required - Relevant policy literacy materials

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These tools outline the process SABI uses to administer the Citizens’ Perception Survey, which provides the evidence of citizens’ experiences of service delivery, which is then used to trigger the action planning process. By providing evidence of service delivery challenges, SABI aims to address the opportunity barriers that inhibit citizens from engaging the state to seek improvements.

What is it? A community map is a map showing important places in a community, and where different people live and congregate. For example, the map should show the houses that people live in and note who lives there, mosques or churches, health posts (if any), schools (if any), water sources, where people socialise and more. Why use it? Community mapping is useful to:

• Give the community ownership over the SABI programme, so that they feel involved in the data collection process you are conducting

• Identify different prospective respondents for your data collection process and where they live

• Identify services and resources available in a community • Highlight different groups’ views. For example, a group of young people might draw different

things on their map of the same area compared to a group of older people. How to use it? 1. Arrange a time to visit the community, which is suitable to the schedules of community members.

You won’t necessarily need every community member to be present at this discussion, but you should ensure that you have representatives of a cross section of the community including:

• Women and men • Young women and young men • Women with disabilities and men with disabilities • Different business groups (i.e. traders, farmers, fishers, okada riders and more). • The Youth Data Collectors nominated during the Open Community Meeting (tool B)

should be part of this process.

5. CITIZEN PERCEPTION SURVEY TOOLS

5.1. TOOL D: ‘COMMUNITY MAPPING’

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• Front line service providers operating within the communities (e.g. Head Teachers, Nurses in Charge) should also be present, if they are not based too far away from the community

2. On arrival at the community, whilst you wait for the participants to gather, take the opportunity to carry out a transect walk (Tool A) around the community and greet people. Let people know what you are doing today.

3. Ask for the meeting participants to arrange their chairs in a circle, so that everyone can see each other. Explain that this will make it easier for discussion as you do not want to be the only person talking.

4. As with the Open Community Meeting, begin the session with introductions, both of you and the other visitors, and of the community members.

5. Remind the participants that you are part of the SABI programme. Ask participants to share what they remember from their engagement in SABI to date. If necessary, remind participants of the key points about the SABI programme (see Annex 5)

6. Explain that you have come here today to ask the meeting participants to draw maps of their community, which you will use to identify the different people you need to talk to about their experience of accessing health, education, and social protection services. If needed, have an icebreaker exercise at this point to relax and engage people.

7. Explain that you will need small groups of women, men, young women, young men, women with disabilities and men with disabilities to be part of this process. The small groups should have no more than 8 people each. Ask for volunteers to make up each of these groups. If there are not enough people to form these smaller groups (e.g. there are only two men with a disability in the community), use your judgement as to the smaller groups that are appropriate.

8. Provide the smaller groups with vanguards and markers. Explain that they can use whatever materials they want to (including stones, leaves etc.), as well as pens to draw their map.

9. Explain to the small groups that their task is to draw a map of their community. This should be what the community looks like currently.

10. Discuss with participants what sorts of places they should show on their maps. As a minimum, we will need maps to show the following information:

• All households in the community • Mark the households in which pregnant women live • Mark the households in which lactating mothers live • Mark the households in which EVD survivors live • All school(s) that children from this community attend (primary, JSS and SSS, if available),

showing the estimated distance in miles • The nearest health centre(s) which people from this community use, showing the

estimated distance in miles In addition to this, participants should make suggestions as to what should be shown on their maps.

11. Encourage the groups to agree whether or not to use words and numbers if some of their members have low literacy levels. If they do not want to use words and numbers, they should agree on the symbols they will use to portray the different things on their maps.

12. If the small groups have trouble getting started, you could suggest that they begin their map by marking where they are right now, or by drawing the main road through the community.

13. Ask the small groups to make presentations of their maps and discuss what is shown. If there are disagreements on the number of households (e.g. one group thinks there are 3 households with pregnant women, whilst another group thinks there are 5 households with pregnant women), encourage the groups to agree on a final number during their presentations.

14. Encourage the small groups to keep their maps. Take a photo and upload it onto Kobo Tool box. Use the information to complete the ‘Tool C: Community Map Report Template’ and submit

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through Kobo. Submit one report per community, by compiling the information shown on the different maps.

Facilitator’s notes

• This process MUST be held in the language that is used most commonly by the majority of the participants. If a community has members who speak more than one language, ensure that there is translation into the second language throughout the discussion. Take guidance from the participants themselves if translation is required.

• The Community Mapping exercise should not take more than 1 hour 30 minutes – be mindful of using too much time.

• Remember, the participants may not directly benefit from giving their time for this exercise. So ensure you are clear and open about what you will do with the information that you have obtained and how it will help the programme, and the community.

• You can always stick pieces of paper together if the group want to draw a larger map. • It is OK if the maps look very different and different groups are likely to focus on different things.

Allow the groups to describe and explain their map and note the points they make in the ‘Community Map Report Template’.

• The maps will not be perfect! You should not aim to make a perfect map; you should aim to support the small groups to present their map in a way that makes sense to them.

• If the community is very large, you could ask the small groups to decide on different parts of the community that they will draw, so that when the maps are put together, it shows one large map of the whole community.

• Remember, the maps should show the current community, not the past or future.

Materials required

• 10-12 vanguards to divide amongst the small groups • 2-3 packs of markers to divide amongst the small groups • Locally available materials e.g. leave, rocks etc. Group members can collect these themselves.

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What is it? This tool will support you to select which households to target for your Citizens’ Perception Survey (CPS) data collection, and to decide who will gather what information.

Why use it? In order to ensure that you reach out to citizens who are using the services we are asking about, it is important to plan where you will gather information on the basis of the Community Map (Tool D). How to use it?

1. Immediately after the Community Mapping exercise, form a small group with just the Youth Data Collectors.

2. In this small group, discuss the Community Map Report, and the maps themselves (refer to the pictures you took if you’re not able to access the original maps) that you generated from the Community Map Exercise (Tool D).

3. You will now need to select the households to visit to conduct the CPS interviews. To do this, the first step is to refer to the number of community respondents to interview as shown in the table below.

Respondent Category Number of households to survey per community Pregnant Women and Lactating Mothers (PWLM)

Aim to interview 8 PWLM per community (4 pregnant women; 4 lactating mothers)

Young people aged 14 - 19 Aim to interview 6 young people aged 14 – 19 (3 boys and 3 girls) per community

Young people aged 20 - 24 Aim to interview 6 young people aged 20 - 24 (3 boys and 3 girls) per community

EVD survivors (women and men) Aim to interview 6 EVD survivors (3 men and 3 women) in the community

Household Heads / Parents Aim to interview at least 6 Household Heads (3 women and 3 men) within the community.

People with Disabilities Aim to interview at least 6 PWDs (3 women and 3 men) within the community

4. Choose the most detailed and accurate map created under the Community Mapping Process (Tool D). Give all the households that have people who you want to interview as shown on the map a number label. For example, all households with a Pregnant Woman could be

5.2. TOOL E: ‘DATA COLLECTION PLANNING’

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labelled PW.1, PW.2, PW.3 etc. List all the numbered households in the ‘Sampling Framework’ table provided in Annex 6. Count the number of households listed under each respondent category and note the total.

5. If the number of households with respondents is the same as the number of respondents you need to interview (e.g. you need to interview 4 pregnant women and there are 4 households with pregnant women), plan to visit all of the households.

6. If there are more households than the required number of respondents (e.g. you need to interview 4 pregnant women but there are 6 households with pregnant women), you will need to do ‘Random Sampling’ to select which households to visit. To do this, tear up pieces of paper, write the number labels you gave to the households (step 4) on each piece of paper (one number label per paper), fold the papers, jumble them and then choose the number of pieces of paper required. These are the households you should plan to visit.

7. Agree between you on who will visit which households to gather the data. Remember, female respondents should be interviewed by a female YAV, and male respondents should be interviewed by a male YAV.

8. You will also be interviewing Service Post respondents, as shown in the table below.

Respondent Category Number of households to survey per service post Health Worker (preferably Nurse in Charge)

1 per health post

Head Teacher/Principal 1 per school Facility Management Committee Members

4 per Health Post (2 women, 2 men)

School Management Committee Members

4 per School (2 women, 2 men)

9. To identify the service posts to visit, refer back to the Community Maps (Tool D) to identify

the schools and health posts that the community uses. Plan to visit all of the service posts in the local area that the community uses.

10. Agree with the Youth Data Collectors on the date you should return to conduct the data collection, which will take approximately 3 days in total.

11. Once you have agreed upon a plan for data collection, complete in writing the ‘Data Collection Plan’ template report (Annex 7). Share copies of this with each of the Youth Data Collectors.

12. Also complete the ‘Data Collection Plan’ report template and submit through Kobo.

Facilitator’s notes

• Ensure you refer to the Community Maps so that you target all of the key groups of respondents, and it is clear where they are living.

• Encourage the Youth Data Collectors to contribute towards the plan. Ask for their ideas and opinions.

• Don’t take too long on this exercise. 1 hour should be plenty of time. • Ensure that everyone understands the plan and agrees to the activities. It needs to be realistic

to ensure that you will meet your goals. • If the maps show that there are no households for some of the categories that is OK. But do

remind the data collectors to ask at each household if there are people within the target

categories, because they may have been missed out of the community maps. Materials required

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• Copies of the Community Maps created by the small groups during your previous visit (Tool D) • Blank copies of the ‘Data Collection Plan’ template for filling in and sharing with the Youth Data

Collectors

IMPORTANT NOTE: Your Restless Development Field Officer, and the Field Officer for your local Christian Aid Implementing Partner, will now organise a district level meeting with key stakeholders, to obtain their approval for your data collection plans. Please do not proceed with the next tools until your Field Officer informs you that approval has been given.

What is it? Data Collection is the process whereby you interview the respondents to the CPS survey using the Kobo Toolbox tool in the mobile phone that has been provided you by SABI.

Why use it? Collecting the CPS data enables SABI to provide evidence to communities, in the form of low literate infographics, on the service delivery issues that are most severely impacting the community members. This evidence is then used to trigger the community action planning process that will guide them in engaging the state to bring about improvements. How to use it?

1. Once you receive approval from your Field Officer to begin gathering data, return to the community on the date that you have already agreed with the Youth Data Collectors

2. Begin the process by providing the Youth Data Collectors with an overview of the data collection process and the roles they will play within it. The Youth Data Collector Introduction Note is provided in Annex 8.

3. Review again the Data Collection Plan that you agreed during your previous visit (Tool E) with the Youth Data Collectors and agree on who will visit which households and begin your visits

4. Always introduce yourself when visiting a household and provide a full explanation of the reason for your visit. You may wish to refer to the SABI Key Messages (Annex 5) if the people at the household were not at the Community Open Meeting and have not heard about the programme.

5.3. TOOL F: ‘TECHNICAL GUIDANCE NOTE ON DATA COLLECTION’

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5. Explain that you would like to interview the respondent identified in the Community Mapping process for the Citizens’ Perception Survey. Give a full account as to how this specific person was identified to be interviewed and what you will do with the information they tell you.

6. If there is more than one person within the household who meets the criteria of respondent, you wish to interview (i.e. if you want to interview 1 Ebola Survivor and there are 3 Survivors in the household), ‘randomly select’ the individual to be interviewed. Give each person a number, letter or symbol, write these on individual pieces of paper, fold the papers and choose one. The person whose letter/number/symbol has been selected should be interviewed.

7. Ask that you speak to the respondent privately, if they are comfortable to do so. If the respondent is vulnerable (e.g. under the age of 18, a PWD or for any other reason) ensure you are never alone with them but that you interview them alongside a Youth Data Collector or the other Youth Accountability Volunteer.

8. When you are ready to begin your interview, ensure you read the consent statement given at the beginning of the Kobo Toolbox survey form in full to the respondent. Ensure that she or he fully understands the statement and feels able to decline to participate if she or he wishes to do so. Do not put any pressure on the individual to participate. If they do not wish to do so, politely accept their wish and end the interview. If they are willing to participate, go through the survey questions as per the survey tool.

9. If you are not able to meet the intended respondent at the household, and they will not be available during the data collection timeframe you have agreed, or if a respondent declines to participate, repeat step 6 in the Data Collection Planning tool to randomly select another respondent.

10. At the end of each day, meet with the other Youth Accountability Volunteer and Youth Data Collectors to discuss progress and adjust your plans accordingly, to ensure that you interview all the respondents you intend to. Keep your Field Officer up to date on progress.

Materials required

- SABI Mobile Phone with Kobo Toolbox app installed

Tips for Interviewing CPS respondents

Ensure you understand the questionnaire - Data Collectors should ensure they understand the tool before going to the field. They should practice the tool repeatedly.

Informed Consent – Always ensure you explain the purpose of the survey to the respondents and ask them for their consent before proceeding with the interview.

Avoid asking double barrel questions – Ensure you ask the question one at a time so that the respondents will understand and respond accordingly.

Maintain a neutral and impartial stance on everything from the subject matter of the study.

Avoid implying that there is a right or wrong answer to the question

Do not read the options to the Respondent expect for questions that state you should read the options

if you read the options, this may lead the respondent to choose something different from what they want to choose.

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IMPORTANT NOTE: Once you have submitted your completed survey forms through Kobo Toolbox, Restless Development will analyse the findings to create reports to share with relevant stakeholders.

Your Restless Development Field Officer, and the Field Officer for your local Christian Aid Implementing Partner will now present the findings to the relevant Front-Line Service Providers (i.e. Head Teachers, Nurses in Charge) that run the service posts that the community have provided feedback on, as well as the appropriate Ward Councillors and Development Committees.

Please do not proceed with the next tools until your Field Officer informs you that you can proceed.

These tools outline the process through which you will facilitate community action planning to engage the government for improved service delivery.

What is it? This is an open community meeting, with any and all community members, that is held to share the key findings of the Citizens’ Perception Survey with the community.

Why use it? We hold Open Community Meetings to share the findings so that the community feels ownership over the evidence, to triangulate the evidence generated and give the wider community the opportunity to comment on the findings. This meeting will also begin the action planning process.

How to use it? 1. Follow all the preparation steps as outlined in Tool B: Open Community Meeting (steps 1 – 7). 2. Remind the participants that you are part of the SABI programme. Ask participants to share

what they remembered from what you told them from the Open Community Meetings that you have held previously. Remind participants of the following key points about the SABI programme as per the Key Messaging Framework (Annex 5).

3. Explain that you have called this meeting today to present the evidence that has been generated from the Citizens’ Perception Survey that you and the Youth Data Collectors collected a few weeks ago. Thank everyone who took part in the CPS Survey, especially the Youth Data Collectors.

6. ACTION PLANNING TOOLS

6.1. TOOL G: ‘OPEN COMMUNITY MEETING TO PRESENT CPS FINDINGS’

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4. Reassure the participants that the findings are not being used to blame anyone or say that they are doing a bad job. Rather, the evidence should be used to identify challenges related to service provision in the community and generate ideas for solutions.

5. Present the infographics provided to you by your Field Officer one by one. Ask the participants to describe what they see in the infographic and share ideas as to what it means.

6. Take time to go over the information shown in the infographic and give the participants chance to ask any questions which they may have. Ask probing questions, such as:

• Does this evidence match what the people think?

• Are there any surprises? • Are there any disagreements? • Does the evidence show any challenges

which the community wants to resolve? 7. When you have gone over all of the evidence and

given the participants enough time to discuss the findings, explain the next steps in the process. Explain that you would now like to support the community to develop an action plan to find solutions to the challenges identified. To do this, you would like to work with Peer Group Champions.

8. Explain that a Peer Group Champion is a person that will represent their peers in putting together the action plan and following up on the actions undertaken. The Peer Group Champions should be committed to giving approximately 4-5 hours of their time to the process every month. You will share copies of the infographics with the Peer Group Champions, and ask them to talk to their peers over the next couple of days to gather their ideas about the challenges identified and possible solutions. You will then hold a meeting with the Peer Group Champions in a few days’ time, to put the action plan together. The action plan will be shared with the community leaders and the wider community before it is finalised.

9. When the participants clearly understand the role of Peer Group Champions, ask for nominations for a champion for the following peer groups:

• Young women • Young men • Adult women • Adult men • Women with disabilities • Men with disabilities • Any others the community wants to add

10. Thank the group for their time and explain that you will call another meeting to review the action plan when it is ready.

11. Following the meeting, speak to the Peer Group Champions that have been nominated to get their contact information and fill out the Peer Group Champion Details form in Kobo.

12. Provide copies of the infographics to the Peer Group Champions and ask them to spend the next few days meeting with their peers to ask the following questions:

• Do you agree with the challenges identified in the infographics? • Do you have any additional information to provide regarding your experience of

these challenges? • Which challenges impact you the most?

PEER GROUP CHAMPIONS

A ‘Peer’ is a person of the same age, gender, or ability as another specified person. A ‘Peer Group Champion’, therefore, is someone who will represent all other

community members who are the same age, gender or ability as themselves.

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• Who do you think we should talk to about the challenges identified? • Do you have any ideas of how we can overcome these challenges? • What responsibilities can we take on to overcome these challenges?

13. Agree on a time to meet with the Peer Group Champions in a couple of days, when they have discussed these questions with their peers.

14. Complete the ‘H – Open Community Meeting to Present Findings’ report template and submit through Kobo.

Facilitator’s notes • This discussion may be quite contentious. People might disagree and tensions may rise high.

The important thing is to ensure that people feel they are able to share their ideas and views, and you should refer to your training in conflict management to facilitate this.

• Take time to explain the infographics in full. This may be the first time people have been presented with information in this manner so it is important to give them chance to ask questions and understand it in full.

• Try to ensure that people don’t blame others for the challenges identified. If the discussion takes this tone, encourage the group to see this as an opportunity to work together to find solutions, rather than to blame others.

• Encourage Peer Group Champions to find a location in the community where they can have a quiet, safe conversation with their peers

Materials required

• Multiple copies of the infographic reports for the community to share at the meeting and to provide to the Peer Group Champions

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What is it? A Problem Priority matrix tool is a grid that compares problems and helps participants to list things in order of importance. For example, if the evidence generated by the community shows numerous problems, the problem priority matrix will help the Peer Group Champions to assess which problems are more urgent or important.

Why use it? The Problem Priority Matrix will enable the Peer Group Champions to decide which problems to tackle first.

How to use it? 1. Arrange a time to meet the Peer Group Champions after they have had a few days to talk to

their peers about the infographics that you provided (tool H). 2. Ask the Peer Group Champions if they are comfortable working with words and numbers, or

if they would prefer to use symbols to document the discussion. 3. Ask the Peer Group Champions to identify all of the key problems that are shown through the

infographics. For example, this might include ‘There are not enough desks and chairs in the school’, or ‘Heavily pregnant women are unable to travel to long distance to the nearest health clinic to attend their Antenatal Care appointments’.

4. When all of the key problems have been identified, write these (or agree on symbols to represent them) on small pieces of card; one problem per piece of card.

6.2. TOOL H: ‘PROBLEM PRIORITY MATRIX’

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5. Ask the Peer Group Champions to suggest the criteria they would like to use to rank the problems. For example, criteria for prioritising could be ‘Solving this problem will help to solve other problems’, ‘this problem is easy to solve’, ‘solving this problem will help most people’, ‘solving this problem will help the most vulnerable in our community’ or more. The group should identify between 4-6 criteria for assessing the problems they have identified.

6. On a vanguard, draw a grid – a big rectangle with rows and columns (see Annex 9 for an example). You should ensure that you draw one more column than the number of problems identified in steps 3 and 4. You should ensure that there are 3 rows more than the number of criteria identified in step 5.

7. Place the problem cards at the top of each column, leaving the most left-hand column empty. 8. Draw or write the criteria for prioritising in the most left-hand column on the matrix, leaving

the top row empty. In the bottom two rows write ‘Total’ and ‘Rank’ respectively. 9. Ask the Peer Group Champions to gather stones and rocks from the surrounding area. 10. Explain that for each criterion, the Peer Group Champions call allocate 25 stones across the

different problems. They should agree on how many stones to give each problem, but they must total 25 stones for each of the criterion.

11. Ask the group to add up the scores for each of the problems and write the number in the Total row.

12. Compare the scores for each problem and rank them. The problem with the highest score will be ranked as ‘1st’, the problem with the second highest score will be ranked as ‘2nd’ and so on.

13. Discuss the information on the matrix and agree whether or not the ranks reflect what the group feels are the priority problems. Do they want to reassess?

14. Take a photo of the Matrix and upload it onto Kobo Tool Box. Complete the ‘I - Problem Priority Matrix report template’ with the information shown.

Facilitator’s notes • The selection of criteria for scoring is very important in this process and the Peer Group

Champions should feel as though they have decided upon the criteria themselves. Help them think through the most appropriate criteria and ensure that you give enough time for everyone to feel comfortable with the agreed criteria.

• The criteria for scoring must either all be positive (i.e. ‘solving this problem will help the most vulnerable’), or all negative (i.e. this problem causes the most harm to our vulnerable community members’), because the scores will be added up.

• Using stones to score allows the group to make changes easily during the discussion and provides a visual indication of the scores, which will help aid the process.

• Try to ensure that all of the Peer Group Champions contribute and that they are representing their peer groups. I.e. the Women PWD Champion should be raising disability issues impacting women.

Materials required

• Vanguard • Markers • Small cards • Stones

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What is it? An Accountable Governance Pathways Map is a tool used to analyse who has influence over a problem. It will enable the Peer Group Champions to understand who has the power to address the problem that is being faced. Why use it? This analysis will enable to Peer Group Champions to decide what they need to do to tackle the problem; who they should talk to, what they should talk about, and what they can do themselves. This analysis will help them to decide the action points for their action plans. How to use it?

1. From the Problem Priority Matrix (tool H), start with the problem that was ranked 1st – the highest priority problem.

2. Present the Peer Group Champions with a large print out of the Accountable Governance Pathways map, which is relevant for the problem being discussed (request these from your Field Officer).

3. Ask the Peer Group Champions if this is an accurate depiction of how the accountable governance pathways work in their community, or if any of the relationships between the structures do not work well.

4. For the relationships that do not work well, ask the Peer Group Champions to mark them with an ‘X’.

5. Ask the Peer Group Champions if there are any groups that have power to address their challenge that are not shown on the Accountable Governance Pathways maps.

6. For each stakeholder shown on the accountable governance pathways map, ask the Peer Group Champions to consider: Do these stakeholders want to help solve this problem? Or do they want to resist solving this problem? When they have decided if each stakeholder wants to help or resist, they should decide on a symbol to show this and draw the appropriate symbol next to each stakeholder card.

6. Next, for each stakeholder, ask the Peer Group Champions to consider: How much power do these actors currently have? Ask the Peer Group Champions to draw circles around stakeholder cards of different sizes depending on how much power they have. If the stakeholder has ‘very little power’, draw a small circle around the card, if the stakeholder has ‘a lot of power’ draw a large circle around the card.

7. Now ask the Peer Group Champions which stakeholders have influence over the others. When they have agreed that one of the stakeholders is influence by another, they should

6.3. TOOL I: ‘ACCOUNTABLE GOVERNANCE PATHWAYS MAPPING’

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draw a line between the two stakeholder cards to show that connection, and draw an arrow on that line to show who has influence over the other.

8. Take a photo of the map and upload it onto Kobo. 9. Complete the ‘J – Accountable Governance Pathways Map’ report template and submit

through Kobo. 10. If there is time, and the Peer Group Champions are still engaged, repeat the same steps for

the next priority problem that was ranked in the Problem Priority Matrix (tool I). It is advised to analyse a maximum of 2 problems, focussing on the highest priority ones. Each problem needs a separate Accountable Governance Pathways Map Analysis to be undertaken. Facilitator’s notes

• Power is always relative and according to a specific context. So ask participants to focus on the power stakeholders have with regards to the specific issue.

• Probe and ask questions. Ask the Peer Group Champions if they’ve forgotten any actors or structures who might not be obvious, but who might have power ‘behind the scenes’. Ask them if there are any actors or structures that have power due to their religious or cultural status. Don’t forget religious and traditional leaders, societies and other ‘informal’ power holders, as well as the formal structures.

• Be specific, don’t bundle actors together e.g. is it the District Council who is resisting change or is it actually a particular individual, procedure, behaviour or policy within the council that is blocking change?

• Encourage participants to be honest and focus on how power currently is, not how it is supposed to be, or how they want it to be e.g. there may be a law protecting the primary stakeholder, but is it applied consistently and justly?

• Include a legend on the map which indicates what the different types and colours of lines mean. Otherwise six months later you will not have a clue what the map means. Keep it simple and make sure you will understand the lines, arrows, colours, shapes you have used when you go back and look at this later on. If it is impossible to understand it is useless. • Be encouraging and supportive. These are challenging concepts and some Peer Group Champions may never have participated in this kind of exercise before. Keep them engaged and congratulate them on a job well done when they have completed the process.

• Maintain politically neutrality. Politicians may well be identified on the map, which is absolutely fine, as politicians should engage with their constituents on issues that matter to them. However, you will need to ensure the Peer Group Champions understand that SABI is not affiliated with any political party, and that we are politically neutral. Material required • Vanguards – take more than 1 in case the map becomes large or if people want to change

something they’ve already drawn • Markers • Small pieces of card • Gum • Local materials (e.g. leaves and stones) if the Peer Group Champions want to use them

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What is it? When the Peer Group Champions have undertaken their Power Analysis, or Power Analyses of their priority problem(s), they will discuss their analysis and agree on actions that they think should be taken to address the problems. Why use it? This tool will help to bring together the thinking that the Peer Group Champions have done, and map out the action points that they believe will address the problems identified by their community. How to use it?

1. Still working with the Peer Group Champions, explain to the group that the next exercise is to think of actions they can take to solve the problems that have been identified. For each problem, you would like them to think of 2-3 actions that they can take.

2. Now draw a grid with 13 columns. Label the columns as per the ‘Action Plan Report Template’ in Annex 10.

3. Ask the group if they are comfortable to use words and numbers for this exercise. Ensure that all group members are comfortable with the way you will record the discussion, as it is important that no-one feels excluded.

4. Remind the group of the highest priority problem they agreed upon and the power analysis they did of that problem. Write, or agree upon a symbol, for the first problem in the column titled ‘Problem to solve’.

5. Ask the group to look back at their Power Map and consider the following questions: • Who are the most powerful stakeholders who want to help solve the problem? • What or who is preventing or resisting the solving of the problem? • What does the map show us about how to solve the problem? List the key power holders in the column entitled ‘Key Power Holders’.

6. Now ask the Peer Group Champions to share their ideas of actions that they, or the wider community, could take to help solve this problem. Their ideas should be guided by the Power Analysis they’ve already done. For example, if the problem is ‘Not enough chairs and desks for the children in school’, and the Power Analysis shows that the Head Teacher has a lot of power and wants to help solve the problem, an action might be to gather a group of parents to have a meeting with the Head Teacher and ask him to use the school subsidies to have new chairs and desks made.

6.4. TOOL J: ‘AGREEING ON ACTIONS’

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7. When they have thought of an action that they would like to take, write it, or agree upon a symbol for it, under the next column entitled ‘Action to take’ and identify the target of this action in the column entitled ‘Target of Action’.

8. Ask the group to agree who is the most appropriate person, or group, within the community to undertake this action. They should think about the influence lines on their Power Map between the stakeholders when deciding who should take the action. Write, or agree upon a symbol, for this in the third column, entitled ‘Who in the community will lead the action.

9. Next the group should agree the most appropriate time for the action to be undertaken. This might be influenced by what they know of key stakeholders’ schedules, the farming calendar, or any other factor. Write it, or agree upon a symbol, under the fourth column, entitled ‘When will they take the action’.

10. Next the group should discuss what resources are required for the action to be undertaken. Discourage the group from thinking about unnecessary resources, because these are things that the community will need to come together to provide. For example, if the action is to hold a meeting with the Head Teacher and the school is a 20 minute walk away, transport refunds may not be necessary, unless for someone with mobility challenges. Ensure that the Peer Group Champions understand clearly that you cannot give them money or resources to carry out these actions, and so the resources will need to come from the community themselves. Write, or agree upon a symbol, the resources under the fifth column, entitled ‘What resources are required’.

11. Next ask the group to discuss where they will get these resources from. They should try to be specific. For example, if it is an issue concerning the school, they might decide to suggest that the Community Teacher Association members make contributions, rather than deciding ‘the community’ in general. When they have agreed where the resources will come from, write this, or agreed upon a symbol, in the sixth column, entitled ‘Where will the resources come from’.

12. Finally, ask the Peer Group Champions to think about the specific, immediate, result that they would like to happen because of the action they take. It might be that some problems take lots of different actions to solve, so they should think about the process step by step, and think about the specific results that each action should bring about. For example, if the action is to arrange for parents to meet with the Head Teacher and ask her or him to use school subsidies to buy new chairs and desks, they might plan for this to result in the Head Teacher agreeing to budget for new chairs and desks for the next subsidies he receives. When the group has agreed upon the specific and immediate result they expect to get from their action, write this, or agreed on a symbol, under the seventh column, entitled ‘What immediate result do we expect from this action’.

13. Leave the final 2 columns blank for now. 14. Encourage the group to think of 2-3 actions that they can take for each problem that they

have analysed. Repeat the steps to map out these actions. 15. Explain to the Peer Group Champions that they should keep their action plans, and arrange a

time to visit them again to support them to present their plans to the community leaders (tool L)

Facilitator’s notes • It is important that the Peer Group Champions lead this process, as they understand their

communities better than you do, and they are more likely to follow through with the actions if they own them.

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• When identifying who in the community should carry out actions, encourage the Peer Group Champions to think of women, young people and PWDs as potential actors, not just those that normally lead.

• You should feel as though you can give helpful hints and ideas, if the group get stuck thinking of actions to take.

• Encourage the group to be as specific as possible. Keep in mind that you’ll be visiting again in a few weeks to follow up on the actions taken. Are the action points specific enough for you to ask them if they have been undertaken?

• The actions don’t necessarily have to be undertaken by the Peer Group Champions themselves, because you will be supporting them to present the plans to their community leaders and the wider community. Therefore, they could assign suggested actions to other people and ask them during feedback process if they’re willing to carry out the action.

• It is OK if the Peer Group Champions identify local politicians as an actor that they wish to engage through their action plan. Be sure to remind them though that SABI is a politically neutral programme. Ensure that the Peer Group Champions have thought of a clear rationale for engaging a local politician, if they wish to do so, and are clear in what immediate result they expect to get through this interaction.

• Complete the ‘K – Action Plan Report’ template on the basis of the plan developed so far, and submit through Kobo.

Materials required • Vanguards • Markers • Locally available materials (e.g. leaves and stones) if the Peer Group Champions wish to

use these as symbols.

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What is it? The Open Community Meeting to finalise Action Plans is the final step in the process to get ownership and buy-in from the community leaders and the wider community toward the Action Plan. It is a meeting at which the suggested Action Plan is presented, discussed and agreed upon. Why use it? It is important to be open and transparent about the actions that are planned so that the whole community can have their say on the ideas, and can be involved in the process. This will garner more support for the actions planned and will increase the likelihood that the actions will be carried out successfully. How to use it?

1. Agree with the Peer Group Champions who will present the Action Plan at the Open Community Meeting. Encourage them to practice and give feedback if they request it.

2. Follow steps 1 – 7 of Tool B: Open Community Meeting to prepare and begin the activity. 3. Remind the participants that you are part of the SABI programme. Ask participants to share

what they remembered from what you told them from the Open Community Meetings that you have held previously. Refer to SABI Key Message (Annex 5) to help you.

4. Ask the meeting Chair Person to allow the Peer Group Champions to present their action plan, focussing on the problems they hope to resolve, the actions they believe should be carried out and why, and who should carry them out.

5. The Peer Group Champions should be given the opportunity to lead the discussion with the community, answering questions and providing further information as requested.

6. Observe the reactions of the meeting participants. If they disagree with any of the suggested actions, ensure that the discussion probes why they disagree and asks them to provide alternative suggestions.

7. If the action plan includes engaging with the local politician(s), and this causes tension during the meeting, support the Peer Group Champions to explain clearly why they want to engage the politician(s) and what immediate result the expect to achieve. Ensure that you remind all participants that SABI is a politically neutral programme.

8. The aim of this session is to end up with an action plan that everyone is happy with. You may need to facilitate the discussion to ensure that important actions are not removed because they threaten some individuals. Help ensure that people listen to each other and find consensus without blame.

9. If the meeting participants do suggest any changes, encourage the Peer Group Champions to note these down and produce a final version of the action plan following the meeting.

6.5. TOOL K: ‘OPEN COMMUNITY MEETING TO FINALISE ACTION PLANS’

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10. When there is consensus on the action plan, explain that you will return to the community in a few weeks to meet with the Peer Group Champions again to follow up on the actions that have been undertaken.

11. Ask the meeting participants to acknowledge the work undertaken by the Peer Group Champions and thank them for their time.

12. State openly that the Action Plan now belongs to the community and encourage them to display it in a public, safe space.

13. Ask the community if there is a symbolic act that they would like to perform to formally adopt their action plan, and support them to perform this act.

14. Explain to the community leaders that other communities in Sierra Leone are going through this same process. And that the Action Plans that they are all developing will be compiled and shared with Paramount Chiefs, District Councils and the relevant Line Ministries, all of whom will be encouraged to reflect on the actions that communities are planning.

15. Complete the ‘M - Action Plan Presentation to Community report template’. 16. Take a photo of the final action plan and upload it onto Kobo.

Facilitator’s notes • This discussion may be sensitive, especially if frontline service workers are present and some of

the actions are targeted at them, so ensure you avoid conflict by stepping in to mediate if needed. • If some of the Peer Group Champions do not feel comfortable speaking during the presentation,

do not force them. You could disempower them by doing so. • Probe the reactions of the meeting participants. If there is disagreement, ask why but be

diplomatic. • Ensure that you acknowledge the work that the Peer Group Champions have undertaken and

thank them for their time. • The adoption of the plan can be socially reinforced by symbolic acts, such as planting a tree or

painting a wall mural. A common feature is the performing of traditional ceremonies – including masses – to signify the important and binding nature of the decisions taken. It is very important to ensure that the procedure of adopting the action plan is as close as possible to the traditional decision-making processes of the community. Otherwise, the plan could be considered external, belonging to an NGO and not morally binding for community members.

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What is it? Action Plan follow ups are visits to communities to meet with key individuals to ask about progress against the Action Plans. Why use it? It is important to follow up on Action Plans for many reasons:

• To check how the actions are going, if they are being implemented as agreed or if the community is facing challenges in implementation

• To help the communities overcome any challenges they are having in implementing their actions

• To see if actions are leading to the immediate results that had been anticipated • To support the Peer Group Champions to re-plan if necessary

How to use it?

1. Agree on a date and time to visit the Peer Group Champions and ensure that you arrive as scheduled.

2. Encourage the Peer Group Champions to have discussions with their peers before the meeting, so that they can share with you the views and thoughts of the people they are representing.

3. Also encourage the Peer Group Champions to meet with the individuals who were assigned to carry out actions to get a verbal report on whether or not they have carried out their action, and what the immediate result was.

4. Ask the Peer Group Champions to attend the meeting with the final copy of the Action Plan that was kept by the community, the Power Maps that they produced for the problems, and the Problem Priority Matrixes.

5. Go through the actions in the plan, one at a time. 6. Ask if the action was completed as planned and record the response (using words or symbols

as per agreement with the group) in the eighth column, entitled ‘Action undertaken?’. Make sure you include lots of detail and ask the following questions:

a. Who specifically was targeted with the action? b. Who specifically carried out the action? c. What was agreed during the discussion (if relevant)?

7. Ask the group what the immediate result of the action was and record this in the ninth column, entitled ‘What was the result?’. This should be specific and detailed.

6.6. TOOL L: ‘ACTION PLAN FOLLOW UPS’

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8. Ask the Peer Group Champions to compare the result they expected to the actual result. Are they different? If yes, why does the group think they didn’t get the result they anticipated?

9. Ask the Peer Group Champions if they would like to plan further actions, based on the results that the actions have led to so far. If yes, encourage them to add the new action(s) as a new row in their action plan template, and plan them out as per the previous process (tools J to L).

10. If any of the problems have been completely solved, ask the Peer Group Champions how they want to celebrate this achievement. The community should be encouraged to recognise and celebrate when problems are solved, and to publicly thank the key individuals who led the actions which resulted in the resolution.

11. Ask the Peer Group Champions if they wish to plan actions for another one of the problems that they identified during the Problem Priority Matrix exercise (tool I). If they do want to, support them to go through the appropriate steps (tools J to K).

12. Encourage the Peer Group Champions to share their revised action plan with their community leaders and the wider community as they did previously.

13. Complete the ‘N - Action Plan Follow Up report template’. 14. Take a photo of the revised action plan (with columns 8 and 9 completed as relevant) and

upload onto Kobo

Facilitator’s notes • Be encouraging. You are not there to police the Peer Group Champions or to scold them if

actions haven’t been carried out as planned. You are there to encourage them to find solutions to any problems that are being faced.

• Probe their responses regarding actual results. It is important to understand why actions lead to results as intended or not, so refer back to the Power Maps and ask if they think anyone else is influencing the problem.

• Ensure that you encourage the Peer Group Champions to feel ownership over the process. They should not be involved in this process because you are asking them to, but because they recognise that this will bring about change to their communities.

Materials required • A copy of the original action plan • Copies of the original Power Maps • A copy of the original Problem Priority Matrix

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TIME SESSION

Day 1: Arrivals

12:00pm – 7pm

Travel day – Check in on Volunteers expected, Accommodate, refresh and rest

DAY 2: Introductions

9:00 – 10:00 Session 1: Welcome & Introductions

10:00 – 12:00 Session 2: Overview of Restless Development & SABI

12:00 – 12:15 TEA BREAK

12:15 – 1:15 Session 3: Working with Restless Development as a SABI Youth Accountability Volunteer

1:15-2:15 LUNCH

2:15 – 3:30 Session 3: Continuation …….

3:30 – 5.00 Session 4: Introduction to essential skills and attitudes for SABI Volunteers

5:00 – 5:30 Daily Wrap-Up

DAY 3: Community Engagement Tools

08:30 – 09:00 Recap

9:00 – 12:00 Session 5: Working in communities

12.00 – 12.20 Session 6A Transect Walk

12:20 – 12:40 Session 6B: Introduction to Open Community Meetings

12:40 – 1:00 Practice open community meetings

1:00 – 2.00 LUNCH

2:00 – 3:00 Continuation …………Practice Open Community Meetings

2:00 – 2:20 Session 6C: Community Mapping

2:20 - 3:50 Practice Community Mapping

3:50 – 4:15 BREAK

4:15 – 4:35 Session 6D: Data collection Planning

4:35 - 5:35 Practice planning for data collection

5:00 – 5:30 Daily Wrap-up

DAY 4: Introduction to Data Collection

9:00-9:15 Recap

9:15-11:00 Session 6E Introduction to Data Collection

11:00-11:15 BREAK

11:15-12:30 Continuation ……… Introduction to data Collection

12:30-1:30 LUNCH

7. ANNEXES

ANNEX 1: ‘TRAINING SCHEDULE’

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1:30-4:30 Continuation ……… Introduction to data Collection

4:30 -5:00 Daily Wrap-Up

Day 5: Continuation of data collection session

9:00-9:15 Recap

9:15 – 11:15 Continuation ……… data Collection

11:00 – 11:15 BREAK

11: -15 – 12:30 Continuation ……… data Collection

12:30 – 1:30 LUNCH

1:30 – 4:30 Continuation ……… data Collection

4:30 – 5:00 Daily Wrap-up

DAY 6: Hands-On data collection in Communities

9:30-12:00 Hands-on data collection in neighbourhood communities

12:00-1:00 Travel/Break

1:00 – 2:00 LUNCH

2:00 - 4:30 Reflection on data collection experience

4:30 - 5:00 Daily Wrap-Up

Day 7: Continuation ……… Community Engagement Tools

9:00 - 9:30 Recap

9:30 -10:00 Session 6F: Open Community to present data findings

10:00 – 12:30 Practice Evidence presentation

12:30 – 1:30 LUNCH

2:00 - 5:00 Laundry, ironing, rest & relaxation

DAY 8: Continuation ……… Community Engagement Tools

9:00 - 9:30 Recap

9:30 – 10:00 Session 6G: Introduction to Problem Priority Matrix

10:00 – 12:00 Practice Problem Priority Matrix

12:00 – 1:00 LUNCH

1:00 – 1:30 Session 6H: Introduction to Power Mapping

1:30 – 3:00 Practice the use of Power Mapping

3:00 – 3:30 Session 6I: Agreeing on Actions

3:30 – 5:00 Practice how to develop time bound, realistic, inclusive, based on CPS action plans

5:00 – 5:30 Daily Wrap-Up

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Day 9: Safeguarding, safety & security

9:00-9:15 Recap

9:15-12:00 Session 6: Restless Development Global Safeguarding Policy

12:00-1:00 LUNCH

1:00- 4:00 Session 7: Safety and Security

4:00 – 4:30 Daily Wrap-Up

Day 10: Continuation ……..Community Engagement Tools & Settling in the communities

9:00 – 9:15 Recap

9:15 – 10:15 Session 6J: Presenting Action Plans in Open community meeting

10:15 – 1:00 Session 6K: Action Plan Follow Up (Addressing complacency in taking action)

1:00 – 2:00 LUNCH

2:00 – 4:00 Session 9: Living Arrangements

Day 11: Settling in the communities

9:00 – 9:15 Recap

9:15 – 11:15 Session 10: Starting to understand conflict

11:15 – 12:15 Session 11: Policy Literacy

12:15 – 1:15 LUNCH

1:15 – 4:15 Session 12: Gender Equality & Social Inclusion

4:15 – 4:30 Daily Wrap-up

Day 12: Reporting, Monitoring and Evaluation

9:00 – 9:15 Recap

9:15 – 1:00 Session 13: Internal Reporting, Monitoring and Evaluation

1:00 – 2:00 LUNCH

2:00 – 3:00 Session 13: Continuation ……….. Internal Reporting, Monitoring and Evaluation

3:30 – 4:15 Session 14: Developing team work Plan

4:15 – 4:30 Daily Wrap-up

Day 13: Work Plan/Team meeting, Financial & logistical arrangements

9:00 -9:15 Recap

9:15 – 10:15 Session 15: Evaluation of Training

10:15 – 1:00 Working as a team

1:00 – 2:00 LUNCH

2:00 – 4:00 Shopping, rest & relaxation

Day 14: Close of Workshop & departure

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Introduction

SABI is a community-led accountable governance programme and so everything that the programme does must be in line with supporting community ownership and leadership. Due consideration of the sustainability of processes SABI is supporting must be considered in all elements of the programme delivery.

The SABI programme is operating in 610 communities, 106 wards and 56 chiefdoms across all 16 districts of Sierra Leone.

The programme consortium understands that there are many barriers facing communities in working together with state service providers to improve service provision, not least of which is the cost of traveling to attend meetings and more.

However, the consortium does not want to set unsustainable precedents for covering these costs, if it means that the processes that are strengthened during programme implementation will inevitably end when funding is no longer available.

To that end, the programme team has developed the following standards for the covering of costs related to programme activities, to guide field staff in ensuring a consistent and agreed upon approach to this key issue.

These guidelines are intended to be implemented for individuals who are participating in SABI related meetings or events that fall outside of their official duties. For example, for Ward Development Committee members who are travelling to attend official monthly WDC meetings, SABI will not provide funding as outlined below to cover this cost as this is part of their official responsibilities.

However, if WDC members are asked to travel for an activity specifically being hosted by SABI, in addition to their official monthly meetings, then the below policy will apply.

This expenses policy applies only to events that SABI directly hosts, and does not apply to actions that communities, Councillors, Ward Development Committee members, traditional leaders, front line service providers or any other individuals plan themselves to undertaken as part of their response to Citizen Perception Survey findings, or any other issue that arises relating to community development or service delivery.

ANNEX 2: ‘SABI COMMUNITY EXPENSES POLICY’

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In this case, SABI will not provide any costs to facilitate these actions, but actively supports citizens, service providers, and leaders to come together to fund costs as necessary.

1. For travel from outside of a location for a programme activity that is not part of an individuals’ official responsibilities

If an individual is invited to attend a meeting that is outside of their official responsibility, and their attendance requires travel by public transport, the programme will provide the following:

Cost covered Amount provided Documentation required Travel from outside of the location of the meeting/event for which cost was incurred

Actual cost of the transport taken

The recipient must sign or thumb print for the amount received. The start and end point of the journey must be clearly stated where the recipient signs.

If an individual has not travelled to attend a meeting that is outside their official responsibilities, they are not entitled to transport refund.

2. Provision of refreshments for a project related activity that lasts longer than 2 hours, but less than half a day

If individuals are asked to attend a project meeting or event, that will last more than 2 hours but less than half a day, their attendance at which does not fall within their official responsibilities, the programme will provide:

Cost covered Amount provided Documentation required Water and locally procured snacks

Maximum SLL 15,000 per person

Attendance register which is dated, signed or thumb printed by participants.

3. Provision of refreshments for a project related activity that lasts half a day, but less than a

full day

If individuals are asked to attend a project meeting or event that will last half a day, but less than a full day, their attendance at which does not fall within their official responsibilities, the programme will provide:

Cost covered Amount provided Documentation required Water and a locally produced meal to be provided at the end of the meeting/event.

Maximum SLL 20,000 per person

Attendance register which is dated, signed or thumb printed by participants.

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4. Provision of refreshments for a project related activity that lasts a full day

If individuals are asked to attend a project meeting or event that will last a full day, their attendance at which does not fall within their official responsibilities, the programme will provide:

Cost covered Amount provided Documentation required Water and a locally produced meal to be provided at lunch time, plus dinner allowance to be provided at the end of the meeting.

Maximum SLL 20,000 per person for the locally produced meal to be provided at lunch time. SLL 35,000 per person for dinner allowance, to be provided at the end of the meeting.

Attendance register which is dated, signed or thumb printed by participants, which states the amount of allowance provided for dinner.

5. If accommodation is required in order to attend a full day meeting/event

If accommodation is required for an individual to attend a full day meeting or event, that falls outside of their official responsibilities, the programme will provide the following:

Cost covered Amount provided Documentation required Accommodation allowance to stay with family or friends at a location near to the meeting or event.

SLL 100,000 A self-receipt, signed or thumb printed by the recipient stating the location of the meeting/event and the home

location of the individual being provided accommodation, the reason accommodation allowance is provided (i.e. the distance is too far to travel home) the amount provided, and the date.

Support for People with Disabilities

If People with Disabilities require an escort to accompany them to meetings, the above costs will be provided in line with the costs to be provided to the person with a disability themselves.

Communication about the approach to covering these costs

For all costs that are covered by the programme, including the provision of water, snacks, a meal, transport refunds and accommodation allowance, clear communication regarding the reasons for provision must be given to the recipients of the provisions.

SABI staff should ensure that the following points are made clear:

- SABI recognises that the need to travel, and spend personal time, to participate in accountable governance initiatives can be an inhibiting factor to many citizens, and elected leaders

- SABI is providing funds to cover these costs in an appropriate and realistic manner, in order to model the impact that can be created if these inhibiting cost related factors are addressed

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- In so doing, SABI aims to generate evidence that citizen-led accountable governance is an effective tool to bring about improved service delivery, and as such, will aim to lobby central government to prioritise the provision of budget to District Councils to enable them to replicate similar models at the end of the SABI programme.

- SABI does not intend to establish unsustainable norms and expectations on behalf of citizens or elected leaders that such costs will always be covered to participate in accountable governance initiatives. Recipients of such costs should view this as a temporary ‘helping hand’ as we seek to change behaviours, and not as a necessary provision before actions can be taken.

ENGLISH KRIO GENDER EQUALITY WE ALL NA ONE. ALL MAN FOR GET THE SAME CHANCE SOCIAL INCLUSION ALL MAN (MAN OR OOMAN, POSIN WIT DISABILITY OR NOTO

POSIN WIT DISABILITY) FOR MIKS PAN KOMINITY BIZES EXCLUSION NO BODY NOR FOR LEF BEHEND VULNERABLE PERSON DI WAN DEM WAY OPIN TO BADTIN DEM NA KOMONITY MARGINALISED PERSON DI WAN DEM WEY DEN PUSH NA KONA TRUST WE FOR ABOP PAN DEM RESPECT RESPEKT TRANSPARENT GBANGBAODE/DU AM MAK ALL MAN SEE/NO ETHICAL WETIN U DAE DU WEY NOR GO BRING SHAME EN DISGRACE ACCOUNTABLE CAM KONANIE ENGLISH MADINGO GENDER EQUALITY KENIMUSOYALNYA SOCIAL INCLUSION KABESEMBLADO EXCLUSION VULNERABLE PERSON MAEKNIKENI MARGINALISED PERSON SEMBO-ADO TRUST LAN,NAYA RESPECT BUNYA TRANSPARENT KOLO ETHICAL GBEYA ACCOUNTABLE TELEN ENGLISH MENDE GENDER EQUALITY MAHOI (NYAJAE KPOI HINDO E KPOI) SOCIAL INCLUSION GBELAE EXCLUSION BAAMEI VULNERABLE PERSON NASA KPAYA E TOI MARGINALISED PERSON NGE-NGEN SABAI TRUST LANAYEA RESPECT BAGOR MII TRANSPARENT SIEN-SIEN

ANNEX 3: ‘GESI KEY WORDS DOCUMENT’

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ETHICAL PEAHINDAE ACCOUNTABLE KONAYEA ENGLISH TEMNE GENDER EQUALITY MATHENENEH KA BOM NAH YI YORUNI NAH SOCIAL INCLUSION KLUNI O KLUNI OR YITI KA GBASHI AHGBEB /KASAH EXCLUSION KA GBAPI WIUNI VULNERABLE PERSON AH KIRIDI MARGINALISED PERSON N’GBY TRUST KA LANEH RESPECT YIKI TRANSPARENT YIKO ETHICAL KA LOMP ACCOUNTABLE LOMPI ENGLISH KONO GENDER EQUALITY MOR GBEH MU DON-DONARMNA SOCIAL INCLUSION MOR GBEH P BOWA TUN BEH MOR MOR KUNIE E KANIA DON

DWEH EXCLUSION MOR MA TOR GBA VULNERABLE PERSON U MA NGAE KA U NEE YEANA BAR KOI MA MARGINALISED PERSON U MA YEANA MA TRUST DAN-DA YA RESPECT IN DA NE MU YA KAKA TRANSPARENT ETHICAL ACCOUNTABLE AR YEEN MOR GBEH NOR SON MOIR FAI MA TA-NA

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Planning for an activity or event Comments 1 Have you and/or the staff participating in this activity/event read

SABI’s GESI strategy and the key words document?

2 Have you and/or the staff participating in this activity/event read the guidance note on ethical principles and standards in section 1 of this document?

3 Have you and/or the staff participating in the activity/event read, and signed all relevant internal safeguarding policies? (e.g. child protection policy).

4 Are you and/or staff participating in the activity/event informed about the referral process, if there are issues of concern during the activity/event? (e.g. tension between individuals that may put someone at risk).

5 Have you and/or the staff leading this activity/event researched the local context and customs?

6 Have you identified and reached out to local organisations working in your target communities, including Disabled Persons Organisations (DPOs)?

7 Have you informed all participants in advance about the activity/event - the objective/s, who will be participating, the expected duration and the format of the activity/event, and their role? Have you checked that the invite and the key information has reached all participants, including women, PwDs and youth?

8 Is the location or venue of your activity/event in a safe and accessible place? (e.g. is it easily accessible for PWDs?)

9 Is the timing of your activity/event at a convenient time for all participants? Did you ask community representatives, including those from marginalised groups (women, PwDs, youth) what time is suitable for them?

10 Have you planned for and included suitable costs for the activity/ event, that allow for potential escorts, translators etc., for those participants that need additional support?

11 Have you printed off a GESI attendance list ready for the activity/event?

During an activity or event Comments 1 Have all participants been recorded in the attendance list? 2 Have you agreed who will chair the meeting? 3 Have you introduced yourself and your colleagues/other key staff? 4 Have you introduced the purpose of the event and answered any

questions or concerns from the participants?

5 Have you checked that everyone is happy to give their consent to participate and reminded them that they can retract this consent at any time?

6 Have you agreed on a set of ground rules for the event/activity? (e.g. no phones, to speak one at a time).

ANNEX 4: ‘GESI CHECKLIST’

54

7 Have you ensured that everyone has the space and opportunity to participate in a meaningful manner? - Is the seating arrangement appropriate?

- Are translators / escorts provided as planned? - Are you and/or your staff speaking slowly and in the agreed

local language/dialect? - Have you used probing questions to encourage quieter/less

confident people to participate? - Have you used a range of tools to keep the session

interactive and energetic? - Have you provided the opportunity for everyone to speak?

8 Have you taken note of any concerns or immediate risks to participants that need to be referred to your senior management?

9 Have you asked participants for feedback at the end of the activity/event? Take note of any concerns.

10 Have you thanked participants for their time and informed them of the next steps?

After the activity or event Comments 1 Have you flagged any safeguarding concerns, or risks to participants

to the relevant person/s within your organisation or Christian Aid?

2 Have you entered your activity report on Kobo with the breakdown of participants?

3 Have you had a debriefing with key staff involved in the event/activity? What went well, and what could have been done better?

- Was everyone able to speak? Were the more dominant speakers controlled so that quieter participants could speak?

- Was tension/conflict managed? - Did everyone attend? Was there anyone missing? If yes,

why? - Did the activity/event start and finish on time?

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SABI is a four-year citizen-led accountability programme funded by UK aid and being delivered by a consortium led by international development agency Christian Aid.

Operational in every district in the country, the programme seeks to strengthen community-led accountability, increasing awareness of, and demand for, the delivery of basic services.

SABI will build relationships between citizens and the state. SABI will contribute towards creating a more informed and empowered citizenry which can hold effective and ongoing dialogue with better engaged and more accountable state service providers.

1. SABI believes communities have the power to drive sustainable change themselves. We work in communities to provide support, promote inclusion, build ownership, and inspire leadership in addressing the most urgent issues in health, education and social protection.

2. SABI builds widespread awareness on the need to increase voice and accountability around service delivery in Sierra Leone. Development with all is development for all.

3. SABI provides engaging and responsive platforms at community, district and national levels, where citizens and state actors can find common ground, and agree on workable solutions to improve essential services. This improves relationships and increases accountability.

4. SABI works to ensure the inclusion of everyone in development irrespective of their status, sex and age. SABI’s community engagement approach actively supports communities to follow and promote practices that embody gender equality and social inclusion.

5. SABI brings communities together to find solutions. We improve the knowledge and expertise of communities, to identify problems together and develop high quality action plans to respond efficiently. This has boosted the power of communities to listen, learn and act.

6. SABI helps citizens to know about services and creates a link to those providing them. We supply information to communities on services, enabling them to drive transformative change.

ANNEX 5: ‘KEY SABI MESSAGING’

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7. SABI will amplify community voices. SABI effectively engages with ministries, departments and agencies, at district and national level, amplifying citizen voices, based on evidence in our citizen perception surveys. We have placed citizen voice on the development agenda, and continue to inspire policy and development planners to ensure people are informed, consulted and involved.

SABI is funded by UK aid, from the UK government’s Department for International Development (DFID).

SABI is delivered by a consortium led by international development agency Christian Aid. The consortium combines the complementary strengths of leading international and national agencies including Restless Development, Social Development Direct (SDD), Humentum and Focus 1000 while also drawing on the expertise of individual consultants with extensive knowledge of voice and accountability programming in Sierra Leone.

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Households with Pregnant Women

Households with Lactating Mothers

Households with young people aged 1419

Households with young people aged 20-24

Households with EVD Survivors

Households with PWDs

Other Households (for selecting Household Heads)

House 1 House 2 House 3 etc. Total number of Households

ANNEX 6: ‘SAMPLING FRAMEWORK TEMPLATE’

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58

Tool E: Data Collection Plan Template Community Name: Date plan was created: Youth Accountability Volunteer Names:

Respondent Group Name and gender of

data collector

Number of households/service posts to visit

When will the households/service posts be visited

Pregnant woman F

Lactating mothers F

EVD survivors F

M

PWDs F

M

Young People aged 14-19

F

M

Young People aged 2024

F

M

General households F

M Health Posts

F/M Schools

F/M

Facility Management Committee Members

F

M

School Management Committee Members

F

M

ANNEX 7: ‘DATA COLLECTION PLAN TEMPLATE’

59

• SABI is a four-year citizen-led accountability programme funded by UK aid and being delivered by

a consortium of international and Sierra Leonean partners, led by Christian Aid.

• Operational in every district in the country, the programme seeks to strengthen community-led accountability, increasing awareness of, and demand for, the improved delivery of basic services – including health, education, and social protection.

• SABI believes that communities have the collaborative power to drive sustainable change. We work

with communities where positive energy is most needed, to trigger inclusion, build ownership, and inspire leadership in addressing the most urgent issues in health, education and social protection.

• Your role as a Youth Data Collector is to work alongside the Youth Accountability Volunteers, to

assist in conducting the Citizen Perception Survey, which gathers the views of citizens regarding their experience of service delivery in their communities. It is very important that we conduct the survey professionally and effectively, so that the evidence created by the survey is as accurate as possible.

• You will not be directly conducting the survey, but will be working alongside a Youth

Accountability Volunteer to help with translation and introductions to key respondents in your community

• Key behaviours to display when supporting the Youth Accountability Volunteers are:

▪ Active listening. This means that you fully concentrate, understand and respond to the

answers and statements given by the interviewee

▪ Dress appropriately. You should appear professional and approachable

▪ Introduce yourself. Even if you are known to the respondent, ensure you give them full information as to who you are and your role in this process

▪ Thank respondents for their time. Always show your appreciation to the role the respondent has played in community development by participating in this survey

ANNEX 8: ‘YOUTH DATA COLLECTOR INTRODUCTION NOTE’

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• The data collected from the Citizen Perception Survey will be shared with your community so help identify service delivery challenges and to support in planning actions to resolve the problems identified

• Key tips for avoiding bias when conducting the survey are: ▪ Ensure you understand the questionnaire - Data Collectors should ensure they

understand the tool before going to the field. They should practice the tool repeatedly.

▪ Informed Consent – Always ensure you explain the purpose of the survey to the respondents and ask them for their consent before proceeding with the interview.

▪ Avoid asking double barrel questions – Ensure you ask the question one at a time so

that the respondents will understand and respond accordingly.

▪ Maintain a neutral and impartial stance on everything from the subject matter of the study. o Avoid implying that there is a right or wrong answer to the question

▪ Do not read the options to the Respondent expect for questions that state you should

read the options – if you read the options, this may lead the respondent to choose something different from what they want to choose.

Problems

Problem 1 Problem 2 Problem 3 Problem 4 etc.

Criteria 1

Criteria 2

Criteria 3

Criteria 4

etc.

Total Stones

Rank

ANNEX 9: ‘PROBLEM PRIORITY MATRIX GRID EXAMPLE’

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Region District

Chiefdom Ward

Community

Initial Plan Follow up

# Indicator/ infographic

Problem to solve

Action points

Key Power

Holders

Target of

Action

Who in the community will lead the action

When will the

community member take the action

What resources are required

Where will the

resource come from?

What immediate result do we expect from this action?

Specific actions carried

out

What was the

immediate result?

If services have

improved, approximately

how many women, men,

PWDs and young people are accessing the service?

ANNEX 10: ‘ACTION PLAN TEMPLATE’

61

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# List Photo Who and Where Photo Credit

1 Cover Photo Restless Development volunteers Edward Bangura and Nanah Kallie in Masumana community, Port Loko District.

SABI - Uzodima Ulasi

2 Who is this field manual for photo (page 5)

Restless Development volunteers Kadiatu Z Sesay and Issa Fallah in Komrabai Nyollah Community, Port Loko District.

SABI

3 How to use this field manual photo (page 5)

Restless Development volunteer, Josephine K Conteh conducting a citizens perception survey, in Kalangba Community, Bombali District.

SABI – Prince M Kenneh

4 Gender Equality and Social Inclusion photo (Page 11)

Restless Development volunteer, Issa Fallah, conducting a community meeting, in Komrabai Nyollah Community, Port Loko District.

SABI

5 Your Role as a Facilitator photo (page 12) Restless Development volunteers Edward Bangura and Nanah Kallie in Masumana community, Port Loko District.

SABI - Uzodima Ulasi

6 Ethical Guidelines photo (Page 14) Santigie Sesay speaking during a village meeting in Logbereh community, Bombali District.

SABI - Uzodima Ulasi

7 Transect walk photo (page 18) Restless Development volunteers Edward Bangura and Nanah Kallie conducting a transect walk, in Masumana community, Port Loko District.

SABI - Uzodima Ulasi

8 Open Community Meeting photo (page 19)

Community based volunteer in Logbereh, Bombali District. SABI - Uzodima Ulasi

9 Policy Literacy photo (page 22) Prince M Kenneh facilitating a community meeting in Ngelehun Badgia Community, Bo District

SABI - Uzodima Ulasi

ANNEX 11: ‘PHOTO CREDIT’

62

60

10 Community Mapping photo (page 24) Community member presenting a community map in Madonkeh Community, Western Area

SABI – Abdulai Jalloh (RD Field Officer)

11 Data Collection Planning photo Wide shot of Kalangba Community, Bombali District. SABI – Prince M Kenneh

12 Technical Guidance Note on Data Collection photo (Page 29)

Issa Kamara interviewing a household head in Kalangba Community, Bombali District.

SABI – Prince M Kenneh

13 Open Community Meeting to Present CPS Findings photo (Page 31)

Restless Development volunteer, Amara Bundu presenting evidence, in Nyandehun Community, Moyamba District.

SABI – Prince M Kenneh

14 Open Community Meeting to Present CPS Findings photo (Page 33)

Restless Development volunteer, Amara Bundu presenting evidence, in Nyandehun Community, Moyamba District.

SABI – Prince M Kenneh

15 Problem Priority Matrix photos (Page 34)

A Problem Priority Matrix Exercise in Makondo Community SABI – Youth Accountability Volunteers Uploads

16 Accountable Governance Pathways Mapping Photo (page 36)

Community Meeting in Ngelehun Badgia Community, Bo District. SABI - Uzodima Ulasi

17 Agreeing on Actions photo (38) Sorie Sesay speaking during a community meeting in Logbereh, Bombali District.

SABI - Uzodima Ulasi

18 Open Community Meeting to Finalise Action Plans photo (page 41)

Santigie Sesay and Isatu Conteh presenting action plans in Logebereh Community, Bombali District

SABI - Uzodima Ulasi

19 Action Plan Follow Ups photo (page 43) Community action plan in Ngelehun Badgia SABI - Uzodima Ulasi

20 Sabi Community Expenses Policy Photo (page 48)

Wide shot of Logbereh Community, Bombali District SABI – Prince M Kenneh

21 4.5 Annex: Key SABI Messaging Photo (page 55)

Wide shot of Benduma Community, Bo District SABI - Uzodima Ulasi

22 4.8 Annex: Youth Data Collector Introduction Note Photo (page 59)

Restless Development volunteers Kadiatu Z Sesay and Issa Fallah in Komrabai Nyollah Community, Port Loko District.

SABI

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SABI

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SABI Christian Aid Office 2 Sesay Drive

Cockerill South Off Wilkinson Road Freetown Sierra Leone

+232 (0) 79279333 sabi@christian-aid.org sabi-sl.org

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