LGL guide TO GIRL- CENTERED ADVOCACY
Let Girls Lead 1
contributorsLead ContributorsGrace Kaimila KanjoEugenia López Uribe
Denise DunningLorena Gómez-BarrisEmily HagermanJosie RamosClaudia RomeuEsther TahrirEmily Teitsworth
Other ContributorsRicardo BaruchDarshan Elena CamposRossana CifuentesJuany Garcia PérezGrace Malera
Mirna Montenegro RangelSarah Rich
Graphic DesignDiana Eugenia Pérez GonzálezMaría Fernanda Azuara Hernández
Photo Credits Lorena Gómez-BarrisHoward KasiyaEmily TeitsworthEnrique Zabaleta
Let Girls Lead 2
Acknowledgements
many years, especially Eugenia López Uribe, Grace Kaimila Kanjo, Mirna Montenegro Rangel,
Many excellent resources contributed to Let Girls Lead’s methodology and curriculum
Thank you! Mil gracias! Zikomo! Ameseginalehu!
Lets Girls Lead 3
table of contentsWhen I picture a fair world for girls...
LGL GUIDE TO GIRL - CENTERED ADVOCACY
HOW TO USE THIS CURRICULUM
THE IMPORTANCE OF TEAM BUILDING
Introduction to Advocacy
Advocacy for and with Girls
Selfcare and Safety for Advocates
Political Mapping
Convince
Advocacy Planning
Communication Strategies
Storytelling
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5
7
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13
18
22
23
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55
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3
4
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8
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Lets Girls Lead
Building Alliances
Implementation Plan
Advocacy Resource Mobilization
Proposal Development
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227
229
238
243
254
258
10 Closing and Next Steps
Resources for Advocates
HOPE, Commitment and Action
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268
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Let Girls Lead 5
When I picture a fair world for girls...
Let Girls Lead
piece by Gabriela del Carmen, an eleven year old girl from Guatemala who shares her vision for girls
-
Girl Leader Gabriela del Carmen
http://www.letgirlslead.org
Let Girls Lead
allow girls to learn about their body and sexuality, free from fear and taboos, for this could give them the wrong idea
When I picture a fair world for girls...
Let Girls Lead 7
1
The groups of girls and adolescents are the fundamental pillars that breathe life into the decrees, laws, and
they best know their own needs
policy that arises from a truly felt need that is expressed
Juany García Perez, 2009LGL Fellow
LGL GUIDE TO GIRL- CENTERED ADVOCACY
Let Girls Lead 8
Let Girls Lead
1 .1
Let Girls Lead
Let Girls Lead has achieved the following impacts:
Reducing child marriage in Malawiof marriage
violence
, a
http://www.letgirlslead.orghttp://www.championingchange.org/http://www.phi.org
Let Girls Lead 9
Let Girls Lead Methodology and Learning Philosophy
1 .2
Let Girls Lead 10
The Let Girls Lead Workshop Guide
, a youth-centered leadership
and Save the Children’s World
1 .3
http://www.gojoven.org
Let Girls Lead 11
Who Is This Guide For ?
1 .4
Let Girls Lead 12
I raise up my voice-not soI can shout but so thatthose without a voice can
succeed when half of us
HOW TO USE THIS CURRICULUM
2
Let Girls Lead 13
Adapting the Let Girls Lead Curriculum
2.1 Let Girls Lead originally designed this Advocacy Curriculum as one eight-day intensive workshop for civil
If the workshop is to take place over the course of two days, the facilitators may want to assign some pre-workshop assignments outside of the
1
2
3
Let Girls Lead
Preparing to Lead a WorkshopHere are some points to remember while preparing for and opening each session:
Leading a Workshop
discussion
needing to verbalize their thoughts
Facilitation Tips
2.2
Let Girls Lead 15
facilitation tipsno
tes
This is an especially
more introverted and hesitant to share their
a facilitator is to keep a
and really listen to
real-world experiences are invaluable to the
box available where
anonymous feedback throughout the
2.2
Let Girls Lead
Closing SessionsWhen closing a session, it is important to do the following:
Sample Agenda
facilitation tips
1
2
3
2.2
Let Girls Lead 17
AGALI workshop
Day 1 Day 2 Day 3 Day 5 Day 7 Day 8
8:00 Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast
9:00 Daily Check-In Daily Check-In Daily Check-In Daily Check-In Daily Check-In Test9:30
Human RightsAnalysis of Laws and Policies
Advocacy Strategy Development: Desired Advocacy Result Advocacy
Advocacy Strategy Development:
Advocacy Resource
Resources
Pre-Test
Team Building
10:00 10:15
11:00
Responding to an RFP
11:30Involving Girls and
Strategies
12:00
That Impact Adolescent Girls
12:15
Lunch12:30
13:00
Lunch Lunch Lunch Lunch Lunch Lunch13:30 Basic Components
of Advocacy
Legal Context for Girls’ Advocacy
Advocacy
Advocacy
Methodology
Analysis of Target Audiences
15:00 Advocacy Strategy Development:
IndicatorsFeedback on Final AGALI Proposals
15:30
Context for Girls’
Scale
Developing Advocacy Networks 17:00
Free Time Free Time17:30
Free Time
Free Time Free TimeNext Steps
18:00 Free Time Free Time
19:00
Dinner
Dinner
Advocacy Networking
Dinner
Dinner
Individual Work
Advocacy Strategies
Dinner
Individual Work
Advocacy Strategies
Dinner
Coaching to Finalize Advocacy Strategies
2.2
Let Girls Lead 18
The Art of Giving and Receiving Feedback
Explain that feedback is a way of helping other people to consider changing their
Feedback helps facilitators keep their behavior on target and, thus, increases
feedback:
As observers, we cannot know what another
I
Feedback only increases
In general, feedback is most useful if given at the earliest
25 min
Tim
e
FACILITATORGuide
1
2
3
2.3
10 min
oneACTIVITY
obje
ctiv
es
To name three rules for providing
To explain the value of providing and receiving feedback to improve our work and that of others
“The Art of Feedback”
HAND
OUT
Let Girls Lead 19
15 min
TWOACTIVITY
We all need to be
The Art of Giving and Receiving Feedback
1
2
3
2.3
Let Girls Lead 20
The Art of Giving and Receiving Feedback
25 min
Tim
e
participantGuide
10 min
oneACTIVITY
obje
ctiv
es
To name three rules for providing
To explain the value of providing and receiving feedback to improve our work and that of others
“The Art of Feedback”
15 min
TWOACTIVITY
Feedback: Is a way to help other people consider
Feedback helps facilitators keep their behavior on
As observers, we cannot know what another person’s
I
Feedback only increases people’s
In general, feedback is most useful if given at the earliest opportunity
2.3 HA
NDOU
T
Let Girls Lead 21
Feedback is most useful when the receiver asks
Feedback can be
The tone of feedback is as
PossibleRequested
Considerate
Timely
handout : The Art of Feedbacka 2.3 The Art of Giving and Receiving Feedback
Let Girls Lead 22
3
In partnership with Let Girls Lead, we are empowering girls to raise their voices and
leaders and achieving bylaws that bring an end to child marriage and other harmful
Faith PhiriLGL Fellow and
the importance OF team building
Let Girls Lead 23
team building
Group diversity, including ages and languages
note
s
The facilitators can
at the beginning of a workshop, or in sessions whenever necessary to inject some energy to the
outdoor space is not available, it is important to use a large room with enough space for physical
1
2
3
Let Girls Lead
3.1
http://www.letgirlslead.org/
Let Girls Lead
Snorkeling Kayaking or canoeing Ropes course Rappelling or caving Zip lining Climbing a structure such as pyramid ruins or anything with a staircase
EXPERIENTIAL LEADERSHIP ACTIVITIES
obje
ctiv
es
To create an environment where
that allow them to challenge themselves, overcome their own perceived limits, and
To work individually and within a team to achieve personal and shared goalsTo develop trust and
fellow workshop
Tim
e
FACILITATORGuide
10 min
oneACTIVITY
9, 10, 11 and 12
3.2
Let Girls Lead 25
– – Sunscreen – Insect repellent –
EXPERIENTIAL LEADERSHIP ACTIVITIES
1
2
3
3.2
Let Girls Lead
Tell everyone to close their eyes, put their right hands up in the air, and then reach into the circle to grab
obje
ctiv
esM
ATER
IAL
To strengthen
problem-solving
1
2
3
15 - 30 min
TWOACTIVITY
EXPERIENTIAL LEADERSHIP ACTIVITIES3.2
Let Girls Lead 27
Watch to ensure that they do not take the hand of someone directly next to them, or of the person whose right hand
Discussion
7
8
EXPERIENTIAL LEADERSHIP ACTIVITIES3.2 5
Let Girls Lead 28
The facilitators determine the theme for the cards and writes the names in advance
cards based on the theme
2
3
note
s
Themes can be anything from famous people to work colleagues to
of work colleagues and group members adds a
obje
ctiv
es
To create personal bonds
and provide ways for
and move around the 1
15 - 20 min
THREEACTIVITY
MAT
ERIA
L Index cardsTape
EXPERIENTIAL LEADERSHIP ACTIVITIES3.2
Let Girls Lead 29
person may not be used to being “in charge”, and so it might be most challenging for them to
valuable lessons related to teamwork: the guide learns about the challenge and responsibility of caring for another individual’s well being, while the blindfolded partner learns to trust and rely
Ask everyone to be silent and guide their partners only using touch and physically guiding
Ask that guides only touch their partners on one shoulder and lead them from behind,
obje
ctiv
es
To increase the level of
To take personal risks by exploring the immediate surroundings using other senses
1
min
FOURACTIVITY
2
3
5
MAT
ERIA
L
Stopwatch or watch with second hand for
EXPERIENTIAL LEADERSHIP ACTIVITIES3.2
Let Girls Lead 30
DiscussionStanding with all group members in a circle, facilitate a 20-30 minute discussion using the following
min
FIVEACTIVITY
obje
ctiv
es
To develop personal
those with whom they may not have had much
listening
MAT
ERIA
L
2
3
1
Stopwatch or watch with second hand for
EXPERIENTIAL LEADERSHIP ACTIVITIES3.2
Let Girls Lead 31
as looking directly in the partner’s eyes, nodding to the listener, making acknowledgement sounds, or making other
Sample Prompts
5
7
8
EXPERIENTIAL LEADERSHIP ACTIVITIES3.2
Let Girls Lead 32
Discussion
Ask them to arrange themselves in line based on any of the following:
DiscussionStanding with all group members in a circle, facilitate a 5-10-minute discussion using the following
15 min
sixACTIVITY
obje
ctiv
es
To create personal and professional bonds with
1
2
EXPERIENTIAL LEADERSHIP ACTIVITIES3.2
Let Girls Lead 33
are simple and funny, such as foot size, which we compared in this exercise, while others tell us about
The Alarm Game
beginning of the grid and tries to cross it again, remembering not to step where an alarm was
30 min
sevenACTIVITY
obje
ctiv
es
girls’ human rights
MAT
ERIA
L
forming a grid of 5 x 5 squares, big enough for the
Flip charts and markers1
2
3
5
note
s
numbered card at the corner of each square
Prepare relevant data about girls’ human rights
the country and culture that best represents the
EXPERIENTIAL LEADERSHIP ACTIVITIES3.2
Let Girls Lead
Sample Alarm Grid
Discussion
START
FINISH
EXPERIENTIAL LEADERSHIP ACTIVITIES3.2
Let Girls Lead 35
A7 THE ALARM GAME handout Statistics About Adolescent Girls' Human Rights1
2
3
5
7
8
9
10
Let Girls Lead
Eat the Bread
Discussion
MAT
ERIA
Lob
ject
ives
importance of group work for advocacy
20 min
EIGHTACTIVITY
1
2
3
5
7
8
9
10
BreadBlindfolds
EXPERIENTIAL LEADERSHIP ACTIVITIES3.2
Let Girls Lead 37
Build the House
obje
ctiv
es
importance of
kinds of leadership
methods
MAT
ERIA
L
nineACTIVITY
note
s
space where people can move around blindfolded without tripping on anything
1
2
3
5
7
8
Long rope at least
Blindfolds enough for
3-5 people
EXPERIENTIAL LEADERSHIP ACTIVITIES3.2
Let Girls Lead 38
Discussion
Observers
Everyone
note
s
quite frustrated with the
is to remove the blindfolds,
not talk to each other while trying to create the house
second try, be sure to process with the whole group that
challenges are meaningful and that we should all strengthen
9
EXPERIENTIAL LEADERSHIP ACTIVITIES3.2
Let Girls Lead 39
The Girl I Am
women, they can represent themselves, or they can represent the point of view and experiences of a
Ask each person to light a match and introduce themselves as the young woman they
DiscussionFacilitate a discussion that includes the following points:
15 min
TENACTIVITY
obje
ctiv
es
for adolescent girls
commitment to girl-centered advocacy
MAT
ERIA
Lno
tes
Ideally, before arriving at the
adolescent girl from their
Advocacy Strategy Research and
If there has been no prior workshop
and think about a girl whom they
Ask them to write down a few things about her, such as her age, her interests, her plans for the future,
2
1
Matches or a stopwatch than can count 30 seconds
EXPERIENTIAL LEADERSHIP ACTIVITIES3.2
Let Girls Lead
At the end of this workshop together, what would you say to the girl you interviewed about
Kind WordsThis exercise works best for groups who have had the opportunity to get to know each other rather
15 min
ELEVENACTIVITY
30 min
TWELVEACTIVITY
obje
ctiv
esob
ject
ives
MAT
ERIA
LM
ATER
IAL
1
2
To reconnect with the reality of girls in
reasons why we advocate with and for adolescent girls
feedback and know the
see in them
1
2
3
PensBlank sheets of paper
Stopwatch
Matches or a stopwatch that can count 30 seconds
EXPERIENTIAL LEADERSHIP ACTIVITIES3.2
Let Girls Lead
5
EXPERIENTIAL LEADERSHIP ACTIVITIES3.2
NOTES
Let Girls Lead
We have incorporated more team building exercises into certain sessions throughout the curriculum because
Crossing the Line
Proverbs Say it All
additional team building exercises
3.3
NOTES
1
2
Let Girls Lead
REFERENCES
http://www.girleffect.org/media/50107/girl_effect_infographic_the-girl-effect-factsheet-download.pdfhttp://www.girleffect.org/media/50107/girl_effect_infographic_the-girl-effect-factsheet-download.pdf%20http://www.icrw.org/files/publications/Knot-Ready-Lessons-from-India-on-Delaying-Marriage-for-Girls.pdf%20%20http://www.popcouncil.org/pdfs/Bruce2007_Commonwealth_FullText.pdf%20%20http://www.popcouncil.org/pdfs/Bruce2007_Commonwealth_FullText.pdf%20%20http://www.thelancet.com/pdfs/journals/lanonc/PIIS0140673609607418.pdf%20http://www.thelancet.com/pdfs/journals/lanonc/PIIS0140673609607418.pdf%20http://www.icrw.org/files/publications/Girls-Count-A-global-Investment-and-Action-Agenda.pdf%20http://www.icrw.org/files/publications/Girls-Count-A-global-Investment-and-Action-Agenda.pdf%20%20http://www.unfpa.org/webdav/site/global/shared/documents/publications/2011/Women-Children_final.pdf%20http://www.unfpa.org/webdav/site/global/shared/documents/publications/2011/Women-Children_final.pdfhttp://whqlibdoc.who.int/publications/2005/9241593512_eng.pdf%20http://whqlibdoc.who.int/publications/2005/9241593512_eng.pdf
Let Girls Lead
We thought thatthe senators were
understood the true
We had thought that it meant
demonstrate, but we learned
Rosana Schaack,LGL Fellow and
introduction to advocacy
4
Let Girls Lead
introduction
Let Girls Lead
4
http://www.letgirlslead.org
Let Girls Lead
WHAT IS ADVOCACY?
obje
ctiv
es
term “advocacy” and outline the basic
involved in advocacy
advocacy and other related strategies that
advocacyTo introduce the basic stages involved in designing an advocacy strategy
with markers
version copied onto a
Projector
Tim
e
FACILITATORGuide
30 min
oneACTIVITY
MAT
ERIA
L
1
2
3
5
7
5 min
5 min
5 min
4.1
Let Girls Lead
Advocacy and Related Strategies
The following elements should be included are:
FundraisingLobbying
WHAT IS ADVOCACY?
5 min
5 min
8
twoACTIVITY
1
2
3
HAND
OUTS
PREP
ARAT
ION
Before the session, write down each of the
found on the handout on separate sheets of
them up on the walls
them when they enter
“Comparing Advocacy with Related Strategies,
“Advocacy: Why and
4.1
Let Girls Lead
assign each group one of the following:
Search for fundingLobbyingAdvocacy
the following:
7
8
5
20 min
10 min
WHAT IS ADVOCACY?4.1
Let Girls Lead
Distribute
not
9
10
20-30min
THREEACTIVITY
20 min
1
2
NOTES
WHAT IS ADVOCACY?4.1
Let Girls Lead 50
Tim
e
PARTICIPANTGuideWHAT IS ADVOCACY?
obje
ctiv
es
issues involved in advocacy
confused with advocacyTo introduce the basic stages involved in designing an advocacy strategy
Projector
HAND
OUTS
Advocacy
“Advocacy: Why and How”
30 min
oneACTIVITY
30 min
TWOACTIVITY
30 min
THREEACTIVITYM
ATER
IAL
Handout: – “Comparing Advocacy with
Related Strategies, one per
–
4.1
Let Girls Lead 51
CEDPA: Cairo, Beijing and Beyond: A Handbook on Advocacy for Women Leaders
Corporación PARTICIPA 2003
Policy Project, 1999
1
2
3
5
7
A4.1 WHAT IS ADVOCACY?handout ADVOCACY DEFINITIONS
Let Girls Lead 52
A4.1 WHAT IS ADVOCACY?WORKSHEET DEFINING ADVOCACY
Let Girls Lead 53
Comparing Advocacy to
Fundraising
Lobbying
An IEC strategy may have as its target audience
decision makers, an advocacy strategy, however, will always have a decision maker as its target
strategy is usually consumers, donors, or
contrast, only has decision makers as its target
A fundraising strategy usually has as its
case with advocacy strategies, in some cases the
Just like an advocacy strategy, a lobbying strategy has decision makers as its target
behavioral change or increasing the knowledge
strategy will expect its audience to make a
raise awareness, increase knowledge, change
advocacy strategy always seeks to generate
Advocacy strategies always seek to generate
Nonetheless, unlike fundraising strategies, their
Just like an advocacy strategy, a lobbying
decision makers who may bear impact on the
advocacy can be found in the way they
While lobbying is determined by the possibility of having access to decision makers,
even when direct access to decision makers is
Target Audience
A4.1 WHAT IS ADVOCACY?handout COMPARING ADVOCACY TO RELATED STRATEGIES
Let Girls Lead
A4.1 WHAT IS ADVOCACY?PPT ADVOCACY HOW AND WHY?
obje
ctiv
es
To outline the basic
involved in advocacyTo introduce the basic stages involved in designing an advocacy strategy
Let Girls Lead 55
Advocacy PREPARATION AND RESEARCH
As agents of social change, it is our responsibility to address the various challenges experienced by our girls in our country and
thinking about which advocacy approach might be most strategic to improve the lives of adolescent girls and young women
4.2
Let Girls Lead
accurate to be useful to make strategic decisions
note
sADVOCACY PREPARATION AND RESEARCH4.2
Let Girls Lead 57
Advocacy Research Exercise 1
This analysis should include both the laws and policies that protect adolescent girls and those laws and policies that
Compile a list by the following categories:
Laws Policies Programs
NOTES
ADVOCACY PREPARATION AND RESEARCH4.2
Let Girls Lead 58
Advocacy Research Exercise 2
Example:
NOTES
ADVOCACY PREPARATION AND RESEARCH4.2
Let Girls Lead 59
Advocacy Research Exercise 3
following topics as they relate to adolescent girls:
Gender-based violence:
Employment:
To your area of interest and your professional focus
NOTES
ADVOCACY PREPARATION AND RESEARCH4.2
Let Girls Lead
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2
3
ADVOCACY PREPARATION AND RESEARCH4.2
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8
ADVOCACY PREPARATION AND RESEARCH4.2
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ADVOCACY PREPARATION AND RESEARCH4.2
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Advocacy Research Exercise 5
Name of girl interviewed
Age of girl interviewed
1
2
3
ADVOCACY PREPARATION AND RESEARCH4.2
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5
7
8
ADVOCACY PREPARATION AND RESEARCH4.2
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10
11
9
NOTES
ADVOCACY PREPARATION AND RESEARCH4.2
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The Advocacy Cycle
Tim
e
FACILITATORGuide
70-80 minutesob
ject
ives
change
create an advocacy planTo name the ideal order of the
MarkersMasking tape for each group
“The Feet” and give one complete set
– Ensure that the steps are mixed up
order
MAT
ERIA
L
20 min
oneACTIVITY
50-80 min
TWOACTIVITY
Steps and Methodology for Advocacy Planning: Team Work
read the steps and put them in the order they think they should follow to carry
Each group takes 3-5 minutes to share the results in a group discussion, explaining
1
2
3
5
1
3 min
12 min
15-25 min
4.3
“The Feet”“Steps for Advocacy Planning”“Model for Advocacy”
HAND
OUTS
Let Girls Lead
advocacy strategy lasts, especially if the problem
include such tools as focus groups, individual
a strong analysis made of the policies and laws
of actors during the whole process, to build
note
s
important thing is that all of the steps are considered and that planning is done according to the
If no team has already done so, present the suggested order of steps for advocacy planning in this order:
Audience AnalysisAnalysis of Possible Allies
Development of the Advocacy Project
Advocacy Planning” and the “Model for Advocacy” handouts with the advocacy steps and 5 min
15 min
15 min
2
3
5
THE ADVOCACY CYCLE4.3
Let Girls Lead
Steps for Advocacy Planning: Team Work
The Advocacy Cycle
Tim
e
PARTICIPANTGuide
90 minutesob
ject
ives
create an advocacy plan To name the ideal order of the
change
20 min
oneACTIVITY
min
TWOACTIVITY
4.3
MarkersMasking tape for each group
“The Feet” and give one complete set
– Ensure that the steps are mixed up
order
MAT
ERIA
L
“The Feet”“Steps for Advocacy Planning”“Model for Advocacy”
HAND
OUTS
Let Girls Lead
Audience AnalysisEstablish the target and secondary audiences and examine the
towards the achievement of the Expected Advocacy Resultof each of the projetct´s elements
through the advocacy project, as well as the decision maker who will be the target audience
Analysis of Possible Allies
who may favor the achievement of the ExpectedAdvocacy Result
Development of the Advocacy
and monitoring plan
which the project will be implemented
that could be solve or improved towards achieving the Expected Advocacy Result
A4.3 THE ADVOCACY CYCLEhandout the feet
Let Girls Lead 70
Expected Advocacy Result
Development ofthe Advocacy
Project
AudiencesAnalysis
Gathering
Self-Diagnosis
the ProblemAnalysis of
Possible Alliesthat could be solved or improved
changefavor the achievement of the
-ge to be promoted through the advocacy project, as well as the advocacy project, goals, main
Establish the target and secon-dary audiences and examine
and the interest they may have towards the achievement of the
Gather all the necessary infor-
-
-der when working to achieve the
Deeply explore and understand
which the project will be imple-
A4.3 THE ADVOCACY CYCLEHANDOUT STEPS FOR ADVOCACY PLANNING CARDS 1
Let Girls Lead 71
Audiences Analysis
Self-Diagnosis
Analysis ofPossible Allies
Expected ResultProblem or TopicDevelopment of
the Project
A4.3 THE ADVOCACY CYCLEHANDOUT MODEL FOR ADVOCACY PLANNING
Let Girls Lead 72
NOTES
Let Girls Lead 73
5
someone, but if they can’t speak on the issue themselves
at the end of the day, [your]
Aisha Cooper Bruce,LGL Fellow andProgram Director for Social
ADVOCACY FOR AND WITH GIRLS
Let Girls Lead
introductionAt Let Girls Lead
5
http://www.letgirlslead.org
Let Girls Lead 75
Tim
e
FACILITATORGuidehuman righTs And aDVOCACy for girls
5 min
oneACTIVITY
TWOACTIVITY
obje
ctiv
es
To explain the history of human rights and how they link to adolescent and young women’s socio-economic inequality
socio-legal context of adolescent girls and their needs
agreements and strategies protect adolescent and young women’s human rights
MarkersPre-workshop homework
for the restA classroom prepared with a wide empty space for
– –
– How can we relate this exercise to girls’ human
MAT
ERIA
L
Brainstorm on Human Rights
Crossing the Line
Explain that the classroom is a ”safe space” where we can all be honest
1
2
3
5
5.1
Let Girls Lead
Discuss in plenary:
HUMAN RIGHTS AND ADVOCACY FOR GIRLS
7
8
9
10
11
5.1
Let Girls Lead 77
70 min
THREEACTIVITY
1
1
10 min
5 min
5 min
Right to equalityRight to life, liberty, and personal security
Freedom from slaveryFreedom from torture
Right to equality before the lawRight to remedy before competent tribunalFreedom from arbitrary arrest and exileRight to fair public hearing
guiltyFreedom from interference with privacy, family, home, and correspondenceRight to free movement in and out of the countryRight to asylum in other countries from
Right to marriage and familyRight to own propertyFreedom of belief and religion
Right to peaceful assembly
Right to social securityRight to desirable work and to join trade unionsRight to rest and leisureRight to food and shelter
Right to cultureRight to a free and fair world
Freedom from state or personal interference with these human rights
HUMAN RIGHTS AND ADVOCACY FOR GIRLS5.1
http://www.youtube.com/watch?v=oh3BbLk5UIQ
Let Girls Lead 78
Binding:Not binding:
to Improve the Status of Adolescent Girls
3
1
2
5
3
10 min
30 min
10 min
FOURACTIVITY
HUMAN RIGHTS AND ADVOCACY FOR GIRLS5.1
Let Girls Lead 79
Deborah
Miguel
Nadia
Roxana
Rodrigo
Marjorie
HUMAN RIGHTS AND ADVOCACY FOR GIRLS5.1
Let Girls Lead 80
Ivan
Angel Miguel
Yuli
Gladys
Henry
Carlo
NOTES
HUMAN RIGHTS AND ADVOCACY FOR GIRLS5.1
Let Girls Lead 81
Reasons to Take a Step Forward or Backward1
2
3
5
7
8
9
10
11
12
13
15
HUMAN RIGHTS AND ADVOCACY FOR GIRLS5.1
Let Girls Lead 82
Tim
e
PARTICIPANTGuidehuman righTs And aDVOCACy for girls
5 min
oneACTIVITY
TWOACTIVITY
threeACTIVITY
FOURACTIVITY
obje
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To Explain the history of human rights and how they link to adolescent and young women’s socio-economic inequality
context of adolescent girls and their needs
agreements and strategies that protect young women’s human rights
Markers Pre-workshop homework
an adolescent or adult
MAT
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Brainstorm on Human Rights
Crossing the Line
HUMAN RIGHTS AND ADVOCACY FOR GIRLS5.1
Let Girls Lead 83
Preamble
Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been
that human rights should be protected by the rule of law,
standards of life in larger freedom,
respect for and observance of human rights and fundamental freedoms,
A5.1 HUMAN RIGHTS AND ADVOCACY FOR GIRLSHANDOUT universal declaration of human rights 1
http://www.un.org/en/documents/udhr/
Let Girls Lead
A5.1 HUMAN RIGHTS AND ADVOCACY FOR GIRLSHANDOUT universal declaration of human rights 1
Let Girls Lead 85
A5.1 HUMAN RIGHTS AND ADVOCACY FOR GIRLSHANDOUT universal declaration of human rights 1
Let Girls Lead
clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness,
A5.1 HUMAN RIGHTS AND ADVOCACY FOR GIRLSHANDOUT universal declaration of human rights 1
Let Girls Lead 87
A5.1 HUMAN RIGHTS AND ADVOCACY FOR GIRLSHANDOUT universal declaration of human rights 1
Let Girls Lead 88
Provision: The right to possess, receive or have access to certain things or
A5.1 HUMAN RIGHTS AND ADVOCACY FOR GIRLSHANDOUT 2 Convention on the Rights of the Child: Summary rights
Let Girls Lead 89
A5.1 HUMAN RIGHTS AND ADVOCACY FOR GIRLSHANDOUT 2 Convention on the Rights of the Child: Summary rights
Let Girls Lead 90
A5.1 HUMAN RIGHTS AND ADVOCACY FOR GIRLSHANDOUT 2 Convention on the Rights of the Child: Summary rights
Let Girls Lead 91
A5.1 HUMAN RIGHTS AND ADVOCACY FOR GIRLSHANDOUT 2 Convention on the Rights of the Child: Summary rights
Let Girls Lead 92
A5.1 HUMAN RIGHTS AND ADVOCACY FOR GIRLSHANDOUT 2 Convention on the Rights of the Child: Summary rights
NOTES
Let Girls Lead 93
progress in four key areas:
as quickly as possible, and in any case before 2015, meet the Conference’s goal of achieving
1
A5.1 HUMAN RIGHTS AND ADVOCACY FOR GIRLSHANDOUT 3 INTERNATIONAL CONFERENCE ON POPULATION AND DEVELOPMENT (ICPD) 2
http://www.unfpa.org/public/home/sitemap/icpd/International-Conference-on-Population-and-Development/ICPD5-key-actions
Let Girls Lead
“Governments, with assistance from UNAIDS and donors, should, by 2005, ensure that at least 90 per cent, and by 2010 at least 95 per
3
2
A5.1 HUMAN RIGHTS AND ADVOCACY FOR GIRLSHANDOUT 3 INTERNATIONAL CONFERENCE ON POPULATION AND DEVELOPMENT (ICPD) 2
Let Girls Lead 95
of conduct of men and women which are based on ideas of inferiority or superiority or
A5.1 HUMAN RIGHTS AND ADVOCACY FOR GIRLSHANDOUT 4 CONVENTION ON THE ELIMINATION OF ALL FORMS OF DISCRIMINATION
Let Girls Lead
A5.1 HUMAN RIGHTS AND ADVOCACY FOR GIRLSHANDOUT 4 CONVENTION ON THE ELIMINATION OF ALL FORMS OF DISCRIMINATION
Let Girls Lead 97
A5.1 HUMAN RIGHTS AND ADVOCACY FOR GIRLSHANDOUT 4 CONVENTION ON THE ELIMINATION OF ALL FORMS OF DISCRIMINATION
NOTES
Let Girls Lead 98
Tim
e
FACILITATORGuideincreasing Awareness of Sex and Gender
obje
ctiv
es
To explain the
and genderTo explain how gender
“World Upside-Down” text1 MarkersFlip chart with the
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The World Upside-DownoneACTIVITY
1
2
5.2
Let Girls Lead 99
INCREASING AWARENESS OF SEX AND GENDER
3
5
5.2
Let Girls Lead 100
World-Upside Down
Tim
e
PARTICIPANTGuide
ONEACTIVITY
obje
ctiv
es
To explain the
and genderTo explain how gender
“World Upside Down” text2 MarkersFlip chart with the
MAT
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L
increasing Awareness of Sex and Gender
NOTES
5.2
Let Girls Lead 101
Tim
e
FACILITATORGuideADVOCACY FOR GENDER PERSPECTIVE
obje
ctiv
es
advocacyTo explain the importance of advocacy with a
To describe advocacy strategies for gender equality that emphasizes young women’s lives and leadership
the top of each onePowerPoint projectorDigital Stories: Gaby:
Adhesive tapeCardsPencilsMarkersM
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IAL
understand the topics of sex, gender, and sexuality, whether it is because they are familiar
The session helps them apply their knowledge of
note
s
25 min
oneACTIVITY
Remember: Prior to the Session
Show Gaby’s digital story:
What does Gaby’s story tell us about sex, gender, and sexuality, and
Make sure you stress that sex, gender, and sexuality are interrelated, but
5 min
5 min
1
1
2
3
2
5.3
http://www.youtube.com/watch?v=JUJj0EGRX4shttp://www.youtube.com/watch?v=JUJj0EGRX4shttp://www.youtube.com/watch?v=WIvmE4_KMNwhttp://www.youtube.com/watch?v=WIvmE4_KMNwhttp://www.youtube.com/watch?v=JUJj0EGRX4s
Let Girls Lead 102
Gender, Sexuality and Advocacy
Remember
for each “area”:
Social
– – – – –
Economic
– – – –
ADVOCACY FOR GENDER PERSPECTIVE
5 min
10 min
10 min
95 min
TWOACTIVITY
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2
3
5.3
Let Girls Lead 103
– – – –
Review slides 8 through 20 on gender-based advocacy
ADVOCACY FOR GENDER PERSPECTIVE
35 min
10 min
30 min
10 min
5
7
NOTES
5.3
http://www.youtube.com/watch?v=WIvmE4_KMNw
Let Girls Lead
ADVOCACY FOR GENDER PERSPECTIVE
Tim
e
PARTICIPANTGuide
Gender, Sexuality, and Advocacy:
Discussion
Slides 4-5:Slides 6-7:Slide 8-9: Gender in Advocacy Slide 10-11:
Slide 15:Slide 16:Slide 17-18:
Elements of Gender-Based Advocacy
Common Challenges
25 min
ONEACTIVITY
95 min
TWOACTIVITY
obje
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advocacyTo explain the importance of advocacy with a
To describe advocacy strategies for gender equality that emphasize young women’s lives and leadership
the top of each onePowerPoint projectorDigital Stories: Gaby:
Adhesive tapeCardsPencilsMarkersM
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IAL
1
2
3
5.3
http://www.youtube.com/watch?v=JUJj0EGRX4shttp://www.youtube.com/watch?v=JUJj0EGRX4shttp://www.youtube.com/watch?v=WIvmE4_KMNwhttp://www.youtube.com/watch?v=WIvmE4_KMNw
Let Girls Lead 105
A5.3 ADVOCACY FOR GENDER PERSPECTIVEPPT ADVOCACY FOR GENDER PERSPECTIVE
Let Girls Lead
Tim
e
FACILITATORGuideinvolving girls in advocacy strategies
obje
ctiv
es
To name at least three steps that one can take to involve girls in an advocacy strategyTo describe the importance of involving girls in advocacy
and meaningful wayTo have an in-depth strategy for adolescent girls’
“IDEI Advocacy Case Study”
Involved in Advocacy”
on it
MAT
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BackgroundLet Girls Lead designed this session to help adults who work with adolescent girls become aware of the various ways they can meaningfully involve girls
girls themselves, the facilitator will have to revise the session to make it
Before the Workshop:Reading the IDEI Case Study
What challenges do you think the advocates might have had when they
Remember: Prior To The SessionWOR
KSHE
eTS
5.4
http://www.letgirlslead.org
Let Girls Lead 107
Group discussion:
Remember
INVOLVING GIRLS IN ADVOCACY STRATEGIES
30 min
ONEACTIVITY
70 min
TWOACTIVITY
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3 min
20 min
2 min
3 min
7 min
5.4
Let Girls Lead 108
The group can discuss this in pairs, small group, or plenary:
Slide 5: Bases for Involving Girls
Slide 6: Girl-Centered Advocacy
Slide 7: Girl-Led Advocacy
5 min
1 min
2 min
2 min
2 min
10 min
INVOLVING GIRLS IN ADVOCACY STRATEGIES5.4
Let Girls Lead 109
The group can discuss these in pairs, small group, or plenary:
3rd: Consulted and informed
3 min
5 min
5 min
2 min
3 min
INVOLVING GIRLS IN ADVOCACY STRATEGIES5.4
Let Girls Lead 110
Slide 14: How to Get Girls Involved
Remember
Remember
30 min
THREEACTIVITY
1
2
Helping Children change their world:
the Children Alliance guide to advocacy- Facilitator’s manual, The
Want to Consult with
Advocacy Toolkit: A
decisions that improve children’s lives, UNICEF,
RESO
URCE
S
5 min
20 min
15 min
INVOLVING GIRLS IN ADVOCACY STRATEGIES5.4
Let Girls Lead 111
involving girls in advocacy strategies
Pre-session Homework: IDEI Case Study
What challenges do you think might have arisen by involving adolescent
Facilitate a Discussion About the IDEI Case Study
obje
ctiv
es
To describe the importance of involving girls in advocacy
and meaningful wayTo have an in-depth strategy for adolescent girls’
on it
Worksheet: IDEI Case Study
Involved in Advocacy
WOR
KSHE
ETS
MAT
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Tim
e
PARTICIPANTGuide
30 min
ONEACTIVITY
1
2
3
5.4
15 min
3
Let Girls Lead 112
Slide 4:Slide 5: Bases to Get Girls Involved Slide 6: Girl-Centered Advocacy Slide 7: Girl-Led Advocacy Slide 8:Slide 9:Slide 10:Slide 11:
How to Get Girls Involved Slide 15:
INVOLVING GIRLS IN ADVOCACY STRATEGIES
NOTES
TWOACTIVITY
5.4
Let Girls Lead 113
a5.4 iNVOLVING GIRLS IN ADVOCACY STRATEGIESWORKSHEET 1 . IDEI CASE STUDY
1
The biggest problem with
level is that there are not any real spaces for teenagers to exercise any kind of power in
a real space for us to
young leader and tech assistant for the LGL-IDEI project
Let Girls Lead
Using our methodology, we see a 13-year-old girl speak perfectly clearly about what a public policy is, why it is important, and how it
Janet Ikeda,
3
2
a5.4 iNVOLVING GIRLS IN ADVOCACY STRATEGIESWORKSHEET 1 . IDEI CASE STUDY
Let Girls Lead 115
Adults must never force girls to express their ideas if they do not wish to, and the girls must know that they can stop their
a5.4 iNVOLVING GIRLS IN ADVOCACY STRATEGIESHANDOUT Keys to Successfully Involving Girls in Advocacy
Let Girls Lead
RelevantTopics in which girls have a right to express themselves should be directly important to their lives, and they should be able
Age-Appropriate
Inclusive
Supported by Training
a5.4 iNVOLVING GIRLS IN ADVOCACY STRATEGIESHANDOUT Keys to Successfully Involving Girls in Advocacy
Let Girls Lead 117
Responsibility
NOTES
a5.4 iNVOLVING GIRLS IN ADVOCACY STRATEGIESHANDOUT Keys to Successfully Involving Girls in Advocacy
Let Girls Lead 118
How will girls be involved throughout the whole
How will you make sure
in advocacy will be safe,
What skills are to be developed to ensure that interest groups and
What are the necessary resources for girls to communicate their
the media
Anwers
a5.4 iNVOLVING GIRLS IN ADVOCACY STRATEGIESWORKSHEET 2 Involving Adolescents Means Getting Organized
Let Girls Lead 119
PLANNING
IMPLEMENTATION
MONITORING
ASSESSMENT
Girls are informed Girls are consulted Girls share ideas Girls are equal partners Girls play lead role
a5.4 iNVOLVING GIRLS IN ADVOCACY STRATEGIESWORKSHEET 3 when and how to involve girls?
Let Girls Lead 120
Background
Two of the areas hardest-hit by the civil war are the indigenous towns of Concepción Chiquirichapa and
displacement and violence as a result of the civil war, and recently struggled with a severe shortage of
Let Girls Lead is building a global movement of Champions who empower girls to
a5.4 iNVOLVING GIRLS IN ADVOCACY STRATEGIESIDEI ADVOCACY CASE STUDY Transforming Indigenous Girls' Lives in GuatemalA
http://www.letgirlslead.org
Let Girls Lead 121
Empowering Girls to Advocate for Themselves
accomplishments, especially because they were designed and led by indigenous adolescent girls and because IDEI did not have
The major issue with
level is that there are no real spaces for youth to have
youth advocate and TechnicalAssistant to the LGL-IDEIProject Girls in San Miguel
“I dream” contest sponsored by the LGL project
a5.4 iNVOLVING GIRLS IN ADVOCACY STRATEGIESIDEI ADVOCACY CASE STUDY Transforming Indigenous Girls' Lives in GuatemalA
Let Girls Lead 122
When Juany became an LGL Fellow, she began using tools she learned in the LGL program to build upon
advocate with the municipal governments of Concepción Chiquirichapa and San Miguel Sigüilá to promote
Using our methodology, we see a 13 year old who speaks very clearly about what a public policy is, why
Janet Ikeda,
–
–
a5.4 iNVOLVING GIRLS IN ADVOCACY STRATEGIESIDEI ADVOCACY CASE STUDY Transforming Indigenous Girls' Lives in GuatemalA
Let Girls Lead 123
Advocacy Success for Girls
ChallengesWhile IDEI has had great success in the municipality of Concepción Chiquirichapa, advocacy has been more
The groups of girls and adolescents are the fundamental pillars that breathe life into the decrees, laws,
best know their own needs and
arises from a truly felt need that is
Juany García Perez,2009 LGL Fellow
a5.4 iNVOLVING GIRLS IN ADVOCACY STRATEGIESIDEI ADVOCACY CASE STUDY Transforming Indigenous Girls' Lives in GuatemalA
Let Girls Lead
Lessons Learned
Looking Ahead
a5.4 iNVOLVING GIRLS IN ADVOCACY STRATEGIESIDEI ADVOCACY CASE STUDY Transforming Indigenous Girls' Lives in GuatemalA
Let Girls Lead 125
to ensure that they follow Concepción’s lead and allocate the necessary budgets to implement girl-friendly
“Guatemala: Hacia un Estado para el Desarrollo
WOR
KS C
ITED
NOTES
a5.4 iNVOLVING GIRLS IN ADVOCACY STRATEGIESIDEI ADVOCACY CASE STUDY Transforming Indigenous Girls' Lives in GuatemalA
Let Girls Lead
a5.4 iNVOLVING GIRLS IN ADVOCACY STRATEGIESPPT INVOLVING GIRLS IN ADVOCACY STRATEGIES
Let Girls Lead 127
NOTES
Let Girls Lead 128
6
for herself, without knowing it possibly, without claiming it, she
Maya Angelou
self -care and safety for advocates
Let Girls Lead 129
Self-Care and Safety Session
Tim
e
FACILITATORGuide
70 minutesob
ject
ives
To understand of the importance of self-care
and agents of social changeTo recognize symptoms of burnout and
methods
safety methods that
–
–
Markers
15 min
oneACTIVITY
6 M
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Self-care is what people do for themselves to establish and maintain health and prevent
– Hygiene – – – – –
1
2
1
2
3
5
“Tips on Self-Care and Personal Safety”
HAND
OUTS
3 min
12 min
Let Girls Lead 130
Self-Care and Safety Session
35 min
twoACTIVITY
Challenges to Self-Care and Safety in Advocacy for Adolescent GirlsBrainstorm
Safety at Risk”:
–
3
–
–
7
8
5 min
6
Let Girls Lead 131
Breakout Groups
Plenary
Some examples of things individuals can do to take care of themselves include the following:
– Take care of your body: Eat well, and exercise when possible – – –
note
s
share and may become upset or distraught when talking about them, so be prepared to
space to engage with
Self-Care and Safety Session
20 min
threeACTIVITY
15 min
15 min
6
Let Girls Lead 132
participant
Tim
e
70 minutes
Self-Care and Safety Session
obje
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To understand of the importance of self-care and
To recognize symptoms of burnout and
–
–
Markers
“Tips on Self-Care and Personal Safety”
MAT
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15 min
oneACTIVITY
Challenges to Self-Care and Safety in Advocacy for Adolescent Girls35 min
twoACTIVITY
20 min
threeACTIVITY
Guide
hand
out
6
Let Girls Lead 133
handout : Tips on Self-Care and Personal Safetya 6 Self-Care and Safety Session
Physical Health
Psychological Health
This can include listening to music, keeping a journal, dancing, cooking, or
Separate your work from your personal life
1
2
3
1
2
3
5
Let Girls Lead
Personal Safety
Remember that supporters and non-supporters might be following
1
2
3
5
7
handout : Tips on Self-Care and Personal Safetya 6 Self-Care and Safety Session
Let Girls Lead 135
REFERENCES
NOTES
http://www.sleepfoundation.org/article/how-sleep-works/how-much-sleep-do-we-really-needhttp://apps.who.int/medicinedocs/en/d/Jwhozip32e/3.1.htmlhttps://www.newtactics.org/conversation/self-care-activists-sustaining-your-most-valuable-resourcehttps://www.newtactics.org/conversation/self-care-activists-sustaining-your-most-valuable-resourcehttp://
Let Girls Lead
7
Countries with more gender
Peace agreements that include
Parliaments with more women
social issues such as health,
is clear: equality for women
UN Secretary-GeneralBan Ki-moon POLITICAL MAPPING
Let Girls Lead 137
introduction
decision-maker for their advocacy, when in fact the real decision-making power regarding the issue involves another
girl survivors of sexual abuse by appealing to judicial bodies, when in fact the decision-making body was the Ministry
Let Girls Lead 138
audience and the secondary audience, to ensure we are focusing our advocacy message on the
Target audience: The people we intend to communicate our advocacy message to, so they
Secondary audience:
GNET case study worksheet:
What were some of the challenges that girls in GENET highlighted as important to target in
audiences you can think of, and then discuss the following:
Target Audience Analysis
Tim
e
FACILITATORGuide
70 min
20 min
oneACTIVITY
7.1
1
2
3
obje
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target audience for
advocacy projects
advocacy project
Flip chart with the
Flip charts Markers
notesGENET case study
wor
kshe
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“GENET Case Study
“Audience Analysis Chart”
MAT
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Trainer Notes
3 min
7 min
Let Girls Lead 139
– – –
– –
7.1 Target Audience Analysis
50 min
twoACTIVITY Complete the Audience Analysis Chart
Power:
Commitment:
20 min
1
2
3
10 min
10 min
15 min
15 min
Let Girls Lead
Tim
e
PARTICIPANTGuide
70 min
Target Audience Analysis
7.1 ob
ject
ives
target audience for
advocacy projects
advocacy project
Flip chart with the
Flip charts Markers
notesGENET case study
wor
kshe
ets
Worksheet 1: GENET
Worksheet 2: Audience Analysis Chart
MAT
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20 min
oneACTIVITY
50 min
TWOACTIVITY
10 min
20 min
20 min
1
2
3
Secondary audience: The people
the decision-making process, but who are not directly linked to the
Target audience: The people we intend to communicate our advocacy message to, so they can
They are directly involved with
Let Girls Lead
7.1 Target Audience Analysisworksheet 1 : GENET Case Study Questions
In partnership with Let Girls Lead, we are empowering girls to raise their voices and
leaders and achieving bylaws that bring an end to child marriage and other harmful
Faith Phiri,
1
Let Girls Lead
2
3
7.1 Target Audience Analysisworksheet 1 : GENET Case Study Questions
Let Girls Lead
5
7
7.1 Target Audience Analysisworksheet 1 : GENET Case Study Questions
Let Girls Lead
Name TitlePower Interest
1 to 6
be in favor of increasing the well-being of young women but
Power: has in the decisions made regarding
Commitment: actor has or does not have to commit
1
7.1 Target Audience Analysisworksheet 2 : Audience Analysis Chart
Let Girls Lead
Map worksheet:
Mark Mark Mark with 1, 2, or 3 circles
Discussion
Strategies to Neutralize, Monitor, Involve, Persuade, and Convince
Tim
e
FACILITATORGuide
30 min
oneACTIVITY
7.2
1
1
2
3
obje
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target audience for
advocacy projects
necessary strategies to work with target audiences
Flip chart with the
Flip charts Markers
notes
wor
kshe
ets Worksheet: “Audience
Map” Handout: “Strategies for
MAT
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Trainer Notes
5 min
25 min
min
twoACTIVITY
Let Girls Lead
7.2 Strategies to Neutralize, Monitor, Involve, Persuade, and Convince
Remember
2
15 min
30 min
15 min
threeACTIVITY
1
2
3
5
Let Girls Lead
Strategies to Neutralize, Monitor, Involve, Persuade, and Convince
7.2
Tim
e
PARTICIPANTGuide
obje
ctiv
es
target audience for
advocacy projects
necessary strategies to work with target audiences
Flip chart with the
Flip charts Markers
notes
wor
kshe
ets Worksheet: Audience
Map Handout: Strategies for
MAT
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L
30 min
oneACTIVITY
min
twoACTIVITY
threeACTIVITY
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2
3
15 min
15 min
30 min
Let Girls Lead
WORKSHEET 1. Audience Map 17.2 Strategies to Neutralize, Monitor, Involve, Persuade, and Convince
1
LITTLE POWER
LITTLE INTEREST
TOTALLY AGAINST
MONITOR
6
5
4
1
1
Let Girls Lead
monitoring statements, support groups and funding sources of opposing groups, and the strategic
MONITOR
handout 1. Strategies for Analysis and Action7.2 Strategies to Neutralize, Monitor, Involve, Persuade, and Convince
Let Girls Lead 150
8
Woman is deprived of rights
We must not forget that the
complete, and dates from such
unwilling to recognise the gulf
Leo Tolstoy ADVOCACY PLANNING
Let Girls Lead 151
introduction
8
Let Girls Lead 152
ASSESSING the issue: Problem Tree
Tim
e
FACILITATORGuide
obje
ctiv
es
problem the advocacy
and the consequences of the problem to be approached, using the
Blank cards, half-
Markers
least one sheet per
Masking tapeFlipcharts with the problem guidelines
Flipchart with an image of the problem treeM
ATER
IAL
Explain that problems should be:
Large:
Current: Problems that exist now, not those that may exist in the future or that are
example, rather than saying “young people don’t protect themselves”, say “limited access
30 min
ONEACTIVITY
1
2
3
5
5 min
10 min
8.1
Let Girls Lead 153
ASSESSING the issue: Problem Tree 8.1
Explain that each team must make their problem tree about the problem they chose to work with in the previous
Explain it’s important to work causes and consequences separately, always linking them directly to the problem on the
Group analysis
25 min
TWOACTIVITY
25-30 min
THREEACTIVITY
7
10 min
1
2
3
5
5 min
10 min
10 min
1
2
Let Girls Lead
Ask the group to take a minute to think about how the causes of the problems are based on the three R’s:
Relatedsocio-cultural causes, such as chauvinism, are hard to approach by
, in the context of the project and
Leave the trees in a visible place in the room so they can refer to them in
ASSESSING the issue: Problem Tree 8.13
Problem
Causes
NOTES
510 min
Let Girls Lead 155
ASSESSING the issue: Problem Tree
Tim
e
PARTICIPANTGuide
8.1ob
ject
ives
of the problem to be approached, using the
Markers
Masking tape
MAT
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25-30 min
THREEACTIVITY
30 min
oneACTIVITY
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TWOACTIVITY
Problem
Causes
Group Analysis
Let Girls Lead
Remember
to know what tangible and non-tangible resources they have to make
kind of assessment explains the minimum necessary steps they should
share their opinions about what it is, what it is for, and what challenges
ASSESSING Advocacy Capacity: SWOT
obje
ctiv
es
weaknesses, and threats to achieve the chosen
weaknesses to strengths and threats into
Tim
e
FACILITATORGuide
30 min
oneACTIVITY
Markers
Masking tape
MAT
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Lha
ndou
ts
have made an analysis of the primary and secondary
note
s
1
2
3
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10 min
5 min
8.2
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ASSESSING Advocacy Capacity: SWOT
50 min
TWOACTIVITY
threeACTIVITY
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5 min
30 min
20 min
2 min
3 min
8.25
Let Girls Lead 158
5
NOTES
20 min
20 min
ASSESSING Advocacy Capacity: SWOT 8.2
Let Girls Lead 159
ASSESSING Advocacy Capacity: SWOT
Tim
e
PARTICIPANTGuide
obje
ctiv
es
weaknesses, and threats to achieve the chosen Excepted Advocacy
that can transform weaknesses into strengths and threats
as well as making the most of strengths and
Blank cards, half-
Markers
Masking tapeFlip chart with the
MAT
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30 min
ONEACTIVITY
50 min
TWOACTIVITY
THREEACTIVITY
8.2
Let Girls Lead
INTERNALFACTORS
EXAMPLES
EXAMPLES
EXTERNALFACTORS
STRENGTHS WEAKNESSES
which we must change, improve, or resolve to achieve our
THREATS
A8.2 ASSESSING Advocacy Capacity: SWOT HANDOUT ASSESSING ADVOCACY CAPACITY: SWOT
Let Girls Lead
INTERNALFACTORS
EXTERNALFACTORS
STRENGTHS WEAKNESSES
THREATS
A8.2 ASSESSING Advocacy Capacity: SWOT WORKSHEET MY SWOT ANALYSIS
Let Girls Lead
INTERNALFACTORS
EXTERNALFACTORS
STRENGTHS: WEAKNESSES:
THREATS:
A8.2 ASSESSING Advocacy Capacity: SWOT WORKSHEET MY SWOT ANALYSIS: Lines of Action to Address SWOT
Let Girls Lead
defining the Expected Advocacy Result (EAR)
Tim
e
FACILITATORGuide
85 minutesob
ject
ives
To explain the importance and the basic elements of an Expected Advocacy
Expected Advocacy Result
Flip chartsMarkersMasking tapeProblem trees that
previously developed
previously developed
MAT
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LHA
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20 min
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A few examples:
– –
–
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15 min
Handout “Components of the EAR”
8.3
Let Girls Lead
–
–
EAR development
They will have 20 minutes to develop the EAR according to their problem, following the guides shown in the previous
If it is not possible to choose just one Expected Advocacy Result, tell the group they can work with two, but this can
TWOACTIVITY
15 min
threeACTIVITY
15 min
20 min
15-20 min
15-20 min
15-20 min
1
1
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3
3
5
defining the Expected Advocacy Result (EAR)8.3
Let Girls Lead
defining the Expected Advocacy Result (EAR)
obje
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To explain the importance and the basic elements of an Expected Advocacy
Expected Advocacy Result
Flip chartsMarkersMasking tapeProblem trees that
previously developed
previously developed
MAT
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L
20 min
ONEACTIVITY
Tim
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PARTICIPANTGuide
EAR development: Group Work
min
TWOACTIVITY
15 min
threeACTIVITY
HAND
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Handout “Components of the EAR”
8.3
Let Girls Lead
Some issues that should be considered
Time frame to achieve the Expected Advocacy Result
Geographic scope
needed to implement it
A8.3 defining the Expected Advocacy Result (EAR)HANDOUT Components of the EAR1
Let Girls Lead
Yes No Notes
Is it possible to achieve the EAR
data exist to show that the EAR will
Do you have the knowledge and skills to implement an advocacy strategy
Have you forged alliances with
Is it possible to obtain money or other resources to support your
A8.3 defining the Expected Advocacy Result (EAR)HANDOUT QUESTIONS TO DEFINE the EAR2
Let Girls Lead
defining THE SMART Advocacy Objectives
Tim
e
FACILITATORGuide
90 minutesob
ject
ives
advocacy project
Flip chartPost-it notes or cardsMarkers
Developed problem tree
MAT
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Lha
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30 min
ONEACTIVITY
and the EAR1
2
10 min
5 min
8.4
Let Girls Lead
– – –to achieve the EAR
following:
Remember
20 min
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1
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15 min
5 min
5 min
5 min
5 min
defining THE SMART Advocacy Objectives8.4
Let Girls Lead 170
THREEACTIVITY
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10 min
10 min
10 min
NOTES
defining THE SMART Advocacy Objectives8.4
Let Girls Lead 171
They are the guiding strength that backs your work, because they tell advocates the
They point out which aspects to monitor and measure
They point out what must be done to achieve the expected advocacy result
They represent an agreement between the strategy and the outside world, regarding
Appropriate verbs for
Decrease Increase
StrengthenImproveCarry out
Inappropriate verbs for
TrainProvideProduce
Conduct
Consider they mean your project’s
Refer to the intermediate results in
A8.4 defining THE SMART Advocacy ObjectivesHANDOUT How to Write Good Objectives3
http://www.ippfwhr.org/sites/default/files/files/Proposal_Guide_SP.pdf
Let Girls Lead 172
A8.4 defining THE SMART Advocacy ObjectivesHANDOUT How to Write Good Objectives3
Let Girls Lead 173
defining THE SMART Advocacy Objectives
obje
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To develop SMART
the advocacy project
each one of the advocacy project’s
Flip chartPost-it notes or cardsMarkers
30 min
ONEACTIVITY
Tim
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PARTICIPANTGuide
20 min
TWOACTIVITY
THREEACTIVITY
MAT
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LHA
NDOU
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Handout “How to Write
Developed problem tree
8.4
Let Girls Lead
developing Indicators
Tim
e
FACILITATORGuide
80 minutesob
ject
ives
for an advocacy strategy and learn how to write themTo develop process and outcome indicators for
note
s
20 min
ONEACTIVITY
Flip chartsMarkers
Handout “How to Write Good Indicators”
MAT
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LHA
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Explain to the group that to evaluate an advocacy strategy, you must create appropriate
Give out the handout “How to Write Good Indicators,” and have the group analyze the
girls, a process indicator could be “number of advocacy workshops conducted,” while an outcome indicator could be “number of adolescent girls leading components of the
1
2
3
5
5 min
5 min
5 min
5 min
8.5
Let Girls Lead 175
frequency include: quarterly, bi-annually, yearly, monthly
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1
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10 min
10 min
NOTES
developing Indicators8.5
Let Girls Lead
Indicator Examples:Advocacy StrategyExample of an incorrectly established indicator
Increase in the number of people who promote
Indicator should not specify the
This indicator is not precise because
we measure the number of decision makers at the start and at the end of
The indicator does not clearly specify
Are we looking for a change in
Improved indicator
The percentage of Members of Congress in favor
from the beginning to the end of the advocacy
INDICATORS
An indicator is a measurement of a
is not necessarily the concept itself, rather
types of indicators are process indicators and
indicators provide evidence to determine whether a project is
must be gathered throughout the whole
in periodically gathering and studying
indicators provide
an expected change occurred during the project or in the
the changes their program’s
as whether the goals are
they allow us to observe what was achieved with the target
Sample process indicators:
Sample outcome indicators:Number of legislators that maintained or changed
marriageNumber of legislators that used the talking points
interviews
A8.5 developing IndicatorsHANDOUT How to Write Good Indicators4
Let Girls Lead 177
developing Indicators
obje
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for an advocacy project is and how they are
To develop process and results indicators for the advocacy strategy
Flip chartsMarkers
20 min
ONEACTIVITY
Tim
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PARTICIPANTGuide
TWOACTIVITY
MAT
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“How to Write Good Indicators”
HAND
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8.5
Let Girls Lead 178
NOTES
Let Girls Lead 179
9
We have to make surethat women’s issues are anessential element on the agendas of all heads of state,all governments.
Michelle Bachelet
COMMUNICATION STRATEGIES
Let Girls Lead 180
introductionThe strategic use of media is absolutely key to winning over the hearts and minds of decisionmakers and the general public to support strategies that improve the lives of girls across the globe. More traditional forms of communication, like TV, radio, and newspapers, as well as new media like Twitter, Facebook, and blogging, can amplify girls’ stories and engage audiences in the urgency to end child marriage, strengthen girls’ education, and provide economic opportunities for girls.
Another strategy to inform and educate decision-makers about the challenges affecting adolescent girls . Educating decision-makers is a way to make a direct appeal made to policy makers on a particular issue that is significant within the current political context. Decision-maker engagement also allows advocates to work closely with those decision-makers who are already in favor of our cause so that they can publicly champion the rights of adolescent girls in the media and with their own colleagues.
9
Let Girls Lead 181
Media:
example, television, newspapers, movies, social networks such as Facebook or
Media tools: traditional methods social media and digital storytelling
obje
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To summarize the importance of working with several media tools for developing advocacy campaigns
media, and digital stories, useful in designing and launching advocacy campaignsTo understand the pros and cons of each media tool used to advocate
Digital stories and projector
charts
Tim
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FACILITATORGuide
85 min
oneACTIVITY
9.1 85 min
1
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2 min
3 min
5 min
HAND
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Media”“The Seven Components of Digital Stories”
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Trainer Notes
http://
Let Girls Lead 182
Example: Movies
Example: Even though movies are expensive, we could organize a screening of a movie in our community and
Ask a member of each team to read the team’s ideas about how to use their medium for advocacy work
Media tools: traditional methods social media and digital storytelling
20 min
20 min
note
relevant Facebook page
an example of how these channels can be used for
their ideas about what worked in terms of what they observe or observed, and how this
they build their own
10 min
10 min
15 min
9.1
Let Girls Lead 183
Digital Stories
The story is told from the point of view of a man, but how does it impact the lives
Introduce the Center of Digital Stories and the Let Girls Lead digital stories
Distribute the “The Seven Components of Digital Stories” handout and
20 min
15 min
35 min
twoACTIVITY
note
be sure to download the
1
2
Media tools: traditional methods social media and digital storytelling9.1
http://www.youtube.com/watch?v=5JQ2zAricWc.http://gojoven.org/digital-stories/
Let Girls Lead
Digital Stories
obje
ctiv
es
To summarize the importance of working with several media tools for developing advocacy campaigns
media, and digital stories, useful in designing and launching advocacy campaignsTo understand the pros and cons of each media tool used to advocate
Digital stories and projector
Markers, notebooks, pens, and paper
85 min
oneACTIVITY
HAND
OUTS
Media”“The Seven Components of Digital Stories”
MAT
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med
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Tim
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PARTICIPANTGuide
35 min
TWOACTIVITY
9.1
Media tools: traditional methods social media and digital storytelling
Let Girls Lead 185
handout : Media and Communication Strategies for Advocacy9.1 Media tools: traditional methods social media and digital storytelling
Let Girls Lead
The seven components of digital stories are as follows:
Stories seem revealing, as if the author was sharing new knowledge through
Stories usually have music or background music that adds meaning and
1
2
3
5
7
People tell stories to give the
events as revived scenes, as symbols of context and character,
handout : The Seven Components of Digital Stories9.1 Media tools: traditional methods social media and digital storytelling
Let Girls Lead 187
Power Interviews: Practice and Tips
Tim
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FACILITATORGuide
9.2ob
ject
ives
To respond to
speaking in a safe and
Flip chart with session
Recording device, preferably a video or sound recorder like a phone or camera
HAND
OUTS
“Tips for
the Media”“Interviewer’s Guide”“Example Answers for
MAT
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L
20 min
oneACTIVITY
10 minutes to prepare a one-hour speech, but it took him an hour to prepare a
5 min
5 min
10 min
Let Girls Lead 188
9.2
TWOACTIVITY
guidelines:
Comment on things that can be changed
Power Interviews: Practice and Tips
Let Girls Lead 189
Power Interviews: Practice and Tips
obje
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To respond to
speaking in a safe and
Flip chart with session
Recording device, preferably a video or sound recorder like a phone or camera
HAND
OUTS
“Tips for
the Media”“Interviewer’s Guide”“Example Answers for
MAT
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L
20 min
oneACTIVITY
Give and receive feedback on video recordings of interviews
9.2
Tim
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PARTICIPANTGuide
TWOACTIVITY
Let Girls Lead 190
Prepare 3-5 key points you want to communicate during your speech or interview, and cover
Speak and pronounce your words clearly, especially at the end of the phrase, when the tone
Interview with LGL Fellow Juany Garcia
handout : Tips for Communicating with the Media9.2 Power Interviews: Practice and Tips
Let Girls Lead 191
Why do you not work on behalf of boys as well as girls, since both of them need
handout : interviewer's guide 9.2 Power Interviews: Practice and Tips
Let Girls Lead 192
handout : Example Answers for Difficult Questions9.2 Power Interviews: Practice and Tips
Let Girls Lead 193
We empower girls to make informed decisions about marriage and motherhood that
right to decide when to get married, when to have children, and how many children to
NOTES
handout : Example Answers for Difficult Questions9.2 Power Interviews: Practice and Tips
Let Girls Lead
assigned to them.
1. They have been present for over 100 years. Lots of people go to the movies.
1.
Example:
Ask a member of each team to read the team’s ideas about how to use their medium for advocacy work
strategies they deem most useful and convincing for gender-focused advocacy.
Media tools: traditional methods social media and digital storytellingno
te
channels can be used for
their ideas about what worked in terms of what they observe or observed, and how this
they build their own campaigns.
10 min
10 min
15 min
9.1
Let Girls Lead
Digital Stories
What impacted you the most about this story? Why?
The story is told from the point of view of a man, but how does it impact the lives of women and girls?
how does this shape the way Roberto tells his story?
Introduce the method and process of digital storytelling. Digital stories are a great
Introduce the Center of Digital Stories and the Let Girls Lead digital stories
gojoven.org/digital-stories/
15 min
twoACTIVITY
note
be sure to download the video prior to the session.
1
Media tools: traditional methods social media and digital storytelling9.1
http://www.youtube.com/watch?v=5JQ2zAricWc.http://gojoven.org/digital-stories/
Let Girls Lead
Digital Stories
obje
ctiv
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To summarize the importance of working with several media tools for developing advocacy campaigns
media, and digital stories, useful in designing and launching advocacy campaignsTo understand the pros and cons of each media tool used to advocate
Digital stories and projector
Markers, notebooks, pens, and paper
85 min
oneACTIVITY
HAND
OUTS
MAT
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L
med
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Tim
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PARTICIPANTGuide
85 min.
TWOACTIVITY
video games.
9.1
Media tools: traditional methods social media and digital storytelling
Let Girls Lead 185
handout : Media and Communication Strategies for Advocacy9.1 Media tools: traditional methods social media and digital storytelling
Let Girls Lead 186
Revealing. Stories seem revealing, as if the author was sharing new knowledge through the story. This gives the story a feeling of immediacy and discovery.
Stories usually have music or background music that adds meaning and impact to the story.
and is ideally between two and three minutes.
senses, the storyteller must own the story.
1
5
6
7
world meaning. We are forever storytellers. We remember events as revived scenes, as
understanding.
handout : The Seven Components of Digital Stories9.1 Media tools: traditional methods social media and digital storytelling
Let Girls Lead 187
Power Interviews: Practice and Tips
Tim
e
FACILITATORGuide
9.2 60 min.ob
ject
ives
To respond to
speaking in a safe and
Recording device, preferably a video or sound recorder like a phone or camera
HAND
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MAT
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oneACTIVITY
style. Ask those people to share names and styles with the group.
communicate during the interview. Winston Churchill once said that it took him 10 minutes to prepare a one-hour speech, but it took him an hour to prepare a
5 min
5 min
10 min
Let Girls Lead 188
9.2
TWOACTIVITY
What is the greatest problem adolescent girls face in your country? Why do you not work for boy and girls, since both of them need support?
Some adolescent girls dream of becoming wives and mothers—why do you want to take that dream away from them?
Do you want to do feminist advocacy?
Comment on things that can be changed
Power Interviews: Practice and Tips
Let Girls Lead 189
Power Interviews: Practice and Tips
obje
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To respond to
speaking in a safe and
Recording device, preferably a video or sound recorder like a phone or camera
HAND
OUTS
MAT
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L
oneACTIVITY
Give and receive feedback on video recordings of interviews
9.2
Tim
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PARTICIPANTGuide
60 min.
TWOACTIVITY
Let Girls Lead 190
which camera you should look at.
nervous.Wear comfortable and professional clothing, preferably something you have worn before.
speaking.
Speak and pronounce your words clearly, especially at the end of the phrase, when the tone of voice naturally tends to lower.
handout : Tips for Communicating with the Media9.2 Power Interviews: Practice and Tips
Let Girls Lead 191
What is the greatest problem adolescent girls face in your country?
Why do you not work on behalf of boys as well as girls, since both of them need support?
Some adolescent girls dream of becoming wives and mothers—why do you want to take that dream away from them?
Do you implement a feminist agenda in your advocacy work?
mother of God—is that not enough?
handout : interviewer's guide 9.2 Power Interviews: Practice and Tips
Let Girls Lead
undermine or contradict the advocate’s work. Advocates must be prepared to answer
Are you gay or lesbian?Are you a feminist?Are you married? Are you a mother/father/parent? Are you indigenous?
Why do you not work for boy and girls, since both of them need support?
We recognize the importance of working with boys to improve the lives of girls. Both
likely to drop out of school as boys.
handout : Example Answers for Difficult Questions9.2 Power Interviews: Practice and Tips
Let Girls Lead
Some adolescent girls dream of becoming wives and mothers—why do you want to take that dream away from them?
We empower girls to make informed decisions about marriage and motherhood that
right to decide when to get married, when to have children, and how many children to have.
NOTES
handout : Example Answers for Difficult Questions9.2 Power Interviews: Practice and Tips
Let Girls Lead 194
Educating Decision-Makers: Stra tegies
Tim
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FACILITATORGuide
Session time: 120 min
Activity 1Activity 2
9.3
Tim
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Guide
obje
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•
•
To define decision-makereducationTo understand how toshape their engagementgoals, choose theirprimary audience,leverage their resources,and anticipate their
• TTo create appropriate strategy tailored to a specific decision-makers
• To know the basic elements if conducting positive calls and meetings with decision makers
• Flip chart with session objectiveswritten on it
• Markers• Blank pieces of paper to use as name
tags during role play• LCD projector• Participant notebooks or journals
20 min
oneACTIVITY Defining Decision-Maker Education
Review written session objectives on flip chart with the group.
Ask participants about their experiences with educating decision-makers. Have 2-3 people share experiences where they had to educate a decision-maker, for what reason, and what kinds of strategies they used. Make sure to get good details from each person who shares. Ask them to describe the context for their experiences.
• How did they approach the decision-maker to arrange a meeting?• What materials did they share while they were engaging them?• Where did the engagement with a decision-maker take place, and for how long?
Using the participants’ experience as a basis, facilitate a group definition of educating decision-makers.
• Make sure the core of the definition includes that educating a decision maker should include adirect appeal made to policy makers on a particular issue that is significant within the currentpolitical context.
• Ask the group to name examples of the kinds of policy makers that they might want toadvocate with. The list could include the following:
– Office of the president– Cabinet and ministries– Political party leaders– Members of the legislature/parliament– County officials– Chiefs and traditional authorities– President/CEO of a corporation
MAT
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2
3
3 min
12 min
• PPT presentation ondecision-maker education
• “Tips for Educating Decision-makers”
HAND
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Let Girls Lead 195
Now that the participants have defined education for decision-makers, ask them whom, specifically, they might want to approach regarding girls’ issues in their local, municipal, or national governments. They should name specific policy makers by first and last name and specify why each policy maker would be a strategic person to educate regarding a specific girls’ issue.
PPT on the Elements of Educating Decision-MakersSlide 2: An Overview
• Advocates provide clear and accurate information to policy makers.• Advocates build trust with policy makers and form two-way relationships: You help me, I help you.• Advocates persuade, mobilize, and strategize with policy makers.
Unfortunately, advocacy also has the negative stereotype that you, the adviocate, must fight against.
Slide 3: Name the Different Elements of a Strategy to Educate a Key Decision-Maker
• Identify g