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8/3/2019 Policy Advocacy and Engagement Training Narrative Report - Abuja Nigeria 1 (Feb 2010)
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WORKSHOP REPORT
FOR
Venue:
(DENIS HOTEL, WUSE 2, ABUJA. NIGERIA)
Date:
22ND – 26TH FEBRUARY 2010.
THE POLICY ENGAGEMENT AND ADVOCACY TRAINING WORKSHOP
FOR CIVIL SOCIETY ACTORS IN
NIGERIA ORGANIZED BY WACSI,
OSIWA AND LGI-OSI
Rapporteur:
WACSI
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EXECUTIVE SUMMARY:
The Policy Engagement and Advocacy Training workshop targeted 30 Civil Society Actors in Nigeria. The
workshop which was the 2nd
in the workshop series (the first was held in Ghana in December 2009)
drew 30 civil society actors in Nigeria to brainstorm on best practices to engage relevant stakeholders
in ensuring an effective policy process in Nigeria and beyond.
Four trainers and two Resource persons facilitated the 5 day workshop which started from 22nd
to 26th
February 2010 at Denis Hotel, Abuja. Nigeria. Most of the participants were actors within NGOs, CBOs,
FBOs, Women’s groups and Youth networks who are deeply involved in policy advocacy , analysis, and
engagement, and are conversant with the dynamics of West African policy and political environment
and have relevant knowledge or experience in the area of policy/applied or academic research.
The programme started on Sunday 21st February 2010 with an informal meeting of the participants
with the trainers and organizers in order to acquaint themselves as well as provide a platform for early
networking among participants.
The event was flagged off by 8.00am on Monday 22nd
February 2010 in Ihiala Hall, Denis Hotel with the
Registration of participants and Opening Ceremony.
The closing ceremony took place by 3.30pm on Friday 26th
February, 2010 and attracted partners and
policy advocates across Nigeria.
BACKGROUND:
The advent of democratic governance in the region has generated high expectations about the role and
capacity of CSOs to strengthen governance and foster democratic deepening. Nigerian Civil society
actors are actively involved in policy processes but interestingly, few of them have relevant knowledge
and expertise in policy engagement. Also, with increased democratization, reductions in conflict, and
advances in information and communication technologies, it is imperative to build the policy
influencing capacity of CSOs in Nigeria to bridge the identified gaps and prepare civil actors for
effective engagement in policy process across the country and beyond.
WORKSHOP ORGANIZERS AND PARTNERS
As part of its mandate of strengthening policy advocacy initiatives, the West Africa Civil Society
Institute (WACSI) in collaboration with the Local Government and Public Service Reform Initiative of
the Open Society Institute (LGI-OSI) and the Open Society Initiative for West Africa (OSIWA) organized
a 5-days Training workshop in Policy Engagement and Advocacy in Abuja, Nigeria. The 5 day training
aimed to develop the capacity of civil society actors in Nigeria and help them to hold their government
accountable.
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GOAL
The overarching goal of the workshop was to build the advocacy capacity of participants and deepen
their knowledge and skills in policy engagement/influence and advocacy, and share best strategies and
approaches for required policy influencing in all stages of policy process in West Africa. The training
also served as the final phase of the WACSI/OSIWA/LGI-OSI Training of Trainers (ToT) certificationprocess in Policy Advocacy which commenced in December 2009.
OBJECTIVES
The objectives of the policy engagement and advocacy trainings were to:
To enhance CSO knowledge of public policy networks and processes;
To increase CSO understanding of the policy environment in West Africa and potential entry
points;
To enhance CSOs ability to write and use evidence-based and targeted policy papers;
To build insight into the process of planning an effective policy advocacy campaign; and To provide the platform for civil society actors across the region to form advocacy networks and
build alliances.
TRAINING THEMES
The training focused on three major themes:
Understanding the context of Policy Advocacy and writing
Structuring and developing a coherent Policy paper
Developing a targeted Advocacy Planning Framework
OPENING CEREMONY: 22nd
FEBRUARY 2010
The programme started by 8.00am with registration and introduction of participants.
The Opening Speech was given by Ms. Omolara T. Balogun – the Policy Advocacy officer, WACSI,
Ghana who congratulated participants and gave a brief historical background of WACSI and the
execution of her mandate. She also gave a brief background to the conception of the policy advocacy
project and its implementation thus far.
Acting Country Director of OSIWA-Nigeria – Mr. Oladayo Olaide in his address commended WACSI for
the initiative and for the obvious gender balance demonstrated in the selected number of participant
for the training. He congratulated and enjoined participants to stay active in the training all through.
Mr. Eion Young (LGI-OSI representative and Course Director) – gave an overview of the LGI-OSI
programmes in Budapest and beyond. He said in his speech that the organization focuses mainly on
Governance Reforms and democracy through decentralization process. It also focuses on effective
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communication of policy ideas and research to improve governance. According to Mr. Young, LGI is
currently working on an Advocacy Manual and conducts trainings in Advocacy in Eastern Europe,
former Soviet Union and Africa. In collaboration with OSIWA, it runs a Research Fellowship
programme.
Ms. Lisa Quinn (another representative and Course Director for LGI-OSI) gave insight into the
intensity of the TOT programme which will last for a period of 6 months. According to Ms. Quinn, the
programme started in October 2009 and has 10 possible trainers selected across West Africa to
participate in the ToT. She said the on-going training marked the final phase of the 6 months ToT for
the training and also serves as the certification of the trainers-candidate to be qualified as full fledged
Policy Advocacy trainers for West African Actors. Four of the ten trainer-candidate will go through the
certification opportunity in Abuja, another set of four in Monrovia and the last two in Dakar, Senegal.
She wished the participants a fun-filled and productive training.
Introduction of Trainer Candidates: The four trainers introduced themselves:
Mr. Mohammed Alhassan (Ghana), Ms. Margaret Brew-Ward (Ghana), Revd. Kaine Nwashili (Nigeria)
and Paul Nyulaku Bemshima (Nigeria).
In her Vote of Thanks, Ms. Balogun thanked the tripartite for supporting the projector in one capacity
or the other. Specifically, she expressed her appreciation to OSIWA and LGI-OSI for funding the project
since the pilot phase that held in October, 2008; the OSIWA office in Abuja, Nigeria for supporting the
preparation/logistic stages of the project; Finally she recognised the effort and assistant of Mr. Peter
Ocheikwu from OSIWA-Nigeria and also welcomed the two rapporteurs: Ms. Nkiruka Nnaemego and
Mr. Tope Soremi
NOTICE:
The participants were divided into two groups of 15 each. This report gives account of Group One
located in Ihiala hall.
Trainers: Mr. Kaine Nwashili and Mr. Alhassan Mohammed
Resource persons/Observer: Lisa Quinn and Eion Young
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DAY ONE: 22ND
FEBRUARY 2010
Session One: The session started by 9.30am with an activity by participants who were asked to draw
the four most important things in their lives.
Climate Setting: Participants set the following ground rules
Phones on Vibration
Respect Opinions
Minimize Side Talks
Time Management
A chief whip (Mr. Joseph Izigbinini) was selected after participants agreed to adopt the Pandora Box
system to punish defaulters.
Expectations from the Workshop:
Participants were asked to write down three expectations and two fears. They shared their experiences
as a group.
Summary of participants
Expectations and fears as indicated by the participants are as follow:
Expectations:
Acquisition of new skills and techniques
Networking among participants
Gain technical expertise
Ability to write persuasive policy briefs and papers that have an impact on policy and decision
making
Sharpen policy formulation in line with existing global standards
Ability to identify issues and the right policy method of tackling same to achieve a workable
blueprint
Fears:
Sustaining the network after the workshop
Insufficient time to cover the syllabus
Content of training may not sufficiently meet the needs of some participants
Challenges in the implementation of skills acquired
How to localize the content/context to meet needs
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Technical Session: Developing effective strategies and communication tools for policy advocacy:
Context of Advocacy Papers;
Structure of Policy papers;
Advocacy Plan using Advocacy Planning Framework (APF)
Methodology:
Practical and learning centered;
Targets needs of workshop participants;
Learning by doing approach;
Analysis of sample policy papers, research case studies and advocacy tools;
Participants’ experience in policy analysis and advocacy
Breakout Session 1: Participants were divided into groups and asked to get a moderator and a
rapporteur to discuss their previous experience of writing and/or policy-oriented reports; and the
challenges of policy advocacy and policy paper writing they face in their work.
Tea break: 10.30am - 11am
Session 2: The Session started with the Plenary Session
GROUP PREVIOUS EXPERIENCE CHALLENGES
Group 1 - Engaging the Police and Legal
System in Drafting Bills
- Ignorance of the police
Group 2 - Research Reports aimed at
influencing policy
- Lack of Capacity to write Policy Papers;
- Unwillingness to engage with Civil society actors on such
issues;
- Ignorance of issues and inaccurate information on policy
issues by Civil Society actors
Group 3 - Translate research reports into
policy briefs/writing;
- Use of policy think-tank group;
- Build capacities of audience
- Poor access to policy makers;
- Availability of Policy briefs and need for access to simpler
policy briefs;
- Disconnect between federal and state legislators;
- Lack of commitment by policy makers
Group 4 - Platform/Talking Point to
engage policy makers
- Some policy makers do not read much and are therefore
not fully grounded;
- Discontinuity in the legislative assembly
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Activity 1: Drafting an Effective Policy Paper
Breakout Session 2: Participants were asked to discuss five basic characteristics of an Effective Policy
Paper
Group Name Contents of an Effective Policy paper
The Change Agents Must be clear to all;
makes advocacy campaigns unanimous;
provides strong links between the past and the present;
builds confidence on advocates;
builds capacity of CSOs
The Advocates Targeted to a particular issue;
Provides a workable method of addressing the identified issue;
written in simple communication methods;
be pro-active and futuristic;
designed in a way that is implementable and acceptable at all levels
The Visionaries Coherent, organized and clear message that emphasize the major issues;
takes cognizance of the context within which the policy issue is developed and a
good understanding of the target audience;
draws on in-depth research, credible/verifiable data and information;
action-oriented;
acceptable format and attractive layout (structure)
AJEE Vanguard Based on qualitative and accurate data (well research);
content must be in clear and unambiguous language (to enhance understanding
by policy makers);
content must address a specific issue (to aid proper implementation);
must be derived from broad based consultation and participation of stakeholders;
must be time sensitive to the policy development process
Activity 2: Defining Public Policy
Participants were asked to read the 6 definitions of Public Policy (see page 10 of the Workbook) and
underline words from the definitions that they think are central to explaining Public Policy.
The following words were chosen by participants:
Decisions
Cause of action
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Do
Government
Population
Political decisions
Achieve societal goalsInterrelated decisions
Demand for change
Key perspectives from the definitions of Public Policy:
Authoritative government action
Problem-solution relationship
Addressing specific problems to achieve societal goals (i.e. outcome-oriented)
A framework that guides decision-making
A course of action or strategy (goals, decisions and means of achieving)
Political (value-driven)
The next activity commenced after lunch break
Activity 3: The session started with a Role Play by participants on ‘Policy Initi ative Transfer of
tertiary schools to private owners’. Participants were to argue for or against based on
the role. Participants agreed that the role play depicted the present crises situation in
Nigeria in terms of policy and decision making processes.
Activity 4: Participants were asked to consider the education policy network (the people who are
commonly involved in trying to influence the education issue) in their context as well as
brainstorm what they associate with the aspects of the policy network: goal/objective of
the network, types of organizations, interests/values, and means of communicating.
Group Policy
Communities/
Network
Means of
Communication
Values/
Interests
Goals/
Objectives
What network
members seeks
to achieve when
communicating
The Change
Agents
NUJ,NAWOJ, MDAs Media, Letters
and Memo, IEC
Strategy
CSOs, Media,
Traditional
Institutions
Achieve a vibrant
educational
system in Nigeria
Influence
The
Advocates
Students Union,
NANS, Faith Based
Organizations,
Town Criers, IEC
Strategy used in
local languages,
The Liberals, the
Progressives
and the
Transformation of
Educational
system
Persuade
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Traditional Rulers,
Development
Partners
Strikes Conservatives
The
Visionaries
Women groups,
School Owners,
PTA, Banks,
Education focused
CSOs
Consultative
Fora, Town Hall
Meetings,
Advocacy Visits
and Lobbying,
Press
Conferences,
Rallies, Policy
Briefs
Capitalists,
Government
Apologists,
Reformists,
State
Governments
Influence decisions
and protect
interests, gain
visibility, induce
policy change, pre-
empt a course of
action to guide
decision making
Convince
AJEE
Vanguard
Trade Unions: NLC,
ASUU, NUT, NASU,
SAANU, National
Commission for
Polytechnics and
Colleges of
Education; Ministry
of Education,
National Assembly,
Social Media
Protests, Non-
Violent
Demonstrations,
Students, Faith
Based Groups,
Academia,
Education
Service
Providers,
Achieve set
objectives/results,
provide
information to
government as
well as engage
policy makers
Advocate
Activity 5: Purpose of the Policy Paper
Participants were asked to read the description of the purpose of the policy (page 15 of the workbook)
and underline the words that they think is most suitable or key to defining the purpose as well as
discuss their choice with their group.
Group Name Choice Key Words on the Purpose of the Policy Paper
The Change Agents Justifying, Recommendations
The Advocates act as a decision making tool, problem-solution application
The Visionaries Comprehensive and Persuasive
AJEE Vanguard Call to Action, Target Audience
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Activity 6: Policy Papers used in the Policy Community
Participants were asked to review the differences between the two main types of policy papers (policy
briefs and policy study) and discuss with their groups.
Group Main points of difference between Policy Study and Policy Brief
The Change Agents Policy Briefs are usually not more than 10 pages
The Advocates Size
The Visionaries Policy Briefs are easier to use to engage policy makers than Policy Study
AJEE Vanguard Length of document (Policy study is sometimes very lengthy and often
disseminated widely)
DAY 2: Tuesday, 23rd
February 2010
The workshop started by 8.30am with a recap of Day 1 activities by participants.
Participants were asked to write down four new words they learnt at Day 1. They had a game within
their group to match the words with relevant meanings.
Key words: identified by participants were advocacy, persuasive, decisions.
New words: Policy Study, Policy Brief, Value Vs. Interest, Talking PointsMost Interesting words: Strikes, Policy network mapping, Advocacy Planning Framework
Activity 7: Common Structural Elements of the Policy Study
Title
Table of Contents
Abstract/Executive Summary
Introduction
Problem Description
Policy OptionsConclusion and Recommendations
Appendices
Bibliography
Endnotes
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Participants were shared into four groups to look at the purpose of the element, the contents/main features of the element and
other important points. The four elements are Introduction, Problem Description, Policy Options and Conclusion/Recommendations.
References were made to the Training Guidebook.
Group Element Purpose Contents of the Element Advice
Group 1 Introduction - Defines the main content,
- gives an overview of the paper
which serves to maintain the
reader’s interests, brings out the
nature of the policy problem,
- it gives the reader a clear idea of
the direction, focus and main
ideas developed throughout the
body of the paper
- Context of the policy problem,
- definition of the problem,
- statement of interest,
- methodology and limitations
of the study,
- roadmap of the paper
- is context brief and focused on the
problem,
- communication of nature and urgency
of the problem, - clearly state purpose,
- introduction should be clear,
- introduction should be properly
organized and clearly presented
Group 2 Problem Description - To identify, define and elaborate
the nature of the problem focused
on;
- to convince the reader that the
issue in focus requires
government action,
- provide a framework for acomprehensive policy response
options
- Background of the problem,
- problems within its current
policy environment, -
organized based on Topic,
Purpose and Audience
- Argument must be coherent,
- convincing and easy to follow.
- there must be clear links between and
within all elements of your argument
Group 3 Policy Options - Outline, evaluate and compare
the possible policy alternatives;
- provide a convincing argument
for the preferred policy
alternative;
- focus on reporting a decision
made;
- Framework of analysis, -
Evaluation of policy alternatives
- A more writer driven focus;
- less prominent use of primary or
secondary sources in the argument;
- coherent construction of the elements
of the argument and paragraphing
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- build a clear and coherent link to
the conclusions and
recommendations element of the
paper
Group 4 Conclusion and
Recommendations
- To crystallize/synthesize major
findings;
- to outline the course of action
towards problem-solving;
- to leave a lasting impression on
the target audience;
- to present a clear overview of the
policy study
- Synthesis of the major findings;
- a clear set of policy
recommendations;
- practical steps needed for
implementation;
- a final/concluding remarks
- Clarity,
- Practicability,
- Persuasiveness,
- logicality,
- comprehensive,
- brevity/conciseness
The Problem tree was used to explain the relationship between the four elements and the timeline (Past, present and future).
Activity 8: Policy Papers and Academic Papers
Participants were asked to discuss the differences between policy papers and traditional academic papers.
Groups Academic Papers Policy Papers Purpose Outcome
Group 1 Evidence Based
Objectivity
Issue driven Objectivity To provide general recommendation;
call to a decisive action
Value Driven
Group 2 Evidence Based
Objectivity
Evidence Based Subjectivity Influence policy changes for common
good
Advocate and lobby
Group 3 Evidence Based
Objectivity
Specific policy designed to
convince policy makers
Deepen understanding of the issue in
focus and provide policy options
Provoke public debate about the
issue and serve as reference
points for policy makers,
Group 4 Evidence Based
Objectivity
Specific Policy Contribute to policy & decision making
and advanced the course of the interest
group
Policy Change
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The session started with an Energizer where participants were asked to choose partners. A partner
dictates some sentences while the other writes down. The couple with the right words won the game.
Activity 3: Contextual factors framing any policy project
Participants were asked to match the 6 steps in the policy-making process (on page 12 of theWorkbook) with their appropriate definition and put the 6 steps in the policy-making process in the
appropriate order on the diagram (page 13 of the Workbook).
Participants were also asked to work with their partners to answer the following questions:
- Why do you think this model of the policy-making process is called the ‘policy cycle’?
- Does the policy cycle model reflect the approach to policymaking in your country?
- Describe the development of a current policy issue using the steps of the policy cycle
- Which stages of the policy cycle do policy paper writers usually target?
Groups Policy Cycle Policy Cycle
Model
Development of a
current Policy issue
Stages targeted by
Policy Paper writers
Group 1 There is no end point to the
cycle because it’s a revolving
process
Yes, to an extent. Stages 4 - 6 Stage 4
Group 2 Has to be religiously
followed
Yes Stages 1 - 4 Stage 1 - 3
Group 3 It is a complete process;each stage informs the
previous and next stages
Yes Stages 1 – 3 Stage 3
Group 4 It’s a logical, inter -related
cycle
Yes Stages 1 – 4 Stage 1 -6
‘The Kidneys’ and the Policy Window proposed by Kingdom were used to explain the stages of the
policy cycle targeted by policy paper writers.
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DAY 3: WEDNESDAY, 24TH FEBRUARY 2010
The workshop started with a ‘warmer’- The participants were asked to write down and share 2 truths
and 1 lie about themselves.
Participants were made to sit in groups according to the colours of paper-sticks given for the exercise.
The groups were divided based on the different part of a policy study they will be examining. These
includes: Problem Group (Yellow), Options Group (Pink), and Conclusions & Recommendations Group
(Orange). Participants were later shared into four groups to share lessons learnt.
Recap of Day 2 activities:
Policy cycle is not an end in itself; it is ongoing
Policy cycle is a complete cycle, one stage leads to another
Policy window or policy moment involves the problem description, solutions and political will
Activity 9: Common structural elements of a Policy Study and Policy Brief
Participants were asked to get some arguments/data on policy study and policy brief using the
Lithuania Policy paper provided as ‘Sample’
Political Economy
Towards results based governance
Reformation
Performance management
Practicable/tangible policies
Plenary Session:
The following observations were made by participants from the sample papers on Lithuania and
Guinea given to them.
- The conclusions and recommendations of the policy study are well laid out unlike the policy brief;
- Problems addressed in the policy brief are comprehensive but not well captured (font-size usage)
- Policy brief was a bit detailed and more direct (no preamble) when compared with the Policy study.
- Policy Study gave two sides of the problem and is more of an academic exercise;
- Policy study did not make any strong call for action;
- Policy study was more convincing and the arguments were technically advanced with the use of
graphs
- Policy brief was analytical and had an urgent call for action
- Policy brief appeared more like a flag sheet; its target audience is
- Policy study is restrictive and appeared like an academic exercise trying to inform a decision
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- Policy brief is more appealing than the policy study because the former has a call for action while
the latter is more of an academic exercise
- Policy study is proactive while policy brief is reactive
- Policy study focuses more on Stages 1 -4 (Problem Definition to Policy Design)
-
Policy Brief covers Stages 1 – 3
Participants were also exposed to contextual factors framing any policy project.
Ways of disseminating Policy Study and Brief:
Newsletters,
Post,
Website,
Print Media,
Fact Sheets,
Consultative fora,
Press Conferences,
Seminars/workshops
Target Audience of Policy Study/Policy Brief:
ECOWAS,
AU,
UN,
Military Junta,
CSOs,
Opinion Leaders,
Activists,
Media,
Foreign Embassies,
Legislators
DAY 4: 25TH
FEBRUARY 2010
The day’s activities started with a recap. Participants were asked to write down three words that are
interesting to them. They had a competition to determine their level of IQ and retention of things they
have been taught from the first day of the training till date.
Activity 10: Defining Advocacy: Concepts, actors and roles
Participants were asked to use the spidergram to brainstorm words they associate with the term
‘advocacy’. The following words were identified by participants: Plead, campaign, argue, influence,
change, persuade, lobby, position, convince, propose, support, action, issue, recommend, legislate,
propagate, canvass, educate, demonstrate, communicate, policy, threaten, disobey, defend, aid,
dissuade, conscientize, mobilize, etc.
Participants were exposed to the key elements of advocacy and developing effective advocacy
strategies and communication tools for policy action.
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Participants were paired to share one sentence definition of advocacy in a policy context using three
scenarios stated on page 29 of the Workbook. They were also asked to describe the advocacy activities
of three Organizations on page 29 of the Workbook.
Centre for the Study of the Economies of Africa: This is a Think Tank GroupDissemination
Advising
Capacity Building
Research/Evidence-based work
Think Tank work
International Crises Group: This is a Lobbyist Group
Activism
Dissemination
Negotiation
Lobbying
Mediation
Campaign
Coalition for Domestic Violence Legislative in Ghana (DV Coalition): This is the Service Delivery &
Activist Group:
Activism
Advising
Lobbying
Campaigning
Dissemination
Mobilizing
Service Delivery
Consultation
Participants were asked to put the three organizations on the graph of co-operation vs evidence on the
handout.
Activity 11: Introduction to the Advocacy Planning Framework (APF)
Participants were asked to bring out three main points from their section of the reading “Introduction
to the Advocacy Planning Framework” and give a short presentation to the group on their assigned
element of the Advocacy Planning Framework.
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Game:
Participants were asked to write down and share with their group 3 adjectives that start with their
names and match with their personality
Plenary Session:Finding the most suitable way into the process using the Advocacy Planning Framework:
Group 1: The Process
- The process focuses on the following points:
- Mobilize advocates for mapping out work around planned policy advocacy efforts
- Provide series of guiding questions for the mapping out work (i.e. demand openings)
- Guide advocates to the most suitable route and timing into the process
Group 2: The Message
- The essence of the message is to find the right focus and the right means of communication to
persuade the target audience. The message must be:
- Understandable: Written in simple language, have new & interesting things, be short and direct
- Attractive: in Format and Packaging
- Convincing: to the Target audience, mode of presentation using pictorials, graphics, translations
Group 3: The Messenger
- The messenger is as important as the message. He is the face of the messenger, he is the soul of
the message;
- The messenger could be a person, organization or a coalition;
- The messenger must have enough credibility, power, resources, clout to carry people along,
support within his coalition. He must be legitimate for the message to be taken serious.
Group 4: Advocacy Planning Framework
- The group focused on the following:
- Leverage: is the entry point to consider the main issues. The following processes are involved to
bring alternatives and choose the best solutions:
- The lever: this is where the messenger is and where all relevant stakeholders are brought
together to discuss strategies to move the process forward (resource mobilization). These are
the strategies to help move the process ahead.
- The Message: This involves what is being communicated and how to communicate it .e.g.
through conferences, policy briefs, newsletters, etc
Data gathering applies to all the processes to show enough evidence for choosing the type of solution.
Also, evaluation has to be conducted to track and measure progress.
Participants were asked to read pages 45 – 49 of the Workshop on the APF.
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Activity 13: Constructing a persuasive message for your target audience
Participants were asked to choose the areas to prioritize in constructing a persuasive message for a
particular target audience and come up with four options from the 12 options on page 41 of the
Workbook.
Group 1:
Possibility of getting funding from ECOWAS, AU and the UN to strengthen the country’s military
May get advance military training and up-date weapons for your military
Your country may gain recognition and respect from the African Union and United Nations for
its direct participation
Has greater chances to reduce human deaths and the destruction of properties in the event
that civil conflict broke in any ECOWAS member state
Group 2:
Possibility of getting funding from ECOWAS, AU and the UN to strengthen the country’s military
May get advance military training and up-date weapons for your military
Your country may gain recognition and respect from the African Union and United Nations for
its direct participation
Will help in making decisions about how to develop security services at the national level
Could allow your military to work closely with relatively advanced, prestigious and experienced
militaries like the Nigerian, Ghanaian and Senegalese
The Correct Options:
Participants were given the following options as the four correct options:
May get advance military training and up-date weapons for your military
Possibility of getting funding from ECOWAS, AU and the UN to strengthen the country’s military
Your country may gain recognition and respect from AU, Military and Police
Could allow your military to work closely with relatively advanced, prestigious and experienced
militaries like the Nigerian, Ghanaian and Senegalese.
Exercise: Participants were asked to say constructing persuasive advocacy messages and make notes
about their conclusions.
They were taught the 7 processes for constructing effective advocacy messages
1. Have a clear objective
2. Know the process
3. Know your audience
4. Present the tip of the iceberg
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5. Keep it simple, at the beginning, questions will come after
6. Get them into the research
7. Overall – message must be consumable, plausible and striking
DAY 5: 26TH
FEBRUARY 2010
The day’s activities started with a game where participants were made to say the names of other
participants and facilitators.
Resource 1: Guidelines for your advocacy plan
Participants were asked to read pages 45 – 49 and do the practical exercise on page 50.
1. Impact of the Training.
The training was contagious
Improved skills and knowledge in policy process
New lessons and experience learning about policy briefs
New words were learnt
New approach and strategy involved in policy process
More knowledge acquisition
How do you intend to use materials from the training?
- As a resource material to design and develop policy briefs and policy study
- As a reference material for individual and group use
- As a Step-down Training Guide
- Materials for Policy experts and Consultants
- As a Real Companion to gain more understand and training manual
2. Follow-Up Activities:
Policy writing and advocacy by participants at organizational level
feedback to workshop organizers on how to make the training practicable in our
organizations
Effective Network mechanism among participants, organizers and trainers. E.g. Listserve
Follow up trainings and networking meetings by organizers for participants
Partnership building among participants to share ideas and projects, advocate and lobby
policy makers
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Prompting questions by organizers to participants to clarify issues and bridge
communication gaps
Draw up Policy Case study on Nigeria
3.
Suggest what can be added to the training manualTraining on Policy Analysis should be conducted for Policy Advocates to empower them
Icebreakers and Energizers
4. What is your experience in using the APF as a planning tool
A good guideline for aggregating points
Provided a platform to know various areas to focus on
Putting ‘the message’ together was a bit tasking for some participants especially in terms of
convincing others
The APF simplified and made the process clearer
It is thought-provoking
It allows a lot of people to contribute their ideas based on their understanding of issues
5. Were the expectations meant?
Most of the expectations were met. Skills and techniques were enhanced
6. Were Participants Fears addressed?
Most challenges and fears expressed by participants were addressed by the training.
Contents of syllabus were covered
Closing Event:
The closing event was facilitated by the Policy Advocacy officer- Ms. Balogun. Having expressed her
gratitude for the commitment and dedication demonstrated by all participants, trainers, resources
persons, rappouteurs present all through the training period. She specially thanked Mr. Oladayo Olaide
(Acting Director, OSIWA-Nigeria) for his availability to close the 5 days workshop. She appreciated the
technical support provided by the LGI resources persons/Course Director – Ms. Quinn and Mr. Young
for the trainers and participants, particularly in giving advance clarification on few sessions in the
training.
Ms. Balogun, commenced the review of the 5days workshop by calling on the participants to give their
opinion on the entire workshop – from contents to context, materials, trainers, resources persons,
partners and fellow participants. She requested that participant also includes in their submission
critical comment on areas where they thought the workshop package should have been better.
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General Comments:
Participants submitted that the Trainers were adequate and well prepared for the training; they used
good communication skills and teaching method to ensure that participants learn in a relaxed manner.
They commended the experiential learning method used as being very strategic and just right for the
group of participant present – mostly adult learning method. Other comments on the trainer arehighlighted below;
Trainers were outstanding; humble and patient with participants;
Trainers adopted excellent training methodology; and
Posses good contextual knowledge of the Nigeria political and policy environment
The types of Energizers and group works adopted during the training were also very innovative and
inspiring according to the participants from the two groups (Group A and B); Training Materials
provided were very comprehensive, easy to understand, thought-provoking and appealing to senses.
The participant appreciated the conscious effort of gender equity on the part of the partners,
especially WACSI who was responsible for the shortlisted participants. They commended the balanced-
ratio in Gender representation; Good and complete welfare package including feeding,
accommodation and training venue; and respect for time management.
Critical Comments:
Participants emphasized the need to respect cultural/religious values of participants especially
with regards to faith based issues and institutions.
According to Mr. Joseph Izigbine, there is need to have more localized case studies in the
manual;
The need to foster relationship and interaction between groups was emphasized. Mr. Tony
Ojukwu offered;
Mr. Uso Excellence submitted that trainers need to adopt group management skills for effective
participation of every member in a group. He further reiterated the need to introduce
Tourist/Pleasure trips and Relaxation activities that will ease the intensity of the training; and
Ms. Aisha appreciated the trainers, organizers especially staff of WACSI and the rapporteurs,
she however enjoined the organizers to always include in a space for opening/closing prayers
before and after workshops.
Ms. Balogun opened the floor for participants to propose best follow-up mechanisms, which partners
could adopt to establish a networking among the different parties present at the workshop. She also
requested the participants to highlight areas in which they might require further assistance from the
workshop partners i.e. WACSI, OSIWA and or LGI-OSI. In this regards, participants offered the following
suggestions:
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Recommendations:
Overall, participants commended the organizers for a great workshop; they however made some
recommendations to target at improving the implementation of similar workshops in future. Other
recommendations include:
-
It was recommended that the training be scared-up for participants to enhance competence inpolicy strategy/paper writing (Ms. Balogun assured participants that WACSI is mandated to
building the individual capacity of civil society actors in order to strengthen their organizations)
- Organisers, especially WACSI requested to maintain contacts with and among participants to
influence policy decisions making processes in Nigeria.
- Participant agreed that future training should include a practical session where participant can
have Orientation/tour to the National Assembly, and possibly witness a decision making process
- It is adviced that, due to the centrality of communication to Policy engagement, advocacy and
campaign/lobbying, the training should include amongst other session, a “Core Communication
Skills” session that will give detail expertise strategies needed for effective policy analysis and
influencing. The training handbook should also integrate a comprehensive communication
module into it before final publishing.
- The Soft copies of the Training materials was advised to be made available to the participants
prior to the training (this was rejected by the two partners WACSI and LGI-OSI present, on the
ground that, the manual are still going through stages of review process and will surely be
published and disseminate). This will help to instill quality control measure and minimize the
number of versions to exit.
Trainers’ Experience:
At the end of the 5days training workshop, the trainers were given opportunity to make brief
comments about the training. The following comments were made:
- Learnt a lot from participants and enjoyed the workshop
- Participants were resourceful
- Participants are deep in knowledge and enthusiastic
- Participants were easy to work with
- Participants asked good questions and gave constructive feedback to trainers
- Participants were very cooperative
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Lisa & Eion:
The representative of LGI also gave a brief comment about their impression of the 5day training. They
commended
- the four trainers for excellent training method
-
WACSI, OSIWA and all participants for their support and active participation
Mr. Dayo Oladayo Olaide, Acting Director, OSIWA-Nigeria:
The Acting Director of OSIWA-Nigeria graced the closing ceremony with his presence. According to
him, Mr. Olaide commended the trainers, the partners (especially WACSI) for playing the most critical
of roles in the implementation of the project. He went further to congratulate the participants for their
commitment and dedication demonstrated through the 5days training. He enjoined participants to
step the training through feedback and follow-up mechanisms. In his final words, Mr. Olaide
encouraged participants to put into practice the skills and knowledge acquired into their daily activities
and actively participates in the online forum created and managed by WACSI.
Ms. Omolara Balogun, Policy Advocacy Officer, WACSI:
Ms. Balogun rounded up the closing remarks, first by commending the former Executive Director of
WACSI – Ms. Thelma Ekiyor for conceiving and pushing for the initiative behind the Policy Advocacy
Project. Specifically, she commended on her exhibiting great zeal which resulted at the implementation
of this project. She thanked the Executive Director of OSIWA-regional based in Dakar, Dr. Nana Tanko
for supporting project, both financially and morally. She expressed her appreciation to the
management and staff of OSIWA’s country office in Nigeria, especially, her Acting-Country Director,
and specially, Mr. Peter Ocheikwu, for mapping out general logistics prior to the commencement of the
training.
Ms. Balogun appreciated LGI-OSI for co-financing the project with OSIWA. In her words, she specially
thanked Eoin and Lisa for supporting the project, all through the implementation stages, particularly
for acclimatizing to the West African weather during their stay. She encouraged the trainers by
appreciating the high level of commitment demonstrated throughout the six month ToT process.
Ms. Balogun expressed her gratitude to the entire staff and management of WACSI. She thanked the
interim-executive Director, Dr. Esi Sutherland Addy for her support and leadership direction through
the leadership gap in the organisation. She thanks all management and staff, especially Mr. Yaya
Ramde for his support. Finally, she thanked the participants and rapporteurs for their absolute
commitment.
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Follow-Up strategy and Networking:
The Policy Advocacy officer stated the importance of following up with the participants, trainers and all
partners to the project. She mentioned that WACSI as the implementing partner of the tripartite has
put together a communication link, through which information will be disseminated; avenue to
continue sharing idea and experiences on the Nigerian political environment and policy processes;sharing policy , studies and briefs. In this regard, WACSI created yahoo group to ensure this
relationship building among participants;
Group name: policyadvocacy_westafrica@yahoogroups.com
Group home page: http://groups.yahoo.com/group/policyadvocacy_westafrica
Group email: policyadvocacy_westafrica@yahoogroups.com
- Make conscious effort to establish Network with organization and co-participants
- Frequently contact trainers and facilitators for guidance
Participants Certification Process:
Ms. Omolara Balogun apologized to participants for the inability to provide suitable certificates due to
some unexpected constraints. She however promised that the certificates will be ready in few days and
will be present at the OSIWA-Nigeria country office for participants to collect. Meanwhile the available
certificates were the LGI representatives, Mr. Young and Ms. Quinn while the last set was presented by
Mr. Olaide, OSIWA-Nigeria, acting country director.
Vote of Thanks:
In her remarks, Ms. Omolara congratulated participants. She also enjoined them to submit their
evaluation forms.
Observations:
The workshop was very successful; the training manuals were comprehensive and addressed key areas
for intervention. In Nigeria, due to current political instability and conflict situations, it is highly
recommended that next phase of the training in Nigeria should target policy advocates from conflict
prone areas such as Niger Delta region, Plateau State, Bauchi. Also, the workshop should also be
designed such that it will provide a platform for both Policy makers and policy advocates to meet and
discuss. This will help facilitate policy engagement as well as provide partnership opportunities for
policy makers and advocates to work towards an effective policy system in Nigeria. There is also need
to do more Training of Trainers for Nigerian Policy advocates so they can use their experience and
background knowledge about Nigeria to effectively deliver the training across Nigeria.