Get Youth on Board!

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Get Youth on Board!

A Toolkit for Stakeholder Collaborationand Youth Promotion

TRA IN ING MANUAL


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Publisher:Deutsche Gesellschaft fr

Technische Zusammenarbeit (GTZ) GmbH

Dag-Hammarskjld-Weg 1-5

65760 Eschborn, Germany

T +49 (0) 61 96 79-0

F +49 (0) 61 96 79-1115

I www.gtz.de

Contact Person in the Federal Ministry for

Economic Cooperation and Development (BMZ):

Gnter SohrT +49 (0) 228 99 535 3194

E [email protected]

Responsible:Christiane Frische

E [email protected]

Dr. Timo Weinacht

T +49 (0) 6196 79-1252

F +49 (0) 6196 79-80 1096

E [email protected]

Photographs:

Sector Project Population Dynamics, Sexual and

Reproductive Health and Rights

Implementation of Children and Youth Rights

Illustrations:

Jessica Strmer

Author:

Alexander Erich, evaplan GmbH am

Universittsklinikum Heidelberg

Design:

Nikolai Krasomil

www.design-werk.com

Eschborn 2008


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Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

1.1 Background information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

1.2 The Concept of Get Youth on Board! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

1.3 About this manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

1.4 Preparations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Getting started . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

2.1 Climate Setting 1 (Code of conduct) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

2.2 Climate setting 2 (Expectations and Fears) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142.3 Getting to know each other 1 (Social maps and forming rows) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

2.4 Getting to know each other 2 (Spider Web) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

2.5 Getting to know each other 3 (Coat of arms) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Module 1 Creating awareness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

3.1 Perceptions and stereotypes of youth 1 (Opinion scales) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

3.2 Perceptions and stereotypes of youth 2 (Snapshot survey) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

3.3 Youth Participation Why? Who? How? (Lecture) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

3.4 Child and youth rights 1 (Lecture) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

3.5 Child and youth rights 2 (Lecture) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

3.6 Stakeholder Analysis 1 (Exhibition) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Module 2 Analysis for Youth Promotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

4.1 Analysis 1 (Problem Tree Analysis) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

4.2 Youth-specific issues (Lecture) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

4.3 Analysis 2 (Youth Services Map) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

4.4 Analysis 3 (Daily Routine) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

4.5 Analysis 4 (Gender Analysis) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

4.6 Stakeholder Analysis 2 (Activity Matrix) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Module 3 Promoting stakeholder collaboration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

5.1 Benefits of cooperation (Lecture) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

5.2 Stakeholder analysis 2 (Venn Diagram) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 385.3 Forms of stakeholder cooperation (Lecture) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

5.4 Forms of youth organisations (Lecture) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

5.5 Forms of institutionalised youth promotion (Lecture) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

5.6 Modes of cooperation 1 (Strategic Planning) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

5.7 Modes of cooperation 2 (Next steps) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

Table of contents


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Module 4 Planning for Youth Promotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

6.1 Setting priorities (Focus Group Discussion) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

6.2 Setting priorities (Awarding Points) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

6.3 Youth Policies and Action Plans (Lecture) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

6.4 Action Plan (Planning Exercise) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61

Summary and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

7.1 Summary (Lecture) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 547.2 Evaluation (Voting) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

7.3 Evaluation (Throwing the dice) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

7.4 Closing (Certificates of appreciation) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Annexes

Annex 1: Tips for the Facilitator . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Annex 2: Energisers and Re-Caps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

Annex 3: Establishing Adult-Youth Partnerships . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Annex 4: Checklist for designing the workshops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

Annex 5: Checklist for organising the workshops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

Annex 6: Checklist for preparation of thematic inputs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67

Annex 7: Model programme and timetable (for four 2-day workshops) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Annex 8: Model programme and timetable (for a 5-day workshop) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

Annex 9: References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74


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1.1 Background informationThe majority of the world population is young and

lives in poor countries. In many partner countries of

German Development Cooperation, children (up to

14 years) and youth (15 to 24 years) constitute 60-70%

of the population. These young people face multiple

challenges like unemployment, the erosion of family

settings, risky sexual behaviour, to name only a few, and

are confronted with the effects of structural poverty.Furthermore they are often politically marginalised

and are not involved in essential decisions and decision

making processes that are relevant to them. Young

people possess potentials that go largely untapped.

Next to providing the demographic majority, in many

communities youth are the economic pillars. Meaning-

ful development, poverty alleviation and processes of

democratic transition or consolidation have to consider

the needs and potentials of young people.

In 1989, the United Nations General Assembly created

the Child Rights Convention (UNCRC), that since

has been ratified by all but two countries in the world

and functions as the legal framework for the protection

of child rights. Although progress has been made, viola-

tions of child rights are commonplace in countries all

over the world and a lot remains to be done. Through

the UNCRC a paradigm shift has taken place in the

way young people are viewed: they carry rights and

the governments that have ratified the Convention are

obliged to protect these rights. In practice this means

that on the one hand young people need to be protected

from human rights violations. On the other hand,they are no longer regarded as passive recipients, but as

active agents of social change. Therefore structural

changes in order to create children and youth-friendly

policy environments, institutions and organisations

need to be established. At the same time approaches

have to be promoted that aim at empowering young

people to demand and utilize their participation rights.

The importance of young people for development pro-

cesses and poverty alleviation has been recognized by

international and national policy makers. Four out of

the eight Millennium Development Goals (MDGs)

and their respective indicators directly or indirectly talk

about young people. Thus, young people have gained

a growing status and national and international organi-

sations are recognizing this. Also, the German Federal

government has included youth promotion in its nationalaction plan on poverty alleviation.

The promotion of children and youth has been a

thematic area of German Development Cooperation

for many years and a broad range of experiences from

programmes and projects from around the globe have

been collected and documented. Youth promotion in

German Development Cooperation applies a so-called

multi-level approach, i.e. different levels of interven-

tions are targeted by the programmes. On the macro

level technical assistance is offered to national govern-

ments and non-governmental and parastatal organisa-

tions dealing with young people for the promotion

of an effective policy environment and the integration

of youth issues into national strategies. On the meso

level the governmental and non-governmental structures

in charge of youth promotion are supported through

networking activities and capacity building measures.

Especially institutions on the level of town councils,

provincial and district governments are targeted. Here,

youth participation is an important prerequisite for

successful youth promotion. Lastly, on the micro level

the empowerment of young people is the focus. Here,innovative approaches are piloted, documented and

disseminated.

Since exclusive youth projects are not very common in

German Development Cooperation, youth promotion

is regarded as a cross-cutting issue to be considered in

the planning, implementation and monitoring of pro-

grammes in other sectors. Relevant sectors include edu-

cation, health, vocational training, good governance,

decentralisation and urban planning programmes. Here,

the approaches and methods of youth promotion can

be utilised and applied in various contexts.

5

Introduction


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For this purpose the tool Get Youth on Board! was

developed. It can be applied when a new project or pro-

gramme of youth promotion is at the beginning phase

or to add some youth promotion components or elements

to existing projects or programmes of other sectors. Get

Youth on Board! is addressed to governmental and non-

governmental programmes, projects, organisations and

institutions in different sectors dealing with young

people. It might be especially relevant for processes ofdecentralisation and communal administrative levels.

Get Youth on Board! was tested in the GTZ-project

Youth Development through Football (YDF) in South

Africa in February 2008. It has been adapted to the

local contexts and the participants. Members of youth

leadership forums, sport and development organisations

and youth which have been appointed by the local

sports councils were participating in this workshop.

The action plan and the outcomes of the workshop

will be followed-up by the GTZ-YDF project as well

as the local project partners. These experiences were

incorporated in this manual.

Further on some methods and modules from this

manual were utilised in the GTZ-project Empower-

ment and Development of Youth in Kosovo (EDYK)

to jointly train youth leaders as well as youth officers

from the community. Other methods were used in a

cooperation project by the German Development

Service (DED), Civil Peace Service (ZFD), GTZ and

UNICEF in Rwanda. The aim of the conducted work-

shops was to anchor childrens rights in the day-to-daywork of Rwandas recently decentralized administration.

Those different contexts point out that the integrated

and participatory approach to youth promotion can be

applied in various projects and programmes provided

that the overall approach, modules and methods are

adapted to local circumstances.

1.2 The Concept of Get Youth on Board!A toolkit for stakeholder collaboration andyouth promotionGet Youth on Board! A toolkit for stakeholder collabo-

ration and youth promotion is based on an integrated

and participatory approach. It supports stakeholders in

their efforts to make children and youth rights a reality.

The toolkit aims at bringing together governmental and

non-governmental stakeholders working with youngpeople on the meso level (town councils, provincial

and district administrations) for the joint implementa-

tion of youth services and activities. The approach aims

at supporting the development of structures that will

serve as a framework for future stakeholder coopera-

tion. The capacities of organisations are strengthened,

while also supporting networking efforts. Thereby,

youth organisations and their representatives shall play

a central role, promoting youth participation.

The following three examples point out situations or

contexts in which the toolkit Get Youth on Board! will

be useful:

Example 1

The department of social services in the town council

is tasked with coming up with plans of operation and

implementing structures. Your programme has established

working relations with the department and strives to

promote youth activities in the town. However, there

are several stakeholders working with young people.

You recognise a need to bring these stakeholders to-

gether and establish structures for cooperation and thecoordination of their various services and activities.

You have talked to the respective colleagues in the town

council. They agree with your observation and would

like to initiate a process that will enhance the coope-

ration of stakeholders.


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Example 2

A youth forum as a regional network of governmental

and non-governmental organisations and programmes

providing services to young people and implementing

youth activities has recently been founded. The forum

should coordinate the work of the different stakeholders

in the province. Members of the youth forum include:

youth organisations and groups, provincial and district

departments in charge of social services, developmentprogrammes dealing with young people from different

sectors like health and vocational training. The skills

and know-how of the participants in regard to youth

promotion is very different, but often rather limited or

restricted to a specific area of youth promotion. With

this workshop they receive some inputs in regard to

youth promotion. The participants discuss and agree

on their priority working areas as well as their mode of

cooperation.

Example 3:

In your country an action plan for youth or for child

rights has been developed and accepted by the parliament

and political deciders on the national level. In the im-

plementation phase there is not enough capacity and

know-how on the meso- or district level. Apart from

that responsibilities are not clarified yet. New and old

stakeholders in the field of child rights and youth pro-

motion need to be brought together for cooperation as

well as for receiving know-how in this field.

Get Youth on Board! consequently targets practitioners

from different sectors in governmental and non-govern-mental organisations, institutions and programmes of

development cooperation that find themselves in scena-

rios such as or similar to the ones described above. To

this end, the manual presented here serves as a practical

hands-on tool.

Get Youth on Board! consists of a series of workshops,

here also referred to as modules. Throughout the

workshops various stakeholders are brought together in

the sense of a round table, in order to promote the

emergence of a stakeholder network and joint analysis,

planning and implementation of youth activities. Each

module has a different focus and objective:

Module 1 Creating awarenessThe first module aims at sensitising stakeholders on

the basics of youth work, including children and youth

rights, creating awareness on the importance of young

people for society. The participants will reflect the

perceptions that exist of young people in society and

discuss their potentials and the challenges they face.

Also, the reasoning behind youth participation and its

mechanisms are discussed. Further the participants will

gain knowledge on child and youth rights and analyse

in how far they are being promoted in their country

and immediate environs.

Module 2 - Analysis for Youth Promotion

The objective of this module is to analyse the life situa-

tions of young people in the respective areas of the

stakeholders involved in youth promotion, in order to

form a basis on which to develop planned activities.

Module 3 - Promoting stakeholder collaboration

The objective of this module is to promote stakeholder

collaboration. Stakeholders will get to know each others

work and identify existing and desirable working re-

lationships. They will learn about the benefits of co-operation and different forms of cooperation, especially

in youth promotion. Then the group will embark on

a process of strategic planning, outlining a common

vision and mission and ideally agree on the modalities

of future cooperation. The modalities of the coopera-

tion are left open. The result may be a loosely organised

Alliance or a more formalised cooperation, such as a

Steering Committee. Although the outcome of this

module is difficult to determine and the participating

stakeholders may also decide not to cooperate, the

sessions proposed in this manual aim at promoting a

collaborative spirit.


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Module 4 - Planning for Youth Promotion

On the basis of the analysis carried out earlier, activities

will be drafted. The output of this module will be a

well-documented action plan. This fourth module

consequently functions as the first step of stakeholder

cooperation. Again, the contents of the action planning

are left open because they are dependent on the analysis

in module 2, the setting of the workshop and the

stakeholders involved.

Integrated in these modules are certain lectures and

group work excercises on relevant topics for youth pro-

motion (e.g. participation, youth health, youth organi-

sations, etc.). This toolkit provides factsheets with

background information and power point presentations

for the facilitators on these issues. Since the contexts

in which Get Youth on Board! can differ greatly, the

issues for the lectures are interchangeable and can be

applied in a flexible way.

It is important to note that the implementation of the

activities and their monitoring and evaluation are not

covered in the approach. This is the responsibility of

the stakeholders or the organisation or programme

implementing the workshops. The outcomes of module

2, 3 and 4 will determine how the stakeholders will

carry out this task. It is recommended that the group of

stakeholders remains constant throughout the modules

so that group dynamics and a spirit of cooperation can

evolve. Going through the whole process of the three

modules together is important to create common owner-

ship for the results and the following process of im-plementing activities and fostering the collaboration.

As is expressed in its name, the approach of Get Youth

on Board is built around two main principles, namely

integration and participation:

Integration

Youth promotion is a cross-cutting issue. Young people

face multiple challenges in their lives and have to be

provided with various services. Planning, budgeting and

implementing youth activities on the level of a town

council or district administration should include all

stakeholders working with young people. This is also

true for a scenario, where the initiative for the process

outlined in this manual comes from a specific sector ororganisation. By bringing various stakeholders together,

synergies can be created. Joining hands also opens

opportunities for joint financing mechanisms. Also,

coordination and coherence is a guiding principle of

development cooperation. However, which stakeholders

will be involved in the process needs to be decided on

a case-to-case basis (see 1.4). In short, the approach

proposes that the integration of different stakeholders

is beneficial.

Participation

The approach proposed in this manual is participatory,

i.e. youth organisations and their representatives will

take part. The approach does not want stakeholders

talking and deciding about young people, neither does

it support young people and their organisations alone.

Integration also means creating Adult-Youth Partner-

ships (see Annex 2). Participation is regarded as a mul-

tifaceted concept that takes place on different levels.

One, by having young people being part of processes

of analysis and planning, their views can be considered

and the activities tailored towards their needs. Here

the underlying conviction is that young people are theexperts regarding the issues concerning their own

lives. This is a methodological reasoning behind parti-

cipation. Secondly, participation is also a goal. Youth

will take part in the workshops, thereby aiming at their

empowerment and ability to participate in decision-

making processes concerning their own lives. They are

motivated to act as change agents. The third level is

represented by the underlying aim of promoting inclusive

mechanisms in the emerging network or stakeholder

collaboration by analysing young peoples participation

(module 2), by including youth and their organisations

and representatives in the emerging network of stake-

holders (module 3) and by planning for activities that

will enhance their participation (module 4).


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In addition Get Youth on Board! acknowledges the fact

that the life situations of young people differ greatly

according to the contexts, societies and cultures they

live in. The same goes for the institutional settings in

which strategies for the promotion of children and

youth rights take place. As was illustrated earlier, the

approach proposed in this manual may be applied in

different scenarios and under varying conditions within

programmes and projects. In order not to prescribeblueprint-solutions, the approach needs to be flexible

and has to be fitted to suit the specific need of the situ-

ation. This is true on the one hand for the design of

the process. The decision which shape the process will

eventually take on, has to be made during the prepara-

tory phase (see 1.4). On the other hand, the results of

the process are also left open on purpose, as it is the

stakeholders involved that shall determine the course

of action. In this regard Get Youth on Board! can be

utilized at various levels and with stakeholders, whose

preconditions vary greatly. In some contexts it might

be useful to pick out certain methods or to strengthen

certain elements of this manual like group work.

Consequently, a third principle underlying Get Youth

on Board! consequently is flexibility.

1.3 About this manualIn this manual, Get Youth on Board! is presented as

a hands-on tool. People working in development co-

operation and/ or youth promotion should be able to

implement the approach using this manual as a guide-

line. The manual is designed using straightforward

methods that are easy to handle. To make your workwith this manual smooth, read the following explana-

tions carefully:

Ideally, experienced trainers should facilitate the

workshops. However, the workshops are designed in

such a way that also less experienced facilitators can

lead the workshops. This manual provides detailed

instructions for each session, including the time for

each session, the materials needed and instructions

on how to facilitate the session. Also, for each session,

specific advice is given.

In addition, we recommend that you consultAnnex 1,

which provides tips for the facilitator. The points in

the annex will help you conduct a lively and effective

workshop.Annex 2 especially focuses on energisers

and re-caps which might be helpful for the facilita-

tion.

A specific challenge when facilitating the workshops

is the fact that you will have an extremely heterogenicgroup of participants. Especially the mix of youth and

adults presents a challenge. The sessions outlined in

the manual are cognisant of this fact and its implica-

tions, i.e. methods need to be chosen that are suitable

for both, youth and adults. SeeAnnex 3 for specific

advice on how to establish youth-adult partnerships!

Before you embark on designing your workshop con-

sult chapter 1.4 that will give you orientation when

preparing for the workshops and useAnnex 4, 5 and

6 that provide checklists for your preparation!

The sessions outlined in this manual are numbered,

representing the suggested order of sessions. In the

Annexes 7 and 8we propose to you time tables and

programmes for conducting the workshops.

However, as was explained, the approach is flexible

and you may also decide to change the order of sessions

or use only certain aspects within the different modules.

Feel free to design your own workshop that suits

exactly your needs. The model programmes and time-

tables in the Annexes may help and inspire you.

All the methods in this manual are designed in a

way that they are self-explanatory and could also be

implemented as single methods. Consequently this

means that some recapitulations for explanation are

necessary.

Please note:which ever way you design your work-

shops, we recommend that you always start with the

block on Getting started and always use the block

on Closing and evaluation at the end, as shown in

this manual. These two blocks should always form

the didactical framework.


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10

In order to create flexibility, each session is presented

on one or two pages so that you can photocopy

only the pages you need for your workshops and also

use them as hand-outs for the participants or your

colleagues and co-facilitators.

In some sessions, the centrepiece is a lecture or pre-

sentation of relevant information that shall sensitise

the participants on a certain aspect of youth work orprovide specific input for a task to be completed. For

these sessions, use the inputs provided in Part III.

1.4 Preparations

Designing the workshops

One of the underlying principles of the approach is

flexibility. The approach is construed in a way that

allows you to adapt it. Thus, the workshops can take

on different forms, depending on your needs, your

timeframe and budget. In general, there are two possi-

bilities of conducting the approach. You can either

implement the approach as a package or you can

design your own workshop series:

Implementing the overall approach: It makes sense to

implement all three workshops as a package, conduct-

ing all three modules and going through with the

overall process. This choice is useful in contexts where

youth promotion is not an established field of work. It

is recommended to organise three separate workshops,

one 2-day workshop for each module (see Annex 5).Thereby, the process of creating a collaborative spirit is

given more space to develop and the stakeholders have

to show interest in partaking over a longer period of

time. This is a factor supporting the stability of the

young network, as cooperation needs to grow and cannot

be imposed. However, the chances of the process being

slower and more tedious grow and participants are

more likely to drop out. It is also possible to organise

the whole process in a 5 day workshop, comprising of

all three modules (see Annex 6). This option is less time

consuming, more cost-effective and reduces the chances

of participants dropping out of the process. However,

less time is available for a spirit of cooperation to evolve.

Adapting the approach: The approach is construed in a

flexible manner so that it is also possible to implement

only individual modules. A scenario could be that stake-

holders are well aware of the situation of young people

and have even drafted plans for activities but need to be

guided through a process of organisational development

only. In this case module 3 would come in handy. Or a

group of stakeholders has established a functioning net-

work, but requires assistance in situation analysis andaction planning. Here, modules 2 and 4 could be utilised.

Lastly, there is also the option to conduct only certain

sessions taken from the modules and design your own

tailor-made workshop.

It makes a difference whether the modules are imple-

mented en bloc or the participants have some time in

between. In the last case it might be a good method

to give the participants some assignments or tasks for

the time in-between the workshops (e.g. Research the

situation of youth in your village/ town). This might

help to deepen and to consolidate the knowledge of

the participants.

It makes a difference whether the modules are imple-

mented en bloc or the participants have some time in

between. In the last case it might be a good method to

give the participants some assignments or tasks for the

time in-between the workshops (e.g. Research the

situation of youth in your village/ town). This might

help to deepen and to consolidate the knowledge of

the participants.

The first step in preparing for the implementation of

the approach is to make the choice which way you

chose to implement the approach is dependent on a

number of questions that you need to answer before

deciding. For example: What do we exactly want from

the workshops? Which modules serve our needs?

Which stakeholders will take part? How much time

do the stakeholders have? How big is our budget? The

manual provides a checklist (see Annex 3). Now you

can embark on designing the approach according to

your needs. It makes sense to fill the checklist and use

this as a basis for writing-up a short concept paper.


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11

Informing and involving stakeholders

The choice of the stakeholders to be involved in the

workshop is essential for the following process. In this

regard the selection process should be well considered

and according to the principles of the Do-No-Harm

Approach. Keep in mind that by inviting certain stake-

holders, you give them a certain role and legitimacy.

Make sure that they are really representing their special

population group (e.G. youth), their organisation orstate body. Try also to make a well-balanced choice so

that not one group of stakeholders is dominating the

process.

Once the selection process is completed and you have

designed the workshops, you need to inform the stake-

holders that you are planning to invite them for the

activity. We strongly recommend that instead of simply

inviting stakeholders for the first workshop, you visit

each organisation in person to explain your idea, the

approach and the reasoning behind it or organise a

meeting. The concept paper may be a useful device in

explaining the approach and your concept to the stake-

holders. Think about sending stakeholders that you

are unable to visit or that cannot attend the meeting a

copy of your concept paper.

It is also important to be aware of the political and

administrative system you are working in and the

reporting structures therein. Who is responsible for

such activities? Who needs to give you permission?

But also: who is important in providing you with

political support?

Please note: Do not skip this step! The stakeholders

may have good ideas you want to consider or may only

want to take part under certain conditions. Be prepared

to go back to your desk and re-write the concept paper

and re-design the workshops. Also, this step is crucial in

creating ownership and legitimacy. Remember: in the

end it is the stakeholders that will work together, you

only support the process. If they feel left out or they

dont agree with your suggestions and still go throughwith it, you will fail even before you have started. If

you do not get the blessing from the decision-makers

in the town council or district administration, it will

be hard to gain their support at a later stage.

Organisation and logistics

Once who are sure of the design of the workshops and

you have the green light from the stakeholders and

decision-makers you can go ahead and start working

on the organisational and logistical aspects of the

workshops. Please note: Do not underestimate the

time and energy you will have to invest in ensuring

that everything will run smoothly! Again, we have pro-

vided you with a checklist (see Annex 4). But there are

always bound to be surprises along the way. No matter

how well you prepare, be prepared to improvise!

Once you are sure about the time, venue and schedule

of the workshops, you can proceed and invite the par-

ticipants. In your invitation, remember to ask the par-

ticipating stakeholders to bring documents from their

organisations and programmes with them to the work-

shop. For module 3 it is useful if the stakeholders bringtheir strategic plans, if available, including their vision

and mission statements. For module 4 it is important

that the stakeholders bring their existing activity plans

so that they can be considered in the planning process

and efforts of youth promotion are not duplicated, but

rather coordinated.


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This first section should always serve as a starting point

for the workshops, whether you decide to implement

the whole package, individual modules or only specific

sessions. In this section we present to you a number of

sessions that are suitable for starting a workshop or

workshop series.

At the beginning, it is important that the participants

get to know each other and gain an appreciation of eachothers personal and professional backgrounds. It is the

goal of the workshops to promote the cooperation of

different stakeholders, including the youth themselves.

Although the participants may work in the same area

or sector, they need not be aware of each others work.

Only with a clear understanding of the different roles

will it be possible to create synergies and fruitful coope-

ration.

Also remember: the workshops bring together young

people and adults. The communication between these

two groups sometimes proves to be difficult, as the

necessary trust is not available and there are cultural

inhibitions that hinder an effective communication.

In order to create a conducive working environment,

where both groups work together productively, it is

important to set a good climate (see also Annex 1 and 2).

This section proposes a range of sessions for getting

started, including the development of a code of

conduct, a reflection of expectations and fears of the

group members and various methods for getting to

know each other.

In case you decide to implement a series of workshops,

we recommend that you always kick-off the next work-

shop with a Re-Cap, in order to remind the partici-pants what they worked on the previous time. Also, use

Energisers and Cooperation games to get the group

going again, when they meet the second and third time.

Even though they know each other, they may still have

to warm up (see Annex 1).

12

Getting started


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2.1 Climate Setting 1 (Code of conduct)

Instructions:

Step 1:Ask the participants to discuss with their right

neighbour which rules they feel should be agreed upon

for the group to respect during the time of the work-

shop. The rules should include questions of behaviour

during the sessions and breaks. Given them just 5

minutes for their discussions.

Step 2:Ask each group to name the rules they have

come up with and note them down for everybody to

see on the flipchart. In case you feel the participants

may have missed a point that you as the facilitator

feel is important, add your own suggestions on the

flipchart, too.

Step 3: Read out the list of suggested rules and ask the

group if they can agree to use this list of rules as a codeof conduct for the time of the workshop. If the group

agrees, hang the chart on the wall for everyone to see.

Step 4: Now ask the group to make suggestions for par-

ticipants to take over specific responsibilities during the

workshop. You want: one time keeper to remind the

group and the facilitator to stick to the time table; one

group speaker to communicate issues to the facilitator

on behalf of the group, when the group feels it is in-

appropriate to discuss issues in the plenary. Collect the

names and elect a time keeper and group speaker by

show of hands.

13

Objective:

The participants agree on

rules to be respected by all

group members during

the workshop and elect

group members to holdspecific responsibilities.

Methods used:

Buzz Groups, plenary

discussion

Time needed:

15 minutes

Materials needed:

Flipchart, marker,

masking tape !Please note!

Important rules you as the facilitator should

insist on being included are: punctuality (partici-

pants should always be on time especially in

the mornings and after the breaks and the

facilitator should also stick to the timetable);

agreement on the use of mobile phones (either

to turn them off or on silent mode during thesessions). Other rules to be agreed upon could

be: to keep the venue clean and tidy; to respect

each others opinions; to participate actively;

only one person speaks at one given time.

By hanging the final code of conduct on the

wall you can always refer to it during the sessions,

whenever you feel it is not being respected,

e.g. when participants do not let other group

members finish their statements and interrupt

their colleagues.

IMPORTANT: This session can be very useful

in setting up rules for the communication. This

may be very important with regards to the adult-

youth-partnerships (see Annex 2). For example,

you could set up a rule saying: The adults

respect the youths opinions. And another one

The youth are not shy to talk in the group.


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2.2 Climate setting 2(Expectations and Fears)

Instructions:

Before you handle this session, make sure that you

have earlier on introduced the group to the workshop

objectives and programme! Prepare a large chart or

poster and divide the chart into two sections, one

titled Expectations and one titled Fears. Provide

markers for the participants.

Explain to the participants the task: Please take a

marker each and write on the chart your expectations

and fears. Explain that this collection of points is

anonymous and that therefore you will turn around

the chart facing the other way, so that nobody

including you, the facilitator! can see who has

written what. Invite the participants to write down

the points they feel they want to communicate toyou.

After every participant has finished writing down

their expectations and fears turn the chart around for

everyone to see.

Take a few minutes to read the points on the chart.

Identify those expectations that are not in line with

the workshop objectives and explain again the goals

and the structure of the workshop. Identify those fears

that you can easily counter, e.g. that you will not belecturing all the time, but have chosen an interactive

and participatory approach. Promise the participants

that you will strive to fulfil all their other expectations

and keep in mind their fears.

Hang the chart on the wall for everyone to see. This

will help to keep in mind the issues that you need to

address or behaviours you should try to avoid. Invite

the participants to regularly check the chart and to

point out to you whenever you are not considerate

of their expectations and fears.

14

Objective:

Participants communicate

their expectations and

fears to the facilitator for

his/her consideration

during the workshop.

Methods used:

Anonymous brainstor-

ming

Time needed:

15 minutes

Materials needed:

Large chart or poster,

markers, masking tape

!Please note!

A variation of this method is to prepare the

chart before the participants enter the workshop

venue for the first time. Place the chart right in

the entry. Welcome each participant and request

every one to write their expectations and fears

on the board before even taking a seat. This way

they are active right from the beginning of the

workshop.


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2.3 Getting to know each other 1(Social maps and forming rows)

Instructions:

You need a large space or an empty room.

Option 1: Point out to the participants the different

geographical directions (North, South, East, West)

and ask the group to imagine the space or room to

be a map of the country, region, district or town

(depending on the setting of the workshop). You can

chose where each direction is, it doesnt have to be

correct. Ask the participants to locate themselves on the

imaginary map according to their place of residence.

Participants who live in the same area should stand

together. Ask the participants where they live. Now

ask the participants to locate themselves on the map

according to their places of work. Again, those who

work in the same area should stand together. Again,

ask the participants where they work.

Option 2:Ask the participants to imagine the room

to be a scale from often being one side of the room

to seldom, which is represented by the other side of

the room. Ask the participants to locate themselves on

the scale, answering the question how often do you

meet young people? Ask some of the participants in

which situations they are in touch with young people.

Now ask the participants to locate themselves on the

scale according to the question how often do youmeet young people in your work? Again, ask some of

the participants to explain why they have located

themselves the way they have.

Option 3:Ask the group to form a row, standing

behind each other looking in one direction. Now

ask the group to rearrange the row according to the

alphabetical order of the first names (from A to Z).

Now ask them to rearrange the row according to their

size (from tall to short). Now ask the participants to

rearrange the row according to their birthdays (from

old to young). Especially the last option is a good

exercise to visualise the composition of the group

with regards to youth-adult partnerships! Note: You

can make option 3 more difficult by asking the

group to form the rows without speaking.

Depending on the time available you can decide to

use all the options. Dont rush, this is a bonding expe-

rience.

15

Objective:

The participants get to

know each other and their

backgrounds and take first

steps at communicating

and interacting.

Methods used:

Game

Time needed:

15 to 30 minutes


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2.4 Getting to know each other 2(Spider Web)

Instructions:

Take a ball of wool or string and say a few words

about yourself, using the following categories:

your name

where you live

where you work

what you do in your work

anything else that you would like the group to know

Now throw the ball to a participant of your choice,

but hold on to the end of the string or thread on the

ball. The group member holding the ball now talks

about himself/herself using the same categories. Then

the ball is thrown to the next person. Again the person

who throws the ball holds on to the string.

Continue this way until every group member has

introduced himself/herself and everybody is holding

on to the string. In the end, you will have created a

spider web, representing the connection between

the group members.

16

Objective:


know each other and sym-

bolise their wish to work

together.

Methods used:

Game

Time needed:

15 to 30 minutes,depending on the size

of the group

Materials needed:

A ball of wool or string


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2.5 Getting to know each other 3(Coat of arms)

Instructions:

Step 1: Give every participant a sheet of paper, markers

and pens. Ask the participants to design their own

personal coat of arms using symbols, pictures and

texts. Explain what the participants should include

into their coat of arms. Ask them to include the

following four aspects:

My place of origin

My place of work

My favourite activity in my free time

My biggest wish

Step 2:Ask the participants to hang their coat of

arms on the wall, thereby briefly explaining what they

have drawn.

Step 3:Ask the participants to connect their coat of

arms with those of others, where they feel that there

are things that they have in common.

The result is a visualisation of the diversity within thegroups and the things that people have in common. For

connecting they should use thread and masking tape.

17

Objective:

Participants learn about

things that they have in

common and things that

are unique about them.

Methods used:

Individual tasks

Time needed:

30 to 45 minutes,depending on the size

of the group

Materials needed:

Paper sheets, colourful

pens and markers,

thread, masking tape

!Please note!

The facilitator is also a part of the group and

should participate in this exercise by also desi-

gning his/her coat of arms.

You can also choose different categories for the

coat of arms. You may also explain the task to

the group and let them come up with categories,

however make sure that everyone is using the

same categories, as you wont be able to connect

the results otherwise!


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18

Module 1 Creating awarenessSensitising stakeholders and especially decision-makers

on issues concerning young people is an essential pre-

requisite for youth promotion. The following course

of action is presented in the following section of the

manual:

In a first step, module 1 aims at diminishing stereo-types and negative attitudes. Using interactive methods,

the participants will reflect the perceptions that exist

of young people in society, as well as their own views.

Thereby this module also provides a first step in

establishing Youth-Adult Partnerships, through which

youth participation in the workshops and within the

context of stakeholder collaboration is promoted

(see Annex 2).

Secondly, many times decision-makers in town councils

or district administrations are not aware of the impor-

tance young people carry for development processes.

Module 1 therefore also aims at creating awareness on

issues concerning young people. Thereby the capacities

of stakeholders with regards to the basics of youth

work are built, tackling topics such as: children and

youth rights; international, regional and national

commitments; the reasoning behind youth participa-

tion.

Module 1 Creating awareness


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19

3.1 Perceptions and stereotypes of youth 1(Opinion scales)

Instructions:

Preparation:You need a list of statements regarding

the lives of young people and their role in society.

Prepare a list with at least 10 statements. The state-

ments should be controversial. You also need two

sheets of paper, on one you should write I AGREE

and on the other I DISAGREE. Stick the two

papers on the wall in opposite sides of the room.

Step 1:Ask the participants to imagine a line between

the two sheets and show where the middle is. This is

the scale for measuring agreement or disagreement.

Standing in the middle means I DONT KNOW.

Read out your first statement and ask the participants

to stand according to their agreement or disagreementwith the statement. Ask selected participants to

explain their position. It usually makes sense to ask

participants close to the extremes. Here are some sta-

tements you can use. Feel free to come up with your

own statements:

Youth are rebellious!

Youth cannot decide for themselves!

In former times the youth were not so difficult!

The youth of today will be good leaders!

Step 2: Request the participants to sit in a circle. Ask

them how they felt during the exercise. Also, ask the

group if there are specific aspects they would like to

discuss further.

Objective:

Participants reflect their

own opinions on youth

and issues regarding

young people.

Methods used:

Game, plenary

discussion

Time needed:60 to 90 minutes

Materials:

Posters, masking tape,

set of statements !Please note!

Be aware: this exercise may evoke provocative

arguments. When asking participants to explain

their opinions and why they have located them-

selves the way they have, make sure that no

discussion develops over the opinions. Each

participant should be given the opportunity to

explain themselves without being interrupted,laughed at or contradicted. If you feel that there

are important issues to be discussed, note them

down and use them for the discussion in Step 2.

Also, this exercise may be useful for the establish-

ment of youth-adult partnerships. Observe the

differences in opinion and point them out to the

participants. Thereby you will visualise the diffe-

rences in perception.

This exercise may also be useful for module 3

during the planning of activities. If there are

controversies over activities, you can ask the

group to show their agreement or disagreement

with activities using this method. This is a very

interactive and visual way of voting.


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20

3.2 Perceptions and stereotypes of youth 2(Snapshot survey)

Instructions:

Preparation: Prepare an A4-sheet comprising of the

following task: List three words to describe the

youth. Alternatively the task could run: What are

your experiences with young people?, What do you

think: are youth helpful for society? Alternatively,

take a few minutes at the beginning of the session and

come up with questions together with the group!

Make photocopies of the questionnaire and give each

participant three copies. Also prepare a blank chart,

poster or blackboard.

Step 1:Ask the participants to perform the following

task: Chose a location close to the workshop venue,

for example: a market, shopping mall or bus stop.

Please talk to three different people and explain tothem who you are and that you are taking part in a

workshop on youth. Ask them politely to list three

words describing the youth. Note their answers down

on the questionnaire. You have 60 minutes to perform

this task.

Step 2:After having collected views from three peo-

ple, let the participants stick their questionnaires on

the chart that you have prepared. After all the que-

stionnaires are hung up on the wall ask the partici-

pants to come to the board and read the questionnai-

res of the other group members.

Step 3: Initiate a discussion on the results of the sur-

vey: Are the answers given by the interview partnerspositive or negative? Are there certain answers that

repeat themselves? If so, why is that the case? What

is the overall picture of the opinion of the interview

partners on youth?

Objective:

Participants get an over-

view of opinions regarding

the youth in society.

Methods used:

Individual task, plenary

discussion

Time needed:90 to 120 minutes

Materials needed:

Questionnaires, Chart,

Poster or Blackboard

!Please note!

Depending on the size of the group, it may make

sense that two participants are grouped together

when collecting views. It can be useful to utilise

this session for the establishment of youth-adult

partnerships. However, do not pair adults and

youth. Pair the youths and adults separately.

Thereby you will be able to compare the different

results of youth or adult interviewers and discuss

why young people and adults were given different

answers.

Note: you can only meaningfully carry out this

activity, if your workshop takes place at a lively

venue where the participants are likely to find

people to act as interview partners.

Idea! You could also give this exercise to the parti-

cipants as homework, whereby they do the survey

in their home or work environment. Thereby you

can save time!


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21

3.3 Youth Participation - Why? Who? How?(Lecture)

Instructions:

Prepare a lecture using the Fact Sheet 1 Youth

Participation in Part III of this manual. In your prepa-

ration, also research the situation in your country and

available information on youth participation. Also

think of examples from the working contexts of the

participants or your society in general. In consensus

with the local staff in charge this input presentation

could also be held by a participant or local expert.

Make sure you use methods of visualisation, for exam-

ple: a PowerPoint-presentation, overhead transparen-

cies, posters or flipcharts.

In your presentation, identify points when you will

ask the participants about their experience with youth

participation (for youth participants: Have you ever

been participating in public decision making? In

which context? How was your experience with that;

for adult participants: Did you ever involve young

people in decision making processes in your working

area? What have been challenges and outcomes of

involving young people in these processes? )

Ask the participants to note down their questions and

comments, so that they can be answered after your

presentation and will not interrupt your presentation.

After the lecture, ask the participants to pose their

questions.

Objective:

The participants know

about basic concepts of

youth participation and

discuss how youth parti-cipation is handled in

society.

Methods used:

Lecture, plenary

discussion

Time needed:60 Minutes

Materials needed:

PowerPoint, Flipchart,

Posters, Overhead

Transparencies or any

other kind of visuali-

sation

!Please note!

Make sure that you make your presentation as

practical as possible. Also think of examples from

the working contexts of the participants or your

society in general. Remember: some of your par-

ticipants may be experts in this field and may

want to contribute their own opinions. Also,

you have young people that are participants

let them talk about their experiences. Dont miss

this chance!


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22

3.4 Child and youth rights 1 (Lecture)

Instructions:

Prepare a lecture using the Fact Sheet 2 International

Commitments in Part III of this manual. In your

preparation also research the situation in your country

and available information child and youth rights. Also


participants or your society in general.

Make sure you use methods of visualisation, for

example: a PowerPoint-presentation, overhead trans-

parencies, posters or flipcharts.

In your presentation, identify points where you will

ask the participants about their experience with the

enforcement of certain rights (How is the right

[e.g. right to education] protected in our national

law? What do you think: Is this human right effec-

tively implemented and enforced in our country?)

Ask the participants to note down their questions and

comments, so that they can be answered after yourpresentation and will not interrupt your presentation.

After the lecture, ask the participants to pose their

questions.

Objective:


about international and

regional commitments

regarding child and youth

rights.

Methods used:

Lecture, plenary

discussion

Time needed:

45 Minutes

Materials needed:


Posters, Overhead

Transparencies or any

other kind of visuali-

sation

!Please note!


practical as possible. Also think of examples from

the working contexts of the participants or your

society in general. Remember: some of your par-

ticipants may be experts in this field and may

want to contribute their own opinions. Also,

you have young people that are participants

let them talk about their experiences. Dont miss

this chance!


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23

3.5 Child and youth rights 2 (Lecture) Instructions: Form groups of max. 5 participants. Make sure that

the composition of the group is mixed in a way that

youth and adults are grouped together, as well as par-

ticipants from different institutions and organisations.

Step 1:Ask each group to choose one right from the

child and youth rights you presented in your lecture

(see 3.4). Ask each group to perform the followingtask:

Discuss if and how the right your group has chosen

is enforced!

If you feel the right you are working on is adequately

enforced, collect examples of good practices.

If you feel the right you are working on is not

adequately enforced, discuss possible reasons for the

current situation and come up with possible strate-

gies to improve the implementation of this right.

Develop a poster showing your groups most im-

portant points of discussion and results.

Step 2:Ask each group to hang their poster on the

wall and create an exhibition. Invite all participants

to visit the exhibition for 15 minutes and see what

the other groups have come up with. Ask the partici-

pants to gather around the poster of the first group

and ask the group questions. Then move on to the

next poster.

Objective:

The participants reflect

the situation of child

rights in their country

and local settings.

Methods used:

Group Work, Poster

Exhibition

Time needed:

45 Minutes

Materials needed:

Posters, Markers,

Masking Tape

!Please note!

Make sure that you chose rights for the groupwork that the participants are familiar with from

their work. These may differ according to the

group. It is important to let the group chose

themselves which rights they want to work on.


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24

3.6 Stakeholder Analysis 1 (Exhibition)

Instructions:

You need enough space for

many small groups or even individual participants to

work by themselves. Also, make sure that the walls of

your seminar room are blank.

Step 1:Ask the participants representing one organi-

sation, institution or programme to form a small

group each. If there is only one representative of an

organisation, kindly ask them to work by themselves.

Provide each group or individual participant with a

poster and markers.

Step 2: Request each group or individual participant

to prepare a poster presenting their organisation or

programme. Give the participants 30 minutes to carry

out this task. Each poster should contain the follow-

ing aspects:

name of organisation or programme

if available the vision, values and mission statement

objectives of the organisation or programme

target groups area of operation/project area

the kind of activities implemented or services offered

If youths are not the main focus of work, how is

youth promotion integrated into the work of their

organisation

Step 3: Hang all the posters on the wall and create a

youth promotion exhibition of the area. Now ask

each organisation or programme to present their

poster in no more than 5 minutes. After each presen-

tation give the opportunity for the participants to ask

the presenters questions about their work.

Objective:


know the other stakehol-

ders that are present in

the workshop and their

work with young people,in order to sensitise them

on the local situation on

youth promotion.

Methods used:

Individual or group

work, Exhibition

Time needed:

60 - 90 minutes

Materials needed:

Posters, markers,

masking tape

!Please note!

Move around the exhibition with the whole

group, depending where the poster that is being

presented hangs. Thereby you get the group to

move. This is a nice change from sitting so much.

This session is also carried out so that in plan-

ning activities efforts are not duplicated, but rat-

her that the group knows what is already in placeand considers the existing activities and services

in their planning efforts.

The results of this session should be used again in

module 4. Make sure that you keep the posters,

so that you can use them again and refer to them.


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25

Module 2 - Analysis for Youth Promotion

The aim of this module is to guide the participants

through a process of analysing young peoples living

situations and the different stakeholders involved in

youth promotion. It forms the basis of the work in

module 4, where the actions of the different stake-

holders shall be coordinated or even new activities

that the stakeholders want to implement jointly will

be developed.

Here, we propose a number of sessions that serve to

guide a process of analysis and planning:

First, the group will use different techniques (Problem

Tree Analysis, Youth Services Map, Gender Analysis,

Daily Routine) to analyse the situation of young

people in their town, province or district.

Also, the participants will conduct a stakeholder analysis,

identifying which organisations and programmes serve

which thematic area through its services and activities.

Here, the results of the stakeholder analysis in module

1 are very helpful. Thereby the stakeholders shall also

relate to the strategies and plans of their individual

organisations and programmes. The step is important

to avoid inventing the wheel and duplicating efforts.

Rather, the existing activities and services should be

coordinated.

The expected outputs of this module is a well-docu-

mented analysis of the challenges youth face and the

stakeholders that offer services to them.


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4.1 Analysis 1 (Problem Tree Analysis) Instructions: Step 1: Ask the youth attending the workshop to

go outside for 10 minutes and to brainstorm five

main problems young people face in their lives. The

youth should come back to the plenary and name

the problems they have come up with. Record their

results on the flipchart and pick out the five most

listed problems.

Step 2: Form five groups, one for each problem on

the flipchart. It makes sense to have at least one youth

in each group as a resource person.

Step 3: Explain to the participants the metaphor

of the problem tree and draw a problem tree on

the flipchart. Explain that the trunk represents the

problem, the roots represent the causes (root causes)

and the branches represent the consequences (See the

illustration below).

Step 4:Ask the groups to take a poster each, markers,

cards and glue and to draw a problem tree on their

poster. On one card they should write the problem

they are analysing and glue it on to the trunk.

Step 5: Now ask the group to discuss what the causes

of the problem are and to draw each cause on a card

and stick it on to the roots.

Step 6: Then the group should discuss the consequences

of the problem for young people, draw each conse-

quence they come up with on a card and stick it onto the branches.

Step 7: Now let the groups discuss how best the

problems could be addressed by activities and services.

The groups can write the solutions and strategies

they come up with on to the poster and connect it

with arrows to the problem or the consequences.

26

Objective:

The participants analyse

problems young people

face and identify their

causes and consequences.

Methods used:

Group work, Exercise,

plenary discussion

Time needed:

60 - 90 minutes

Materials needed:

Flipchart, Posters,

Markers, Cards, Glue


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Problem Tree Analysis

27


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4.2 Youth-specific issues (Lecture)

Instructions:

Step 1: Decide on one youth specific issue which has

a special relevance for the context where the workshop

takes place (e.g. youth and violence, youth health,

youth unemployment). You can get the background

information to these issues in the Factsheets of this

toolkit. Prepare a lecture on the chosen issue. Also


participants.

Step 2: Make sure you use methods of visualisation,

for example: a PowerPoint-presentation, overhead

transparencies, posters or flipcharts.

Step 3:After the lecture and after answering the

questions, divide the participants into small groups

and provide them with cards and flip charts. Give the

partcipants a set of questions to discuss on the issue

in their group. The questions should relate to the

specific issue as well as to the context and the know-

ledge of participants. (e.g. How is the situation of

in your context?, How could this situation be im-

proved?, etc.)

Step 4:Ask the participants to write down the most

important points of their discussion and stick them

on a flip chart.

Step 5:Walk along the poster presentations with the

whole group and let each group explain their outcomes.

Let the participants pose questions and discuss the

results.

28

Objective:


about and discuss one

selected issue with a high

relevance to young people

in the specific context.

Methods used:

Lecture, group work

Time needed:

60 Minutes

Materials needed:


Posters, Overhead

Transparencies or

any other kind of

visualisation

!Please note!


practical as possible. Also think of examples

from the working contexts of the participants

or your society in general. Remember: some of

your participants may be experts in this field

and may want to contribute their own opinions.

Also, you have young people that are participants

let them talk about their experiences. Dont

miss this chance!


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4.3 Analysis 2 (Youth Services Map)

Youth Services Map

Instructions:

Step 1: Divide the group into small groups. Put together

homogenous groups according to age and gender, i.e.

one group of young male participants, one group of

young female participants, one group of adult male

participants, one group of adult female participants.

Each group should consist of a maximum of ten people.

Step 2: Provide every group with a poster and markers.Ask the groups to draw a map of the area (town,

province, district or community, depending on the

setting of the workshop) and to indicate on the map

the services that are available to young people. Such

services could include: schools, youth centres, clinics

and health centres, sports clubs and premises, youth

projects, discos, meeting places or churches and

mosques. The group should choose a symbol for

each service (see the illustration below).

29

Objective:

Participants analyse and

reflect the services availa-

ble to young people in the

town, province, district or

community (dependingon the workshop setting).

Methods used:

Group work, plenary

discussion

Time needed:

90 minutes

Materials needed:

Charts or posters,

markers


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Step 3:Ask each group to choose one member to

present the resulting map to the plenary. After each

presentation, give room for questions so that every-

body fully understands each map. You may find that

the participants will be surprised about the results

of the other groups. Especially the adults may be

surprised at the results of the youth.

Step 4:After each presentation ask the group forsuggestions on what services they feel are missing

for young people according to the map. Collect the

suggestion on a flipchart.

Step 5:Ask the groups to choose one member each

as a cartographer to help merge all the maps into

one complete map. Provide another poster and

markers to the cartographers and ask them to create

one new map. The other participants should witness

the production of this map, as it is a joint result and

everybody should agree with it. Hang the map on the

wall for everyone to see, so that in later discussions

the group can refer to it.

30

!Please note!

The map will help you later when planning for

youth activities. Make a copy of the final map

on an A4-sheet. It may be useful to make photo-

copies of the map for each participant at a later

stage in the workshop.

Also, note down the collected suggestions of theparticipants with regards to which services are

missing.


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Alternative Version:

The participants of the workshop may not live in the

same area. Therefore it might be difficult for them to

draw a common map. In this setting the following

alternative can be used:

Step 1: Divide the group into small groups. Let

the participants brainstorm and discuss what kind

of youth services are available in their respectiveareas (e.g. schools, youth center, sports clubs, youth

projects, meeting places, church activities,...). Let

them write the names on cards.

Alternative Youth Service Map:

Step 2: Let the participants draw circles on flip

charts and stick the cards with the youth services on

the flip chart. They should be arranged according to

the relevance to the participants: the most relevant

youth service in the center of the circle, the unim-

portant services at the border of the circle (see illus-

tration).

Step 3: Now ask the participants to discuss whetherthese services are working according to the need of

young people. They should draw a plus + to the card

if the service works according to the needs of young

people and a minus if it doesnt.

Step 4:Walk along the poster presentations with

the whole group and let each group explain their out-

comes. Let the group pose questions and discuss the

results.

31


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4.4 Analysis 3 (Daily Routine)

Instructions:

Step 1: Divide the participants into four groups, i.e.

one group to discuss male youths from 10 to 15 years,

one group to discuss male youths from 16 to 24 years,

one group to discuss female youths from 10 to 15

years and one group to discuss female youths from

16 to 24 years.

Step 2: Provide every group with a poster and mar-

kers. Explain to the groups the format they should

use. They should draw a table consisting of two

columns (one for the hour of the day and one for the

activities) and fourteen lines (one line for every hour

of the day, from 7.00 to 21.00). Ask each group to

draw such a table on their poster (see the illustration

below).

Step 3:Ask each group to discuss the typical dailyactivities of the youth their group is working on and

develop a table displaying a typical daily routine.

Step 4:Ask each group to choose a member to present

the results to the plenary. After each presentation, give

room for questions so that everybody fully under-

stands each table. Ask the participants to identify the

most striking differences between the tables and

explain why they think they differ.

Step 4:Ask the groups to sit together again and to

identify the times within the daily routines that young

people could use services. Ask them to write their

results on a separate poster. Again let the groups pre-

sent the results of their discussion to the plenary and

hang the posters on the wall.

Daily Routine

32

Objective:


and reflect the daily

activities of boys and girls

in their town, province,

district or community.

Methods used:

Group work, plenary

discussion

Time needed:

90 minutes

Materials needed:

Posters, markers !Please note!This method, as with the youth services map, will

help you later when planning for youth activities.

Be careful not to lose the results and copy the

posters so that you are able to make photocopies

later.

A variation of this method is to form groups

according to different times in the day (morning,

afternoon, evening), the week (weekdays and

weekends) or seasons.


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4.5 Analysis 4 (Gender Analysis)

Instructions:

Step 1: Divide the participants into small groups

of not more than ten members. Provide each group

with a poster and markers and ask the groups to

draw on the sheets a table consisting of three columns

(activities, boys, girls) and many lines.

Step 2: Explain to the groups that they should think

of activities in five different categories:

educative activities,

household activities,

leisure activities,

Income generating activities

Activities in political processes

Step 3: Ask the groups to brainstorm as many

activities as possible under each of these categories

and to fill them in the lines in the column activities.

Step 4: Now ask the groups to fill in the boxes for

the activities of boys and girls. They should distribute

numbers ranging from one to five, indicating in which

activities boys and girls are involved in, whereas 5

indicates very much involved and 1 indicates not

involved at all. (See illustration below).

Step 5: Ask the groups to choose one member to

present the results of the group work to the plenary.

Let the other groups ask questions.

Step 6: After all the groups have presented their

results, ask the plenary what they can learn from

this exercise. Ask them what the results of the gender

analysis mean for youth activities and services.

Gender analysis

33

Objective:


and reflect the different

roles, duties and activities

of boys and girls.

Methods used:

Group work, plenary

discussion

Time needed:

90 minutes

Materials needed:

Posters, markers

!Please note!

This method is an ideal follow-up to the daily

routine-exercise, as it analyses deeper the different

activities of boys and girls. It is especially useful

to use this method if you are working in a context

where girls are disadvantaged, in order to visualise

the different living situations that are attributed

to gender.

Again, this exercise may provide you important

insights for later planning, especially with regards

to activities for the different genders make sure

you keep the results for later reference.


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4.6 Stakeholder Analysis 2 (Activity Matrix) Instructions: Preparation: This session needs a lot of preparation by

the facilitator! First, go through the posters that were

developed by the different stakeholders in module 2

and note down all the different activities and service

that the stakeholders have mentioned on their posters.

Group the activities into thematic areas, e.g. sports,

arts, psycho-social services, skills development, health,

and so on. Hang the posters on the wall for laterreference. Also, hang the results of the analyses you

have carried out earlier on the walls. Secondly, prepare

a large chart by drawing a table. The lines of the

table represent the different activities. Each column

is reserved for one organisation/programme each (see

the illustration below). Put the activities you have

taken from the posters in the fields in the left column.

Step 1:Ask the participants, to look at the chart and

compare the activities listed with their posters from

module 2 and their work as an organisation or pro-

gramme. Here they should refer to the strategic and

activity plans of their respective organisations and

programmes. Ask the participants to add any activity

that they feel is missing.

Step 2: Now request the participants to come up to

the chart and put crosses according to the activities

and services their organisations/programmes under-

take and offer.

Step 3: Now ask the participants to comment on

the result by answering the following questions:What do they see? Which organisations work in the

same thematic area or undertake the same activities?

Considering the problems that were analysed earlier,

do the activities present a sufficient response to the

challenges? Which area is underserved? Are there

important activities missing?

34

Objective:

The participants get an

overview of the activities

and services that are

implemented and offered

by the stakeholders pre-sent in the workshop.

The coherence of the

action planning exercise

in module 4 and the plans

of the stakeholders are

ensured.

Methods used:

Exercise

Time needed:

30 - 60 minutes

Materials needed:

Large chart, markers


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Activity Matrix

35


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As was explained in the introduction, this module aims

at promoting stakeholder collaboration. However, the

outcome of this module is left open as it is the partici-

pating stakeholders that have to agree if and how they

want to collaborate. Also, the stakeholders may come to

the conclusion that they do not want to cooperate due

to their own reasons.

The sessions outlined in the following are tailored topromote stakeholder collaboration. At the end of this

module, the participating stakeholders should have

come to an agreement that forms a stable basis for

fruitful cooperation.

At first the stakeholders get an overview of the

stakeholders present in the workshop, using different

techniques visualising the services and activities and

the linkages between the stakeholders.

Also, different forms of stakeholder cooperation, spe-

cifically in the area of youth promotion are presented.

Lastly, the participants will embark on a strategic

planning exercise, developing a

Documents

Get Youth on Board!