• Home
  • Quick Tour
  • Guide
      • Back
      • Chapter 1. The Limits of Top-Down Approaches to Community-Based Child Protection Mechanisms
          • Back
          • 1.1. Top-Down, Community-Based Approaches
          • 1.2. Limits of Top-Down, Expert Driven Approaches
          • 1.3. Reflection on Implications
      • Chapter 2. Community-Led Approaches to Child Protection
          • Back
          • 2.1. How Ordinary People and Communities Help to Protect Children
          • 2.2 What is a Community-led Approach to Child Protection?
          • 2.3 Principles of Community-led Approaches
          • 2.4 Critical Perspective
      • Chapter 3. Transforming Our Approach from Program to Community Process
          • Back
          • 3.1 New Mindsets, Changed Roles
          • 3.2 Creating a Flexible Space for Community Decision-Making
          • 3.3 Focus on Community Process and Relationships
          • 3.4 Critical Perspective
      • Chapter 4. The Facilitator and a Slow, Dialogue-Oriented Process of Facilitation
          • Back
          • 4.1 Facilitation Approach
          • 4.2 Role, Orientation, and Process
          • 4.3 How to Select, Prepare, and Support the Facilitators
      • Chapter 5. The Learning Phase
          • Back
          • 5.1 Initial Entry into the Community
          • 5.2 An Open, Grounded Approach to Learning
          • 5.3 Community Discussion and Reflection
      • Chapter 6. Supporting the Community Planning Process
          • Back
          • 6.1 Deciding to Work Together
          • 6.2 Communities Select Which Harm(s) to Children to Address
          • 6.3 Community Action Planning
      • Chapter 7. The Community-Led Action
          • Back
          • 7.1 The Action Process
          • 7.2 Monitoring and Evaluation
          • 7.3 Sustainability
  • Toolkit
      • Back
      • Section 1: Facilitation Tools
          • Back
          • FAC 1. Humility
          • FAC 2. What Do I Bring to the Community
          • FAC 3. Deep Listening
          • FAC 4. Empathy
          • FAC 5. Developing a Reflective Practice
          • FAC 6. Asking Probing Questions
          • FAC 7. Enabling Inclusive Dialogue
          • FAC 8. Understanding Power Dynamics in the Community
          • FAC 9. Nonviolent Conflict Management
      • Section 2: Training Tools
          • Back
          • TRN 1. Role Play-Limits of a Top-Down Approach
          • TRN 2. Role Play-Facilitation as 'Facipulation'
          • TRN 3. Differences Between Top-Down and Community-Led Approaches to Child Protection
          • TRN 4. Gallery Walk and Discussion on “Community”
          • TRN 5. Dos and Don’ts of a Community-led Approach
          • TRN 6. Role-play for Asking Probing Questions
          • TRN 7. Role-play (Fish Bowl) and Discussion: Building an Inclusive Community Process 1
          • TRN 8. Role-play: Building an Inclusive Community Process 2
          • TRN 9. Keeping One’s Boundaries
          • TRN 10. Gallery Walk and Discussion on Community Ownership
          • TRN 11. Sample Workshop Agenda for Initial Training of Facilitators
      • Section 3: Learning Tools
          • Back
          • LNG 1. Learning Phase: Dos and Don’ts
          • LNG 2. Sample Workshop Agenda for Training Data Collectors
          • LNG 3. Ethnographic Principles
          • LNG 4. Ethnographic Research Tools, Sierra Leone
          • LNG 5. Feeding Back to Communities the Key Findings from the Learning Phase
      • Section 4: Management Tools
          • Back
          • MGM 1. Questions for Reflection by Managers and Agencies
          • MGM 2. The Sierra Leone Case Study: Community-led Child Protection and Bottom-Up System Strengthening
          • MGM 3. Enabling Inter-community Collaboration: A Sierra Leone Example
          • MGM 4. Phases, Objectives, Steps, and Benchmarks
          • MGM 5. Qualities of Facilitators of a Community-led Approach
          • MGM 6. Sample Action Criteria
          • MGM 7. Sample Roles and Responsibilities of Mentors
          • MGM 8. Thinking Through Facilitators’ Ethical Responsibilities
          • MGM 9. Sample Initial Work Plan for Facilitators
          • MGM 10: Sample Memorandum of Understanding Between Government Ministries, Non-governmental Organizations and Communities in Kongbora Chiefdom
          • MGM 11. Sample Community-Developed Action Plan
          • MGM 12. Sample Outline for Review Meeting
  • Contact
  • Home
  • Toolkit
  • Section 4: Management Tools
  • MGM 12. Sample Outline for Review Meeting

MGM 12. Sample Outline for Review Meeting

See a sample of how a community review meeting might be structured, including objectives and an indicative agenda.

Download the PDF here

See Chapter 7.2 of the Guide for more how communities and monitor and evaluate their child protection actions.
  • Tools & resources
  • Management tools
  • Evidence & evaluation
  • Facilitators
  • Practitioners
  • Donors & funding
  • Prev
  • Next

Toolkit

  • Section 1: Facilitation Tools
    • FAC 1. Humility
    • FAC 2. What Do I Bring to the Community
    • FAC 3. Deep Listening
    • FAC 4. Empathy
    • FAC 5. Developing a Reflective Practice
    • FAC 6. Asking Probing Questions
    • FAC 7. Enabling Inclusive Dialogue
    • FAC 8. Understanding Power Dynamics in the Community
    • FAC 9. Nonviolent Conflict Management
  • Section 2: Training Tools
    • TRN 1. Role Play-Limits of a Top-Down Approach
    • TRN 2. Role Play-Facilitation as 'Facipulation'
    • TRN 3. Differences Between Top-Down and Community-Led Approaches to Child Protection
    • TRN 4. Gallery Walk and Discussion on “Community”
    • TRN 5. Dos and Don’ts of a Community-led Approach
    • TRN 6. Role-play for Asking Probing Questions
    • TRN 7. Role-play (Fish Bowl) and Discussion: Building an Inclusive Community Process 1
    • TRN 8. Role-play: Building an Inclusive Community Process 2
    • TRN 9. Keeping One’s Boundaries
    • TRN 10. Gallery Walk and Discussion on Community Ownership
    • TRN 11. Sample Workshop Agenda for Initial Training of Facilitators
  • Section 3: Learning Tools
    • LNG 1. Learning Phase: Dos and Don’ts
    • LNG 2. Sample Workshop Agenda for Training Data Collectors
    • LNG 3. Ethnographic Principles
    • LNG 4. Ethnographic Research Tools, Sierra Leone
    • LNG 5. Feeding Back to Communities the Key Findings from the Learning Phase
  • Section 4: Management Tools
    • MGM 1. Questions for Reflection by Managers and Agencies
    • MGM 2. The Sierra Leone Case Study: Community-led Child Protection and Bottom-Up System Strengthening
    • MGM 3. Enabling Inter-community Collaboration: A Sierra Leone Example
    • MGM 4. Phases, Objectives, Steps, and Benchmarks
    • MGM 5. Qualities of Facilitators of a Community-led Approach
    • MGM 6. Sample Action Criteria
    • MGM 7. Sample Roles and Responsibilities of Mentors
    • MGM 8. Thinking Through Facilitators’ Ethical Responsibilities
    • MGM 9. Sample Initial Work Plan for Facilitators
    • MGM 10: Sample Memorandum of Understanding Between Government Ministries, Non-governmental Organizations and Communities in Kongbora Chiefdom
    • MGM 11. Sample Community-Developed Action Plan
    • MGM 12. Sample Outline for Review Meeting
© 2018 - 2023 Child Resilience Alliance