Usage de drogues à Maurice Une Proposition de Constellation ASBL Port-Louis, 22 Novembre 2013

La Plateforme  Souci et passion partagés  Respect de l’humain  Expertise technique pointue et polyvalente  Présence agissante sur le terrain  Soutien à la plateforme guidé par  L’excellence  L’innovation  Le souci du bien public Compétence pour la vie

Gouvernement Actif  Répression  Echange d’aiguilles et de seringues  Programme méthadone  Master Plan Compétence pour la vie

L’ Enjeu  Un phénomène sociétal aux racines profondes  D’ ampleur nationale  Une menace pour la santé, la qualité de la vie et l’économie  Un souci pour toute la nation Mauricienne Compétence pour la vie

Le Défi  Une réponse nationale à la taille de l’enjeu  Qui crée la synergie entre l’action de l’Etat, celles des ONG et celle des usagers, des familles et des communautés Compétence pour la vie

L’offre complémentaire de la Constellation  Une approche pratique qui consiste en 1.Une manière particulière de penser et d’agir - SALT 2.Un cycle d’apprentissage systématique à partir de l ‘action - Le processus de Compétence Communautaire pour la vie Compétence pour la vie

1. Notre manière de penser Compétence pour la vie d‘Expert…à Facilitateur Nous avons confiance dans notre expertise Nous avons confiance dans les forces des gens Nous répondons aux besoinsNous révélons les forces Les gens ont des problèmes. Nous apportons des solutions Ensemble, nous avons des solutions Nous jouons notre rôle de l’expertNous vous mettons en relation avec d’autres Nous instruisons et nous conseillonsNous apprenons et nous partageons

1. Notre manière d’agir  Nous décrivons l'attitude des facilitateurs et leur façon d’agir comme SALT:  S : pour Stimuler, Soutenir  A : pour Apprécier, Apprendre, Action  L : pour Lier, Ecouter (Listen)  T : pour Transférer  La pratique de SALT permet aux personnes de:  se connecter sur le plan humain,  crée la confiance en leurs propres capacités et  motive les communautés à agir en utilisant leurs propres forces.  stimule une « épidémie positive » Compétence pour la vie

2. Un cycle d’apprentissage Compétence pour la vie 2. Where do we want to be? DREAM BUILDING 3. Where are we now? SELF-ASSESSMENT 4. What are we going to do? ACTION PLANNING 5. Take action IMPLEMENTATION 6. Where did we get to? What did we learn? MEASURE AND LEARN DO WE RECOGNIZE THAT WE CAN TAKE ACTION? DO WE LEARN AND SHARE? 1. Who are we?

Notre proposition  L’adaptation de l’approche au contexte qui permette:  A la plate-forme de développer sa vision commune, son cadre stratégique et son plan d'action  Aux ONG qui le souhaitent d’accompagner les communautés dans leur réponse à l'usage de substances (et ensuite à d'autres enjeux) Compétence pour la vie

L’apport de la Constellation  Faciliter la plateforme  Former une équipe de facilitateurs au sein des ONG qui souhaitent participer  Développer une équipe SALT – en appui de l'ensemble du programme Compétence pour la vie

Hypothèses de Travail  La plateforme adopte le processus pour développer son plan stratégique et le réviser après12 mois de mise en œuvre  Les membres de la plateforme qui le souhaitent s’engagent à appliquer le processus en leur sein et à accompagner les communautés qu’ils spécifient  Une équipe SALT émerge à partir de l’action pour coordonner l’ensemble de la réponse Compétence pour la vie

Chronogramme Compétence pour la vie Elaboration du plan stratégique de la plateforme Mois1-3 Action sur le terrain par les membres de la plateforme(ON G) Mois 3 Festival d'échanges pour consolider les expériences Mois 9 Révision du plan stratégique de la plateforme Mois 13 Mise en œuvre du plan pour les Mois 14-24

Processus Plateforme Compétence pour la vie 1 Qui sommes-nous? 2 Où voulons-nous aller ? construction du rêve de la plateforme 3 Où sommes-nous? Auto-évalution 4 Dégageons les pratiques. Elaboration du plan strategique 5 Action 6 Où sommes-nous? Deuxième auto-évaluation. Révision du plan stratégique

Mise en œuvre par les membres de la Plateforme Engagement de l’organisation  Pratique de l’appréciation (SALT) des forces  Transférer le processus dans une série de communautés  L’ONG  quartiers, usagers, religieuses, sportives, …  communautés scolaires et universitaires  prestataires de services techniques et psychosociaux..  service de police, administrations municiaples et de district…  Partager des leçons apprises nées de l’expériences à partir d’autoévaluations auditables Compétence pour la vie

Mise en œuvre par les membres de la plateforme Implication de ressources humaines  Formation de deux personnes (10 jours équivalents première année, 3 les années suivantes)  Pratique accompagnée par l’équipe SALT au sein de l’ONG et au niveau des communautés spécifiées  Participation aux réunions de la plateforme et à la mise en œuvre de son plan d’action (temps à déterminer par la plateforme) Compétence pour la vie

L’équipe SALT (1)  Sert la plateforme:  Formulation de son rêve commun pour Maurice face à la drogue  Adoption des axes stratégiques pour son action  Action!  Autoévaluation régulière pour adapter ses actions  Partage des expériences pour en dégager des principes communs pour l’action Compétence pour la vie

L’équipe SALT (2)  Transfère l’approche à toute communauté ou organisation intéressée  ONG  Quartiers,  Usagers,  Prestataires de soins et d’appui psycho social)  Utilise pour le transfert  La formation initiale  L’accompagnement sur le terrain Compétence pour la vie

L’équipe SALT (3)  Met en relation les acteurs  Communautés  Usagers  Services médicaux et psychosociaux  Pour  le partage d’expérience  la consolidation de principes communs pour l’action  la diffusion de l’inspiration générée par l’action locale  Afin  de renforcer et d’étendre l’action  d’influencer le cadre politique et administratif  d’échanger les expériences Mauriciennes avec celles d’autres pays Compétence pour la vie

L’équipe SALT (4)  Reconstruit le processus en créole  Adapte le processus et le maintient à jour en fonction des innovations nées de son application  Le diffuse dans le pays et partage les innovations avec les communautés d’autres pays. Compétence pour la vie

L’équipe SALT (5)  Est permanente  Conjointe au départ, présence décroissante sur deux ans de Constellation  Visite de soutien trimestrielle (année 1), semestrielle (Année 2)  Appui renforcé au moment des festivals annuels d’échange Compétence pour la vie

Constellation Coaches

Cadre de Résultats Attendus Generic logical framework for the Constellation IMPACT Impact: Coherent, informed and competent geographical and social communities who mobilise their strengths to make measurable and verifiable progress AIDS Competence et share that competence with other communities Communities are formed by people who are connected to each other in distinct and varied ways. Community members may be connected by living in the same area or by shared experiences, health and other challenges, living situations, culture, religion, identity or values." Principal Outcome 1 - STRENGTHEN TECHNICAL CAPACITYRelated Principal Outcome indicatorsMeans of VerificationKey outputsRelated Key output indicatorsActivities (examples) At least [number to be discussed] facilitators are competent in facilitating and scaling up the AIDS Competence Process (ACP) before [date] with the following skills: 1. Learning from local action through a strength-based approach (SALT) 2. Applying methods and tools to stimulate discussion and reflection, including self- assessment 3. Accompaniment of communities during all steps of the AIDS Competence Process 4. Documentation of community progress both quantitatively and qualitatively and sharing this using mix-media tools 5. Articulation and transfer of the basic concepts of SALT and AIDS Competence to others within and outside their organization 6. Link communities to each other and other sources of support - # certified facilitators according to the criteria of the Constellation and the facilitators self-assessment before [date] - Completed facilitators self-assessments at t (baseline) and t+1 (after process) 1.1 # facilitators in # organizations have a basic understanding of the concepts and tools of the AIDS Competence Process (ACP) before [date] - # facilitators that attended at least 80% of the first learning event- Learning event combined with the 'Blended Learning Programme' - Practice # SALT visits - Practice # self-assessment visits - Practice # action planning/ self-measurement visits 1.2 # facilitators can facilitate all steps of the AIDS Competence Process (ACP) before [date] - # facilitators that have submitted all exercises of the Blended Learning Programme for community coaching and the After Action Reviews (AAR) - Support visit 1 - accompaniment of practice [step in the process ] - Support visit 2 - accompaniment of practice [step in the process] - Succesfull completion of the 'Blended Learning Programme' - Support visit 4 - certification of facilitators visit 1.3 # facilitators that actively learn [define appropriate time period] from local responses, document progress and connect with others e.g. on Ning - # facilitators that show at least one indication of learning from local responses every [define appropriate time period] through a contribution on Ning or another way. - Moderate and encourage online discussion on Ning - Learning session on 'story-telling', peer assist, knowledge fair, capturing progress on video and documentation of progress Principal Outcome 2 - STRENGTHEN INSTITUTIONAL CAPACITYRelated Principal Outcome indicatorsMeans of VerificationKey outputsRelated Key output indicatorsActivities (examples) At least [number to be discussed] support teams are competent in the management of the facilitation process covering the following functions: 1. Transfer of the AIDS Competence Process to other organizations, communities, geographical areas and topics 2. Share the inspiration, lessont learnt and results with a wider group and the world 3. Learn about and update the proces and its facilitation. Develop expertise based on experiences. 4. Membership management to offer a clear process to those who wish to belong to the team and to help them connect with other Constellation members. - # teams established that fulfill the 4 functions and has done its Support Team self-assessment at least once a year. - Completed Support Team self-assessments at t (baseline) and t+1 (after process) 2.1 # of naturally selected support teams that understand their key functions and implement their plan to realise them before [date] - # support teams that implement their own plan to facilitate the functions of a support team in its respective area - One day after first learning event with a naturally emerging group - Provision of Support Team 'suitcase' with useful tools, processes and experiences 2.2 # Support teams that learn and share actively with other support teams every [define appropriate time period] - # support teams that can demonstrate its learning from other support teams at least [define appropriate time period] -Discussion on Ning on Support Team experiences and lessons learnt - Face to face meeting with at least one other support team Principal Outcome 3 - STRENGTHEN NETWORKS AND LEARNINGRelated Principal Outcome indicatorsMeans of VerificationKey outputsRelated Key output indicatorsActivities (examples) At least [number to be discussed] national, provincial and local actors in the AIDS response have strengthened their networks through the process and have taken action based on the learning each other's experiences. -Number of organisations, networks, groups or communities that have taken at least one explicit action that is based on the learning from other actors in the AIDS response - Most Significant Change (MSC); - Participatory Action Research (PAR) 3.1 # organisations, networks, groups or communities that actively shared and learned from experiences with local response and its facilitation before [date] - Number of organisations, networks, groups or communities that have had an opportunity to share and learn from experience with at least 3 other groups. - Organize and facilitate a Knowledge Fair⁴ (4 days) '- Accompany teams across various organisations to go through the 'Blended Learning Programme' Principal Outcome 4 - POLICY INFLUENCINGRelated Principal Outcome indicatorsMeans of VerificationKey outputsRelated Key output indicatorsActivities (examples) People with influence on society (e.g. policy makers, CSOs, governments, journalists, religious leaders) take action to enable local responses and its facilitation -Number of people with influence on society (e.g. policy makers, CSOs, governments, journalists, religious leaders) that have taken at least one explicit action in a budget, work plan or strategy to enable the facilitation of local responses. - Interviews, annual questionnaire (during review) to government institutions and policy makers to identify changes in budgets, regulations and communications - Count number of publications in support of local responses - Count Blog postings, stories, speeches, face2face interviews on personal and organizational change - Draw up (horizontal) Transfer maps by involved facilitators and organizations - Annual questionnaire on usage and relevance of Knowledge Assets 4.1 # organisations and institutions that included the facilitation of local responses in their strategy and work plan and allocated specific resources (human and financial) to it by [date]. - Number of policy changes influence by principles for action emerging from Knowledge Assets- Additional day after the Knowledge Fair on 'how to integrate the concept of AIDS Competence in our work plan' - Consolidate evidence of change of the process supported by an external evaluation 4.2. # organizations and institutions that adapted their own way of working through a) creative leadership which endorses and practices learning from local action and experience and b) a an enhanced facilitation working culture by [date] - Number of organizations and institutions that have shared at least one change in their way of working inspired by the AIDS Competence Process by [date] - Organize and facilitate an (inter)national SALT visit for policy makers and organizations - Development and moderation of an online platform and forum for sharing experiences and inspiration for policy adaptations in line with AIDS Competence 4.3 # of policy changes (strategies, budgets, workplans) inspired by learning from local action and experience before [date] - Number of policy changes made that can be attributed to the process and Knowledge Assets. - Organize and facilitate a Knowledge Fair⁴ (4 days) - Organize National Review inviting policy makers from all levels - Consolidate evidence of change of the process supported by an external evaluation Footnotes Note 1. Improvement on a practice can be: (1) Increase in acknowledgement and recognition of HIV/ AIDS, (2) increase in inclusion of PLHIV and those affected, (3) improved linking of care and prevention, (4) improved access and uptake of treatment and health services, (5) reduction in vulnerabilities and engaging in risky behavior, (6) improved gender balance within the community,(7) improved learning within the community and transfer to others, (8) improvement in measurement of own response and adaptation, (9) improved team work and joint action towards HIV, and (10) improvement in own resource mobilisation Note 2. Facilitation of CLCP at scale consists of involving a growing number of people in the TRANSFER of the process, the SHARING of inspiration and results, and LEARNING to update the process and guarantee quality Note 3. A Knowledge Asset consists of a set of common principles that lead to improvement of the 10 practices of AIDS Competence. Each of the principles is illuminated by particular experiences and each of those experiences is supported by reference material, video clips and by contacts to people who can give further details Note 4. A Knowledge Fair provides an open space for sharing of human experiences and allow participants to derive common principles from their various responses to HIV or other issues. One of the outputs are Knowledge Assets.

Merci et Questions? Compétence pour la vie