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Contingency planning guide

INTERNATIONAL FEDERATION OF RED CROSS AND RED CRESCENT SOCIETIES
2012

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This document provides an overview of the key elements of contingency planning. This guide is aimed at assisting National Society and IFRC staff responsible for developing contingency plans at the local, national, regional or global levels. It is essential to develop contingency plans in consultation and cooperation with those who will have to implement or approve them. This document provides guidelines, not strict rules; planning priorities will differ according to the context and scope of any given situation. This guide breaks contingency planning down into five main steps: prepare, analyse, develop, implement and review. Each step is covered by a separate chapter in this document

Making inclusion a reality in development organisations : a manual for advisors in disability mainstreaming

INTERNATIONAL DISABILITY AND DEVELOPMENT CONSORTIUM (IDDC)
Ed
2012

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This manual is specifically meant for trainers and advisors in disability mainstreaming that are involved in facilitating the organisational change process for inclusive development. This manual will helps readers to: acquire a basic overview of disability rights and statistics; create a personal vision on inclusive development; deliver the message of inclusive development to a sceptical audience; design strategies for disability mainstreaming in development organisations; become familiar with the wide array of existing tools on disability inclusion; and assess their own training and facilitation skill. The reader can select those chapters that are of most interest. Each chapter starts with the key objectives of that particular chapter, then discusses the content, poses some questions for discussion and finalises with references for further reading

What really matters : a guide to person-centered excellence|Application for services for people with mental illness

THE COUNCIL ON QUALITY AND LEADERSHIP (CQL)
2010

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"This guide promotes quality improvement in behavioral health services and supports. These best practices and the resulting quality improvement initiatives can be applied across the range of supports and services for people with mental illness...This manual has eight main sections and each section contains a key factor with its success indicators. We use the term ‘factor’ to refer to the main area: for example, Person-centered Planning. Likewise, each factor has a number of ‘success indicators’ that describe critical aspects of the factor. For each success indicator there are three parts: a statement of the indicator; a brief explanation of the meaning behind this indicator; a description of how organizations apply this indicator in practice"

We're too much in 'to do' mode: action research into supporting international NGOs to learn

Smit, Maaike
February 2007

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This paper has been produced by INTRAC (International Training and Research Centre) and PSO (an association of 45 development NGOs in the Netherlands). Using the experience of NGOs in the Netherlands, it is designed to support International NGOs in the process of organisational learning. The key focus is on 'self knowledge' - analysing how your organisation can reflect on its learning processes and capacities. The paper provides a practical exploration of how researchers and participants from organisations can use action research to evaluate organisational learning with a view to improving practice. This paper would be highly relevant for managers, consultants, researchers and other professionals involved with organisational learning within NGOs

Coaching and mentoring for leadership development in civil society

DEANS, Fran
et al
January 2006

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This paper discusses how coaching and mentoring practices are increasingly used as tools within the civil society sector. This is in line with the trend towards ongoing capacity-building processes rather than one-off events, informed by an increasingly people-centred and ‘holistic’ approach to capacity building. The paper examines a range of practitioners’ experiences of using mentoring and coaching with leaders of CSOs in a range of contexts, including Kenya, Tanzania, Kazakhstan, Uganda, Bosnia, South Africa, Malawi and the UK

 

Praxis Paper series No. 4

Review of the present situation in special needs education

HEGARTY, Seamus
1995

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An overall comparison between the two situations - 1986 and 1993 - reported here and in the previous report allow for some guarded optimism. Most countries provided some information on policies but varied greatly in the amount of detail offered. Special educational provision is more firmly located within regular education, at school and the administrative levels, than before and has greater legislative underpinning. Within the policy statements, themselves, the most common strands related to : developing the individual's potential, integration and necessary steps for implementation. Regarding legislation, most countries did include special needs provision in the same regulatory framework as general education; the most common reason given for excluding particular children was severity of disability. Much remains to be done and there is no room for complacency. Many countries face fiscal and personnel constraints, and maintaining let alone increasing existing investment in special educational provision will not be easy. A word of caution : even where resources are not the central issue, the pressures created by the general school reforms taking place in many countries may reduce the priority given to speical educational provision. However, progress has been made, despite the many difficulties.

Disability awareness in action : organisation building

FLETCHER, Agnes
1994

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This kit looks at how organisations of disabled people can improve their structures and the way they work; how they can train and develop individuals to benefit the whole group; and how the organisation itself can then become a better tool for changing the community and the lives of disabled people

Rural finance and investment learning centre

RURAL FINANCE AND INVESTMENT LEARNING CENTRE

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The Rural Finance and Investment Learning Centre (RFILC) is a web platform dedicated to the dissemination of cutting-edge knowledge for the promotion of rural and agricultural finance and investment in developing countries. It provides access to related materials for capacity development and policy design, in addition to the dissemination of news, events and multimedia

Target clients include all public and private organisations working towards greater financial inclusion and rural and agricultural development, such as financial institutions, governments, civil society organisations, development agencies and academia, among others. Materials such as training manuals, policy guides, and on-line training sessions are disseminated through the RFILC with the purpose of further developing clients’ capacity to deliver improved financial services that meet the needs of rural enterprises and households

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