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48

STEP 3
49
Overview
At the end of Step 2, the Development
Facilitator has developed a general
idea about local stakeholders and the
communitys organisation around child
well-being. The Development Facilitator
and key community leaders invited a
number of key stakeholders to begin
forming the starter group.
In Step 3, through a series of meetings, these key stakeholders
deepen their understanding of child well-being and the most vulnerable.
They also build a shared understanding of how local structures, both
formal and informal, inuence child well-being. During this process,
some key stakeholders may leave the group, while others may join. The
starter group members afrm their commitment to work together.
Next, the Development Facilitator works with the starter group to
prepare a community engagement process that generates a shared vision
and priorities for child well-being. The preparation includes adapting
visioning and community conversation tools for use in the engagement.
The starter group also drafts and renes a community engagement plan.
THL HANLB00K I0R I NTLuRATLL PR0uRAMMI Nu PART ). STLP BY STLP THL HANLB00K I0R I NTLuRATLL PR0uRAMMI Nu PART ). STLP BY STLP
What is already
being done?
ASSESSING THE STATUS QUO
RECOMMENDED
TIME SPAN
-(' WLLKS
Guiding Questions
How do starter group members vew chd webeng and vunerabty? Q
How s the prmary Iocus area organsed (ncudng soca groups, vunerabe groups and Q
Iorma/nIorma organsatons}? How w these groups be engaged?
What groups have the most nuence over and most mportance to chd webeng n the Q
prmary Iocus area?
What roes and responsbtes w the starter group have n engagement, vsonng, and Q
pannng wth communty groups?
Suggested process flow Starter group:
Links with
LEAP:
Ths step contrbutes
to the LLAP Lesgn
component.
Programme staII can
use the nIormaton
gathered n ths step
to hep compete
these sectons oI
the LLAP Lesgn
component.
Identify Issues
and Causes
Partner and
Power Analysis
Analysis of
Objectives.
Before
you start
Have a shared understanding of child well-being and vulnerability. 1.
Have identied what is currently being done to improve child wellbeing within the primary 2.
focus area, and the local assets that contribute to child wellbeing.
Deepen their understanding of how the primary focus area is organised and of the 3.
inuence of local stakeholders on child well-being and vulnerability.
Have developed a plan for and afrmed their commitment to engaging the community. 4.
Have increased capacity to design and lead an effective, empowering community 5.
engagement process around child well-being.
Have developed a community engagement plan. 6.
Who facilitates?
Leveopment Iactators, wth members oI the
starter group who may ead or coIactate
Who participates?
Key stakehoders, starter group members
and communty conversaton Iactators
and documenters
49
3
STEP
Step 3 Outcomes Starter group members:
Deepen understanding of child well-being and
vulnerability, and analyses stakeholders in the
primary focus area
Plan community
engagement
Prepare facilitators to engage
community, and nalise community
engagement plan
3.1 3.2 3.3
STEP 3
The starter group that emerges may be somewhat seIseectng as members begn to nteract Q
and to get a sense oI expectatons and pans Ior the starter group. Some members w reay
want to get nvoved, whe others w decde they ony want to stay nIormed. Antcpate that
others w want to |on or eave the starter group as the Crtca Path process contnues.
LEAP products
Programme staff continue to build the
Stakeholder Analysis table by inserting
information gathered from these starter
group meetings. This table will inform the
partner and power analysis in the PDD. A
summary of this table can be used in the
Programme Description section of the PDD.
Tool
Lxporng 0ur Context. Part Q
TIP
TIP
BeIore pannng Ior communty engagement, the starter group may wsh to dentIy a Q
pannng team to coIactate the pannng and preparatons Ior communty engagement.
DF and starter
group review
preparation
required for
community
engagement
Starter group
conducts social
mapping exercise
Starter group
identies,
and adapts
community
engagement
tools
Starter group
chooses
facilitators and
documenters
for community
conversations
Starter group
develops draft
community
engagement plan
3.2.1 3.2.2 3.2.3 3.2.4 3.2.5
Starter group plans community engagement
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3.2
STEP 3
55
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