Children Citizenship And Governance - Manual

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A resource guide for participatory activities with children for facilitating children’s citizenship and governance

Save the Children Alliance South and Central Asia Region Kathmandu

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CONTENTS Foreword

4

Preface

5

Acknowledgements

6

1. How to Use This Resource Guide

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2. Designing learning events on Children Citizenship and Governance

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3. What is Facilitation?

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4. Getting Started

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5. Understanding Diversity and Power

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6. Introduction to CC&G

37

7. Let’s Peel the Power Onion

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8. We are Citizens: Participation to Governance

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9. Life Skills

63

10. Organisational Learning Skills

82

11. Now We Can Facilitate

86

12. Evaluation & Energizers

96

Annexes

102

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Acronyms

AF

Adult Facilitator

CC&G

Children, Citizenship and Governance

CF

Child Facilitator

COs

Children Organisations

CRC

Convention on Right of the Child

CWC

Concerned with Working Children, India

INGOs

International Non-Government Organisations

NGOs

Non-Government Organisations

OSCAR

Office of South and Central Asia Region

SC

Save the Children

SMTA

Society for Motivation Training Activities, India

TRDP

Thar Rural Development Project, Pakistan

TOF

Training of Facilitators

TfD

Theatre for Development

UN

United Nations

UNGASS

UN General Assembly Special Session on Children

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Foreword Development is about people. Investing in people, both children and adults, to help them achieve their hopes and dreams - by enabling them to exercise their rights and improve their lives - is what development is all about. Save the children attaches very special importance to the significant of child participation and citizenship. Children's organisation of different size and shapes are emerging in the South and Central Asia region. Children and young people have invariably participated with children of varying age groups and with adults within their children's organisation and primarily at the community level. They have also actively participated in various events at the provincial, national and international events with great success. They have demonstrated how children, when organised, can bring about change and influence adults to exercise their rights. There is however a need to continuously develop the attitude skills and knowledge of children and young people and adults on the values of human and children's rights, social justice, tolerance and peace. This Resource Guide is developed based on the experience of learning events with children and young people and adults working in children 's organisations in South and Central Asia. This Guide is to be used for learning events for children and young people and adults. It is aimed, in particular, for children and adults working with children's organisation, childled organisations and groups of children and young people. This is intended to meet the growing interest and need for high quality, practical and experiential learning materials that can be adopted to be used by in youth work, social work, health education, and the like. This Resource Guide is designed to be able to facilitate discussion and learning using experiential methodologies that has proven to be appropriate to learn new information leading to attitudinal and behaviour changes. It is thus not just games but an interactive participatory tool that makes learning fun and worthwhile. This is a new way of teaching and learning and consists of several themes (see contents) geared towards developing facilitation skills of children and adults and provides powerful information for children and young people to grow and become active citizens. It is hoped that the Resource Guide will be made use by facilitators - both children and adults - for learning events and build upon what is presented here. We believe that the Resource Guide would be an important tool, which will assist Save the Children and its partners, including children in the collective endeavour to promote and protect children's rights. Ranjan Poudyal Regional Co-ordinator Save the Children

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Preface Working with children is a new imperative for child-centred organisations. Only in this way can we know what children see as their issues and their agenda. Only by working in this way can we enable and ensure they receive their participatory rights. Child rights programming also demands adults to listen to the voices of children. However, children themselves, if they are to be confident and inclusive in expressing their views need to develop appropriate democratic values and attitudes, reflective of human rights, and also knowledge and skills. Adults can assist children individually and in groups to engage in this process. This resource guide came about as a result of the ‘Children, Citizenship & Governance’ project in South & Central Asia, which was initially set up by the Save the Children (UK) regional office (OSCAR) with Alliance support. The project is primarily about enabling interested children and adults to assist those Children’s Organisations that wish to collectively advocate to adult decision-makers, for improvements to benefit the lives of children, to do so. This resource guide is a step in providing children and adults with some of the major themes that they need to reflect on and provides stimulating and fun ways to do it. All the facilitators at the Delhi ‘Children, Citizenship & Governance’ Training of Facilitators workshop – children and adults – have helped in developing this resource guide but particular thanks should go to Ravi Karkara for the mammoth task of bringing together these useful and tested session plans in such a clear and detailed way. It is the hope of everyone who has been involved in this project that these work sessions and facilitation suggestions will be of assistance in empowering children to take up active citizenship, especially in their own organisations. We hope that those who use this resource book enjoy the ‘buzz’ of working in this way with children and adults. Also that they in their turn document what they do to advance the cause of children’s citizenship. For it is only by working together that we can make a reality of the CC&G children’s adopted slogan, ‘We are Citizens’.

John Parry Williams Social Development Adviser Save the Children UK

6 Authors: All those named below took part in the Training of Facilitators programme on which this resource guide is based and are joint authors of its content. Specific contributions are attributed within the text. Participants: Bangladesh: Shaymol A. Choudhury, Mohammad Moznu. Central Asia: Kyrgyzstan: Aleksey Akybaev, Aliya Azimova, Lada Sergienko, Rashid Shakirov, Aida Kazybaeva. Tajikistan: Aslisho Akimbekov, Manzura Murodova, Ruslan Ziganshin, Jumaboi Shomurodov. Uzbekistan: Alexander Silkin, Utkir Usmanov, Svetlana Rakhimova, Nellya Galiyeva. India: Muhammad Kalamuddin, Hajera S., Kushipal, Fayaz Ahmad, Praveen Kumar, Mohammad Yesin, Gloria Mercy Jonathan, Rachel Bonnerjee, Dayanand Tandon, Ganapathi M.M., Nilanjana Ray, Savitha Devi K.S., Sangita Gandotra. Nepal: Sanjog Thakuri, Jeevan Lama, Rajkumar Khawas, Rajiv Adhikari, Nathuni Mochi, Sheela Sainju, Rima Manandhar. Pakistan: Parkash Menghwar, Nawal Rai, Nasreen Khan, Allah Nawaz Samoo, Haji Muhammad Dal. Sri Lanka: Glenfrey De Mel, Mark Sylvester Patterson, Uditha Gunaratne, Lareefa Hadee, Udayasiri Pushpa Kumara, R.G. Dilani Wasanthika. Facilitators: John Parry-Williams, Anuj Chaudhury, Mohammed Amin, Anand Joshi, Claire O’Kane, Sunil Kumar, Ruben Furtado, Shikha Ghidyal, Prakash Koirala, Phil Treseder, Bharti Mepani, Ranjan Poudyal, Ravi Karkara - all played a significant role in designing, organising and facilitating the TOF. Acknowledgements: Ravi Karkara compiled the Resource Guide. He wrote the introductory chapters and edited some of the exercises. This guide would not have been completed without Ravi's enthusiasm and hard work. This document has benefited from contributions and comments from friends and colleagues. Many thanks go to: Karna B. Maharjan, Rajendra Tuladhar and Samina Khwakhali for media, administrative and logistical support. Thank you also goes to John Parry-Williams, Ranjan Poudyal and Clare O’ Kane for reading and commenting on this book. Some of the activities in this resource book have been taken from other sources and have been adapted in the process of writing this book.

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How to Use This Resource Guide The resource guide aims to provide a range of training techniques to facilitate interactive and participatory learning based on experiential learning principles. The activities are organized into themes: Appreciating Diverse Childhoods, Power Relations, Children’s Rights and Responsibilities, Children’s Participation: Active Citizenship, Participation in Governance, Life Skills, Organisational Skills, and Facilitation Skills You will find a large number of possible activities a facilitator or facilitation team could use during a workshop. Each of these activities should be chosen according to the needs of the participants. Though, it is highly recommended that at least one activity from each of the sections is used (i.e. an introductory session, a session on Understanding Diversity and Power, an introduction to Children Citizenship and Governance, and a session on citizenship, life skills and learning skills). All the sessions have been designed in the following manner: Topic: This states what the session will cover. Brief Description of the Session: This is a summary of the session. Objective(s): This describes the measurable indictors that would be attained at the end of the session. These objectives follow the SMART principle of Specific, Measurable, Attainable, Realistic and Time bound. Time: Approximate time to be spent on the session. The time will largely depend on group size and time needed for reflection. Resource Materials: This details the training material required for the session. Handouts: This informs the facilitator of handouts that need to be distributed before or after the session.

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Method: This lists the methods to be adopted for facilitating the session. Process: This is a step by step description of the process to be followed by the facilitators for facilitating the session.

Notes for the facilitators: Some tips for better facilitation of the session. Language and translation: A learning event with children and young people and adults who speak different languages should be organised with care. Translators are necessary and this entails several processes that must be followed. A guideline for translator needs to be developed and appropriate briefing before and during the event is required.

Glossary A list of terms and their meanings in relation to citizenship, governance, participation, empowerment, human rights, etc. appear in Appendix 2 etc. There is often some confusion about what these terms mean. It is important that there is clarity about them, for young people and adults. The Glossary should therefore be referred to early on in learning workshop sessions.

It is best if this resource guide is used in conjunction with the Training of Facilitators Workshop Report and Video on Children Citizenship and & Governance (Delhi, Nov 30th –Dec.9th), 2000 available from Save the Children South and Central Asia Region.

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Designing a learning events on Children's Citizenship and Governance Introduction: Children, Citizenship and Governance: “Children’s citizenship comes as a result of children and young people’s active participation in social, economic, political and cultural arenas. It is a continuous process that includes their participation in and influencing of the processes for change, decision-making and outcomes at their personal, family, community, society, state and international levels on matters, which concern them. This is often done in partnership with adults. Citizenship involves the exercising of one’s rights and responsibilities for the best interest of oneself and others. Save the Children UK, Office for South and Central Asia. December 2000.

This resource guide has been written for children and adult facilitators who are working to further children’s citizenship rights and opportunities for children’s active participation in decision-making processes of governing bodies at a range of levels. This guide provides a combination of activities related to children, citizenship and governance. These activities can be applied in a variety of modules according to the time available and learning needs of the group. This resource guide is intended to help organisations and facilitators who are interested in conducting seminars of children’s citizenship and governance. Many of the activities are developed for workshops comprised of both adult and child participants and facilitators. However, the activities could be used for adultonly workshops or child-only workshops.

Key Themes of this Resource Guide: •

Appreciating Diverse Childhoods: Activities to enable understanding of the diversity of childhoods (e.g. differences in childhoods for girls/boys, rural/urban, rich/poor, street child/ school going child, or for children with disabilities).

•

Power Relations: Activities to unravel power dynamics between adults and children, rich and poor, females and males, or amongst different people from different castes, religions, regions, ethnicity or work.

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Children’s Rights and Responsibilities: Activities to explore children’s rights and responsibilities and how to translate them into action.

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Children’s Participation: Activities to explore and promote children’s participation.

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Active Citizenship: Information to further understanding of children’s citizenship rights and activities to promote active citizenship.

•

Participation in Governance: Activities to promote opportunities for children’s active participation in the decision-making of governing bodies at local, regional, national and international levels.

•

Life Skills: Activities on a range of basic life skills including trust, assertiveness, and communication.

•

Organisational Skills: Activities which enable exploration and action to improve organisational skills like team building, visioning, target setting and being organised.

• Facilitation Skills: Activities from these important theme areas can be linked together to design workshops to meet participant learning needs.

Basic steps to workshop design Steps for Designing a Workshop to Suit You that Suits Your Needs Step 1: Identifying Learning Needs Step 2: Designing and Plan the Workshop Step 3: Plan the Logistics Step 4: Facilitate the Workshop Step 5: Evaluate and Decide Future Steps

Step 1: Identify Learning Needs Information gathering will help to effectively design a workshop that is most suited to participant’s needs. An appropriate workshop design will build upon information concerning. • • •

Learning needs of the participants (in relation to skills, knowledge and attitudes) Learning priority for the organisations Profile of the participants (age range, sex, experience, regions or countries, languages, etc.)

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Time availability of participants Resources available

To identify the learning needs of the group it is useful to consider three different types of learning needs skills, knowledge and attitudes.

Hand: Skills Head: Knowledge

Heart: Attitudes

For example, knowledge may be required on what citizenship means, assertive skills may be required to enable participants especially children) to be effective in their negotiations, and positive attitudes regarding equal opportunities for all children may need to be further encouraged (e.g. for girls, children with disabilities, younger children, low caste, tribal etc). When designing a workshop, it is important to consider whether the workshop should place more emphasis on sharing new information, developing skills or bringing about attitudinal change, or a combination of all three.

Step 2: Planning and Designing the Workshop Based on the learning needs assessment and the overall objectives of the workshop, the facilitators can plan and design the workshop. An overall workshop design should be carefully mapped out, including, session and the linkages between them. Whilst flexibility will be needed when facilitating the workshop, the facilitators should determine realistic time estimates for each activity. If translation is required the time for a session will probably take 50% longer. Facilitators must also remember to be flexible regarding content and time allocation for all sessions. The ideal length of time for a learning event of this kind would be 8 days. The learning event could also be designed for a 1 day or 3 days or 5 days. Facilitators should choose activities from the various sections depending upon the purpose, time availability and the participants for the learning event.

12 Example: Workshop Design for a One-Day Workshop on Children’s Rights and Active Citizenship Workshop objectives: By the end of the workshop participants will be able to: - define children’s citizenship rights - develop strategies which promote active citizenship Workshop Plan 09.00 – 09.30 09.30 – 10.00 10.00 – 11.00 11.00 – 11.15 11.15 – 12.00 12.00 – 13.00 13.00 – 14.00 14.15 – 14.45 14.45 – 15.15 15.15 – 15.30 15.30 – 16.00 16.00 – 16.30 16.30 – 17.00 17.00 – 17.15

Arrivals and Registration Welcome and Ice-breaker Games Activity and presentations: Body of Rights and Responsibilities Tea Break Presentation and Activity: UN Convention on the Rights of the Child Group Work and Presentations: Drama on rights which are most violated Lunch Game Group Work: Active Citizen Case Studies Tea break Presentations: Active Citizenship Case Study Presentation: Understanding Children’s Citizenship Rights Summing Up and Moving Forwards Target Evaluation

Step 3: Plan the Logistics Budget is usually allocated for the training programme, though sometimes it may need to be raised. In both cases a budget should be prepared keeping the following broad categories in mind. 1. Travel and Room and Board costs: Participants and facilitators cost, including visas, passports, tickets, accommodation. 2. Training material costs: Photocopying, fax, computer time, stationary, etc. 3. Venue: training hall, open space for outdoor activities, equipment, water, electricity, fans or heating, security, etc. 4. Parents permission sought and information on workshop given to them. Chaperones arranged. 5. Interpreters organised. 6. Health Insurance, where available. 7. Health Care – nurse availability, first aid and information about nearest health facilities. 8. Resource persons fees as applicable 9. Media and advocacy: brochures, publicity materials and press conference 10. Documentation of the workshop/event 11. Miscellaneous

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The logistics have to be very well planned. Specific roles and responsibilities must be allocated to members of the planning team. Step 4: Facilitate the Workshop Facilitation is the culmination of steps one through three. The facilitator should review and monitor the facilitation process at every stage of the workshop. The facilitator or facilitation team needs to consult and assess group energy. There should be flexibility in the facilitation design. Time should also be allocated review at the end of each day. The review process should be conducted with the facilitation team and some of the participants. Pages 14 - 16 give a quick overview of the facilitation process. Step 5: Evaluate and Determine Future Steps Facilitators and/or the facilitation team need to review and monitor each day’s proceedings. At the same time they should also evaluate the entire facilitation process and not just the training event. There is a tendency to only evaluate the training and not the other stages. (I think this should be explained a bit more). There is a set of evaluation games and techniques at the end of the resource book.

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What is Facilitation? The facilitator has a key role in ensuring that the group accomplishes its goals and tasks. To facilitate is to make something easier; thus, when done properly, the facilitator eases a group through the process of solving problems, making decisions, redefining its goals, or restating expectations and responsibilities. There are three main ways of facilitation: 1. Facilitating from the Front or Lead Facilitation. The facilitator takes the role of leader and directs the group through various processes (This may need a bit more explaining). The group has no control over the process except for their participation. 2. Facilitating from the Centre or Influencing Facilitation. The facilitator actively participates in the group processes. (I think this should be explained a bit more) 3. Facilitating from the Outside or Supportive Facilitation. The facilitator takes the role of a supporter. S/he enables group work and processes to take place. (Explanation should be specific). Remember: Facilitators can move between the three methods freely within one workshop. It has been seen that facilitators move back and forth in all the above modes while facilitating a group. The decision on how to facilitate should be made after assessing the group's motivation, competence and energy.

Key Attitudes and Behaviours for Facilitators: As you prepare to facilitate a workshop, keep in mind what your role is as their facilitator. Generally, these are the key attitudes and behaviours you need while functioning as a facilitator: • • • • • • • • • • • •

Create an enabling environment for sharing Remain neutral Keep the focus Be creative Active listening Be positive Encourage participation Protect ideas Do not evaluate Suggest methods (i.e. Theatre for Development, Art for Therapy, Enabling games: indoor and outdoor games, group discussion, energisers and use breaks) Co-ordinate details Be flexible

15 • •

Assess the group energy and use energisers and breaks effectively Be sensitive to any special needs like translation, children with disabilities, etc.

Methods and Techniques: Following are some of the methods that have been proven to be effective. Remember that these are just suggestions.

Icebreakers Introductory games are often referred to as “Icebreakers”. They set the stage for the work that follows by introducing all the participants to one another and giving them an opportunity to know each other in the context of the seminar. They help to ease the group into the workshop even if the group members have known each other for a long time. In addition to the icebreakers in this book, you should find these in many training manuals.

Games You can select from a wide range of indoor and outdoor games (explain what ‘games’ are and what their use is). There are several ideas for games in this book but you can find other examples in training manuals, resource books, and from colleagues.

Group Discussions The facilitator may break the group into small groups to enable more participation. The larger group can be split depending on the time available and the nature of the work. Often, larger groups are split into two, three, four or even five smaller groups. The large group then usually reassembles for wider discussion and reflection. The facilitator has to assess the group interest and need for the topic and use his/her discretion in deciding how large or small the groups should be.

Brain Storm This method is widely used for listing ideas/concerns/words/topics/ in the group. During a brainstorming session, all the ideas and suggestions should be documented on a flip chart. It is important to explain to the group that brainstorming is not a time to critique or qualify the ideas- it is just a time to list everything that comes to mind. It can be used many times when the facilitator needs to assess group knowledge or interest so as to make a judgement how to proceed.

16 Energisers These are essential in providing energy boosters to the group. (more explanation of an energizer). Seminar participants probably know many energizers. Facilitators should gather ideas from the participants for energizers.

Exhibition Facilitators can optimally utilise the space around the venue to put up posters and information related to the work being conducted. Facilitators can encourage participants to put up information about the organisations they represent. Also, the work conducted in the groups can be displayed. Often participants use break and free time to scan these.

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4. Getting Started Some or all of the following activities can be used in a learning event. They are intended to create a safe learning environment so that all the participants feel comfortable to share their ideas.

• Introduction • Name Game • Expectation and Anxieties • River of Life • Opportunities for Participants Involvement Go to Contents

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Topic:

Introductions

Time: 30 – 45 minutes (Depends on the group size)

Brief Description of the Session: This is a “get to know you” game. The games will Help participants relax and build a conducive environment for the training programme. Objectives: By the end of the session participants will: • Relax and to get to know the other participants. Methods: Games Materials Required: Puzzles Preparing puzzles: Cut a locally available picture card [like a postcard, poster or magazine picture] into 5 pieces. The number of puzzles will depend on the number of participants. Say if there are 20 participants, use 4 picture cards and cut them in 5 pieces. Process: Step 1

Introduce the facilitator or facilitation team and welcome participants.

Step 2

Explain the task: match the puzzle pieces to make complete pictures.

Step 3

Put all the puzzle pieces in a bowl or a bag. There should be the exact same number of puzzle pieces as there are participants. Each participant should pick one puzzle piece.

Step 4

Participants then must walk around the room and find the other puzzle pieces to complete their picture.

Step 5

When the participants complete their puzzle, ask each group member to share with the other members of his/her “puzzle group” a) His/her name; and the name by which s/he wishes to be addressed in the programme b) Where s/he is from; information about his/her family c) Favourite song; (s/he could sing it too) d) Favourite food, colour, animal, etc.

19 Step 6

Bring the smaller groups back together in the large group. Conclude the exercise by reiterating the need for building a conducive and friendly environment.

Notes for Facilitators: • • • •

Prepare the puzzles before hand You may need to be strategic in the giving of pieces to ensure mixed groups Participants should be encouraged to share in mixed groups despite the language, age, and gender barriers Please feel free to use other ice breaking techniques

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Topic:

Name Game

Time: 15 – 20 minutes (Depends on the group size)

Brief Description of the Session: This is a game to help people learn and remember the names of all the participants. Participants sit/stand in a circle and call out their names one by one. When they say their names, they, simultaneously, make a gesture or sound with their face or body. Each participant must call out the names of all the participants in front of him/her and act out their gestures. Objectives: By the end of the session participants will be able to – •

Remember participants names

Methods: One large group, in a circle Materials Required: None Process: Step 1

Introduce the game

Step 2

Participants are asked to sit/stand in a circle.

Step 3

Ask for a volunteer to start the game. Ask him/her to say his/her name and simultaneously make a physical gesture or a sound. (This helps others in remembering his/her name as they associate his/her name with that gesture.)

Step 4

The person next to him/her in the circle must say the first person’s name and act out his/her associated gesture. The person then has to add his/her name and gesture.

Step 5

This procedure is repeated until the person at the end of the circle repeats everybody’s name and gesture.

21 Notes for Facilitators: • • • •

Encourage participants to use easy gestures. Ensure all participate If necessary, make two or three groups simultaneously and at the end bring them together and ask them to say their names once in a large group This game may be repeated whenever the group feel the need to remember names (mostly first few days)

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Topic:

Expectations and Anxieties

Time: 30 – 45 minutes (Depends on the group size)

Brief Description of the Session: This session will provide participants with the opportunity to share their hopes and fears for the workshop. The group will develop the ground rules to lessen the fears and enjoy learning. Objectives: By the end of the session participants will be able to – • •

List their hopes and fears for the workshop and share with others. Develop the ground rules.

Methods: Use of art/writing on cards, plenary, brainstorming. Materials Required: Coloured cards, flip charts, pens; picture of a rural child on, an overhead projector. Handouts: At the end of the session (or the next day), each participant should be given the list of fears and hopes they generated together. Each participant should also get a handout of the ground rules. Process Step 1

Introduce this session and share the objectives and rationale of the session with the participants.

Step 2

The facilitator should begin this session by asking a series of rhetorical questions, to get the group thinking. You may want to ask the questions and let the group think to themselves for a couple of minutes. Some questions might be: • Why have you been selected to attend this training? • After this training what changes will you bring for children, your community and yourselves?

23 Step 3

Put up a picture of a rural child on the overhead projector. Ask the question: If this child wanted to join a child club or a children's group, what fears and hopes would s/he have? Have the group openly discuss this. Record the answers on cards: fears should go on white cards; hopes should go on yellow cards.

Step 4

Hand out coloured cards to all participants. Ask them to write their fears about the workshop on white cards, and to write their hopes about the workshop on yellow cards.

Step 5

After they have all finished writing down their hopes and fears, divide them into smaller groups of 5 or 6 people. If you have representatives from several different countries, split them into country groups. In the small groups, the participants should make a final list of the hopes and fears. (Children and adults should be in groups together).

Step 6

Bring the small groups back together into one large group. One representative from each of the groups should present the group’s hopes and fears in the plenary. (During the presentation a facilitator should summarise the points on a flipchart).

Step 7

In the larger group, analyse whether there are general clusters of hopes and fears. Stick the summarized chart of hopes and fears on the wall.

Step 8

In the large group, brainstorm how they can minimise the fears and maximise the learning throughout the training.

Step 9

From the brainstorming, the group should develop ground rules. All of the participants should sign up to these. You can have them sign on a flipchart with the ground rules on it. This will show all participants are committed to follow the rules.

Step 10

The group should then come up with a sign to indicate when a participant feels like a ground rule is being broken. This should be agreed upon by the whole group, and used throughout the seminar.

24 Notes for Facilitators: •

Look at all the objectives and contents of the training so that facilitator can relate to what can be achieved and how. Be specific as to why you are discussing fears and hopes.

Some examples of fears that might come up: • • • • • • • •

Is the food appropriate? Can I participate and communicate what I feel? Will other group members accept my ideas and be ready to share? How can I understand other people’s ideas? May I get lost? Will I learn something that I can apply in my own place/country? How am I going to implement the learning? Are the facilitators behaving in child friendly way?

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Topic:

‘River of Life’

Time: 45 minutes

Brief Description of the Session: Each participant will draw a ‘river of life’ on a sheet of paper to share key characteristics of the country/place s/he comes from and key childhood experiences in his/her life’s journey (from birth to present day). Large group mingling will enable sharing. All these “Rivers of Life” will be displayed on a wall. Objectives: By the end of the session participants will • •

Know more about participants' homes and key childhood experiences Have shared key information about themselves

Methods: Art, group mingling and exhibition. Materials Required: Paper, pencils, rubbers and coloured crayons Process: Step 1

Give each participant a piece of paper, pencil, rubber and coloured crayons.

Step 2

It is explained that our life is like a river. It starts somewhere and is so full of energy that it continues to flow strongly. Sometimes our river changes direction as we move from one place to another.

26 Step 3

Ask each participant to draw his/her ‘River of Life’ – a river which represents his/her childhood/life journey (from birth to present day for children, adults are asked primarily to focus on their childhood, with just a few major events in their adult lives). In particular the participants are asked to draw symbols or pictures along the stretch of their river to 1) share characteristics of the place they live, and 2) to highlight key experiences that have most enabled them to develop as a person. Explain to participants that they have 20 minutes to prepare their river of life. It may help participants to spend a few minutes thinking about what they want to draw before they start.

Step 4

After 20 minutes, the participants are asked to walk around the room and speak with people (particularly those they haven’t yet met) to share their ‘River of Life’ to help introduce who they are and where they come from.

Step 5

Participants should be asked to write their names on their pictures and to stick them a board/wall where everyone will be able to see them throughout the workshop.

Step 6

Reminding all participants that these pictures will be displayed throughout the workshop, to enable further sharing and introductions concludes this activity.

Notes for Facilitators: Participants may or may not require translation, as many participants may be able to overcome language barriers through their drawings.

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Topic:

Opportunities for Participants’ Involvement.

Time: 15 minutes

This activity will inform participants of the opportunities for their involvement in the planning and implementation of the sessions. This session will also inform participants about opportunities for them to make comments about the workshop. Objectives: By the end of the session participants will be able to – •

To know how to make their views heard!

Methods Discussion Materials Required: A sheet with headings of the various opportunities that the participants have for their active involvement and to raise their voices needs to be prepared.

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Process: Step 1

Introduce the session

Step 2

Explain participants the opportunities for involvement in the planning and implementing of sessions and also for commenting on and raising issues concerning all aspects of the training.

Step 3

•

A Review Group should be created for the duration on the workshop. This group is comprised of some of the facilitators (if both child and adult facilitators, equal numbers of both), and two or three volunteers from the group of participants. Ideally, a child participant or facilitator should chair it. This group will meet each evening for about 30 minutes to discuss how the day went. The Review Group needs to review the events and learnings of the day and make comments and suggestions on the day’s programme to members of the Workshop Planning Committee.

•

Entertainment group – to make suggestions to Planning Committee in consultation with the participants and be responsible for organising the events. Asking for volunteers from amongst the participants and facilitators forms the Entertainment Group.

•

Soap Box – A deginated place (or Box to stand on) is identified and a designated time identified (i.e. during breaks) when participants have a chance to raise their any issue and also to try their hand at public speaking.

•

Mail Box – Create a sealed ‘comments box’. Any written inputs can be made throughout the workshop and put into the mailbox. The core group will open the comments each evening and discuss them.

•

Problem Wall – A wall is identified with A white cloth or paper is fixed on a wall, participants are asked to write/draw about any specific problems faced by children in their local country contexts

•

Cloth Story Board – A with cloth is fixed on a wall cloth where and participants maintain a daily visual record on workshop learning.

Close the session by asking if there is a need for further clarification, explanation, or suggestions.

Notes for Facilitators: • •

Make sure to clarify all the points Once the mechanisms for participation have been explained, ask for a volunteer to run through them all once again. Don’t forget to be careful and slow as translation may take some time

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5. Understanding Diversity and Power • Childhoods • Status • Appreciating Diversity

Go to Contents

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Topic:

Time: 1 hour

‘Childhoods’ Brief Description of the Session: This session is initiated with a fun game. A parachute is used where, in the process of the game, the diversity of childhood is brought up. Various childhoods in different contexts are identified e.g. rural school going child, urban working child, girl child, street child. Child participants then work in the group that they most identify with and create an image of their particular ‘type of child’ (e.g. urban working child). This is done by stapling together paper cards into the shape of a body of a child. The children then discuss and record inside the body of the child they have created: 1) How people in their community see them? 2) What they see this particular child as being allowed to do and not allowed to do. Sharing of these different ‘child creations’ enables understanding of the diversity of childhoods that come about in different contexts. Note: adults are to be split into their own working groups to explore their particular childhoods (e.g. middle class childhood, rural childhood). Objectives: By the end of the session participants will be able to• Appreciate the diversity of childhoods in different contexts • Recognise the way others influence the type of childhoods we have Methods: Art, brainstorm and presentation Materials Required: Parachute, different coloured and shaped cards (especially round and oval shapes), staplers, cello tape, coloured pens.

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Process: Step 1

All child participants are asked to hold the edge of the parachute. Adult participants are to stand close behind. The parachute is introduced as a tool for sharing information, co-operation and fun. For this activity a parachute game is going to enable us to identify different types of childhood and childhood experiences amongst participants (e.g. urban working child, rural child). An exercise will then be conducted with groups of children identified.

Step 2

The way of collectively lifting the parachute (1-2-3-Up) is explained and the ‘crossover game’ is explained.

Step 3

The facilitator will call ‘Crossover if….’ E.g. if you are a girl, you go to school, you work etc. If this category refers to them they cross over to the other side on the parachute, while it is held off the ground –(The parachute is amazingly strong!)

Step 4

Through this game (within 10 minutes), main groups will be identified and groups formed e.g. Urban working child, rural school going child. Each group is given a colour. Note: adults will also be split into their own working groups to explore their particular childhoods (e.g. middle class childhood).

Step 5

The participants are given different cards that can be stapled together to create a child. Within 5-minutes the group’s first task is to create their child.

Step 6

Within 20 minutes the second task is for the children to discuss and record inside their child: 1) How people in their community see them? 2) What they see this particular child as being allowed to do and not allowed to do.

Step 7

Presentations of key issues arising from the two questions regarding each “child” are shared by Children’s' groups and the adults' groups with the whole group.

Step 8

Sharing of these different ‘child creations’ should enable an understanding of the diversity of childhoods that come about in different contexts. Such an understanding would underline the importance of acknowledging that there need to be diverse ways for enabling children to organise themselves in different contexts.

Special Note for Facilitators: In mixed language, groups' participants may require only limited translation, as many participants may be able to overcome language through their drawings, expressions or actions.

32 Topic:

Time: 45 – 60 minutes

Status Brief Description of the Session: Use of games to demonstrate how status and values are communicated through gestures, eye contact and verbal interchange. Objectives: By the end of the session participants will be able to • Demonstrate how one can build or lose status through eye contact • Demonstrate how one can communicate status - through gestures, eye contact and verbal exchanges • Understand how one can feel disempowered or empowered through status Methods: Pair and group exercises Materials Required: Chairs Process: Step 1

Introduce the game and explain the rules.

Step 2

Split the group - both adults and children - into two smaller groups

Step 3

Line group -1 and 2 up facing each other. Have group 1 sit on chairs and group 2 sit on the floor.

Step 4

Group 1 makes eye contact with group 2 and observes them. Group 2 makes eye contact but are not allowed to maintain eye contact. They need to look away as they have made a mistake (it could be they have come late to school, or stole a book, or broke a machine) (2 min)

Step 4

The two groups have a discussion around one of the issue they choose as to why group 2 is on the floor (being late to school, or stole a book, or broke a machine this). We observe the status of group 2 who has made a mistake and are sitting on the floor.

Step 5

After some time we ask group 1 and 2 to change places (So group 1 on floor and Group 2 in the chair) and discuss the same issue (i.e. Group 2 being the guilty party.

Step 6

Bring the participants back into one large group. Ask for feedback and discuss how they felt why they felt that way. Does group 2 feel more confident when they are on the chair, even though they have made a mistake?

33 Step 7

Part 2 of the exercise: Divide all participants into 2 groups (children's and adults group), and the instruction is: Children's group will have eye contact and say hello with each other and the larger group, the Adult's group will have no eye contact or say hello within its group or outside. (Each group will be given instructions separately).

Step 8

All participants are to first mix in their own groups for 1 min and then move around in the larger groups for 5 min.

Step 9

Feedback and discussion ( 10 min)

Notes for Facilitators: •

Provide examples of questions they might help to lead discussion.

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Topic:

Appreciating Diversity

Time: 1 hour

Brief Description of the Session: In this game, participants have to get from one point in the room to another, following some constricting rules. (summarize the game here). Objectives: By the end of the session participants will be able to – •

Appreciate diversity in society and how each individual can contribute to human development

Methods: •

Group discussion

Materials Required: Blindfolds, rope Process: Step 1

Introduce the game, which is played in three parts A, B and C.

Step 2

Split the group into two smaller groups.

Step 3

Select a few participants from each group (select an equal number from each group) and “disable” them. Either put a blindfold on them, or tie their leg(s) or arm(s) so they can’t be used. Explain that both lines have people from various backgrounds i.e. girls-boys/ abled-disabled/ rich-poor/lower caste-upper caste, etc.)

Step 4

Have the group form two equal lines.

Step 5

Part A Each group has to make the shortest possible line using their team members. Give them 2 minutes to think and plan. (this mean making a line either by pressing hard against each other's bodies, by joining all little fingers or by other creative ways.

Step 6

The team that is the shortest in length is the winner.

35 Step 7

Part B Ask them to remain in the same groups. Each group has to make the longest possible line between them. Give them 2 minutes to think and plan. (This means each person in the line has to be touching another person and they cannot use any props). The longest groups wins - declare the winner.

Step 8

Part C Ask them to remain in the same groups. Each group has to make the longest possible line now, but they are also allowed to use all the resources they have with them at that moment (but NOTHING from their surroundings). Give them 5 minutes to think and plan. (Don’t tell them but they can use items like their shirts, chains, belts, shoe laces, etc. The longest groups wins - declare the winner.

Step 9

Step 10

Discuss in a large group: • Which team won the part A and Why? Were both the teams equal? If yes then why did one team win? What makes team win or lose? Did you include everybody in the game or you left some of your team-mates out because they were slow, disabled or blind? •

Which team won the part B and Why? Where both the teams equal? If yes then why did one team win? What makes team win or lose? Did you include everybody in the game or you left some of your team-mates out because they were slow, disabled or blind? Whose planning was better?

•

Which team won the part C and Why? Where both the teams equal? If yes then why did one team win?

•

What made this team win? Did you include everybody in the game or you left some of your team-mates out because they were slow, disabled or blind? Did everybody contribute to the team even if it was a handkerchief?

•

Was anybody in the losing team who refused to contribute? If yes - did you convince them enough?

Do you think a diverse group can bring in a wider perspective them a homogenous group? What do you think are strengths of diversity and what are the weaknesses (I think these questions must be contextualised a bit). Step 11

Conclude the exercise by reiterating the need and importance of diversity.

36 Notes for Facilitators: • • • •

At all stages make sure to give the participants a time limit to prepare and implement (make sure the time limit is enforced). Tie few participants’ hands, legs or blindfold them. This would make the team experience working with people with special needs. You should ask for volunteers for doing this. Ensure that all participate. If the group is too big, make more than two teams.

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6. Introduction to Children Citizenship and Governance • Hand out on CC&G

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38

Topic:

Introduction to CC&G

Time: 1 – 1.5 hours

Brief Description of the Session: Through role plays, art and discussion, the group will explore what children’s citizenship and governance means. Objectives: By the end of the session participants will: • •

See some links between participation, empowerment, citizenship & governance. Realise empowerment is critical for impact BUT requires the right attitudes, knowledge and skills. To get a better understanding of participation, empowerment, citizenship & governance.

Methods: Role-plays, art, discussion and presentation of materials. Materials Required: Handouts: • Why should children be concerned with CC&G? (see following page) • Workshop Programme and the topics to be covered each day. • Terms & meanings related to Children Citizenship and Governance (see following page) Process: Step 1

Introduce the session. Explanation of role plays and the following questions: What difference do you see between the two processes from the children’s point of view? What was the difference in the results of the meeting? Which do you think is better for children and why?

Step 2

Split the group into two. (Sorry, I also do not understand this session. Can you explain the role-plays to me? What if there are not children, or no adults in the group?)

Step 2

Get in country groups. Do the role-plays and answer the questions. (explain)

Step 3

Bring the participants together into a large group and give a brief introduction on Citizenship & Governance.

39 Step 4

Split the larger group into smaller groups of X number of people (if there are a variety of countries or regions/districts in a country represented, split the groups into such groups.) Conduct brainstorming session in the smaller groups on why children should be concerned with Citizenship & Governance?

Step 5

Bring the small groups back together and have a brief discussion on what the participants said in the brainstorming session.

Step 5

What do we need to know to practice CC&G if we want to? • Go through the themes for the 10 days • What does it require to be an effective actor in these areas? Wanting the answer AKS. • What AKS did you need in your role-play as a child to be effective? • If time play one again and do joint analysis. (sorry, confused again)

Step 6

Give out handout.

Step 7

Go through the topic that will be covered in each of the 10 days. These will be displayed around the room on separate flip chart sheets (5 mins.)

Step 8

5 mins. for questions.

Step 9

What AKS needed in children’s effective involvement in role-play scenario?

Step 10

The next part of the activity is for participants to draw, in paired country teams, expressing their interpretation of the meaning of one of the four key themes: participation, empowerment, citizenship & governance (10mins.) The translation of these terms needs to written in a chart paper and pasted on the wall beforehand

Step 11

The participants put pictures on a wall for a 'gallery walk' walk around and view the display as one would in an art gallery.

Notes for Facilitators: •

The key words should be translated before hand and put up on flip charts.

40

Handout on CC&G Why should children be concerned with citizenship and governance? • • • • • •

All children and adults have rights. They are the entitlements people have as individuals and collectively. Citizenship assumes that children have civil and political rights now to participation and representation in all systems, structures or institutions Participation is a right (CRC Art.12). We all experience participation in our lives and it is a basis for C & G. Our work on citizenship encourages the practice of empowering children as active, critical and responsible citizens Participation can be passive (tokenistic) or active (taking part. Citizenship is helping children to act beyond personal interest and achieve permanent change in the wider community Citizenship includes both building knowledge, understanding and confidence so that children are able to participate in the communities in which they live

Two types of active participation – receiving and giving (often combined). People learn, (i.e. gain knowledge) through participation with parents, friends, teachers. • • • •

Active citizenship is participation to change things to improve one’s own life and others live. It is proactive. It is done through giving time and effort. Active citizenship comes from empowerment (can be good or bad), for good it requires Attitudes that respect & value others and their human rights, Knowledge & Skills (AKS). C&G is about bringing change for the good of all, especially those who are marginalised. This often means a redistribution of power/resources, which brings tension. Collective action is usually more effective in bringing change than working alone. CC&G work is thus about facilitating children to organise and act collectively as citizens.

A definition of Children and citizenship Children’s citizenship is about the active participation of girls, boys and young people in the social, economic, political and cultural arenas. It is an incremental process in which they develop the skills, understanding and values to influence decision making and outcomes at the local, national and international levels in an environment, which recognises them as competent social actors. Citizenship for children and young people empowers them to exercise their rights and responsibilities alongside adults in the interest both of their peers and others. Their participation challenges existing inequalities and the root causes of poverty and positively contributes to a more just and democratic world.

Save the Children, Cross-regional workshop on citizenship, London 2001. Governance is about how things will be done (decisions made), and how resources will be used.

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7. Let’s Peel the Power Onion • The Sticker Game Over Coming Discrimination • Power Onion- Types of Power • Power Ball- Mapping Tool • Bottlenecks of Children's Organisations

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42

Topic:

The Sticker Game: Overcoming Discrimination

Time: 30 minutes

Brief Description of the Session: This is a game to remind participants of the feeling associated with discrimination. Each participant has one of three different possible coloured stickers placed on his/her forehead. The participants then greet each person differently according to the colour of his/her sticker e.g. a) red sticker– greet them with great joy; b) black – acknowledge them; c) green – avoid them. After the game, a discussion is facilitated to share feelings arising from being included/ excluded and views regarding discrimination. Objectives: By the end of the session participants will – • • •

Be able to empathise with what it feels like to be excluded from a group or discriminated against Be aware of the groups of people in our society who are often discriminated against and will recognise the negative impact of such discrimination Have thought of ways to overcome discrimination

Methods: Experiential learning game Materials Required: 3 sets of different coloured bindis/stickers: red, black and green, flip charts, pens, cello tape. Process: Step 1

Introduce the game. The participants should be told that they are going to play a greeting game. However, they have to greet people differently according to the colour of the stickers placed on their foreheads.

Step 2

The facilitator should put one of three different coloured stickers on each of the participants’ foreheads. The participants are not to know which colour sticker they are wearing.

43 Step 3

Have the participants move around the room and greet one another (510 minutes). They have to greet each participant in a certain way according to the colour of the sticker on their foreheads. a) If someone has a red sticker– this is a person who is very important to you who you haven’t seen in ages. You are very happy to see them and want to greet them very warmly. b) if someone has a black sticker– this is someone, you pass everyday. You want to greet them, but casually. c) if someone has a green sticker– this is someone, you do not want to see or greet as you think that s/he will cause trouble.

Step 4

Stop the game and split people into groups of 5-8 people each. If you have participants from different countries/regions, it may be a good idea to split the group up into smaller country /regional groups.

Step 5

The participants in each group are given 15 minutes to brainstorm. Ask one person in each group to record the answers on a flip chart. Some guiding questions: • • • •

Step 6

What does it feel like to have the red, black or green sticker on your forehead? Are there any groups of people in our society who are regularly excluded, left out or discriminated against? If so, who? What is the impact of such discrimination? How can we overcome such discrimination? What are our strategies?

After about 15 minutes, bring the groups together again. Explain that the issues raised in this session regarding discrimination will be followed up in further sessions. Furthermore, the flipcharts from each group should be displayed for all to see.

Special Notes: 1. The facilitator can strategically place the stickers. For example, place a red sticker on participants who have been quieter, and a green sticker on those who have been most vocal. 2. Make sure there are a variety of different coloured stickers in each group so as to encourage discussion.

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Topic:

Power Onion – Types of Power

Time: 1.25 hours

Brief Description of the Session: Played in a big group, this is a non-verbal game that enables participants to experience how it feels to have various levels of power. Objectives: By the end of the session participants will be able to Explain power and its types (What do we understand by power? What happens when the power dynamics change? Who can change the power equation? How can we do this? Types of power: "power up/power to/power with/power within). Methods: Playing Card Game, presentations, large group discussions. Materials Required: Playing Cards (2-4 decks) Process: Step 1

Introduce the game

Step 2

Participants are asked to stand in a circle. They are explained the rules of the games: • Take permission from participants for taking part in the games. • Inform the participants that this game may question some of their existing power issues. If they wish they could be silent observers. • Explain to the participants that this is a non-verbal exercise. Request everybody not to speak until instructed

Step 3

Each participant is asked to pick a playing card from the deck of cards and ask him/her not to show it to anybody.

Step 4

Explain to the group that the value on the card their status in society. For example, if you are the ace you are the top most and if you are 2 then you are in a powerless position.

Step 5

Ask them to move in a circle. Now let others see your cards and ask people to position themselves in the circle according to their power status in the group. The aces then kings, queens are to stay at the centre and others have to flock around them, according to the position of the cards (Aces, Kings high status, cards with 2 or 3s low status).

45 Step 6

Let them be in this situation for few minutes. Inform them that this is the only time in the game when you are allowed to trade places with other participants without saying something. • •

Ask the 2 or 3s if they wish to become Aces or Queens and the reverse Ask if any one else want to trade places/position?

Step 7

Have the participants return to their original sitting positions. Snap them out of the game and prepare them for group discussion.

Step 10

Discuss in a large group: • What did you feel while participating in the game? • Did anybody feel worthless or very powerful? If yes what made you feel so? • Which participants traded places and why? • Does the game depict the true picture of present day society? • Do we have people in powerful situation and others who are powerless? • How can we overcome the power barriers?

Step 11

Conclude the exercise by reiterating the need to understand power (see handout on power), and its effect on our daily lives?

Special Note for Facilitators: • • •

Take notes while people respond to your instructions for feeding back to the group later in the plenary. Observe uneasiness and discuss later in the plenary. Ensure all participate in large group discussion.

Ace King

Queen Jack

10

6 5 4 3

46 Handout on Power

Concepts of Power What is Power? How is Power used? What are the contexts in which the power motive is expressed? Is power an entity? A useful definition of power is 'predisposition to act, to influence". It is seen as something one posse (an entity), if people believe you have it. Another view of power is that of autonomy or mastery. There seems to be basically two basic facets of power. One is that it is an attribute of a position in authority and second it means being effective. Both are important elements and that how people perceive someone (i.e. as being powerful or powerless) influences the person's effectiveness. The following concepts would help us in understanding power and power relations.

➧

➧

Power over (or under) Here it denotes a power relationship of both domination and subordination.

➧

Power to Creative and enabling Essence of individual aspect of empowerment

➧

Power with Here one shares powers with others. Power is perceived to be held collectively. Sharing power collectively, for example, makes people feel empowered through being organized and united for a common purpose or when a group tackles problems together. Power within This denotes the power on has within oneself, which is the basis of selfacceptance and self-respect. This self respect will then hopefully extends to respect for and acceptance of others as equals.

Social Power What is the basis of social power? Power as categorised above is exercised through either coercion, reward, acquiring the position and authority as an expert, by sharing collectively. Power can also be had through reverent and legitimately. Experts acquire power through reputation as an expert, but the expertise can be challenged at times. Reverent power is derived from identification or liking for the person. Legitimate power is what is usually given through acceptance by society rules, regulations, which can also be challenged but usually is difficult. The power derived by constitution, court of law, the police are examples of this type. Power may be limited. The extent of power may be limited by situational norms. One can only exercise power appropriate to the situation and the task in hand. For example in the exercise of power by children, what kind of hierarchy is involved may

47 prescribe the limitation of power or on how power is exercised. In the case of women, homemakers are supposed to have a lot of power in the home because of their occupation as homemakers, but this power is often subject to control by men and other women. Power may be also achieved by manipulations. Power struggle is the expressed resistance to control of power from others or to take power from others. Generally in such struggles, power exchange takes place where one gains, the other loses. Power sharing as opposed to power struggle however may make two or more parties in a 'power play' winners as opposed to one a winner and the other a loser. The family sets the prototype for power relations in a society. The common explanation of lack of symmetry in power relations in society between men and women, adult and child is that woman and children need protection because they are weak. This is not the entire explanation. Advantages of education, income and law is all on the side of men and adults. Sexual and age differential is rooted in patriarchal kinship systems whose orgnising principles govern the rules for control, use and distribution of resources, including control and use of labour and land. Visibility and power are related. Children and young people are generally invisible this is because their power is perceived to be limited. Increasing visibility in social, cultural, economic and political sphere has positive effects in power relations.

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Topic:

Power Ball – Mapping tool

Time: 1 hour

Brief Description of the Session: This is an art activity, which explores power relations specifically in the lives of children (in their peer groups, families, children’s organisations, communities, and schools, as well as in wider society). Objectives: By the end of the session participants will be able to – • Use power balls as a tool to explore power relations • Have a greater understanding of the power relations in their own lives, communities and organisations. • Recognise the impact of power on the nature of our relationships, the way we feel and behave towards others. Methods: Art, group discussion, brainstorming Materials Required: Flipchart paper, flipchart markers Process: Step 1

Participants should be brought together in one large group. The facilitator should explain to the group that this activity would enable them to explore the nature of power and power relations in their own lives and organisations. They are going to create -“Power Balls”.

Step 2

Introduce the “Power Ball” concept. It is an image of a ball, which helps people understand power relations better.

Step 3

The facilitator should draw a power ball for the larger group, so they understand the concept. A large ball should be drawn on a flipchart and a horizontal line should be drawn through the middle of the ball. It is explained that the centre of the ball (middle of horizontal line) represents one child or group of children. As an example, describe a particular child like a rural girl child in South Asia. A rural girl is drawn/ written on a postit note and placed in the centre of the power ball (on the horizontal line).

49 Step 4

Have the group brainstorm that in the girl’s family has more or less power. Those with more power are written/drawn on post-it notes and placed above the girl (in the centre). Those with less power are placed below. All the post-it notes should be placed in relation to each other. Those with the most power should be placed at the top of the power ball, and those with less power should be placed at the bottom of the ball (if you don't have post it you can either do it directly on the flipchart or on the ground). The girl’s family members should include a: mother, father, grandmother, grandfather, eldest brother who is married and earning, the sister in law, an elder brother who has a disability, a younger brother and a younger sister. The brainstorming and placing of post-its in the large group should be carried out within 10 minutes.

Step 5

Split the group up into smaller groups. If the participants are from different countries, you can split them into country groups. If you have different organizations, you can split the group up into their organization groups. Each group is given 20 minutes to create and discuss their own “Power Ball Each group should can choose to make a power ball of children and: • their families; • their peer group/ friendship groups; • their schools; • their children’s organisation; or • their residence (e.g. street) or local community.

Step 6

While the group is creating their power balls, they should each discuss questions regarding the nature of the power relations and their impact, such as: • Who has power? • How do these power relations affect our lives? • Do we behave differently with someone who has more power than us? Less power than us? • How does it make us feel? • Why do some people have more power than others? • Do some power relations change over time? (e.g. when children become older)

Step 7

Once the groups have finished their power balls, the participants should be brought back together in a large group.

Step 8

Each group should make a short presentation about their power ball and the key issues that came up during the discussion.

50 Step 9

In summing up, the facilitator(s) should explain how this tool could be used to explore existing power relations in different settings. Power Balls can also be used to visualise ideal power relations. For example, the tool could be used to visualise what is the ideal distribution of power between children (girls, boys, rich and poor, disabled or able bodied) and adults in an organisation.

Power Ball of a Family

Grandfather Father

Grandmother Mother

Elder sister

Girl

Younger brother

Younger sister Disabled elder sister

51

Topic:

Bottlenecks of Children’s Organisations

Time: 45 minutes

Brief Description of the Session: This is an art activity, which helps participants identify the main challenges facing children’s organizations. It is also appropriate for workshops with representatives from children’s organisations. This activity is suitable for participants' -both children and adults - who are engaged with children's organisations. Objectives: By the end of the session participants will be able to • Identify the greatest challenges facing children’s organisational development or influence as change makers. Methods: •

Art, brainstorming, and presentations.

Materials Required: Flipchart with an image of a bottle, post-it notes, pens Process: Step 1

Explain to all participants that the purpose of the activity is to identify the greatest challenges facing children’s organisational development or influence as change makers. By identifying the challenges early in the workshop, the group can try to find strategies to overcome them in the remaining days.

Step 2

The facilitator should present an image of a ‘children’s organisations’ stuck inside a bottle. This image should represent how some children are organising themselves, but somehow they have less influence than they would like. What are the challenges facing children’s organisations?

Step 3

Separate the participants into two groups: an adult group and a children’s group. Each group has their ‘COs in the bottle’ image.

52 Step 4

Step 5

Step 6

Give a large image (on flipchart paper) of a CO in a bottle to each group. Give the groups 20 minutes to think about and express the main challenges facing children’s organisations. (For example, challenges they face when trying to develop their organisation democratically, influence adult decisionmakers etc.). Have the group record their ideas on post-it notes. Translators need to sit with the children to enable them to record their ideas on post-its. Once they have recorded their ideas, the post-it notes should be placed inside the bottle. Bring the two groups back together into one large group. Have each group share the key challenges that were raised. In the summing up, the facilitator(s) should explain that participants ought to keep these challenges in mind during the remaining days, so that they can apply some of learning in other workshop sessions and develop strategies to overcome the challenges children’s organizations face. Near the end of the workshop, the facilitator should re-visit the bottlenecks to see if the participants feel more empowered with the skills and knowledge to overcome such challenges.

Notes for Facilitator: This activity should be conducted early on in the workshop, so that solutions to the challenges raised in this activity can be addressed in the remaining time.

53

8.

We are Citizens: Participation to Governance • Active Citizen • Rights and Responsibilities Part 1 Skit • Rights and Responsibilities Part 2 Body of Rights and Responsibilities • River of Crocodiles – Risks in Participation Go to Contents

54

Topic:

Active Citizen

Time: 1.5 hours

Brief Description of the Session: This is an exercise exploring the participants' role as citizens in a family, community or school situation. This activity should help make participants aware of their responsibilities as active citizens in different contexts. Objectives: By the end of the session participants will be able to – • See the difference between an active/ passive and negative citizen • Realize the importance of being an active citizen and the responsibilities attached to it. Methods: Role play, art, presentation Materials Required: Develop situation description for Role plays, drawings and presentation Process: Step 1

Divide participants into groups of 4 to 6. If it is a mixed group of adults and children try to have equal number of adults and children.

Step 2

Provide each group with written situations around family, school and community. The situation will be a mixture of adults and children playing a positive/active and negative/passive citizen role. The facilitators will need to discuss amongst themselves and prepare the situation for groups to engage based on appropriateness to the local area.

Step 3

Groups will be a given choice of role-play, art or other forms of presentation. They will be given half hour to prepare and present

Step 5

Adult and children’s groups will make a 5 minute presentation to the larger group

Step 6

5 minutes Feedback will be provided on each presentation

55

Topic:

Rights and Responsibilities Part 1) Skit

Time: 45 minutes

Brief Description of the Session: This is a skit used to encourage discussion amongst the participants about which family members have rights, and why. Objectives: By the end of the session participants will be able to • Understand that all family members: girls, boys, women and men have rights • Appreciate how dominating adults can prevent other family members from realising their rights Methods: Skit Materials Required: A short skit script depicting a family situation and conflict of rights. Handout on Process: Step 1

All the participants are gathered together to observe a ‘skit’ about rights in the family. Children who have previously volunteered perform the skit, and they prepare for the presentation the evening before.

Step 2

A 5-minute skit is performed. It is a skit about a family: father, mother, daughter and son. The father orders all the family members around, doesn’t listen to their views, but gets them to work to earn money to fulfil his wishes and needs. If they don’t do exactly what he says he beats them.

Step 3

Split the participants into smaller groups of between X and X number of people. Ask each group to discuss: • Which family members rights are being met? How? Why? • Which family members rights are not being met? How? Why? • In the family who should have rights?

Step 4

After 7 minutes each group is allocated one character from the play and are asked to give this character from the skit one piece of advice. What advice would they give?

Step 5

Groups come back to the larger group and share their experience

56 Topic:

Rights and Responsibilities

Time: 30 - 45 minutes

Brief Description of the Session: This is a visual exercise to encourage participants to think about what rights and responsibilities children should have. In this activity, participants will also be provided information about the rights of children, according to the UNCRC Objectives: By the end of the session participants will •

Have created drawings showing their perspectives on children’s rights and responsibilities

•

Have knowledge of the four main types of rights of the United Nations Convention on the Rights of the Child (survival, protection, development and participation)

•

Are able to categorise children's rights they have identified under the four CRC baskets of rights.

Methods: Art, group discussion, Materials Required: Large sheets of flipchart paper stuck together or a long roll of paper, flipchart pens (red and black) and cello-tape Handout: Main points from the relevant UNCRC articles. Process: Step 1

Part A: Bring the participants together in one large group. Explain that the first part of the session the participants will explore what rights and responsibilities participants think that children should have.

Step 2

Split the bigger group into at least half. If you have children and adult participants, split the groups into an adult group and a children’s group.

Step 2

The facilitator should ask for 2 volunteers (or more depending on the number of groups) to lie down on a large piece of flipchart paper on the floor. Ask a participant to draw around his/her body shape.

57 Step 3

Have all the participants sit around this ‘body’. Explain that this body will become a child's ‘Body of Rights and Responsibilities’. Ask all the participants to brainstorm the rights that they think children should have. The participants’ suggestions are recorded (through word or image) with a red pen inside the body. Continue with this exercise until all the ideas are expressed.

Step 4

Ask the participants to consider what responsibilities children have. If we want to ensure that our rights and the rights of other people are to be realised what are our responsibilities? Participants’ suggestions as to their (children's) responsibilities are recorded inside the body with a black pen. Ask the participants to look at the rights listed and consider if there are any corresponding responsibilities (e.g. right to speak, responsibility to listen).

Step 5

Bring the two groups together into one large group and share the ideas.

Step 6

Part B: The facilitator should share brief information about the UNCRC and the four main types of rights: 1. Survival, 3. Development and

2. Protection, 4. Participation.

Share the hand out on 'some of the main points from the relevant CRC articles'. Step 7

Split the participants back into their smaller groups.

Step 6

Ask the participants to look back at their ‘Body of Rights’ and categorize them. Have the group try to find rights in their “body” and label them under (1) survival, (2) protection, (3) development or (4) participation.

Step 7

Ask the participants to display their ‘Body of Rights and Responsibilities’ for both groups to see the similarities and differences.

Notes for Facilitator: In a mixed group, this session should be run separately (and simultaneously) for adults and children. The ‘Body of Rights and Responsibilities’ for both groups can be displayed during the break time for comparison. The adults could be encouraged to categorise ALL of the rights listed in their ‘body of rights’.

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Rights and Responsibilities: Handout 1 Main points from the relevant CRC articles. Article 12 (The child’s opinion) 1. State Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child. 2. For this purpose, the child shall in particular be provided the opportunity to be heard in any judicial and administrative proceedings affecting the child, either directly, or through a representative or an appropriate body, in a manner consistent with the procedural rules of natural law. Article 13 (Freedom of expression) 1. The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the child’s choice. Article 14 (Freedom of thought, conscience and religion) 1. State Parties shall respect the right of the child to freedom of thought, conscience and religion. Article 15 (Freedom of association) 1.

States Parties recognise the rights of the child to freedom of association and to freedom of peaceful assembly.

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Rights and Responsibilities: Handout 2 Children, Citizenship & Rights

What is a Human Right? • Something people formally agree to, nowadays usually States Collectively at the UN on behalf of their peoples, e.g. Treaty/Covenant/Convention. Examples? (UDHR 1948, CRC 1989) • Places obligations on others to make it a reality, usually State governments. • Because HRs are for everyone it gives rights-holders duties and responsibilities as well as rights. HR international Covenants & Conventions cover areas of political, civil, social, economic and cultural rights. CRC Who knows what it stands for? CRC emphasises that children are Rights-holders. Explain that CRC an international human rights document for children. It contains all the above areas of rights. What enables/entitles children to be citizens? There is a debate. Legal definition: Full citizenship with the vote, when 18/21 years old BUT CRC is a legal international document and Art.12-15 gives children certain rights usually associated with citizenship. Explain Articles 12-15. Participation definition: Children by taking part and advocating change are acting as active citizens. Doing this collectively is usually more powerful. Examples of Children exercising Active Collective Citizenship • Children’s Organisations having a voice and advocating to adult decisionmakers, e.g. Children’s Village Committees, Ladakh; Makkala Panchayat, SMTA & Bhima Sangha, India; Child Brigade, Bangladesh; Children’s Parliament (Bal Sansad), Rajasthan; 1000 Child Clubs, Nepal, also in Thar desert, Pakistan, NSDC, Sri Lanka and among Bhutanese refugees in Nepal to mention some.

60 -

Research by COs. In Juvenile Justice issues (B), HIV/AIDS (N), Environment (C.A.)

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Advocacy by Children. Use of the radio, press, own wallpapers, Campaigning, etc.

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Children’s Agenda. To Parliamentary Lobby (S.L.), UNGASS, etc.

Growing Recognition of Children as Agents of Change. Children’s views are increasingly being sought as they have a distinct contribution to make. Will the following be examples? The UN General Assembly Special Session on Children in Sept. 2001 to follow up on the World Summit (WSC) of 1990. Children’s views on the review of WSC, the development of a New Global Agenda for Children and participation at the Special Session are being sought. A Global Movement for Children (GMC) is being proposed. Should it be ‘of’ or ‘with’ rather than ‘for’ children? What do children want? The aim of GMC is to get much more clout for children by developing a movement working for the rights of children worldwide. It would require a system of linking COs and other interested parties together. How do we ensure that COs are not sidelined in this process and that adults don’t take it over? Whose agenda will be advocated? Do children want a partnership with adults? If so how should it work? Human Rights – are the internationally agreed written legal and moral entitlements that you can claim as yours and which make you a ‘rightsholder’. Everyone has rights – adults and children (every country except two has signed the ‘Convention on the Rights of the Child’). To ensure your rights are given to you certain institutions and people have obligations to see you receive them, e.g. the State, government, civil society, local leaders, community, family.

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Topic:

River of Crocodiles - Risks in Participation

Time: 1. 5 hours

Brief Description of the Session: This is an outdoor game, which focuses on participation and risk-taking in teams. Objectives: By the end of the session participants will be able to – • Explain and experience participation Methods: Adventure games, team work, large group discussion Materials Required: Newspaper and open ground Process: Step 1

Facilitators forms teams in equal numbers. A minimum of four and a maximum of eight per team are recommended. The teams are formed in mixed groups of adults and children. Introduce the game

Step 2 Facilitators to decide the start line and the end line and need to inform the participants accordingly. Step 3

Each team is given sheets of newspaper. They are given half, as many sheets of paper as there are people in the team. (I.e. If there are 12 people in a team, the team will get 6 pieces of newspaper.)

Step 4

Explain the task to the teams • • • •

Show them the start line and the end line. The space between the lines is if full of crocodiles. In order to crossover, they cannot afford to lose any of their team members to the crocodiles. The only way they can cross the river is by building a series of steppingstones over it by using newspapers. They need to use the supplied news sheets in order to cross over without letting any of their members fall if they do fall them the teams starts all over again.

62 Step 5

The facilitator(s) should declare the winners, and bring the teams back into a large group.

Step 6

The facilitator should lead a discussion on what was learned. • Who won and why? • Did all participate? Was anybody left out for being clumsy? • List all the positive points of participation in a group? • Did the group work against odds? • What were the risks? Barriers? • How can you relate this to your lives?

Step 7

Conclude the exercise by reiterating the need for everyone to actively participate in order to accomplish tasks and goals.

Notes for Facilitators: • •

Ensure all participate in large group discussion This activity can be modified depending on the size of the group

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9. LIFE SKILLS • Working in Organisations and team work • Trust Falling • Guided Walking • House of Straw and Pins – Assertion • Chairs: Problem Solving and Negotiation • Knots – Co-operation to Overcome Problems • Communication – We are Just Talking • Why? Why? Why? Analysis • Arm Wrestling: Conflict or Co-operation

Go to Contents

64

Topic:

Working in Organisations and Team Work

Time: 1. 25 hours

Brief Description of the session: This game, played in teams, explores leadership, planning, problem solving, and use of resources, risks, time management and participation. Objectives: By the end of the session participants will be able to • Explain the basic management skills required in teams, for example in a children’s organisation Methods: Games and large group discussion. Materials Required: Old newspapers, glue, rope, cloth etc. Step 1

Facilitators forms teams in equal numbers. A minimum of four and a maximum of eight per team are recommended. The teams are formed in mixed groups of adults and children. A facilitator per group is required and assigned. The facilitators will need to be instructed on their tasks.

Step 2

Introduce the rules of the game: • All participants will be given an equal number of old newspapers and glue • All teams are to start and end at the same time. It is going to be healthy competition between all teams • They are supposed to make chain with the help of newspaper strips. • Each group has to collectively decide and make a bid of the number of knot in the chain it can make. • The group which makes bids for maximum numbers of knots in the chain and is able to fulfil its bid wins the game

Step 2

A facilitator assigned to each group to observe the group and for timekeeping and ensuring that the rules are adhered to.

Step 3

Ask each group to name their group and to bid for the no of knots that they feel they can make. Encourage them to bid higher. Record the bids on the flip chart. (sorry, I don’t understand)

65 Step 4

Let them start the game. Allocate 15 minutes for the game. •

Facilitators assigned to each of the group should be carefully observing for the fastest member of the team. After 5 minutes, ask the observers of all the groups to tie the hands of the fastest member in the group. Observers need to be instructed beforehand about this. They should be ready for some resistance from the members and the group.

•

After another 5 minutes ask the observers to blind fold the eyes of now the fastest member in the group. Observers need to be instructed beforehand about this. They should be ready for some resistance from the members and the group.

•

They continuing observing the group activity

Step 5

After all the time is up, the facilitator(s) should count the number of knots in the chain and declare winner.

Step 6

The facilitator should bring the teams back together and initiate a group discussion. Some questions for discussion: General Questions: • Which team won and why? • What was the winning strategy? How did they over come obstacles? • How many of us underestimated our skills? Why? • How many of us over estimated our skills? Why? Questions for members whose hands were tied/ blindfolded: • How did you feel when your hands were tied or when you were blindfolded? • Once you were blindfolded or your hands were tied, what did you do? Did you continue participating or silently observe? • How did your team members react? Question for observers: • What in your opinion were the strengths of the winning team in terms of planning, coordination, communication, trust, over coming obstacles, alternative leadership, etc.

Step 7

Conclude the exercise by reiterating the need and importance of applying basic life skills in organisation and team work

Notes for Facilitators: • •

Facilitators observing the teams should be given instructions and materials including rope and piece of cloth for disabling participants before the game. They should hide them and not let others see. Once the game is finished, you should display the chains around the hall.

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Topic:

Time: 25 minutes

Trust Fall Brief Description of the Session:

This is an activity, which teaches team building and requires trust between individuals and their teams. One person places their complete trust in their group members who work together to prevent the volunteer from falling Objectives: By the end of the session participants will be able to – • Demonstrate their trust for members in their team. • Recognise the importance of trust in team processes. Methods: Game Materials Required: None Process: Step 1

Using a game, separate the participants into groups of 7-9 people.

Step 2

The facilitator(s) should explain to the groups that they are going to play a trust game to demonstrate the trust they have in their fellow team members.

Step 3

In their groups, the participants are asked to make tight circles by standing shoulder to shoulder. The facilitator should ask for one volunteer from each group. That person should stand in the middle of the circle with his/her eyes closed. His/her arms should be at his/her side. Make sure the volunteer is standing straight and stiff. The facilitator(s) should ask the remaining participants to take one more small step forwards so that they form a tight circle around the volunteer (make sure that the circle is so tight that all the participants shoulders are touching one another). Ask all the participants forming the circle to put their hands up by their chests.

67 Step 4

The facilitator should ask the volunteers in the middle of the circles to fall in any direction. They should be told that their team members would support them and prevent them from falling. The participants in the circle should have both their hands up ready to support the falling volunteers. They will gently push them back into upright positions.

Step 5

One of the facilitators can volunteer to stand in one of the circles to demonstrate how the game is played. The game necessitates that one person places their complete trust in their group members to prevent them from falling over. Thus, highlighting the importance of trust and team work.

Step 6

After a few minutes another participant is encouraged to volunteer to stand in the middle and the game is replicated. The game should be repeated until all the group members have a chance to be in the middle of the circle if they want.

Step 7

At the end of the game participants are encouraged to reflect on the importance of trust in teams and the difference trust or lack of trust makes to a team’s ability to function.

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Topic:

Guided Walking

Time: 15 - 30 minutes

Brief Description of the Session: This is a game to build trust between individuals. In pairs, participants are asked ‘lead’ their ‘blind’ partner. This game is good for fostering a sense of trust between two people. It is also a good game for raising awareness of and sensitivity to the situation of people with visual impairments. Objectives: By the end of the session participants will be able to – • Appreciate the benefits of a trusting relationship Methods: Game Resource Required: Blindfolds Process: Step 1

The facilitator should ask participants to form pairs. It is explained that they are going to play a trust game.

Step 2

In pairs, participants are asked to decide which person would lead and which will be guided first. The person who elected to be guided must either be blindfolded, or close his/her eyes. The ‘lead’ should guide his/her ‘blind’ partner around the room, or outside if possible. The leading can be done by taking a hand, a finger, linking arms or by staying close and giving verbal directions. The lead must guide the “blind” person around the given space, avoiding all obstacles.

Step 3

The facilitator(s) should, encourage the leaders to let their partners touch different textured objects. This will enable the “guided” person to learn more about his/her surroundings through senses other than sight.

Step 4

The facilitators can give a demonstration of this activity first. The participants then start their own guided walking in pairs.

Step 5

After a period of time, the facilitator(s) should ask the participants to swap roles.

69 Step 6

After the game has been played, the participants come together in a plenary and the facilitator(s) should encourage the participants to reflect upon the process and what they have learnt from this game. (what does this mean? Is there a group discussion?

Notes for Facilitators: Facilitators need to be alert to any pair that might be getting into difficulties. They must also ensure that the area chosen for the exercise is free of dangers.

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Topic:

House of Straw and Pins - Assertion

Time: 1. 25 hours

Brief Description of the Session: Game played in three-sub group with three styles. Participants learn to differentiate between behaviours thorough a problem solving game – Straw and pins Objectives: By the end of the session participants will be able to • Differentiate between assertion, aggression and passive behaviours • Define assertion Methods: Game, large group discussion Large group discussion Materials Required: Bundle of straw and office pins Handouts: Provide notes on assertion, aggression and passive behaviours. Process: Step 1

Step 3

Introduce the game: • In 3 groups, the participants are to build a house of straw using straws and pins. • All group member have to work in accordance to what the leader says • Members are not allowed to question authority • The groups have 10 minutes to complete the task. Make three equal size groups and ask the participants to name their groups.

Step 4

Ask each group to vote for a leader.

71 Step 5

Once the leaders are chosen, the facilitator(s) should ask the three leaders to step aside or into another room, if they need a separate set of instructions in order to structure the game). Inform the leaders that they will each need to lead in a specific way throughout the game. It should be explained that they are not allowed to share the instructions with others until the end of the game. The facilitator(s) should assign the following “leadership styles” to each of the three leaders: Passive: This leader does not care if the house is build or not. S/he does not take any interest in getting the house made and s/he does not lead nor lets anyone else lead. Aggressive: This leader takes charge of the entire stock of pins and straw and either builds the house on his/her own or gives demeaning instructions to others as though they were his/her slaves. Assertive: This leader makes sure that everybody participates. He/she ensures that all point of views are heard and group consensus is reached. S/he allows others the opportunity to give their opinions but at the same time ensures that the work is done.

Step 6

After 10 minutes the facilitator(s) should stop the game and see which group has finished the task. Invariably, the group that finishes the task first is the one with the assertive leader and the group, which finishes last, is the one with the passive leader. The aggressive leader might finish the task but the group members will probably be very disappointed in him/her.

Step 7

Bring the group back together and facilitate a large group discussion. Some of the questions that can be asked are: • • • • • • • • • • • • • •

Which group was able to build a house of straw and why? Whose house of straw is the most beautiful? What did you feel while building the house? How was your leader - very co-operative, passive or aggressive? Did s/he allow you to express your point of view? What was good about the leadership in your group? What was bad? Would you have preferred to be in another group? If yes which one and why? Are there people like this around us? Are only adults like this or are some children also seen to exhibit all three behaviours? Do you think everybody is born assertive? How do you become assertive? Is it important for us to assert our point of view? What are the various ways of asserting ourselves?

72 Step 7

Conclude the exercise by reiterating the need to practice assertive behaviour. Assertion simply is: “I respect your rights and you respect mine.” It is a win - win situation

Notes for Facilitators: • • •

If the group is large make 6 groups and have 2 leaders of each type. The instructions should be clear and precise. Give instant feedback in case of any confusion

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Topic:

‘Chairs’: Problem Solving and Negotiation

Time: 30 minutes

Brief Description of the Session: This is an activity that teaches problem solving, negotiation skills and the benefits of cooperation. Different groups are given different sets of instructions about a task they must complete, making cooperation difficult. Objectives: By the end of the session participants will be • •

Aware of cultural differences in dealing with conflict Aware that some conflicts can be solved through problem solving, negotiation and cooperation.

Methods: Game Materials Required: Three sets of instructions typed on paper (please see hand-out X attached to this activity) Process: Step 1

Split the participants into smaller groups of a maximum of 5 per group. They will have 10 minutes to complete the task.

Step 2

Participants from each group are given one of three instructions: a) “put all the chairs in a circle. You have 10 minutes to do this.” b) “put all the chairs near the door. You have 10 minutes to do this.” c) “put all the chairs near the window. You have 10 minutes to do this.”

Step 3

Ask the participants to follow their instructions without showing their slip of paper to anyone else.

Step 4

Have the group begin and after 10 minutes, stop the activity and bring the participants back into the larger group

74 Step 5

The facilitator should lead a group discussion reflecting on what has taken place and to share their experiences. For example: • • • • •

How did you relate to people who were doing different things? Did you follow the instructions whatever the cost? Did you find out about the different instructions? What did they feel then? Did you argue, persuade, co-operate, struggle or give in? How did your background or culture influence the way you behaved? How does this game relate to everyday life?

Notes for Facilitators: Groups often burst into intense action. The level of conflict needs to be monitored and participants may need to be reminded of the basic ground rule of non-violence. This activity should be done when the participants are fairly familiar with one another.

75

Topic:

Time: 30 minutes

‘Knots’ – Co-operation to Overcome Problems Brief Description of the Session: This is a group game that helps participants understand the need for co-operation and communication Groups form human knots and then have to figure out how to get out of them. Objectives: By the end of the session participants will be able to – • Recognise the importance of cooperation and communication in overcoming problems Methods/Tools: An experiential game Resource Required: None Process: Step 1

Split the large group into small groups 6-9 persons. The facilitator(s) should explain to the groups that they are going to play a game which requires group cooperation and communication to overcome a problematic or ‘knotty situation’.

Step 2

In their groups, ask the participants to form a close circle with their eyes closed. They are asked to stretch out their arms in front of them and to grasp other people’s hands. Make sure that everyone is holding two other people’s hands in each of , theirs.

Step 3

Once connected, ask the participants to open their eyes. The whole group is in a ‘human knot’. Without letting go of their partner’s hands they have to work together to try to undo their ‘knot’ so that they are standing together in a circle.

Notes for Facilitators: • • •

In Step 2 the facilitator may want to sort out any links of more than two hands, or connect any strays. Safety, touch and gender issues need to be considered by the facilitators. This exercise may produce more than one circle from the original group.

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Topic:

Communication - We Are Just Talking

Time: 1 hour

Brief Description of the Session: Communication is the vital life skills of the people by which they can share ideas, opinion, facts and feelings. This skill is developed through practice, practice and practice. Good communication requires selecting, organising, presenting messages and listening. This exercise will help participants discuss the means of communication. Objectives: By the end of the session participants will be able to – • Identify the barriers of one-way communication. • Understand the factors that help communication. Methods: Drawing, discussion Materials Required: Pens or markers, paper, simple pictures or drawings (these could be of a garden, a ship, a cup and so on that can be described easily). Handouts: Points to be considered while communicating. (where can this be found? Should this be referred to?) Process: Step 1

Share the aim, objectives and process of the session.

Step 2

Distribute pens and paper to all the participants. Ask one of the participants to be a volunteer. Give the volunteer a piece of paper with a simple drawing on it. Ask the volunteer to describe the drawing to the large group without allowing anyone to see the actual picture. All participants have to draw as per the explanation of the volunteer. They should not write down words, but draw the picture as is described by the volunteer). The volunteer is not allowed to repeat instructions and the audience is not allowed to ask to repeat any of the instructions.

Step 3

Once the volunteer has finished his/her explaining, have the participants share their drawings with one another. Then have the volunteer show the original picture to the audience.

77 Step 4

The facilitator(s) should lead a group discussion. Some points for discussion include: • The volunteer said the same thing to all but why are the drawings different? The possible answers may be: • The volunteer was not specific. • S/he was not prepared in advance so did not know from where to start. • Translation was not appropriate. • We did not listen properly. • The words and language used by the volunteer was not understandable. • It was not a dialogue but was one-way communication.

Step 5

The facilitator should lead a brainstorming session. This short exercise posed many problems, so how do we all communicate with others in our daily lives? We often blame others for not having proper communication but it applies equally to all of us. Have the group brainstorm to come up with other barriers to communication. Write down the answers on a flipchart.

Step 6

Split the larger group into X number of smaller working groups. If you have people who speak different languages, split the groups up along language lines.

Step 7

Ask the smaller groups to brainstorm ways to overcome communication barriers.

Step 8

Bring the groups back together into one. Have the small groups share their findings in a plenary.

78 Topic:

Why? Why? Why? Analysis

Time: 30 - 45 minutes

Brief Description of the Session: A simple analytic tool ‘why? why? why?’ is used to enable participants to critically analyse key questions that are related to life skills they are learning in this workshop Objectives: By the end of the session participants will be able to • •

Use a simple analytic tool to critically question Recognise the multiple benefits of certain life skills (e.g. co-operation, communication)

Methods: Sharing, analysis. Materials Required: Flipchart paper, flipchart pens Process: Step 1

Split the participants into groups of X people each Explain that this session is meant to encourage critical questioning and analysis by children and children’s organizations (which can also be sued for any other organisations), and also aims to share a simple tool for such analysis.

Step 2

Using the question: Why should children have their own organizations? Provide an example of how a why? Why? Why? Analysis is done.

Step 3

Give each group a key question regarding one aspect of life skills (which are the aspects of life skills taught? Can we list them out?). For example: Why is trust important? Why is cooperation / problem solving / communication / negotiation important? Ask the group to discuss why these aspects of life skills are important. Have the group record their answers on flip chart paper.

Step 4

Using a why? Why? Why? Flow chart participants are asked to explore their question. (what is this?) For example, the participants in one group are initially asked to brainstorm the varied reasons why trust is important. Then for each of the answers given they are again asked to explore why each of the answers given is important. Then a third level of critical questioning should be asked: why? (Can you provide a sample of this so it is easier to understand?)

79 Step 5

Bring the small groups back together into a large group. Ask participants from each group to share their feedback regarding the importance of trust, cooperation, problem solving, communication and negotiation. Participants are also encouraged to comment on the usefulness of this why?Why?Why? Tool.

Step 6

The facilitators should conclude the session by further reiterating that critical questioning by children and children’s organisations (or any other organisation) is important and should be encouraged.

80 Topic:

Arm wrestling: conflict or co-operation

Time: 30 minutes

Brief Description of the Session: Pairs of participants are asked to arm wrestle with each other to win sweets. This game is a powerful way of making pairs of children /adults consider the benefits of cooperation as opposed to competition or conflict. It reinforces the value of win-win solutions. Objectives: By the end of the session participants will be able to – • Appreciate the benefits of cooperation as opposed to competition or conflict Methods: An experiential game Materials Required: Lots of sweets, a table and two chairs. Process: Step 1

Have the participants gather in one large group. Explain that they are going to play an arm wrestling game to win sweets. Ask all the participants to form pairs with someone who is a similar height and build.

Step 2

The facilitators set up the room. The participants go pairs into the ‘arm wrestling’ room. Depending on the numbers of all the pairs can wrestle at the same time or in batches.

Step 3

Ask the participants to sit on chairs either side of tables. Each participant places his/her elbow on the table and clasp hands with his/her partner, with forearms touching - ready to arm wrestle.

Step 4

The facilitator should explain that the pair will be given 30 seconds to arm wrestle, and in that time whoever wins will be given sweets. Each participant will be given a sweet for each time s/he wins within the 30 seconds.

Step 5

Begin the arm wrestling.

81 Step 6

After 30 seconds, stop the game and award the winner (if there is one) with sweets.

Step 7

Explain to the participants that they are now going to get another chance to win sweets. Ask them to think about how they could cooperate so as to win MORE sweets. Begin the second round of arm wrestling.

Step 7

After 30 seconds, stop the game. Again, give participants the number of sweets according to the number of time s/he ‘wins’.

Step 8

Bring the pairs back into a large group. Encourage them to reflect on the benefits of cooperating rather than competing. This is a group discussion. The aim is that the ‘win win’ philosophy is further reinforced.

Notes for Facilitators: In the first round most participants tend to compete against each other. They spend most of their time battling and win few sweets. However, in the second round most participants realise that if they cooperate they can win more sweets. Participants often agree to take it in turns winning, so that they both (in turn) win more sweets. The strategy of co-operation only works if one participant agrees to lose, offering no resistance, so that his/her partner can literally tap this person’s arm on the table about 60 times in the 30 second period. This strategy requires cooperation and trust, that the winner will then share their winnings equally!

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10. Organisational Learning Skills •

Organisational Learning Team Drawing

• Making a Children’s Organisation’s Dream a Reality (CFs) Go to Contents

83 Topic:

Organisational Learning 'Team Drawing’

Time: 20 -30 minutes

Brief Description of the Session: Participants work in small groups to create a drawing together, without speaking. Each person takes it in turn to make ‘one stroke’ with a flipchart pen until a drawing has been created. Objectives: By the end of the session participants will be able to• Appreciate the benefits of how co-operation and a collective vision can enhance team efforts. Methods: Drawing Materials Required: Flip chart paper, pens Process: Step 1

Introduce the game. Split the participants into small groups of six to ten people each. Explain that, without speaking, each team member must take it in turn to make ‘one stroke’ with a flipchart pen. Collectively (but without speaking) the team has to make a drawing. (is there a time limit?) Make sure to explain to the groups that all the team participants have to make a stroke, and no one can make more than one stroke.

Step 2

Have the groups begin.

Step 3

After 5-10 minutes, stop the game. Ask the participants to come together in a large group. Ask the participants to share their collective drawing and to reflect on the process and their experiences. (is this a group discussion? Or is it just a question and then leave it at that?)

Notes for Facilitators: During the discussion, the participants often raise the point that if they had a collective vision as to what they were going to draw prior to starting, they would have been more co-operative and more effective.

84

Topic:

Making a Children’s Organisation’s Dream a Reality

Time: 2 – 3 hours

Brief Description of the Session: In a mixed group of both adult and child participants, this session will be held separately, though they are on the same subject. The children's, group and the adult group will present their results in the plenary. This will provide us with different perspectives. For Children Facilitators Guided meditation (5 mins.). (is there a handout to explain how to do this?) Great dreams – extract from Martin Luther King’s “I have a dream” for real freedom of Negroes in USA (5min). (is there a handout with the speech for them to read?) Diagram describing exercise (5 min). (is there a diagram that should be attached to this activity?) Questions to guide planning for presentations (5min). • What is the dream for your CO? • Where is your CO now? What are its strengths and weaknesses? • What values does your CO promote? Do they need to be revised to achieve its dream? • What are the barriers your CO faces in reaching its dream? • Does your CO have any allies to help you? • What strategies do you need to adopt to achieve your dream? • How will your CO ensure sustainability? One hour to plan (1120-1220) followed by 5-minute presentation each by children and then adult from same CO to the plenary and 10 minute discussion of presentations. 12 presentations of 5 mins. will take 1 hour and the 10 mins. Discussion after each pair of presentations another hour so needs to allow 2 hours for presentation ie begin at 12.20 latest. Objectives: By the end of the session participants will • • •

Have thought about what they wish their CO to achieve. Have reviewed the values promoted by their CO and whether they need revising. Have assessed the barriers and potential allies and worked out strategies for reaching the dream.

Have decided how they will ensure their sustainability.

85 Methods/Tools: Talk plus use of diagram Group discussion and presentation by any appropriate means. Resource Required: • Training Materials: Paper & coloured pens. •

Handouts:

Process: Step 1

Guided meditation

Step 2

Martin Luther King’s Speech.

Step 3

Explain diagram and exercise.

Step 4

Give out questions. They should be translated the night before.

Step 5

1 hour planning of presentation by CFs from each country. They will have to choose one of the COs for the exercise. The CO chosen should NOT be from Butterflies, SMTA or Bhima Sagha but they should very much assist whichever CO is chosen for this exercise.

Step 6

Once the CO for the exercise is chosen this must be communicated immediately to the AFs.

Step 7

5 minute presentation by CF & AF from same country CO to plenary.

Step 8

10 minute plenary discussion on presentations.

Special Note for Facilitators: !

The AFs need where possible to take the situation chosen also by the CFs so they are both discussing the same CO. Facilitators need to ensure this is communicated asap.

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11. Now We Can Facilitate •

Facilitation

• Training Spiral • My Role as a Facilitator • Experiential Learning • Designing a CC&G workshop

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87

Topic:

Facilitation

Time: 45 minutes

Brief Description of the Session: Participants will be introduced to the definitions of facilitation and training. They will also be familiarised with the difference between training and facilitation. Objectives: By the end of the session participants will be able to – • Define facilitation and training • Explain the difference between facilitation and training Methods: Brainstorm, presentation, and large group discussion Materials Required: Handout or overhead projector of the difference between facilitation and training. Process: Step 1

Introduce session to the participants in one large group.

Step 2

The facilitator should lead a group discussion about training and facilitation. First, ask the participants to think of what comes to mind when they hear the word ‘training’. Write their ideas down on the flip chart. Second, ask the participants to think of what comes to mind when they hear the word ‘facilitation’. Write down their ideas on a flip chart. Ask the participants if they thing there is a difference between the two? If so, what is it?

Step 5

The facilitator should then present the difference between training and facilitation. (how is the facilitator going to know this? Is there any guiding materials? ).

Step 6

Reiterate that in this workshop we are trying to move towards becoming facilitators. Ask one volunteer to sum up the main points of the presentation.

Step 7

Conclude the exercise by reiterating the need for development workers to shift from just content based training to process based facilitation

88 Note for Facilitators: • • •

The presentation might bore a few participants. Make it interesting by adding and taking from their experiences of attending or facilitating recent programmes Ensure maximum participation in the large group discussions. If there are child participants, ask one of them to summarize the session

89

Topic:

Training Spiral

Time: 45 minutes

Brief Description of the Session: Participants will be introduced to the training cycle. They will be familiarised with all the keys stages of a training cycle: training needs assessment, identifying learning objectives, planning a training programme, organising a training programme, implementing a training programme, and evaluating a training programme. Objectives: By the end of the session participants will be able to – • Define training cycle • Explain all the stages of a training cycle Methods: Brainstorm, presentation and large group discussion. Slide on training cycle, handout on training cycle and stages Process: Step 1

Introduce session to the large group.

Step 2

Ask participants to brainstorm on what goes in a training programme. Write al the ideas on the flip chart.

Step 3

The facilitator(s) should then lead a group discussion: • Are there any events that happen in the beginning? • Events that take place in the middle? • Events towards the end of the training programme? • Events that run throughout the programme? Give an example of what an event is, i.e. training evaluation is an event).

Step 4

Once the group has identified key tasks in developing a training, work with the group to categorise them according to: • Pre training programme • Training programme • Post training programme

Step 5

Introduce and explain the training spiral. Reiterate that training happens in a cyclic manner. It is not just a short-term event but a long-term event used for bringing about change.

Step 6

Ask one volunteer to sum up the main points.

90 Step 7

Conclude the exercise by reiterating that training is based on attitudes, knowledge and skills and show the participants the human figure diagram.

Notes for Facilitators: • • •

The presentation might bore a few participants. Make it interesting by adding and taking from their experiences of attending or facilitating recent programmes. Ensure maximum participation in the large group discussion. If there are children participating in the workshop, ask one of them to summarise the main points.

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Topic:

My Role as a Facilitator

Time: 45 minutes

Brief Description of the Session: Participants will learn about the roles and responsibilities of a facilitator within any given training situation. Objectives: By the end of the session participants will be able to – • Identify and list the various roles of facilitators Method: Brainstorm, presentation and large group discussion. Materials Required: Flipchart paper, pens. Process: Step 1

Introduce the session. Training spiral, it must be explained and it should also be included as a handout or overhead. Split the larger group into smaller groups of X people. If there are participants from different countries or regions, split the participants into country or regional groups.

Step 2

Ask the participants to brainstorm (10 minutes) on the role of facilitators. Ask them to keep the “training spiral” in mind.

Step 3

Bring the participants back into one group. Ask one volunteer from each group to sum up the main points the group identified.

Step 4

Moderate the session and summarise the main points from the feed back from the groups. Conclude the exercise by reiterating that facilitating is one of the most challenging tasks but if you can ride on the wave of group energy then it is interesting as well.

Notes for Facilitators: • • •

The presentation might bore a few participants. Make it interesting by adding and taking from their experiences of attending or facilitating recent programmes Ensure maximum participation in large group discussion. If there are children participating in the workshop, ask one of them to summarise the main points.

92 Topic:

Experiential Learning

Time: 45 minutes

Brief Description of the Session: Participants will be introduced to the experiential learning cycle. They will be familiarised with all the keys stages of an experiential learning cycle: structured experience, reflecting on that experience, generalisation of the experience and application of it. Objectives: By the end of the session participants will be able to – • Define experiential learning • Define experiential learning cycle • Explain keys stages of a experiential learning cycle Methods: Brainstorm, presentation, large group discussion Materials Required: Overhead projector slide or handout on the experiential learning cycle and a handout about the experiential learning cycle. Process: Step 1

Introduce the session.

Step 2

The facilitator should ask the participant brainstorm on what is experience, experiential and learning. Write it on the flip chart

Step 3

Lead a group discussion. • Do the participants think that this workshop was experiential learning? • What will make any learning experiential? • Does it make it easier to learn if things are experienced rather than told? Why?

Step 4

The facilitator should then introduce and explain experiential learning cycle. Explain the stages of: • structured experience, • reflecting on that experience, • generalisation of that experience and • application of that experience

Step 5

Distribute the hand out on experiential learning with the held of the hand out. After the presentation is finished, ask a volunteer to summarize the main points.

93 Step 6

Conclude the exercise by reiterating that training happens in a cyclic manner. It is not just a short-term event but a long-term event used for bringing about change.

Notes for Facilitators: • • •

The presentation might bore a few participants. Make it interesting by adding and taking from their experiences of attending or facilitating recent programmes Ensure maximum participation in large group discussion. If there are children participating in the workshop, ask one of them to summarise the main points.

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Hand out

Generalization of that Experience Why did it happen?

Application of that Experience

Reflecting on the Experience

How to apply it in my context?

Reference: Kolb

What happened?

Structured Experience

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Topic:

Designing a Workshop on Children Citizenship and Governance.

Time: 1 - 2 hours

Brief Description of the session: In this session, participants will have the opportunity to design a CC&G workshop related to an issue that affects them. Objectives: By the end of the session participants will be able to – • Design a CC&G workshop Methods: •

Practical “workshop” and large group discussion.

Materials Required: None Process: Step 1

Introduce session. Split the large group into smaller groups of X people. If there are participants from different countries or regions, split them into country or region groups. Explain that in this session they will design a 2day CC&G workshop (It could be three-four day session depending on the time availability). They should design the workshop around issues that interests them.

Step 2

Allocated time (two hours) and ask them to return to be ready for presentation.

Step 4

• •

Step 6 Step 7

Inform the participants that they will have to design and facilitate a model session for the rest of the participants the following day. They may be allowed to use all the resources in the training hall.

Ask a volunteer to sum up the instructions

Conclude the exercise by reiterating that this is the most crucial time of the workshop. The participants need to be as creative as possible while designing their 1-day workshop. They should cash in on their experience and background in working on CC&G. Notes for Facilitators: • The presentation might bore a few participants. Make it interesting by adding and taking from their experiences of attending or facilitating recent programmes • Ensure maximum participation in large group discussion.

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12. Evaluation & Energizers Evaluation • Movement Evaluation • H-Assessment Evaluation

Energizers • Theme Park • Noise energizer

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97 Time: 30 minutes

Topic:

‘Movement Evaluation’ Brief Description of the Session: This exercise will enable participants to evaluate the workshop in a non-traditional way. Objectives: By the end of the session participants will be able to • Express their feedback on the workshop • Learn from other participants about the key positive and negative points in the workshop, according to the participants. Methods: Movement evaluation Materials Required: 'Strongly agree', 'agree', 'neutral' 'disagree' and 'strongly disagree' labels, chairs Process: Step 1

Set up 5 chairs across the room in a straight line. The chairs should be labeled: ‘strongly agree’, ‘agree’, ‘neutral’, ‘disagree’ and ‘strongly disagree’.

Step 2

All participants are asked a question. Some of the questions that should be asked include: (list some evaluation questions for them to follow, if they need to).

Step 3

All participants are asked to stand behind one of the chairs to represent their answers.

Step 4

Once the participants are in position they are asked to explain to the group why they are standing where they are. This should be repeated as many times as the questions there are.

Notes for Facilitators: Facilitators need to carefully decide on the 'key evaluation' questions to ask

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Topic:

Time: 45 minutes

"H-Assessment" Evaluation Brief Description of the Session:

This activity will enable participants to evaluate the workshop through the use of a visual diagram. Objectives: By the end of the session participants will be able to • Evaluate the overall workshop: what was good and bad, and will have shared their suggestions for improvement • Be able to use the “H” Assessment as a tool for future evaluations Methods: A visual “H” Assessment – tool for evaluation Materials Required: “H” assessment tools made on large flipchart paper (one for each group) and flipchart pens The “H” diagram Diagram of H- Assessment

☺ Good

Group Name

Ideas for Improvement

$ Bad

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Process: Step 1

Bring all the participants together and explain that a “H” Assessment tool is going to be shared to enable participants to evaluate the workshop. This tool can be usefully applied by organisations in their future work.

Step 2

Split the participants up into smaller groups of about X people each. If there are people from different countries or regions, split the participants up into country groups. Give each group a large sheet of flipchart paper with the shape of an “H” on it.

Step 3

In the right hand column is a ‘sad’ face. In this column participants are asked to list down anything that they didn’t like about the workshop (e.g. about the way it was run, the focus, the methods used, particular sessions, the venue, the accommodation, the food etc.). In the left hand column is a ‘happy face’. In this column ask the participants to list down anything that they did like about the workshop (e.g. as above). A scale of 0 to 10 should be written across the middle horizontal line. Each participant should make a cross anywhere between 0 and 10 to mark their overall evaluation of the workshop.

Step 4

Ask the group members to determine the average score for their group ,. Ask the groups to write this score in upper middle section of the ‘H’.

Step 5

In the lower middle section of the ‘H’ ask participants to record their suggestions for future improvement of this workshop. All suggestions are to be recorded.

Step 6

Bring the smaller groups back together into one large group. Ask each group to present their score and main feedback of what they liked, didn’t like and suggestions for improvement.

Notes for Facilitators: Often people just say good things, the participants should also be encouraged to give constructive criticism

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Energizers Topic:

Time: 10 minutes

Theme Park Brief Description of the Session: This activity can be used when participants appear tired or bored. The facilitator will determine a ‘theme’. Participants will immediately have to form a frozen action relating to that theme. When the facilitator approaches them they become unfrozen and share what they were doing. Objectives: By the end of the session participants will be • Energised Process:

Step 1

The facilitator should explain to the participants that they are going to play an energizer game that involves ‘frozen acting’. The participants will be given a theme and will immediately have to form a frozen action relating to the theme when the facilitator approaches them they become unfrozen and explain what they were doing. For example, if the theme is ‘Park’, a participant may freeze in a pose that shows s/he is throwing a ball, or running. If the theme is ‘Railway Station’ a participant may be a porter carrying heavy bags or a ticket checker.

Step 2

The facilitator then defines a theme. All participants freeze in action. The facilitator approaches some of the participants so that they unfreeze and share what they were doing.

Step 3

This energizer continues for a few different themes (e.g. park, railway station, hospital, office, swimming pool, etc).

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Topic:

Time: 5 minutes

Noise energiser Brief Description of the Session: This activity will help participants understand that unified voices are much more effective than one lonely voice. Objectives: By the end of the session participants will be able to • Realise the strength of co-operation and collective voice Process: Step 1

The facilitator should prepare one participant in advance. Ask him/her to whistle while all the other participants are chatting before the beginning of a session.

Step 2

Have the participant whistle while others are talking.

Step 3

Bring all the participants together and ask if they heard one participant whistling. Explain that often one person’s own voice is not heard in a crowd. However, if people unite their voices, they can be heard.

Step 4

Ask the participants to resume their chatting. However, if they hear anyone whistling they too are to start whistling.

Step 5

Within a few minutes all participants should be whistling and the sound should be quite awesome!!

Step 6

Encourage the participants to reflect upon what they have learnt from this ‘sound energiser’.

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Annexes Annexure 1: An Overview of Training Methods Annexure 2: Glossary: Some Terms & Their Meaning in Relation to Children, Citizenship & Governance

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Annexure 1: An Overview of Training Methods METHOD

WHAT IT IS

WHEN TO USE IT

COMMENTS

Lecture/ Presentation

Facilitator speaking to a group from prepared notes.

To increase knowledge, i.e., to convey information and concepts

Reading

Trainee receiving information from the printed page

To convey information or concepts

Demonstration

Facilitator describing and doing the steps involved in performing a manipulative task

To show a psychomotor skill correctly, i.e., to model it.

Skit

Trainees reading dialogue from short scripts

An efficient way to deliver material; most effective when it includes provisions for ensuring participants heard and understood the information An efficient way to deliver large amounts of material. Provides a permanent record of what the information giver wanted to convey and thus becomes a reference. Method is most effective when it includes immediate application to problems or projects, discussion, or testing. Must be presented one step at a time, with a Performance Try-Out (see below) at the end of the step. Facilitator must carefully plan and rehearse this method. Trainees should be closely involved, asking questions, perhaps practicing along with the facilitator. Skits are short, scripted dramas; not to be confused with Role-Plays which are unscripted. Good alternative to lecturing and good way to transfer responsibility of modelling to trainees.

Field Trip

Programmed Instruction

To model communication skills, such as counselling or giving directions; or to illustrate contrasting ways of looking at an issue. Trainees visiting To permit trainees to an organisation or analyse what they project or site that have learned in the does work like classroom in terms their own of a real-world environment. To convey facts or Trainee working alone, is exposed teach procedures to

Most effective when trainees are accountable for learning, for example, by collecting answers to specific questions May be printed in a book or in a computer. Complex and

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Discussion

QuestionAnswer Session

Behaviour Modelling

Performance Try-Out

Brainstorming

Case Study

Hypothetical

to information in small bits, is asked questions and gets immediate feedback. Trainees exchanging ideas for the purpose of reaching specified objectives.

people one-at-atime.

therefore time-consuming and expensive to develop.

To increase knowledge, to improve communication skills, to test progress toward learning objectives.

Predefined objectives shared with trainees prevent discussions from becoming free-flowing stories. Method is useful with panel of trainees or outside experts, as well as with trainees working in small groups Efficient way of encouraging self-learning and participation.

Trainees preparing questions pertaining to a topic; then asking questions of trainers or other trainees Facilitator enacting, or showing via a film or video, a desired behaviour Trainee practicing a skill step-bystep immediately after a demonstration or behaviour modelling. Trainees generating ideas, initially in a nonjudgmental way, for the purpose of solving problems. Trainees study a situation that briefly describes a problem, and then develop solutions.

To increase trainee responsibility for collecting information through research and analysis.

Trainees study a

To encourage

To show the correct way to perform a skill, such as making assignments or disciplining. To enable trainees to try out a new skill as soon as it has been introduced; to get comments on progress. To create a long list of items with which to work.

To encourage trainees to apply their knowledge and skills to problem like those they encounter on the job.

Like a demonstration, but usually an entire behaviour is shown, not step-by-step. Then trainees do a Performance Try-Out. Includes communication skills as well as psychomotor ones. Try-Out should be with equipment, report forms, and other materials used in work setting. Key to good brainstorming is to withhold comment until a number of ideas have been generated.

Situation should be comparable to one experienced by trainees. Details in case study should be enough to enable trainees to recommend solutions but not enough to be distracting. Like a case study only

105 Situation

situation that briefly describes a problem, and then develop solutions.

Exercise, Talk

Trainees work, individually or in teams, to develop a product, decision, report, or recommendation

Role Play

Trainees re-enact situations encountered on the job, without a script.

Simulation

Trainees reproduce realworld events in the classroom or other “safe” environment.

Games

Critical Incident

Action Planning

trainees to apply their knowledge and skills to problems like those they encounter on the job. Generally, to enable trainees to apply knowledge and skills to a task.

To provide practice in communication skills; to try out new behaviours.

To enable trainees to apply skills and knowledge in a setting in which risks, errors and successes can be experienced without jeopardy. To build skills in working with a team when the situation is complex. Trainees use data To illustrate a point to solve about learning, to problems, often in develop skills in competition with teamwork, to involve each other. trainees in training. Trainees analyse To focus on key their own or issues and concerns others experience from the perspective at an important of a decision-maker. point of decision. (what does this mean?) Trainees prepare plans for applying the skills that they

To help convert new learning into concrete changes

shorter and simpler.

Task or exercise can be applied to anything, from building a structure for housing chickens out of the materials found in the room, to describing the training responsibilities of Programme Officers in a one-page document. May be spontaneous or more structured with descriptions of the character’s goals given to trainees. Feedback after the role-play should focus on which behaviours worked and which didn’t and why. Effective in consolidating a number of different lessons and applying them in to a situation comparable to one in the real world.

Effective in breaking the ice, changing pace, or reaching objectives dealing with increasing knowledge and skills. Often told from the first person perspective, can include feelings about the experience as well as the events that influenced the decision. Incidents can come from the participants themselves. Trainees can do action planning at any time during a course, but it is

106 have learned to their own job situations. Training in the Field

Trainees practice skills in a setting similar to their own, under close supervision

Fieldwork with Super-vision; On-the-Job Training

Trainee practices skills without being observed. Supervisor is there to check work and for reference in case of difficulty.

on the job.

particularly effective at the end when they are preparing to go back to work. To build confidence Trainee is responsible for in performing dong all the work, making psychomotor skills, all the decisions. Facilitators to provide a situation are there to protect the in which feedback community. can be given, to practice decisionmaking skills. Supervisor needs to know As final stage in what the trainee has training process; may be considered learned and why in order to part of post-training help him/her consolidate phase. However, it learning. is working to an agreed plan by the interested parties.

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Annexure 2: GLOSSARY Some Terms & Their Meanings in Relation to Children, Citizenship & Governance The terms children, participation, citizenship, governance, empowerment, human rights, values, etc, will be used in workshops on Children Citizenship and & Governance. There is often some confusion about what these terms mean. It is important that there is clarity about them, for child rights workers and for young people. Most of the important terms that will be used in the workshop are put in alphabetical order below and their meaning defined or described. Some key definitions are given first. Key Definitions: Children – are those persons under 18 years of age as defined by the Convention on the Rights of the Child. Children’s participation - is an ongoing process of children’s active involvement in decision making (at different levels) in matters that concern them? It requires information sharing and dialogue between children and adults, which is based on mutual respect and power sharing. Genuine participation gives children the power to shape both the process and outcome. Participation is proactive. Children’s citizenship and governance - comes as a result of children and young people’s active participation in social, economic, political and cultural arenas. It is a continuous process that includes their participation in and influencing of the processes for change, decision making and outcomes at their personal, family, community, society, state and international levels on matters, which concern them. Citizenship involves the exercising of one’s rights for the best interest of oneself and others. Children in governance means children having a role in making the decisions as to what and how things will be done in matters that concern them. Empowerment is the outcome of genuine participation for young people. Empowered young people are likely to be active citizens who have a concerned and critical interest in the local and global community and take action in pursuit of social justice and equity.

Other terms: Advocacy – how you try to convince a person(s) to accept a point of view through persuasive speaking and/or writing, and through the use of the media. Adult Fora – all those adult meetings where decisions may be made. A forum is one meeting body. Fora is plural and describes more than one.

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Analysis – to separate out the various causes and reasons why things have happened. Body Language – how the movement of one’s body and face express how one is feeling. Also called non-verbal communication. Brainstorm – when people are asked to say what comes to their mind in relation to a topic or question. Catalyst – to act as a change agent. (I think this may need more explanation. What is a change agent, for example?) Conflict Resolution – the process by which the different sides in a dispute sort out a compromise, which enables them to work with each other. Collective – individuals agreeing to come together in a group, whose aims they decide on, support and work to achieve. Consultation – is a process in which young people are asked their views, which they then share with others and receive feedback . Consultation is reactive. Democracy – where everyone has the same rights and opportunities. A democratic process is where everyone has equal opportunities to express their opinions and be heard. Dialogue - an open exchange of views so that there is a better understanding between those taking part. Discrimination – to deny value to certain people while giving it to others. Diversity – differences, variety. To respect human diversity is to give equal worth and opportunity to people no matter what their differences. Empathy – to make the effort to understand how another person or group feels. Equity – fairness, equal opportunity, the spirit of justice, which allows us to interpret, laws justly. (isn’t equity more than this? Maybe need a bit of clarification.) Experiential – learning from your own experience, learning by doing. Evaluation – finds out if the objectives of a plan/project have been achieved. Facilitation – to assist a person or group achieve their objectives through the best use of their resources and their own efforts. Game – is a fun exercise where participants experience different ways of solving or addressing a problem. Governance – to exercise the authority to decide how things will be done and how resources will be used.

109 Graffiti Wall – a wall on which you can paint/draw what you like, while also taking notice of what others have done. Human Rights – are the internationally agreed written legal and moral entitlements that one can claim as theirs and which make a person a ‘rights-holder’. Everyone has rights – adults and children (every country except two has signed the ‘Convention on the Rights of the Child’). To ensure rights are given to people, certain institutions and people have obligations to see everyone receives them, eg the State, government, civil society, local leaders, community, family. Involvement – an umbrella term for both participation and consultation. Logistics – all the practical arrangements that need to be made to enable something to happen. Methodologies – a variety of methods used to get information when doing research or other work. Needs Assessment – research into what the people, who you may help, see as their needs before you start any activity to assist them. Negotiation – when individuals or groups holding different views discuss these in order to come to a conclusion, which all are willing to accept. Negotiating Styles: Assertive – to be proactive, strong and persuasive concerning your or the group’s beliefs and views. Aggressive – to use an attacking approach towards people. Passive – submitting to what is happening without making any comment or responses. Participation – is a process in which young people take an active part in a project or issue, with real power to shape both the process and outcome. Participation is proactive. Power – is having the authority, ability or strength to do or obtain what an individual or group wants.

Power Types: Power over – is to control others; Power to – is the power that comes through having the skills, knowledge, information, ability, etc to do things. Power with – is the power that comes through working together as a group, Also called ‘solidarity’. Power within - is the power that comes through having an inner strength or determination to do what you believe to be right.

110 Process – how people are involved in order to reach a result. The process is as important as the result in empowering children, as it requires research, open discussion and debate, fairness in participation, collective decision-making, etc. Quality – excellence. (may need a bit more) Representation – to be fair, it is about how all the members of a group democratically chooses a person(s) to represent their interests and concerns to other individuals or groups. Representativeness – are those chosen as representatives to represent the different interests of the group, for example they are chosen with regard to their gender, age, disability, rich/poor, urban/rural, marginalisation, etc. Responsibilities – everyone’s duty to ensure as best they can that the rights of others are respected and delivered, and if not, to do what they can to make that possible. Role Play – a short performance in response to information concerning a real life situation. (can this be a bit clearer?) Soap Box – a box on which a speaker stands to attract attention and an audience so they can hear what she/he wants to say. Skit – a short performance to explain a point. Tools – those games, exercises, role-plays, checklists, etc, which help you and others get a clear understanding of the value of certain attitudes, knowledge and skills. Values – those qualities, especially in relationships with others, which one sees as being of special worth or importance. Vision – how you would wish things to be.