Ministry of Foreign Affairs

Capacity Building Program for NGO in Tokyo
Report of “Post-Disaster Reconstruction
with Community Participation”

March 2006
Japan NGO Network for Education (JNNE)

Ministry of Foreign Affairs
Capacity Building Program for NGO in Tokyo
Report of “Post-Disaster Reconstruction with Community Participation”
Issue：March,2006

Issued by：

Non-Governmantal Organizations Assistance Division, Economic Cooperation Bureau,
Ministry of Foreign affairs
2-2-1 Kasumigaseki, Chiyoda-ku, Tokyo 100‐8919, Japan
TEL：03‐3580‐3311, FAX：03‐5501‐8360

Translated by：

Ms. Kayo Sunazawa and Mr.Jerald Joseph

Implemented and Edited by
Japan NGO Network for Education（JNNE）＜Secretariat＞

C/O Shanti Volunteer Association（SVA）

Jibo Kaikan 3F, Daikyo-cho 31, Shinjuku, Tokyo 160‐0015, Japan
TEL：03‐5360‐1233, FAX：03‐5360‐1220
E-mail：jnne@sva.or.jp

Ⅰ

Outline of Workshop

1. Sponsor & Execution
Sponsor: The Ministry of Foreign Affairs, Japan
Execution and Management:
Japan NGO Network for Education (JNNE) & Shanti Volunteer Association (SVA)
Support Corp.: Japan International Cooperation Agency (JICA)
2. Purposes
This training aims at improving the NGOs in Japan in their ability for post-disasterreconstruction support through the usage of community participation that is based on thelessons obtained from the disaster support that has been given within the Asian Region.
The participants are expected to acquire the following skills through this training:1) Situation Analysis: To analyze various stake-holders (administrative body, resident
organization, and help organization) who influence the reconstruction process. And, tounderstand the disaster situation, reality of people from the side of the society, economy,
politics, and culture.
2) Project Planning: To analyze the needs and possible problems to be treated for a medium
and long-term reconstruction support, and to form an appropriate project plan.
3) Promotion of Community Participation: To understand the method and acquire the skill
to promote the community participation from the stage of planning to execution of thereconstruction project.
4) Acquisition of Activity Method: To widen the views and approaches for the post-disasterproject planning project (category-Education), such as consideration towards the subjected
people such as women, children and physically handicapped person.
3. Lecturer
1) Mr. Jerald Joseph、
Malaysian.
Executive Committee Member of the Asian South Pacific Bureau of Adult Education(ASPBAE).
Director of the Pusat Komunikasi Masyarakat (People's Communication Centre), Malaysia.
M.A. in Human Rights, Mahidol University (Thailand).
Have a lot of experiences for developing trainers through TOT and the usage of participatory
methodologies/techniques of human rights education (HRE) trainings. Also works directlywith grass-roots community especially the indigenous people, the urban poor, refugee1community, and street children. Also has experience in understanding the UN human rights
system. Has conducted many trainings in different parts of the world, Thailand, India, andAustralia, etc. in addition to Malaysia.
2) Ms. Nani Zulminarni、Indonesian.
Executive Committee Member of the Asian South Pacific Bureau of Adult Education(ASPBAE).
National coordinator of the Program Pemberdayaan Perempuan Kepala Keluarga (PEKKA,
the Program for Empowering Women as Head of the Family).
Administrator of the Centre for Women's Resource Development, Indonesia.
M.A. in Sociology from North Carolina State University (US).
Specialty in development of limited numbers of women’s empowerment, reproductive health,and the political education.
Has an experience of 17 years as a Facilitator that uses a gender focus at the grassroots level,
popular communications, and an educational technique for advocacy of government policy.
Her experience extends to Cambodia, Malaysia, and Vietnam in addition to Indonesia.
4. Content of training and place:
1) Training in Tokyo・ Date: ：2005-Oct-28 (Fri)～30(Sun)・ Place: Japan international cooperation agency (JICA)
Tokyo International Center (TIC)・ Content of theme: Lecture, maneuver, group work, and presentation
・ Number of participants: 192) Training in Overseas (North Maluku, Indonesia)
・ Date：2006-Jan-31 (Tue) – Feb-7 (Wed)・ Participants: 8 from those who completed training in Tokyo.
＊The following report is written by the participants and edited by the JNNE secretariat

2

Ⅱ

Program

Day 1
2005.10.28
9:45-10:30

Introduction

10:00-11:30

Session1: Disasters: Hot spots in Asia

11:45-13:00

Session2: Why things happen: “social analysis of Southeast Asia”

14:00-15:45

Session3: Framework in response to Asia

16:00-17:30

Session4: Emergency response – Key factors to focus on

Day 2
2005.10.29
10:00-11:15

Session5: Rehabilitation and Reconstruction Process

11:30-13:00

Session6: Transformation

14:00-15:45

Session7: Conflict Situation: Understanding conflict –stages, factors andactors

16:00-17:30

Session8: Human Rights Elements in Disaster Management

Day 32005.10.30
10:00-11:30

Session9: Community Organizing Process

11:45-13:00

Session10: Critical Awareness

14:00-15:45

Session11: Local leadership development

16:00-17:15

Session12: Popular communication as educational tool

17:14-17:30

Conclusion

3

Ⅲ

Tokyo Workshop

Introduction
Introduction Draw a picture that describes your name, write down own name and give a
presentation.

Session 1 : Disasters: Hot spots in Asia
Mapping- draw a map that indicates disasters and Hot spot in Asia
Purpose:1) Mapping
Content:- Write down each on tag “What happened” and “How did it influence people
in the disasters and dispute”.
- Paste each tag with the corresponding region in the Asian map.
- Look at the completed map and exchange opinions.

42) Exchange opinions“What do you think of this?”- There are so many disasters and disputes.
- Too many problems and difficult to make the inter-connections witheverything. It is necessary to set a priority on the problems.
- There could still be many conflicts that may have left out in this exercise(Comment by Lecturer)- There are more than 10 disaster areas by just looking
at Indonesia“Who gets more affected?”-Weak people-Even in a same place, there are survivors and those that are dead.
-Disasters can be prevented although it happens anywhere and damages can be
any amount.
-There are more troubled hot spots in developing countries.
-Can it be said that these are “human disasters?”(Comment by lecturer)-There has not been borderline trouble between North and South Korea or
between Japan and Russia. It seems like presently thought there are competingclaims on these issues, there is nothing that is threatening this peace between
the nations. Despite this, the border issue has the potential to escalate if it is
not handled properly and it might cause a huge conflict.
We are going to closely look at natural disaster and conflicts to analyze what
Comments
by Lecturer: happened and the reasons for it, even though some of the fundamental
phenomenon of disasters and disputes may be very similar.
Ms. Ai Nishi

5

Session 2: Why things happen: “social analysis of Southeast Asia”
Social analysis: Background of natural disasters and disputes.
Purpose:Half the time, group was divided into two groups and discussed about
Contents:
A) Background of why this things happen.
B) Background of why natural disasters are spread widely.
This was followed by a brain-storming on problems of natural disasters anddisputes that are easy/difficult to make an analysis about.
[Participant who interact with natural disasters or conflicts. Contributing
factors/situation and background analysis]-topic was give by the facilitator and participants were divided into 2 groups
and had discussion.
A）dispute : why it happens?
B) Natural disasters : why damages are spared?
A) - (participant)- (factors)- (situation/analysis) (worth-better)Those 3 were the key to the discussion and we specified how these key
elements are related to the topic.
After having a discussion, both groups had presentations and exchanged
opinions.

(Participant)
The ethnic group and governmental, antigovernment (arms) power,
government troops, police, and region/religion/enterprise, and theneighboring country and larger countries; supporting organizations(emergency/development/policy proposal and mediation types) andinternational organization and the media, etc.
6

(Factors)-Need to know “what they are fighting for?”-Power, policy, land, poverty, resource, identity (history
background/ethnicity/Religion), education and business, etc.
(Situation/Analysis)
Difference within the governing ability of government (strength/or less),
people power (strength/or less), development, separatism, independence
movement, discrimination, media management, international politics andignorance
Example:Although the Muslims and the Christians lived together prior in history, therole of government in managing the abundant natural resources and the
new demands on resources made by multinational company has changed thepeace landscape in the nation. Looking at Mindanao in Philippines and Aceh,
Indonesia, it is clear that natural resources are the main motivating factors inthese disputed territories.
B) Understanding the damage inflicted by a natural disaster(Participant)A disaster victim (direct /indirect / people who are local or foreigner),government, foreign government, a company, the United Nations(headquarters), NGOs, volunteers, media, Community Organizers(Factors)
The problem are on issues of access to water / food / basic necessities /enteringschool after medical treatment / transportation means / communicationequipment / health facilities / suffering a calamity etc.), shelter(non-earthquake-proof / water resistance), a policy, unemployment, weather
conditions, the lack of educational on disaster prevention, a financial deficit,
the lack of ability to adjust, racial diversity.
(Situation/Analysis)
Instability, dependence, depression (alcohol dependence / domestic violence),
human trafficking, inaccurate and partial reports by media, indefinite, policies(unfair measures against immigration etc.)
The example of the 2004 earthquake of Sumatra and tsunami disaster wasused to show that the disaster was more complicated as this was a poor area,7

stuck in a struggle for self determination ; there was lack of coordination
amongst relief NGOs working there, inconsistent or unclear government
guidelines. (example: buffer zone policy which forbids the building
construction within 100 or 200ｍ from the seashore), etc., and reasons for themassive damage caused was discussed and decided.
At the time of disasters and conflicts, it is important to analyze exactly thecorrelation of the three above-mentioned participant, factors and situation. So
we shared and discussed about it.
Brainstorming about the problems which is easily visible (overt) and alsothat which is not easily visible(covert) at the time of dispute and natural
disasterOpen discussion was done about the spectacle that is often seen by media at
the time of dispute and disaster. Following topics were discussed.
-aspect of sensationalism (fire-fight, people screaming, destruction)- Signs that other nations supports each other and details out support
for the afflicted area.
-U.N. organization which mobilizes celebrity and appeals for support.
The next discussion was about the causes which makes the damage of adisaster increase or contained.
- A political intention- Resource management- Identity
The matter about politics, economy, society, and cultural background wasraised. These correspond mostly with the factors that were raised in the earlier
discussion.
The main subjects at the time of dispute and disaster are survival, basic
Comments
by Lecturer: needs, education, peace, etc., and most assistance organization will lend theirsupport in these fields. It was important for the assistance organization to
tackle their interventions based on the above, bearing in mind the fundamental
problem and causes which normally don't surface easily. There is an
expectation that if its especially an NGO that is involved, there should be achange in the participation mode of all parties concerned in the intervention
project. This would entail a change in the power relationship between therecipient of the aid and the person giving the assistance. It should be a sharedprocess that involved all in the planning, implementation and monitoring.
8Ms. Sachiko Suzuki

9Session 3: Framework in response to Asia Crisis
When looking at the impact of a conflict and a natural disaster:Purpose:- what kind of a approach is required- analyze the method which should be taken in the approach- understanding the problem and advantages of the timing of theintervention
A warm up exercise :Contents:
It is divided into two groups and play paper, stone and scissors which I acommon children’s game. This time the symbols were changed to "people,
government, police”. A common action was decided for each symbol and thenthe competition began. The 2 groups formed a line each and faced the opposite
direction. At the count, they turned and showed their pre-decided action. Thenthe winner would be determined.
１） A documentary about Indonesian women called Aisha was shown anddiscussed-AISHA lost her husband in conflict in Aceh in 1998.
- She started a store (to raise some income for herself) after she had losther husband in the conflict.
-The Tsunami that occurred in 2005 dealt another blow to her as all her
property of a store was lost.
2) Consider what can be considered as support after conflict and a natural
disaster and give a presentation and categorize into theme.
- Welfare approach- Development aid approach- Community based approach /Rights based approach103) Importance of rights based approach- Acquisition of human rights is the purpose of development.
- Explanation of ‘PANEL’ analysis that must be used as a framework in any
intervention work for conflict or natural disaster management
P: Participation
A: Accountability
N: Non-discrimination
E: Empowerment
L: Linkage to human rights standards

Rights-Based Assessment & Analysis: Root Causes

CONFLICT AND DISASTERDISCRIMINATION
BASIC
NEEDS

EXCLUSIONLACK OFPROTECTIONLACK OFRESOURCESLACK OFENFORCEMENTLACK OFCAPACITIESLACK OF
AWARENESSLACK OF SELFDETERMINATIONLACK OFSECURITYVICTIMIZATIONLACK OFPROVISIONLACK OFINSTITUTIONSLACK OFPOLITICAL WILLLACK OF LAWSSOCIO-CULTURAL
FACTORS

4) Group was divided into different theme based on the approaches used in thework. Then there would be debates on it. This was to get the strong and weak
points.
- Welfare approach
weak: With no durability(long term sustainability) which causes
dependence
strong: Quick response, an urgent effect-Development aid approach
weak: no cooperation between the government and NGO
Strong: Suitable support can be taken into consideration.
-Community based approach
Weak: This support model is generally not accepted as it takes moretime and effort
Strong: Durability

11

-Rights based approach
Weak: Governmental pressure as its approaches look at government
duties and responsibility
Strong: Fairness and empowers community. More holistic approachthat links all human rights
This exercise helped us understand the weaknesses and strengths of thedifferent approaches. Moreover, it studied that it is important for any approachto take in the view of human rights (or to actually tackle). Furthermore, theownership of the problem in the support activities should lie with the recipientsof the intervention. They may be limitations on the approaches, but as a
critical NGO involved in good post-disaster management, it is important toseek ways to minimize these limitations.
Ms. Yuki Tutumi

12Session 4: Emergency response – Key factors to focus on
In an emergency situation what suitable kinds of intervention should be
Purpose:performed. A case study and group work method is used for this.
1) Lecturer introduces the following fictitious news flash to a participant. The
Contents:
news piece is referred to below.
Breaking News:
Major Disaster as Meteor Hits The Earth
Bangkok, Friday, The inevitable took the world by storm, only this time onethat is caused by an inter-galactic storm. A meteor the size of a football field
hit the capital city during the prime time morning rush hour in this Mekong
kingdom of Thailand.
At 8.35 am the crowds wading through the busy traffic of Sukuhmvit, wasshocked and totally unprepared for this natural phenomenon that has never
ever happened before, in recent history.
The meteor measuring the size of a football field hit the business centre of
Bangkok business district, in a ball of fire and destroyed rows on building
and school and killing thousands of people.
The devastation has destroyed major power lines and infrastructure andclaimed thousands on lives. The meteor hit the heart of the city where 3
sky-scrappers are located. By estimation alone the collapsed building wouldhouse about 8000 workers as office hours start abut 8.30am to 9am in thisbusiness area. There is no official figures just yet but estimates claim that it
could go up to 50,000 lives lost and half a million injured.
Just coming a year after the Tsunami, this disaster has shocked the nationand has invited an outpouring of sympathy and assistance from the wholeworld.
At this moment people are rushing against time to save anyone trapped in
the rubble and the danger that more building may collapse soon as the fires
from the meteor is still burning wildly.
There is also fear of radioactive rays that may be emitted by the remnants ofthis inter-galactic material that is now sitting in the heart of Bangkok.
Reuters.
2) Group divided into 3 groups International NGOs i.e. CARE International
and local NGO and Japanese Development Aid (JICA). They discuss anddecides what kind of approach is suitable to take as urgent support for this13

disaster, and each group give a presentation.
Result:A. JICA-to allocate funds-collection of further information- Setting up of an urgent correspondence team-Construction of a shelter-ensure basic necessities put in place-reconstruction of public facility
B. NGO (Care International)-information dissemination to raise funds-contact with a local office-dispatch of relief staff- Investigation at the local sites-get a grasp of a damage situation- Provision of basic goods indispensable for lives, such as water and food
- Announcement of Press Releases in headquarters.
- financing activities, such as contribution and fund-raising, in headquarters.
C. Local NGO-to check on safety of staff-collect information-cooperation with other people- Grasp of a damage situation- Sharing of local situation with the outside- Information disseminated to local residents- Provision of goods indispensable for lives, such as water and food- planning of an urgent response mechanism
Comments
by Lecturer:

People who are sent from the outside should have knowledge of some of
local culture, society, and systems of the land-

For smooth urgent correspondence, clear role divisions between thevarious persons concerned-

Disaster victims are regarded as an important participant in the emergency
relief work (in the system of local response and on how to ensure that the
local people are participants in the on going ground work). This aspect islikely to be forgotten at the time of emergency. Therefore, it is important toactually visit a stricken area in an emergency, to hear disaster victims' talk,and to urge their positive participation. It is set also to a kind of healing14

process for recovering from a disaster that they themselves improve theirskills.
In addition to it, a point that is important as approach of urgent support is
below.
-Communication-Collect information-Coordination (local NGOs and other national or foreign organizations)-Understanding of the situation- Prompt correspondence-Bringing in of human and material resource-Advocating with other groups, donors, Governments-Effective practical use of a resource (talented people, a volunteer, donations)
Ms. Ai Tanaka

15Session 5: Rehabilitation and Reconstruction Process
The approach studied earlier examines the process of what kind of
Purpose:rehabilitation can be adapted, and applied in the reconstruction areas.
1) Warm up exercise for about 5 minutes is taken to relax.
Contents:
The game invites 2 people to sit on the floor and roll 2 balls in any direction
they want with the objective of hitting the legs of the other participants. Allother participants are running around the hall trying to avoid being hit by theball. If anyone is hit by the rolling ball, they sit and join the team on the floor
to roll the balls to others until as many are on the floor.
2) Review the work of the day before for about 10 minutes as a recap.
3) The point of how participant can be promoted at community level inreconstruction stage is done through a discussion. This is based on a video
story of Aceh single-headed household women who organize themselves tophysically build the new houses within the patriarchal system there.
The example to which nine women build a 6x7m standing residence fourmonths after tsunami. The women are not NGO staff but organize and chosea carpenter and the construction goods. This model has now served as away of
rebuilding houses in another 100 villages.
4) All divided into 4 groups. Each group to analyze using this case by taking
one of the approaches introduced in earlier session.
5）Open discussion and debate in plenary
The main focus should be on what principles are used in the rehabilitation
process.
One effective way to working with the locals is having spent considerable
amount time in the local areas with the local community. That would build thetrust and its much easier to ensure participation of all especially the womengroups are also invited to participate in all processes. This is possible if
long-term community organizing work had already been happening there prior
to the disaster.
This will ensure when the disaster strikes and when the flood of UN andforeign NGOs come in, the local people would be able to demand this process
form any group wanting to help them. This is the best way to ensure on going
local participation of community ion the disaster management.

16

There is a high possibility that new NGOs and development agencies that go
Comments
by Lecturer: into a disaster area may actually change the face of the social systems there by
their presence and their methods of working, This would have long term
implications on the locals and their communities years after theseorganizations have left for home. This can now be witnessed in the post
Tsunami situation in Aceh and Phuket.
IT is imperative therefore that nay organization intending to work in a postdisaster area must adhere to some the principles discussed above. There cannot
be short cuts and excuses for not doing it, as part of the NGOs core principle
believes. This would include flexibility in approaches that would ensure
maximum participation of local groups and community.
Ms. Kyoko Arase17

Session 6: Transformation
This session aims to discuss the long-term impact the port-disaster
Purpose:management of any work has on the local community. It looks at why
community participation is crucial for long-term transformation to happen.
Contents:

1) A list was derived on impact of what is left behind when an aid ordevelopment NGO leaves the local scene after their project is complete?
These were some of
the responses:-Garbage left behind,waste (consumption)-Equipment andtransportation left behind-New culture andpractices led by theforeign groups andreligion which are carried
in by those locals who
have adopted it- Economical and social
influence i.e. assistance economy that makes the locals dependant, price of
local items and property increase, increase in corruption- Social morals and healthy impact, the spread of sex industry, an increase
AIDS (HIV) problem, etc.
- The lack of maintenance and supply support for equipments left behind.
2) Relation of "power" dimension. There is a need to pay attention to thechange of status, and change of a power relationship in order to understand the
dynamics of the local peoples participation in the relief efforts.
Divided into a group and each group was asked to depict power throughtheater using their bodies. This was followed by depicting the "process" that is
linked when looking at power.
These were some of the responses which were summarized- Status and respect enhanced with the amount of money one has.
- Comes out of a confidential relation- Military power
18-"Power" which already exists as a position i.e. the United Nations and thePresident-

Knowledge
Power of people and group

Various “Power” Relationships

193) There is also a need to look at the " process" involved in each scenario. This
will help us understand the "needs" and a "pending issue" when disaster occurs
and this can be further disaggregated to considered the difference in thethinking tendency between man and woman.

"Gender problem" ... Since there is a difference in the make up between man
Comments
by Lecturer: and woman, it is important to recognize this difference in order to advance thewomen better in a patriarchic society.
-Analyze the thinking tendency between man and woman and feelingtendency and etc.

-

Although many a times a woman raises her concerns in more private
circles as compared to the male who would do it in public and social
request as an opinion, it only demands that we must ensure that their voices
are also taken into account when making joint decisions.

-

The man may not be able to share his feelings freely as conditioning
stereotypes him. This is crucial for post-disaster trauma healing. This iswhere more focus must be given to their healing also.
Ms. Akiko Goto

20

Session 7: Conflict Situation: Understanding conflict –stages, factors and actors
Understanding disputes
Purpose:1) How do disputes start?
Contents:------ Breaking balloon game----Rule: prepare balloon and push pins.
Each person given one balloon that is blown to full size and given a pin. The
objective is to protect ones balloon at all cost. At the signal, all start to movearound and some starts to burst the others balloon. See who can keep theballoon till the end.
Lecturer: "how did you feel in the game?"
Participant: “scary, fearful, surprised, tired but I didn’t want to lose myballoon”
Lecturer: "why did you break others balloon?"
Participant: because I thought I have to, I just did what other people did,revenge when my balloon was burst.
(However the facilitator reminded them that at no time in the game was there
any instruction that asked people to burst the other’s balloon)
Lecturer: "who was the worst man in this game?"
Participant: facilitator who gave the participant the pin.
The conclusion was while it was mentioned overtly, the giving of the tool i.e.
the pin, was already the starting point of creating an atmosphere where conflict
could happen.

212) What should we do during the process of conflict-Collect the arms
-Start the communication between the factions.
-What should we do during the conflict-Collect the information- Establishment of a hospital-Media release-Spread information without bias.
-Stop violence-Safe and secure spaces for victims- Support to a refugee-Neutral attitude-Bring in peace keepers and enforcement agencies to stop the violence-Start the process on working for long term of peace
Reconciliation= to forgive + to forget
Comments
by Lecturer: There is no form decided to be the process of reconciliation, and thereconciliation method that best works for each situation must be decided by thepeople locally
Ms. Kyoko Yoshikawa

22

Session 8: Human Rights Elements in Disaster Management
Since quick support must be performed when being involved in emergency
Purpose:response, we tend to forget to build-in elements such as human rights into theprogramme. This session aim to help put the elements of human rights in
disaster management.
Contents:

Activity: make all participant stand in a single line in order with emphasis onheight, the color of the skin, etc. They have to arrange themselves according
to the order of highest to shortest, biggest to smallest etc. It would start withphysical attributes and then move on to more sensitive political and identity
markers such as race, skin colour, language, income capacity etc

Point of the discussion-

The element of human rights needs to be internalized when performing
urgent support and when undertaking a project in a new place. This is a
crucial point.

23

-The right to life is the basic right and a life of dignity andnon-discrimination are corner stones in the human rights framework.
-Right to human security-The rights of family security-Equality of gender-Environmental preservation and sustainability-Respect for self determination-Equality and non-discrimination,-The correspondence and monitoring-Monitoring and information sharing
All the rights above must be incorporated into the project planning,
Comments
by Lecturer: implementation, monitoring and evaluation. This should be standard operatingprocedure for all projects. This would entail lots of information collation andsharing.
As it is usually a tendency to relegate rights to the back when doing urgent
response work in the name of emergency, we must be more diligent to ensurethat a rights-based framework is incorporated right form the very start in orderthat all projects start on a correct footing.
The inclusion of rights framework is imperative for a holistic response to adisaster situation. It would ensure a more viable and long term approach to thework we are doing.
Mr. Taisei Suzuki

24

Session 9: Community Organizing Process
Understanding community organizing
Purpose:2 kinds of games were used
Contents:① Participants were divided into pairs and one person faced the back of theother. The one in front was asked to fall backwards and then person was tobreak the fall of the other person gently. Then the distance between the pair
was increased by a step. This made it more difficult and cautious, as people
were afraid. This is obvious as the fall is a longer one and the catch at alower angle. The fear of falling down increases.

② Groups divided into groups of 7 people each. Each group given a full
spreadsheet of newspaper. All must stand on the paper without their feettouching the floor outside the paper. It was easy in the beginning. Aftereach round the paper is folded into half. This made it very difficult, as thepaper got very small.

25

Result: first ①game tells us about “trust”. Because falling back can be
performed only if trusts between the partners exist. When one feels if thepartner is unreliable, then he/she would not dare to take that action. In
Community Organizing (CO), this is an important building process in thecommunity. Only when this is mutual between the Ngo and the community,
can we really work effectively together.
In the game of ② cooperation among the groups becomes crucial for theteam to survive. There must be understanding on how to solve the problem andsupport each other.
Game: “All being in all places”
1) Each person was given a slip of paper that was a secret for the individual
only. All the papers in the group had one of the 3 types of instructionsi)All must sit by the projector screenii)All must sit by the dividing boardiii)All must sit by the back door
The participants picked a piece of paper that contained one of these
instructions. Consequently, everybody were first divided into three places,
a front screen, the central partition version, and back door according to the
instruction on their paper. As the instruction said all, there was a lot of
grabbing and pulling and showing to get people over to their side. Aftersome time of violent tactics then some tried negotiations toget all in the
middle. This took a long time as many didn't want too “lose their space” tothe other groups.

26

Result: This was depicting a conflict negotiation process in a community
process. It is difficult to find a common agreement and still not feel like thesacrifice was too much. This takes time and lots of education, information andmutual trust. It gets even more difficult if the conflict also had historical andethnic or religious overtones. People would never want to lose their identity as
peoples with dignity But the idea was to find a win-win situation as far as
possible for all.
These games were summarized and some important principles in CO were
Comments
by Lecturer: shown.
Although there is no fixed definition of CO, it is still important to adhere tosome basic principle, which should be firmly set in our mind.
①The confidential and trustworthy relationship between a community and an
external supporter (i.e. NGO)
②Cooperation of all community members③ Compromise and finding solutions suitable for all in the community④ Persuasion⑤ Offering different idea in order to find a workable solution⑥ Negotiation⑦ The creative policy for problem solving⑧ Sensitivity over the situation that others were placed⑨ group ownership⑩ Solution with both victories <win-win>
The basis is of all this is trust must be built over a period of time in order for
all this to work. This would mean local NGOs must take time to work with thepeople and build mutual trust. Then only would it be possible to use a CO
approach in the emergency, reconstruction and rehabilitation process.
Mr. Naoyuki Koyama

27Session 10: Critical Awareness
Importance of deepening critical awareness in peoples participation in
Purpose:post-disaster management
A case story was used to discuss this issue.
Process:
Contents:

Tina was a young woman who lived in Desa Tambo, of Aceh. Her
father was killed during the armed conflict in 1999, when she was only 9
years old. She has two younger siblings, a younger sister and brother, one
and three years old. Her mother had to work in other people’s paddy field
to make a living. They were very poor, her mother could not send her toschool and she had to take care of her two siblings.
Just a few months before the Tsunami, her mother had asked her tomarry a man named Musa. She didn’t know him, but she wanted todecrease her mother’s burden. Tina didn’t know what was Musa’s job.
Musa only came to her home once in a month and brought some food andgave her money.
When Tsunami struck Aceh, Tina was 5 months pregnant. She,her mother and her two siblings managed to run to safety to the mountainareas, but their house was swept away. They stayed in the IDP’s tent
established by local villagers, in the mountain area together with many otherpeople from different villages. It was a poor village, far away from themain roads and considered a rebel area of the Aceh Free Movement (GAM)
area. No emergency aid was sent to that area because people were afraid toreach that area. There was shortage of food and medical supplies. This
caused many people getting different kind of diseases from hunger and lackof nutrition.
One day, Tina heard that her husband was shot by the military when
he was trying to locate her at the IDP tents in the district area. She was verysad. Tina was very weak because she does not have enough nutritious foodfor her baby and herself. Therefore, she faced difficulties to deliver her
baby. The hospital and the clinic was 20 km away from their tent and notransportation available and there was doctor, nurses or midwife available inthat area. During her delivery, she struggled and bled for few hours. Tina
passed away together with her still born baby.

28

Discussion①

Tina's death has two or more reasons. An important thing is to understandhow the people see the situation.

②

The government is not interested in the area in where Tina lives.
Therefore, the coordination work will rely heavily on NGO who is on the
ground.

How can NGO contribute, respectively?
a) Make information available to the government or the rebel movement
GAM.
b) Ideas cannot be forced on people. It is important that people go throughan education process by themselves to understand their situation morecomprehensively.
c) In the case of such an area that does not have a hospital nearby, thesituation may be improved by training a mid wife.
d) The local community members are the key players in bringing aboutchange to the village. The NGO only plays a supportive and facilitative role.
e)the role of a facilitator is to
1:Make them think more critically
2:Ask them what they want to change.
③

Main point for critical awareness.
Comments
by Lecturer: ① Vision perspective building (critical analysis)
Working through their culture or custom, develop common understanding of
their need as a community. All this through a participatory process.
② Build capacity of community (capacity building)
Practical things, such as money saving scheme.
29

③ Networking operational building④ Advocacy
to influence the system in order to change laws and a sense of values- As an example, since Indonesia had a debt to the World Bank, it was
mentioned that it is difficult to make a private hospital.
Ms. Kaori Yamaoka

30

Session 11: Local leadership development
To reassert leadership qualities
Purpose:After dividing a participant into three groups, each group draw a image of theContents:
tsunami in Sumatra. After drawing the image, each group explains it to all.

Group A: describe the situation in before
the tsunami and after tsunami

Group B: Various things that were
understood by the people about a tsunami
and the figure of people who escape on a
mountain was drawn.

Group C: The seashore
after tsunami is over andthe situation of thedevastated town weredrawn.
31

Each group were assigned a leader (actually secretly planted leader who was
assigned to behave and act as a certain type of leader)Group A : The leader was hardly involved in group work. He just let others do
whatever they wanted.
Group B : The leader was very strong and was leading and directing thedrawing in a certain way and the others just followed.
Group C : The leader was more facilitative and asked ideas and got people
involve din the whole process.
At the end of the activity the leader for each group was evaluated by the groupmembers:
Leader of group Ａ: (Indifferent type) Since the leader took neither an
opinion nor action, the member did not recognize who the leader was.
Leader of group Ｂ: (Autocratic type) The leader acted first and the member
accompanied. Although the dissatisfied voice from a member did not go up,
the degree of satisfaction was not so high, either.
Leader of group Ｃ : (facilitator) The leader sought the opinion of all
members and work progressed smoothly by having advised. The evaluationfrom a member was also high and the degree of satisfaction was high.
Comments
by Lecturer:-

It is evident that we need to promote the facilitative leadership model thatis inclusive and brings higher levels of community satisfaction.

-

In order for community to participate more meaningfully in any big groupprocess its best to prepare the community on to understand the issues andthe discussion that is to happen, so that when the meeting tales place thepeople would feel more confident to engage and participate. It is notenough top have a facilitative leader , one need to train and familiarize thecommunity with participatory methodology of group processes.

-

IN order to develop local leaders, some programme for 2nd line leadershipmust be part of the CO process so that more new leaders capable of being
facilitators emerge.

Since there is easy tendency to use the autocratic type of leadership in an
emergency, it is required to prepare the staff even more stringently in orderthat facilitative models are maintained.

Ms. Akiko Suzuki

32Session 12: Popular communication as educational tool
How to use popular education methods as an community organizing tool
Purpose:1) What are the different communication tool that can be used and its features?
Contents:-using games- It is effective for the process of mutual study instead of one-way
informational transfer.
-By using a tool, the participation of people in the group increases-understanding of the subject matter is also simplified
2)case study : Watching the MTV of the song“Black or White”by MichaelJackson and discuss how this video can be a tool in education and give a
presentation.
3) Contents of the subject discussed above from the song.
-example guide question “how do we discriminate in our community? how to
we promote appreciation of diversity?”
1) Importance of using tools.
Comments
by Lecturer: -using tool is more creative than communication only with language.
- A variation is added to the state of communication.
- It is possible to let a broader range of age groups understand the message.
-By using Group Dynamic Activity, it cooperates and suits the needs within agroup and promotes mutual study methods.
TOOLS are :Creative
Have Variation
Related
Provoking
Challenging
Easy to use
Fun2) Guide on facilitation-Clarify the purpose of the activity and assure the participants that it is amutual learning exercise.
- Activities are used to solicit responses from the people33- The collated response based on their experience is then organized andsynthesized and linked to the current reality of the people present. Thisenhances the critical learning process and offers new ideas to emerge and findsolutions to their own problems and difficulties.
FACILITATION
Objective
Instruction
Activity
Feedback (reaction to activity)
Processing (linking to reality)
Summary
Ms. Kaori Kaise

34

Ⅳ

Photos from Training in Tokyo

35

At JICA Tokyo International Center36（30 October 2005）

Ⅴ. List of ParticipantsName
Affiliation and Position
Acronym
Participants
Ms. Chika Asai
Osaka YWCA
1
YWCA
大阪YWCA浅井 千賀
Ms. Kyoko Arase
Japan NGO Center for International Cooperation
2
JANIC
荒瀬 京子
(特活) 国際協力NGOセンター
Ms. Akiko Iizuka
Citizens towards Overseas Disaster Emergency
3
CODE
飯塚 明子
海外災害援助市民センター
Ms. Akiko Goto
Frontline
4
Frontline
後藤 明子(特活)地球のステージ
Foundation for International Development/Relief
Mr.Naoyuki Koyama
5
FIDR
小山 直行
（財）国際開発救援財団
Shanti Volunteer Association
Ms.Akiko Suzuki
6
SVA
鈴木 晶子
(社) シャンティ国際ボランティア会
Ms.Sachiko Suzuki
CARE International Japan
7
CARE
鈴木 幸子
（財）ケア・インターナショナル ジャパン
Mr. Taisei Suzuki
ADRA Japan
ADRA
8
Japan
鈴木 泰生
（特活）ADRA Japan
Ms. Ai Tanaka
JEN
9
JEN
田仲 愛
(特活)ジェン
Ms. Yuki Tsutsumi
Japan International Volunteer Center
10
JVC
提 由貴
(特活) 日本国際ボランティアセンター
Ms. Ai Nishi
DEAR
11
DEAR
（特活）開発教育協会
西 あいWorld Vision Japan
Ms. Kaori Yamaoka
12
WVJ
山岡 佳織
(特活)ワールド・ビジョン･ジャパン
Ms. Miwako Matsuzaki Children Support Heart & Hand
13
H&H
国際こども支援団体
松崎 美和子Mr. Nobuhiko Katayama Japan NGO Network for Education, President
14
JNNE
教育協力NGOネットワーク 代表
片山 信彦
Mr. Takafumi Miyake
Japan NGO Network for Education, Secretary General
15
JNNE
教育協力NGOネットワーク事務局長
三宅 隆史
ObserverMs. Kiyomi Kawano
Ochanomizu University The center for Women's Development and Education
1
河野 貴代美お茶の水女子大学 開発途上国女子教育協力センター
Ms.Keiko Ikeda
Shizuoka University, Shaplaneer
2
Shaplaneer
池田 恵子
静岡大学、シャプラニール
Ms. Yoko Hironaka
The Japanese Red Cross College of Nursing
3
弘中 陽子
日本赤十字看護大学
Ms. Kaori KaiseJapan International Cooperation Association
4JICA（独法）国際協力機構人間開発部基礎教育チーム
貝瀬 香織
Secretariat
Ms. Tokiko Ito
Japan NGO Network for Education, Deputy Secretary General
JNNE
教育協力NGOネットワーク事務局次長
伊藤解子
Ms. Kyoko Yoshikawa Japan NGO Network for Education, Intern
JNNE
教育協力NGOネットワーク インターン
吉川響子
Mr. Hiroki Nagatomo
Shanti Volunteer Association
SVA（社）シャンティ国際ボランティア会海外事業・企画調査課 パート
長友裕輝