To some extent, there is consistency between all of the modules. Each was built on a common structure, including:

  • Facilitators Notes – the step by step guide to running a module
  • Module Objectives – ‘this module was designed to achieve what purpose?’
  • Key Understandings (KU) – topic specific statements that reflect the most important things that you want your participants to know before they finish the module
  • Learning Outcomes (LO) – Generic statements of the actions and behaviour participants will demonstrate once the workshop is complete which will often indicate that the Key Understandings are understood
  • Sections – the basic building blocks of the module reflecting the natural classification of the topic, plus introductory and conclusion sections
  • Sub-sections – the sub-topics to be covered in more detail
  • Activities – the specific and step by step instructions for facilitators and participants  (role plays, individual work, group work) suggested to achieve particular Learning Outcomes
  • Resources – either external (handbooks, websites, articles, case studies on the subject developed outside the context of BRIDGE) or internal (presentations, handouts, overheads developed by the BRIDGE curriculum designers).

While there is commonality, each module is also quite distinctive, depending on the topic at hand, and the thematic group to which it belongs. Each of the modules has been developed by a unique team of curriculum designers (writers/editors), reflecting the expertise, available resources, and current thinking connected with that particular subject. Program and workshop developers will discover that each module has its own style, reflected in the preference for types of activities, emphasis, and tone. There is also a difference in the relative sizes of the modules – ranging from three day to multi-week.

Refer to: 8.3 Annex 3: BRIDGE Modules at a Glance

The BRIDGE website ( is the principle dissemination tool for the Version 2 curriculum. Details of new modules or materials released after the publication of this manual can be found on the BRIDGE website.

Agenda building

The shape of the workshop will depend on several factors – the objective(s), the time that can be spared, geographical location of participants, and the budget. You may need to do some hard thinking before finalising the agenda.

There are more activities and materials in every module than can be covered in a short workshop. As a facilitator, you should select which modules and activities you will include in your agenda based on the objectives you have defined for the training. The activities are designed to give you as wide a choice as possible. Use those that best meet the needs of your participants, alter them as your participant’s level of interest and experience suggests, and leave the rest.

Often you find that there are too many objectives – so you must either design a longer workshop, if that is possible, or cut back on your objectives.

For reasons of cost or demands on the time of participants, a workshop may have to be shortened.

Many prefer a workshop at the end of the week even if it runs partly into a weekend. A two-day workshop can be spread over three days with many advantages:

  • The first morning is spent in travel
  • Starting with lunch allows for renewal or formation of relationships
  • Latecomers miss lunch but not the workshop!
  • The first post-lunch malaise is dissipated by the excitement of a new situation
  • Two overnight periods become available for homework/preparation
  • The workshop finishes at midday on the third day, and those who must leave early miss dinner and not the final and important workshop session!

To aid the customisation team, a set of sample agendas (half day workshop, 1-day workshop, 2-day workshop, etc.), reflecting the deeper understanding that the curriculum designers have of their particular modules. However, these agendas are only meant to be a guide. They will themselves have to be customised

Ideally, there is continuity between the program development phase and the facilitation phase – so that the facilitation team is comfortable with the material and activities chosen, as well as the reasoning behind.

Development of other resources

The types of materials (other than the BRIDGE curriculum resources for the workshops) that might need to be developed, adapted and translated for a BRIDGE program could include the following:

  • Module summaries and Facilitators Notes for all relevant modules
  • This Implementation Manual
  • BRIDGE information and promotional materials, such as brochures, videos
  • Graphical material, such as binder covers, spines, dividers
  • Letterhead and other office administration supplies
  • Letters to client organisations, donors, facilitators and participants
  • Directional signs
  • Promotional banners
  • Name tags

Some material that should be sought in advance from the client organisation includes:

  • Legal documents – for example, electoral laws and procedures
  • Electoral planners and information (such as election calendars, and policies)
  • Current and past electoral material (e.g. manuals, information brochures and booklets)
  • Public outreach and promotional materials (e.g. posters, audio-visuals and stickers)
  • Relevant training materials

It is important to provide feedback to the BRIDGE Office on any customisation. 


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