Social Development
Themes
Members of group - 5
• 2019/ASP/05 Rajini
• 2019/ASP/08 Shaminda
• 2019/ASP/24 Nividhasini
• 2019/ASP/30 Kajinthan
• 2019/ASP/37 Tharsika
• 2019/ASP/45 Jalaxshi
• 2019/ASP/53 Ahamed
• 2019/ASP/61 Dissanayake
• 2019/ASP/70 Kumari
• 2019/ASP/77 Waduwawala
• 2019/ASP/84 Naflan
• 2019/ASP/89 Haviprasath
• 2019/ASP/95 Jayathissa
• 2019/ASP/99 Tharindu
• 2018/ASP/12 Ajay
Applying a disability lens to Active Citizens
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The Active Citizens approach to mainstreaming disability focuses on applying an inclusion lens to
the programme delivery, content, partnerships and social action.
This means that rather than developing a raft of specific activities that in some way address issues
of disability or ability, the programme it self should be a model of inclusivity.
In reality this requires that all those involved in the day-to-day delivery of the programme; from
global strategic growth to the most local delivery; apply an approach to design, planning, delivery
and evaluation, which takes into account the needs of all, and encourages a different way of
thinking.
At a stragetic level
We are working to ensure that the language, messaging, training design and support for the
programme, in addition to adaptations to content, are disability inclusive where possible.
At a regional or country level
Rather than wait for applications to the programme from disabled people, country managers can be
proactive in cultivating relationships and exploring the benefits, approach and impact of the
programme with potential partners from disability organisations.
At partner level
We might expect that partners will look to be confident to reach out with a positive message in their
recruitment of Active Citizens, to a wide range of potential applicants.
At the Active Citizens level
• Opportunities exist to develop social action projects that take into account the needs of potential
participants and beneficiaries.
• In addition, they can also provide an opportunity to engage proactively with disability
organisations, to develop specific projects where disabled people are amongst the beneficiaries,
or advance learning and awareness about disability across a wider community audience.
• In applying an effective mainstreaming approach, it is important that active citizens consult with
sensitivity with possible end users or beneficiaries, avoid assumptions and apply the approach of
‘nothing about us without us’.
For master facilitators we might expect that in the training of master facilitators, either
in a national or international context, those designing and delivering the training would
take into account the most recent guidance and introduce new or adapted content to
build the competence and confidence of facilitators.
For facilitators themselves, while training for new facilitators should raise issues in
relation to the need for proactivity around disability inclusion, it remains both an
opportunity and a responsibility for those facilitators already trained to keep up to
date with new or updated guidance on applying a disability mainstreaming approach.
Active citizens in fragile and
conflict – effected
communities
•Fragile is a group of territories which are categorized
according to their financial and security communities
•Conflict is a fact of life that in its various forms characterizes all
levels of human and social interaction, from the domestic to the to
the goal.
• Tool kit
• This has activity that provide knowledge and tool which may be more
relevant for a fragile.
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Provides knowledge and tools which may be more relevant.
Activity that is relevant for conflict affected community is coded.
Activity is coded is core and should be use in every program.
Ex:- social research of on attitude, intercultural dialogue events
GENDER IN FRAGILE AND CONFLICT AFFECTED
COMMUNITIES
Fragility and conflict affect women, men, boys and girls differently. It is
widely acknowledged that fragility most negatively affects the poorest
and the most vulnerable groups in society, including women and
children. this is particularly pronounced for female citizens who have
very limited access to state institutions.
It is also widely acknowledged that violent conflict affects men and
women in different ways. The negative impact of conflict on gender
relations and on women in particular has been well documented. They
suffer not only from the by-products of war, but are also targeted as a
strategy of war. Rape and sexual violence have been recognised as
instruments of war, designed to weaken families and break down the
social fabric of communities and societies.
• Women are not only victims, however, in situations of conflict and
fragility. Women and men can be combatants, victims, civilians, leaders
and caretakers. Women may be active participants in the violence,
directly as combatants, or indirectly, by facilitating violence through
fundraising or inciting their male relatives to commit acts of violence.
• United Nations Security Council Resolution 1325 (2000) on Women,
Peace and Security addresses the impact of war on women. It mandates
the protection of women and girls during and after conflict and the
greater involvement of women in conflict resolution, peacekeeping and
peacebuilding processes.
Why the arts and Active Citizens?
 Improve understanding of how the arts contribute to the wellbeing
and development of ourselves and our communities.
 Create a safer space to take risks, and explore difficult issues. The arts
can be a powerful shield to explore sensitive issues in communities
 Increase Active Citizens' ability to
Be innovative and consider new ideas.
Use the senses to integrate the lesson encourage exploration by
Active Citizens Feel and live the learning process.
The Arts Toolkit aims to provide students with a range of activities
that use participatory and often arts-based activities to achieve the
learning outcomes of the programme. The addition of this arts
content intends to provide new exciting opportunities for students
to develop their creativity and self-expression the addition of this
arts content intends to provide two new exciting opportunities.
• New arts-based activities that both achieve and encourage self-expression
for participants and facilitators can help build confidence, inspire ideas and
improve communication. For example, take part in 'power chairs', which
explores the idea of power and how it can be seen from multiple
perspectives.
• A non-workshop based approach: this arts content is an invitation to
explore different approaches of delivering the learning journey
What do we mean by art
We can believe that ‘art is what artists do’
• We begin to doubt ourselves and sensor our actions
• However all of us are artistic : when we cook a meal with our parents
, or dance on the street corner with old friends.
• When we bring consciousness to our creativity whether in the kitchen
, in the garden , on the dance floor, or singing in the shower-it
becomes artful.
This active citizens arts theme is about offering a
safe space to explore and to take risks
• Through creativity and the arts we can start to see ourselves
and the world around us differently and we can begin to
imagine a new direction by stepping safely into the
unknown.
‘The arts’ and who has access to it an interesting area to explore in the context of art
and development
• In brazil for example ,the arts and creativity are everywhere; dance, carnival and
singing are the beating heart of the country.
• However there’s still a massive separation between this and the consumption of
art produced by professionals.
• This toolkit isn’t about trying to define art is, as around the world it can be
interpreted in so many different ways.
• It’s more about giving the green light to being creative and thinking outside of the
box, for individuals and organizations.
Who is this arts theme for?
• The arts – based activities in this toolkit can be used by facilitators with a
wide range of experience for a mix of different audiences.
• Two strategies for delivering arts – based active citizens.
1. A non arts – based partner
2. An arts – based partner
working with community
participants.
working with either community
participants or local artists.
Which participants and
communities could we
work with?
• People who have less ability to reading and writing.
• Communities that feel stuck.(eg- prisoners, victims of violence)
• Communities on the margins of society.
• Artist who can act as social leaders.
• Community members who have energy and enthusiasm but no formal
experience.
• Decision makers and key influencers to convey the emotional impact
of their choices and decisions.
Applications of arts
in various module
Module 01-Identify and culture
a)We can explore how we create and shape our personal and social
identities.
b)By writing story , singing a song , painting a picture or acting
something out we can begin to understand.
Module 02-Inter cultural dialogue
a)art can enable us to share and learn from each other using
different forms.
b)Music, dance, the visual arts, cooking, theater can helps us to
express idea and explore emotions in a visceral way.
 Module 03-local and global communities
a) Art can help us create new ideas and new ways of thinking
b) Explore our local and global communities through the arts
allows us to share some of what we are proud of and
understand more about some of the challenges we are
facing.
 Module 04-planning and delivering social
action
a)
b)
The arts can be used as the basic for developing an artbased social action.
We can use the arts and creative process to test out our
ideas in the safety of the workshop space.
Active citizens and
social enterprise
Active citizens
 Active citizens is a non profit program that promotes community cohesion and
improvement through civic engagement or volunteering in around thirty countries.
Social enterprise
 Social enterprise is define as a business with specific social objectives that serve its
primary purpose.
 Maximizing profit is not the primary goal.
 Preference given to job seekers from at risk communities.
 Funding for social enterprise is often obtain by selling services and goods.
Common principles ten to support social enterprise
 Have social environmental and/or cultural impact objects.
 Aim to be financially sustainable and independent through grading activity.
 Profit assets remain in the business and are reinvested to support social
impact.
Integrating social enterprise
into active citizens programme
Active citizens are engaged citizens who are
involved in their community and make a
difference. Social enterprise can play a role in
helping active citizens integrate their civic
engagement with their social enterprises.
Social enterprise is a business model that is
based on the principle that an organization
can improve the quality of life of its
customers, employees, and the community
without relying on external financial support.
Social enterprise organizations are often
founded on the idea that businesses can
make a positive impact on society.
Active Citizens, gender
equality and women’s
empowerment
Gender
• Social attributes and opportunities associated with being male and
female.
For instance, traditional gender roles typically expect women to
care for the children and the man to be the sole breadwinner.
 These attributes are shaped primarily by cultural factors
 Are not fixed
Sex
• Biological differences between women and men.
For example, women can give birth and men cannot.
These biological differences are usually fixed
In some circumstances they may change if a
person is transsexual or intersex
Gender inequality
• Unequal treatment of individuals based on their gender.
• Influenced by the historical and structural power imbalances between
women and men.
• Women and girls are more often disadvantaged by gender discrimination
and have lower status than men and boys in every society .
With the result ,
 They have less personal freedom.
 Fewer resources and opportunities at their disposal
 Limited opportunities to influence decision making processes that shape their societies and their
own lives.
•Gender inequality can impact negatively on
both women and men.
For example,
* High levels of violence against women in the home, the work place
* Public spheres have severe health and economic costs for the woman,
her family, and society.
* But gender stereotypes, such as the expectation on men to be
competitive and aggressive can see them miss out on enjoying intimate
and respectful relationships.
Gender equality
• Achieved when women and men enjoy the same opportunities,
outcomes, rights and obligations in all spheres of life such as,
 Equal opportunities for financial independence through work.
 Enjoying equal access to healthcare and education .
 Participating equally in public life.
• Gender equality is both a human right and a pre-requisite for
sustainable development and healthy economies and societies.
• In no country has gender equality yet been achieved.
Empowerment of women and girls
• A critical aspect of promoting and achieving gender equality.
• This is needed to address the disproportionate impact that gender inequality has
on them in every sphere of life, including social, economic, legal, political and
cultural.
• Empowering women and girls requires a focus on identifying and redressing
power imbalances at all levels and giving women increased opportunities,
 To make choices.
 Manage their own lives.
 Access their rights.
 Contribute to the development of their societies.
A holistic approach to increasing gender
equality and empowering women and girls
What is the gender perspective on citizenship?
The gendered citizenship approach requires that policymakers
and CSOs promote women's participation and respond to their
social needs.
Why gender is important in the
Active Citizens programme
• The concept of citizenship is bound
up with relationships and expressions
of power – gender relations are one
such power, others are race ,class,
age, disability and ethnicity.
• The globe women are disadvantaged
in access to resources and power
when compared with men of the
same race, class, or ethnic group.
• Creating opportunities to challenge
gender inequality and promote the
empowerment of women and girls at
different levels
Integrating gender equality and women’
empowerment in the Active Citizens program
At two levels, the Activate Citizens program advocates for gender equality and the
empowerment of women
Gender Mainstreaming
Gender mainstreaming has been embraced internationally as a strategy towards realising gender equality. It involves the
integration of a gender perspective into the preparation, design, implementation, monitoring and evaluation of policies,
regulatory measures and spending programmes, with a view to promoting equality between women and men, and combating
discrimination
 by fostering an atmosphere that promotes meaningful participation and a sense of safety among all
participants, both men and women, having their opinions heard and appreciated, even if such views
vary from those of others.
 making sure there are enough or an equal number of women and/or girls among the participants.
 delivery of the program that takes into account the wants and needs of both men and women.
Focused Program
The Active Citizens programme is designed for people who want to engage in activities that are
specifically focused on gender equality and women and girl's empowerment.
To prepare for your active citizenship programme, it is important to
have a clear idea of what you want to achieve. You should also think
about how you can best achieve these goals.
Here are some tips for delivering an active citizenship programme:
Make a plan
Before you start any activity, make a plan. This
will help you stay focused and achieve your
goals.
Get involved
Get involved in your community. This will help
you learn more about the issues that are
important to you, and it will make you more
aware of the actions that you can take to
improve the situation.
Vote
This is one of the simplest ways to make your
voice heard and to improve the quality of life
for all of the people in your community.
Planning and delivering
gender-sensitive social
action projects
Planning
 Does your project challenge or reinforce the existing gender
inequalities in your community?
• unequal division of labour – both in and outside the
household
• tasks
• responsibilities
• access to resources and opportunities
• participation in decision making
Global commitments and processes
• What are the barriers to women and men participating in the project ?
domestic responsibilities
Lack of skills or information
Lack of safety
Cultural constraints
•
How could you address these to ensure they can benefit and participate
equally?
information or awareness-raising to enhance current skills or knowledge of
women or men
Delivery
•
 How has the project addressed women and men’s
different needs?
Evaluation
 Have gender inequalities reduced as a result of your
social action project?
 What have we learned about the effects of the action
on women, men and gender equality in our
community? What, if anything, might we need to do
differently in future?
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After your Active Citizens programme
Gender-sensitive monitoring and
evaluation means
Activities
Gender-sensitive
monitoring and
evaluation can help you
to see whether your
Active Citizens
programme has:
 Addressed the
different needs and
priorities of women
and men participants.
 Changed attitudes and
behaviours of
participants towards
gender equality and
women’ and girl’s
empowerment.
 As a minimum, all
monitoring and evaluation
data (both quantitative e.g.
number of participants and
qualitative e.g. views on the
effectiveness of the
programme) collected by
facilitators is presented and
analysed in a sexdisaggregated way. i.e. data
collected and presented by
sex.
Sustainable solutions
results-based
management
project cycle
 Consolidated the GEF Gender
knowledge &
learning
Partnership
 Increased monitoring and reporting on
gender
 Conducted portfolio review
programming &
policy
 Supported capacity building efforts and
capacity building
platforms for learning
Thank you