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090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
090930 constellation presentation english
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090930 constellation presentation english

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  • A slide showing that ownership precedes prevention, care and mitigation
  • It’s not a linear and strict process, but these are the rough steps a community goes through towards its way to AIDS Competence.
  • Tell stories to illustrate these points. Open discussions and increased testing: Ex: 600 policemen out of 1000 in the Kinshasa have done their HIV test Inclusion: Ex: communities in India include PLHIV in their savings group Addressing vulnerabilities: Ex: Street children in Philippines assess their risk and reduce their risky behaviour Ex: In Sohm (the Gambia), on average 5 children would die from malaria every year. But since the Self Assessment had been introduced, not a single child had died in the village. Access to treatment: Ex: Truck-drivers in Katma, a trucker's stop in Uganda obtain HIV tests at night Mobilize ressources: Ex: The sex workers in Periyackulam district, Tamil Nadu say "Sex without condoms: those days are gone!" After discussing their vulnerabilities with the Siaap team, they planned to start a mutual financial support services Learning and sharing: Ex: peer assists in Tent City where communities from all over PNG shared their experience around the priority practices of Tent City
  • Transcript

    1. The Constellation
    2. <ul><ul><li>HIV and AIDS </li></ul></ul><ul><ul><li>Our starting point… and our primary focus </li></ul></ul>
    3. Increase in total annual resources for AIDS Total annual resources available is 300$ per Person Living with HIV
    4. <ul><ul><li>More new infections than people put on treatment </li></ul></ul>Total 0,8 million People newly infected with HIV in 2007 People put on treatment in 2007 Total 2.7 million
    5. Data on HIV: UNAIDS report 2008 <ul><li>N umber of PLHIV increases: (i) new infections (ii) ARV available </li></ul><ul><li>HIV disproportionately affects injecting drug users, men who have sex with men, and sex workers </li></ul><ul><li>Prevention: 15–24 years of age account for 45% of all new HIV infections and many young people still lack accurate, complete information </li></ul><ul><li>In only six years, the number of people receiving ARV has increased ten-fold, reaching almost 3 million people </li></ul><ul><li>12 million orphans in sub-Saharan in Africa </li></ul>
    6. There is another reality…..
    7. <ul><ul><li>Uganda: trends in antenatal HIV prevalence at selected sentinel sites </li></ul></ul>
    8. <ul><ul><li>What did we learn from countries that made progress? </li></ul></ul><ul><li>People drive effective responses to HIV/AIDS , not commodities. </li></ul><ul><li>Service provision is required, but is no substitute to people driven responses </li></ul><ul><li>Progress depends on local ownership of the problem and the solution </li></ul>
    9. Implication for Global Strategy on AIDS <ul><li>Prevention </li></ul><ul><li>Care </li></ul><ul><li>Mitigation </li></ul>Ownership
    10. <ul><ul><li>The Constellation </li></ul></ul><ul><li>Stimulating and Connecting Local Responses </li></ul><ul><li>Founded in 2004 </li></ul><ul><li>12 founding members from 5 continents </li></ul><ul><li>Now 65 coaches </li></ul><ul><li>Connecting communities in 20 countries from Asia, Africa and Europe </li></ul>
    11. <ul><ul><li>Our Core Belief </li></ul></ul><ul><ul><li>Communities can respond by themselves to their own issues </li></ul></ul><ul><ul><li>They are able to envision, to act, to mobilise resources, to assess progress, to adapt and to share </li></ul></ul>
    12. <ul><ul><li>From AIDS to Life Competence </li></ul></ul><ul><li>In a Life Competent society, we act from strength: </li></ul><ul><li>to acknowledge that issues concern us all  </li></ul><ul><li>to build our common dream and overcome obstacles on the way </li></ul><ul><li>to mobilize our capacities to reduce our vulnerabilities and risks </li></ul><ul><li>to allow everyone to live out their full potential, and  </li></ul><ul><li>to learn from our experience and share it with others </li></ul>
    13. <ul><ul><li>Another way of development thinking </li></ul></ul>We believe in our own expertise to provide solutions <ul><ul><li>We believe in people’s capacity to respond </li></ul></ul>We are in control <ul><ul><li>We facilitate responses </li></ul></ul>We respond to need <ul><ul><li>We reveal strengths </li></ul></ul>You have a problem <ul><ul><li>Together, we have solutions </li></ul></ul>
    14. <ul><ul><li>Another way of working </li></ul></ul><ul><li>Facilitation teams support the spread of Community Life Competence </li></ul><ul><li>They build on the strengths of communities </li></ul><ul><li>They work as a SALT team </li></ul><ul><ul><li>S : Stimulate, Support </li></ul></ul><ul><ul><li>A : Appreciate </li></ul></ul><ul><ul><li>L : Learn, Link </li></ul></ul><ul><ul><li>T : Transfer, Team </li></ul></ul><ul><li>They support communities to become Life Competent </li></ul>
    15. <ul><ul><li>The steps of the Community Life Competence Process </li></ul></ul>Step Step for the community Step for the facilitation team 1 Mobilize communit y & leaders Establish a relationship 2 Community generates their dream Facilitate dream building 3 Community assesses strengths, concerns, opportunities and threats Self - assessment on AIDS Competence 4 Community sets targets and plans action Self - measurement of change 5 Community acts Follow - up and l ink with available services and communities 6 Community measures own progress, learns and adapts Self - measurement of change 7 Communities share , learn and capture good practices Peer assist, Knowledge Fair, Knowledge Assets
    16. Community We share Building the dream Initial SALT visit Facilitate self-assessment Action plan SALT visit Self- measure change Self-measure change After-Action-Review Knowledge Fair Knowledge assets Peer assist Community Facilitators SALT we care we assess our situation we act we hope we measure change we learn & adapt
    17. s <ul><ul><li>Steps of the process </li></ul></ul><ul><ul><li>building the dream </li></ul></ul>
    18. <ul><ul><li>Steps of the process </li></ul></ul><ul><ul><li>self-assessment </li></ul></ul>1 BASIC 2 3 4 5 HIGH Acknowledgement and Recognition We know the basic facts about HIV/AIDS. We recognise that HIV is a problem. We recognise that HIV/AIDS is a problem for us and we discuss it amongst ourselves We acknowledge openly with others our concerns about HIV/AIDS and the challenges it represents for us. We recognise our own strength to deal with the challenges and seek others for mutual support and learning. Care and change of behaviour We communicate externally provided messages about care and prevention. We adapt and communicate externally provided messages about care and prevention. Our care and prevention activities are separate and dependent on external stimulus. We change because we care. We intentionally link care and change of behaviours and work practices in ourselves and with others . Inclusion We don ’ t involve those affected by the problem. We get together with some people who are crucial to resolve common issues. We (individuals, families, communities, service providers and policy makers) work together to respond to HIV/AIDS. Our partnerships share common goals, and define each partner ’ s contribution. Religious and community leaders get involved. We address and resolve all challenges facing us (not only HIV/AIDS.) Identify and address vulnerability We aware of the general factors of vulnerability and the risks affecting us. We have mapped vulnerability and risk. We have a clear strategy to address vulnerability and risk. Our strategy is based on good practices. We are addressing vulnerability in all aspects of the life of our group, all are aware and involved in responding. Learning and transfer We learn by what we do rather than what we learn from and share with others. We share learning from our successes but not our mistakes. We have processes for learning and sharing which we use sometimes. We seek people of experience when necessary. We learn, share and apply what we learn systematically, and seek people with relevant experience to help us. We see an improvement in local responses as a result of our learning and sharing. Measuring change Our change is evaluated by others. We begin consciously to self measure. We measure our own progress and set targets for improvement. We measure our change systematically and can demonstrate measurable improvement. We invite others to help measure our change and share learning/results with others.
    19. Does the AIDS Competence Process work? Level Acknowledgment and recognition Inclusion Care and prevention Identify and address vulnerability Level Level Level C omparison of AIDS competence indicators pre- and post-community self assessment in 5 Bangkok districts Pre-intervention Post-intervention year 1 Post-intervention year 2
    20. <ul><ul><li>Does the Malaria Competence Process work? </li></ul></ul><ul><ul><li>Comparison between group 1 (using malaria competence) and group 2 (not using malaria competence), in Togo </li></ul></ul>
    21. Results <ul><li>Open discussions and increased demand for testing </li></ul><ul><li>Ex: Settlements in Papua New Guinea finally discuss HIV as their issue </li></ul><ul><li>Improved inclusion of PLHIV </li></ul><ul><li>Ex: communities in India include PLHIV in their savings group </li></ul><ul><li>People identify and address vulnerabilities </li></ul><ul><li>Ex: Street children in Philippines assess their risk and reduce their risky behaviour </li></ul><ul><li>Ex: In Sohm (the Gambia), on average 5 children would die from malaria every year. Since the Self Assessment had been introduced, not a single child had died in the village. </li></ul><ul><li>Improved access to treatment </li></ul><ul><li>Ex: Truck-drivers in Katma, a trucker's stop in Uganda obtain HIV tests at night </li></ul><ul><li>People mobilize own resources </li></ul><ul><li>Ex: The sex workers in Periyackulam district started a mutual financial support services.They do not accept to have sex without condoms anymore </li></ul><ul><li>Reflection on lessons learned, adapt and share with others </li></ul><ul><li>Ex: peer assists in Tent City where communities from all over PNG shared their experience around the priority practices of Tent City </li></ul>
    22. <ul><li>Currently plans to scale up ACP in </li></ul><ul><ul><li>DR-Congo => PNMLS & World Bank </li></ul></ul><ul><ul><li>Indonesia => UNFPA & Provinces </li></ul></ul><ul><ul><li>South Africa => Department of Health, NGOs & Global Fund </li></ul></ul><ul><ul><li>Six Asian countries => Asian Development Bank supports country teams to go to scale </li></ul></ul><ul><li>Implementation across religions and cultures </li></ul><ul><ul><li>Thailand => Norwegian Church Aid (NCA) </li></ul></ul><ul><ul><li>Kenya between tribes </li></ul></ul><ul><ul><li>Belgium in communities of different origins and cultures </li></ul></ul><ul><ul><li>Great Lakes Region => PLHIV & Truck drivers </li></ul></ul><ul><li>Application of approach to other issues </li></ul><ul><ul><li>Malaria Competence with Roll Back Malaria </li></ul></ul><ul><ul><li>Human Preparedness to Pandemic with IFRC </li></ul></ul><ul><ul><li>Diabetes competence with Handicap International </li></ul></ul><ul><ul><li>Disability & Aids Competence with Handicap International </li></ul></ul><ul><ul><li>Reconciliation & AIDS with Melbourne University </li></ul></ul><ul><ul><li>The potential of AIDS Competence </li></ul></ul>
    23. External evaluations <ul><li>UNAIDS Evaluation (2005) </li></ul><ul><li>&quot;between 83% and 87% [of AIDS Competence Process users] are satisfied and confident that the program achieves impact within communities. T he AIDS Competence Programme was found to be highly cost-effective when compared to other programmes (0.10 to US$ 2.00 per person reached )” </li></ul><ul><li>WHO-UNICEF Evaluation Papua New Guinea (2009) </li></ul><ul><li>“ The AIDS Competence Process is an effective approach in combating HIV/AIDS through local empowerment. For its low-cost but often labor intensive input of resources, the output has been substantial.” </li></ul><ul><li>Action Group on Local responses to HIV in India (2008) </li></ul><ul><li>“ Stigma and discrimination is reduced due to greater clarity on the nature of the epidemic, and greater reflection on the different driving factors of the epidemic. The approach can be implemented with existing interventions, in order to promote a more sustainable response.” </li></ul><ul><li>Roll Back Malaria evaluation of malaria competence (2008) </li></ul><ul><li>“ It is possible to conclude that the Malaria Competence process is very likely to foster a strong sense of community ownership. The self-assessment process led to a surge in community-led initiatives to create greater community awareness around malaria.  </li></ul>December 19, 2011 UNAIDS
    24. Some of our Formal Partnerships
    25. Challenges <ul><li>Scaling up of the approach </li></ul><ul><li>Self-measurement of progress </li></ul><ul><li>Use by and connection with private sector </li></ul><ul><li>Innovative approach in a sometimes non-conducive environment </li></ul>
    26. Membership Share Transfer Learn CST Ways of working
    27. constellation S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST
    28. S T L ST constellation S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST
    29. Learn
    30. S T L ST constellation S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST
    31. Share
    32. T S T L ST constellation S T L ST S T L ST S L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST S T L ST
    33. Learn Share Transfer GFT constellation
    34. CST B B B B B B B B B B Chair Organizational Structure v v v v v board board board board board B B B B C B B B B C B B B B C B B B B C B B B B C B B B B C B B B B C B B B B C B B B B C B B B B C v v v v v
    35. <ul><li>UNAIDS 08 Report on the global AIDS epidemic </li></ul><ul><li>Lamboray J-L, Legastelois, J Sida, La bataille peut être gagnée, Ed. Atelier, 2004 </li></ul><ul><li>Jean Legastelois, les communautés relèvent le défi du SIDA en RD-Congo, la Croix, 14 mars 2007 </li></ul><ul><li>Fritjof Capra: The Turning Point (…), Bantam Books (1984) ISBN : 0553345729 </li></ul><ul><li>Amartya Sen: Development as Freedom, Anchor Books ( 2000) ISBN : 0385720270 </li></ul><ul><li>Fritjof Capra: The Web of Life, Flamingo (1997) ISBN : 0006547516 </li></ul><ul><li>Thich Nhat Hahn: Il n'y a ni mort ni peur. Éditeur,  Pocket (4 mai 2005) ISBN : 2266149105 </li></ul><ul><li>Christian de Duve: A l’écoute de la Vie, Odile Jacob (13 mai 2005) ISBN : 2738116299 </li></ul><ul><li>Chris Collison & Geoff Parcell: Learning to Fly: Practical Knowledge Management from Leading and Learning Organizations, Capstone November 2004, ISBN: 978-1-84112-509-1 </li></ul><ul><ul><li>References </li></ul></ul>
    36. Thank you for your attention Our website www.aidscompetence.org Our community www.aidscompetence.ning.com

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