Nyomtatóbarát változat
Handbook for Training of Trainers in Community Work in Poland
A kiadás helye:
A kiadás éve:
Közösségfejlesztési partnerségépítés Közép-Kelet Európában
Raktári jelzet:

for Training of Trainers in Community Work
in Poland

October 2000 - June 2001

Federation of Community Work Training Groups
In conjunction with
Leeds University
The University of Birmingham


1. Introduction 2
2. Definition of community work 2
3. The Training Providers pp
4. Programme objectives 4
5. Programme outline 5
6. Assessment criteria 7


This community work programme has been developed to meet the needs of community work trainers within Poland who are and will be developing the ‘Local Activity Centre’ - CAL model of working within local communities.

The aim of ‘helping people so they can help themselves’ is one which is held in common with many community work practitioners in England. It is the basis for all the training courses that have been developed by the West Yorkshire Community Work Training Group in conjunction with Leeds University to support people who are taking the lead in their communities to bring about changes.
This programme is a part of the Certificate in Community Work Programme (year 1 of a degree in England).

The aim of the certificate programme is :–
Ř To develop participants knowledge and understanding of community work theory and practice and their application to a variety of situations
Ř To provide an opportunity for participants to reflect on and share with others their practice as community workers, in order to improve their skills and understanding.

This is why the award for this part of the programme is called Reflective Practitioner - we believe that people learn best by looking at their own and others practice and experiences and reflecting on what has been achieved and how this can lead to their practice being improved in the future.

The definition of community work on which the course is based

· Community work is about the active involvement of all people in the issues which affect their lives and focuses on the relation between individuals and groups and the institutions which shape their everyday experience.

· It is a developmental process which is based on both collective and individual experience. It is rooted in a commitment to equal partnership between all those involved to enable a sharing of skills, awareness, knowledge and experience to bring about positive change.

· It takes place in both neighbourhoods and communities of interest, whenever people come together to identify what is relevant to them and act on issues of common concern.

· The key purpose is to work with communities experiencing disadvantage, to enable them to identify needs and rights, clarify objectives and take action to meet these within a democratic framework which respects the needs and rights of others.

· Community work recognises the need to celebrate diversity and differences and actively confront oppression however it is manifested.

· Community work is not a series of ‘techniques’ but is based upon a set of principles and values which underpin practice.

Community Work aims to:
1 Promote co-operation and encourage the process of participatory democracy by:
· supporting new and existing community groups to work on issues of common interest and concern
· enabling links and liaisons between groups and individuals to take place, around issues of common concern on a basis of mutual respect, whilst recognising diversity and differences
· acknowledging the specific experience and contribution of all individuals in communities to enable them to play a greater role in shaping and determining the society of which they are part
· assisting people to reflect and act together to achieve common goals and to influence decision makes where appropriate
· assisting groups to use a variety of methods to achieve their objectives e.g. through self help groups, pressure groups, community action, alliances and partnerships

2 Encourage self-determination by:
· helping individuals and community groups to define their own objectives
· supporting individuals and groups to run autonomous and collectively managed projects
· developing appropriate organisational forms to ensure self determination

3 Ensure the sharing and development of knowledge by:
· developing awareness and understanding of issues and perspectives through working towards social, economic and political change
· enabling people to develop the expertise and skills necessary to further their own objectives
· enabling people to recognise the value which influence the ways in which they work

4 Change the balance of power and power structure in ways which will facilitate local democracy, challenge inequalities and promote social justice by:
· acknowledging and addressing the unequal distribution of power in both a personal and political issues. Community Work has a responsibility for linking the personal learning which empowers individuals, through to the collective learning and action for change which empowers communities
· recognising oppression within society and the necessity to confront all forms of oppression, both within ourselves and within society.
· taking the lead in confronting the attitudes and behaviour of individuals, groups and institutions which discriminate against and dis-empower people, either as individuals or groups
· pursuing the above through the adoption and promotion of explicit anti-discriminatory and practices

The Objectives of this project are;-

· To train 20 community work trainers in Poland to be able to develop the CAL model and mobilise local residents within their communities
· To share the British experience of community development with colleagues in Poland
· To establish a platform of permanent co-operation between Polish and British community centres

· To expand training paths for new institutions using the Local Activity Centre method in their work

· To provide assistance in the forming of subsequent 100 CALs in Poland over the span of 3 years

The Training Providers

This training programme has been developed by;

The West Yorkshire Community Work Training Group and its delivery arm – The Community Work Training Company. These organisations have a well developed range of training programmes and provide other learning opportunities for people who are active in their own community or who are involved in community work and community regeneration. The Community Work Training Group and the University of Leeds formed a partnership to obtain Government funding within the region to provide a comprehensive range of training programmes in community work which will support community capacity building schemes.

The Federation of Community Work Training Groups; a network support agency which aims to support the development of local and regional community work training initiatives across the UK – within a recognised framework for qualification. The West Yorkshire Group is an active member of this Federation.

The Department of Continuing Education, University of Leeds; is one of the largest Community Education Departments in England, with a long established national and international reputation for community based education. It has undertaken partnership work with Trade Unions and with work based educational schemes. It takes the lead on the community work training scheme partnership and has worked with the Community Work Training Group and Company to develop a range of University accredited awards in community work for experienced practitioners.

The Department of Social Policy and Social Work, University of Birmingham; employs some 30 staff involved in both the teaching of social work and related professional qualifying programmes as well as undertaking a range of research activities. The current focus for much of the Department’s work is community and user participation in the development of health and social welfare services.

The trainers from the UK who will be delivering the training programme are;

Dr Val Harris; an independent trainer and consultant for the community sector with 25 years experience in the voluntary and community sectors. She is actively involved with the regional training group in West Yorkshire and Chair of the National Federation of Community Work Training Groups. She has written many community work and management training courses and delivers training on the university level courses. She has been the lead person on the England Standards Board for Community Work Training and Qualifications and involve din the UK wide endorsement project. She works with very local groups as well as on national strategy developments with the Government.

Angus McCabe; is currently a Research Fellow in the Department of Social Policy and Social Work at the University of Birmingham. He has some 20 years experience in youth work and community development/management in both urban and rural voluntary organisations

Mandy Wilson is an experienced community development practitioner. Her work experience has included community development practice and policy development at local, regional and national levels e.g.
· working with a borough wide tower block tenants campaign and enabling the development of an influential national network
· developing the Ideas Annual project – an annual publication aimed at sharing practical examples of community development practice
· promoting and enabling closer links between community development policy and practice whilst employed as a Development Worker with the Standing Conference for Community Development.

Pete Wilde also has a background in community development at local and national levels and worked for twelve years as a Development Officer for the Federation of Community Work Training Groups. His experience has included:
· working as a Community Worker and then Director for a multi-purpose social action centre in Plymouth supporting the development of both neighbourhoods based and city-wide projects.
· supporting local and regional initiatives to develop community work learning.
· developing accredited Community Work training programmes and related resource materials
· co-ordinating the development of the National Community Work Standards and the subsequent negotiations to establish a National Training Organisation encompassing Community Work and other related ‘occupations’.

Polish training providers

Katarzyna Czayka-Chełmińska; Programme manager at „Partners” Polska Foundation, works also a as a trainer and consultant. She has a five years of experience working for nongovernmental organisations, business sector and public administration. Has written several training programs in such skills as communication, conflict resolution, change management, team building, coaching and training for trainers. She is specialised in long-term training programs as training for trainers or coaching. She is also a mediator.

Dariusz Fijołek; Trainer and consultant with five experience working for „Partners” Polska Foundation. He also has a background in long-term training programmes – training for trainers and coaching. Also he conducted trainings to all sectors, he specialises in such programmes as training for trainers, public speaking and presentation, media relations, team building and communication.

Fundacja Partners Polska („Partners” Poland Foundation) is a non-governmental organisation established to promote demo-cratic model of society by supporting the culture of peaceful conflict resolution and democratic decision-making procedures.
In order to achieve its aims the Foundation organises:
„Partners” Poland is associated with an in-ternational non-governmental organisation „Partners for Democratic Change” with of-fices in USA and National Centres in Argentina, Bul-garia, Croatia, Czech Republic, Georgia, Hungary, Lithuania, Romania and in Slovakia.

The Outline Programme

Workshop I. October 2000; Values and Context.

· Community work principles and values;
· the various models and approaches to community work;
· the different agendas of the agencies who get involved in community work (govt, voluntary groups etc).
· what is happening in Poland; how it is the same or different in the UK and across Europe
· exploring area and thematic based approaches to community development; (urban and rural)
· the concepts of active communities, active citizens, social capital, regeneration, partnerships,
· how to make community work mainstream, embedded into systems and structures, and into the culture of the society

Workshop 2. January 2001; Tools for community work

· community needs - profiling, audits and appraisal
· participatory in practice; motivating people, working with groups - the problems and excitement
· how to sustain interest in community work,
· how to involve different sections of the community, in particular, marginalised or ‘excluded’ groups
· the needs of different communities; dealing with conflict and building consensus
· working with groups

Workshop 3. March 2001. Adult Education (facilitated by Polish trainers)
· defining and assessing learning needs need;
· the principles and approaches of adult education;
· setting up and supporting learning groups,
· understanding learning styles
· developing a participatory learning curriculum
· role of the trainers and facilitators
· reviewing learning objectives and outcomes

Workshop 4. May 2001 Community Work Skills, Standards and Education

· Me as a community worker
· Community worker skills
· Getting community work accepted as an occupation
· Standards for community work as an occupation
· Valuation of learning
· Reflective Practice
· monitoring and reviewing work
· evaluating practice; an introduction to models for evaluating community work
· Community work and future challenges
· Creating tools for collective learning methods and developing techniques to use;
· Making the links between community work and adult learning.

Assessment Criteria

In order to achieve the award for Reflective Practitioner (worth 20 credits at Higher Education level 1 in the UK – first year, undergraduate education) participants must submit a portfolio which includes the following;

· A front cover with your name and contact details

· An introduction which gives a brief summary of your community work activity (max 1 page)

· A learning diary which records your learning from each of the workshop sessions; this will be written up after each workshop and handed in to the tutors on the next session for comments. You will present it in date order in your portfolio (1500 words)

· You will make an oral presentation (10 mins) on a piece of practice you have undertaken which you will write up and attach the assessment sheet from the trainers.

· A summary of your community work practice and any training you have carried out (max 1 page list)

· A concluding statement about your main learning from this programme and how it is helping your practice. (max 1 page)

This portfolio will be developed throughout the workshops and will be handed in at an agreed date following the end of the programme.

Guidance Notes for parts of the portfolio.

Learning Journal:

A record which the participant makes of her/his learning during the course and which is assessed as part of the course. It relates to particular modules. In this module it is used to reflect on current practice and learning.

Your Learning Journal is where you record your personal development over the period of the course. It is for your benefit, for you to think and reflect on what you are learning and how this affects your work in the community - to forge the link between the course and your practice.

What should it contain?
The following points will guide you:

· After each session consider these points 1 What have I learnt about
2 What have I learnt about myself or my groups situation
3 I enjoyed/ found most interesting:- ….and why?
4 I enjoyed least/ found least interesting:-….and why?
5 What I’d like to know more about · Think about how you could use your new knowledge and skills in your work/activities - give examples.

· What thoughts do you have about any of the issues discussed - have you realised things about yourself you didn’t know? Do you feel differently about a certain issue now than you did before the course?

· Are there issues/subjects you want to learn more about or have more training on?

· How does it feel being part of a group? Do you work together successfully? How has it changed during the course? Has your role in it changed?

Oral Presentation:

One method of assessment which is used to allow participants to show their understanding of an issue to the trainer and to other participants. The participant has to research and prepare a piece of work for an agreed date and time. They must then verbally present it to the others involved and may use videos, photos, diagrams etc. to assist them. They are then assessed on the whole of the work (not just on the spoken bit). Some students may work together to do the presentation. They will be assessed separately on their own contribution. Presentations in this module will normally form the basis for the assessed assignment.