TRAINING MANUAL

Get Youth on Board!

A Toolkit for Stakeholder Collaboration and Youth Promotion

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

Responsible:
Christiane Frische E christiane.frische@gtz.de Dr. Timo Weinacht T +49 (0) 6196 79-1252 F +49 (0) 6196 79-80 1096 E timo.weinacht@gtz.de

Photographs: Contact Person in the Federal Ministry for Economic Cooperation and Development (BMZ):
Gnter Sohr T +49 (0) 228 99 535 3194 E Guenter.Sohr@bmz.bund.de 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

Table of contents

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) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 2.3 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) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 5.3 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

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) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 7.2 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

Introduction

1.1 Background information

The 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. Meaningful 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, violations 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 processes 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 organisations are recognizing this. Also, the German Federal government has included youth promotion in its national action 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 interventions are targeted by the programmes. On the macro level technical assistance is offered to national governments and non-governmental and parastatal organisations 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 programmes in other sectors. Relevant sectors include education, 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

For this purpose the tool Get Youth on Board! was developed. It can be applied when a new project or programme 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 nongovernmental programmes, projects, organisations and institutions in different sectors dealing with young people. It might be especially relevant for processes of decentralisation 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 Empowerment 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 workshops was to anchor childrens rights in the day-to-day work 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 and youth promotion
Get Youth on Board! A toolkit for stakeholder collaboration 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 young people on the meso level (town councils, provincial and district administrations) for the joint implementation of youth services and activities. The approach aims at supporting the development of structures that will serve as a framework for future stakeholder cooperation. 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 together and establish structures for cooperation and the coordination 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 cooperation of stakeholders.

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, development programmes 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.

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 awareness

The 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.

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 implementation 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 promotion 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-governmental organisations, institutions and programmes of development cooperation that find themselves in scenarios such as or similar to the ones described above. To this end, the manual presented here serves as a practical hands-on tool.

Module 2 - Analysis for Youth Promotion

The objective of this module is to analyse the life situations 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 relationships. They will learn about the benefits of cooperation 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 cooperation 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.
7

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 promotion (e.g. participation, youth health, youth organisations, 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 ownership for the results and the following process of implementing 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 or organisation. 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 Partnerships (see Annex 2). Participation is regarded as a multifaceted 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 the experts regarding the issues concerning their own lives. This is a methodological reasoning behind participation. Secondly, participation is also a goal. Youth will take part in the workshops, thereby aiming at their empowerment and ability to participate in decisionmaking 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 stakeholders (module 3) and by planning for activities that will enhance their participation (module 4).

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 prescribe blueprint-solutions, the approach needs to be flexible and has to be fitted to suit the specific need of the situation. 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 preparatory 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.

In addition, we recommend that you consult Annex 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 facilitation. A specific challenge when facilitating the workshops is the fact that you will have an extremely heterogenic group 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 implications, i.e. methods need to be chosen that are suitable for both, youth and adults. See Annex 3 for specific advice on how to establish youth-adult partnerships! Before you embark on designing your workshop consult chapter 1.4 that will give you orientation when preparing for the workshops and use Annex 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 8 we 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 timetables 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 workshops, 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.
9

1.3 About this manual

In this manual, Get Youth on Board! is presented as a hands-on tool. People working in development cooperation and/ or youth promotion should be able to implement the approach using this manual as a guideline. The manual is designed using straightforward methods that are easy to handle. To make your work with this manual smooth, read the following explanations 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 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 presentation of relevant information that shall sensitise the participants on a certain aspect of youth work or provide specific input for a task to be completed. For these sessions, use the inputs provided in Part III.

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 stakeholders 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 network, but requires assistance in situation analysis and action 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 implemented 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 implemented 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.

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 possibilities 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, conducting 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.
10

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 stakeholders, you give them a certain role and legitimacy. Make sure that they are really representing their special population group (e.G. youth), their organisation or state 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 stakeholders 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 stakeholders. 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 through with 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 provided 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 participants. In your invitation, remember to ask the participating stakeholders to bring documents from their organisations and programmes with them to the workshop. For module 3 it is useful if the stakeholders bring their 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.

11

Getting started

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 each others 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 cooperation. 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 workshop with a Re-Cap, in order to remind the participants 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

2.1 Climate Setting 1 (Code of conduct)

Objective: The participants agree on rules to be respected by all group members during the workshop and elect group members to hold specific 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 (participants 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 the sessions). 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 adultyouth-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.

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 workshop. 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 code of 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 participants 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 inappropriate to discuss issues in the plenary. Collect the names and elect a time keeper and group speaker by show of hands.

13

2.2 Climate setting 2 (Expectations and Fears)

Objective: Participants communicate their expectations and fears to the facilitator for his/her consideration during the workshop. Methods used: Anonymous brainstorming Time needed: 15 minutes Materials needed: Large chart or poster, markers, masking tape

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 be lecturing 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.

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 to you.

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.

14

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

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 you meet 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 experience.

15

2.4 Getting to know each other 2 (Spider Web)

Objective: The participants get to know each other and symbolise 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

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

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

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

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 the groups and the things that people have in common. For connecting they should use thread and masking tape.

Please note! The facilitator is also a part of the group and should participate in this exercise by also designing 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!

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

17

Module 1 Creating awareness

Module 1 Creating awareness

Sensitising stakeholders and especially decision-makers on issues concerning young people is an essential prerequisite 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 stereotypes 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 importance 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 participation.

18

3.1 Perceptions and stereotypes of youth 1 (Opinion scales)

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 themselves 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 establishment of youth-adult partnerships. Observe the differences in opinion and point them out to the participants. Thereby you will visualise the differences 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.

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 statements 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 disagreement with the statement. Ask selected participants to explain their position. It usually makes sense to ask participants close to the extremes. Here are some statements 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.

19

3.2 Perceptions and stereotypes of youth 2 (Snapshot survey)

Objective: Participants get an overview 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

Step 2: After having collected views from three people, let the participants stick their questionnaires on the chart that you have prepared. After all the questionnaires are hung up on the wall ask the participants to come to the board and read the questionnaires of the other group members. Step 3: Initiate a discussion on the results of the survey: Are the answers given by the interview partners positive 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?

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 to them 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.

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 participants as homework, whereby they do the survey in their home or work environment. Thereby you can save time!

20

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

Objective: The participants know about basic concepts of youth participation and discuss how youth participation 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 visualisation

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.

Instructions:
Prepare a lecture using the Fact Sheet 1 Youth Participation in Part III of this manual. In your preparation, 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 example: a PowerPoint-presentation, overhead transparencies, posters or flipcharts.

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 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!

21

3.4 Child and youth rights 1 (Lecture)

Objective: The participants know about international and regional commitments regarding child and youth rights. Methods used: Lecture, plenary discussion Time needed: 45 Minutes Materials needed: PowerPoint, Flipchart, Posters, Overhead Transparencies or any other kind of visualisation

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 effectively implemented and enforced in our country?) 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.

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 think of examples from the working contexts of the participants or your society in general. Make sure you use methods of visualisation, for example: a PowerPoint-presentation, overhead transparencies, posters or flipcharts.

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 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!

22

3.5 Child and youth rights 2 (Lecture)

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

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 participants 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 following task: 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 strategies to improve the implementation of this right. Develop a poster showing your groups most important 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 participants to gather around the poster of the first group and ask the group questions. Then move on to the next poster.

Please note! Make sure that you chose rights for the group work 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.

23

3.6 Stakeholder Analysis 1 (Exhibition)

Objective: The participants get to know the other stakeholders 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

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 following 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 presentation give the opportunity for the participants to ask the presenters questions about their work.

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 organisation, 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.

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 planning activities efforts are not duplicated, but rather that the group knows what is already in place and 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.

24

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 stakeholders 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-documented analysis of the challenges youth face and the stakeholders that offer services to them.

25

4.1 Analysis 1 (Problem Tree Analysis)

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

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 consequence they come up with on a card and stick it on to 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

Problem Tree Analysis

27

4.2 Youth-specific issues (Lecture)

Objective: The participants know 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: PowerPoint, Flipchart, Posters, Overhead Transparencies or any other kind of visualisation

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 knowledge of participants. (e.g. How is the situation of in your context?, How could this situation be improved?, 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.

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 think of examples from the working contexts of the participants. Step 2: Make sure you use methods of visualisation, for example: a PowerPoint-presentation, overhead transparencies, posters or flipcharts.

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 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!

28

4.3 Analysis 2 (Youth Services Map)

Objective: Participants analyse and reflect the services available to young people in the town, province, district or community (depending on the workshop setting). Methods used: Group work, plenary discussion Time needed: 90 minutes Materials needed: Charts or posters, markers

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).

Youth Services Map

29

 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 everybody 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 for suggestions 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.

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 photocopies of the map for each participant at a later stage in the workshop. Also, note down the collected suggestions of the participants with regards to which services are missing.

30

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 respective areas (e.g. schools, youth center, sports clubs, youth projects, meeting places, church activities,...). Let them write the names on cards.

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 unimportant services at the border of the circle (see illustration). Step 3: Now ask the participants to discuss whether these 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 outcomes. Let the group pose questions and discuss the results.

Alternative Youth Service Map:

31

4.4 Analysis 3 (Daily Routine)

Objective: The participants analyse 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

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 present the results of their discussion to the plenary and hang the posters on the wall.

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.

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 markers. 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 daily activities 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 understands each table. Ask the participants to identify the most striking differences between the tables and explain why they think they differ.

Daily Routine

32

4.5 Analysis 4 (Gender Analysis)

Objective: The participants analyse 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

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.

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).

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.

Gender analysis

33

4.6 Stakeholder Analysis 2 (Activity Matrix)

Objective: The participants get an overview of the activities and services that are implemented and offered by the stakeholders present 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

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 later reference. 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 programme. 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 undertake 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

Activity Matrix

35

Module 3 - Promoting stakeholder collaboration

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 participating 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 to promote 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, specifically in the area of youth promotion are presented. Lastly, the participants will embark on a strategic planning exercise, developing a common understanding of their vision, values, mission statement and strategic priorities. Ideally, the group also discusses and agrees on the modes of their cooperation, but in any case, they will end the workshop with an agreement on the next steps to follow. When facilitating this module, be aware that the participation of youth should be an integral aspect of the networks work. The spirit of Adult-Youth Partnerships that will be supported throughout the modules will be helpful. However, you have to make sure that the youth will play a meaningful role and that they also take over responsibility.

36

5.1 Benefits of cooperation (Lecture)

Objective: The participants reflect learn about the benefits of cooperation. Methods used: Brainstorming, Lecture Time needed: 15 - 30 minutes Materials needed: Flipchart, Marker, Means of visualisation

Instructions:
Step 1 (Brainstorming): Ask the participants to think about the following questions for 5 minutes: What are the benefits of cooperating? Why should stakeholders in youth promotion cooperate? Ask the participants to give you their answers and collect the answers on a flipchart or blackboard. Step 2 (Lecture): Present to the participants the following reasons, if they havent been given by the participants themselves, why cooperation is beneficial:

Why cooperate?
The main argument for cooperation is that it creates synergies. The underlying conviction is that putting things together will create an added value. The combination of different parts is greater than the same parts by themselves (2 + 2 = 5). There are a number of different synergies that can be created by cooperating: 1. Enhance quality: You may realize that others are more effective at what they are doing than you are. At the same time, you also have your own strengths and others could benefit from it. By cooperating you can therefore benefit from the others strengths and improve the quality of your work. By putting your expertise together you can create a think tank. Diversity is good for creative processes. Also, if you are working in the same field or area as another organisation or programme, it does not make sense to create competition. Rather one should join hands. The young people are not interested in who controls what, but only in the activities and services that are offered to them. 2. Ensuring maximum outreach: Your organisation or programme may only operate in certain project areas, i.e. specific communities or parts of the town or district. By cooperating with other actors you will increase your outreach. Other stakeholders may work in different areas than you do and will carry your work to their target groups, the same way you may be able to use their approaches and apply them to your audiences. Also, by cooperating you can ensure that you achieve maximum coverage, by coordinating your efforts and avoiding duplication. 3. Shared financing: In many instances it is possible to save costs by implementing activities or offering services together. For example, it is cheaper to organise joint trainings of staff than every organisation and programme setting up their individual trainings. Cooperating may even go as far as sharing premises and offices, thereby clearly cutting costs. But this synergy is not about saving costs alone. Many times, organisations are looking for funding. By implementing together, budgets can be shared by the partners, making their contributions to a common fund.

37

5.2 Stakeholder analysis 2 (Venn Diagram)

Objective: Participants identify and describe the existing and desirable working relationship between the different stakeholders Methods used: Group work, plenary discussion Time needed: 90 minutes Materials needed: Posters, markers

Step 4: Now ask the groups to develop a diagram on the second poster. The diagram should contain circles indicating the different stakeholders and arrows, indicating the relationships between the stakeholders (see the illustration below). The groups should now draw circles for each stakeholder that was brainstormed earlier on the second poster. Step 5: Ask the groups to discuss which organisations already cooperate and indicate such collaborations by connecting the organisations with a green line. Now ask them to discuss which organisations should collaborate because they offer similar services, because they work in the same are or because they serve the same group of young people. The group should connect such organisations with a red line. In the end of this process each group should have created a diagram representing the organisations offering services to young people and their working relations. Step 6: Ask the groups to choose one member to present the results of the group work to the plenary. Let the other groups ask questions. Ask the plenary what they can learn from this exercise.

Instructions:
Step 1: Hang up the posters that were developed earlier (see 4.1) and give the participants 15 minutes to wander around and remind themselves of the organisations and programmes present at the workshop. Step 2: Now divide the participants into small groups of not more than ten members. Provide each group with two posters and markers. Step 3: Ask the group to list all organisations, institutions, programmes and projects that render services to young people and write them down on one poster, including them.

Please note! Note: This method may be very sensitive, especially when questions of relevance of the work to young people or the quality of services rendered come up in the discussion. You should try and create a climate where every contribution to youth promotion is appreciated. This session could also be used meaningfully in module 2 and 4. Therefore, again copy the diagrams for later reference! Also, if you feel the other two methods for stakeholder analysis (3.6, 4.5) are suited better in this module, make use of these also!

38

Venn Diagram

39

5.3 Forms of stakeholder cooperation (Lecture)

Objective: The participants learn about different forms of cooperation. Methods used: Brainstorming, Lecture Time needed: 15 - 30 minutes Materials needed: Flipchart, Marker, Means of visualisation

Instructions:
Step 1 (Brainstorming): Ask the participants to think about the following question for 5 minutes: What forms of cooperation do you know? Ask the participants to give you their answers and collect the answers on a flipchart or blackboard. Step 2 (Lecture): Present to the participants the following forms of cooperation:

Forms of cooperation
There are of course a hundred ways of cooperating. The forms of cooperation can be classified according to the degree of formalisation (informal/loose versus formal/institutionalised), the time-frame (long-term versus short-term), the degree of organisational synthesis (autonomy versus merging). Each network of stakeholders has to agree upon their own mode of cooperation. When discussing the modalities, ask yourself these three questions and discuss them with the other stakeholders. In the following, we present some possible forms of cooperation: Strategic Alliance: An alliance is usually a short-term collaboration of different actors that share the same interests, for example when undertaking advocacy work. The organisations remain in their original form and the cooperation is informal. Alliances work best when there is a clear common interest that the actors share. Shared Management: Here, organisations agree to share the management of services or activities. The various stakeholders involved maintain their individual structures and come together only for coordinating the joint project. The timeframe is mid-term, i.e. it lasts until the project is over. It makes sense to have an agreement over the roles and responsibilities, including the handling of costs. However, the cooperation is rather informal. Consortium: Several stakeholders combine together to set up a new body for the implementation of a particular service, for carrying out specific activities or for the implementation of a joint action plan. Thereby it is agreed upon the roles and responsibilities of the different actors (e.g. who is the lead agency, how the different stakeholders will be represented). This form is used often in the business world for carrying out contracts together. The Consortium has a mid-term perspective (i.e. until the job is finalised or the plan is fully implemented) and usually the partners in the consortium agree to certain working modalities for the time of cooperation (e.g. electing a board, reporting structures, etc.). Merger: In contrast to the consortium, in a merger organisations chose to go together to form a new organisation, thereby giving up their individual identities and structures. A merger has a long-term perspective.
40

5.4 Forms of youth organisations (Lecture)

Objective: The participants learn about different forms of youth organisations. Methods used: Lecture, plenary discussion Time needed: 45 - 60 minutes Materials needed: PowerPoint, Flipchart, Posters, Overhead Transparencies or any other kind of visualisation

Remember: Every country has different conditions under which youth organisations can work and function according to the administrative mechanism, political systems and culture. Also, there may be binding policies. Therefore, in your preparation make sure you research the situation in your country. Make sure you use methods of visualisation, for example: a PowerPoint-presentation, overhead transparencies, posters or flipcharts. In your presentation, identify points where you will ask the participants about their experience with youth organisations (In what kind of youth organisations are you active? Do you know examples of political, welfare, humanitarian, health, environmental, cultural, sport, religious, etc. youth organisations in our country? What kind of challenges do youth organisations face in our country?) 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.

Instructions:
Prepare a lecture using the Fact Sheet 3 Youth organisations in Part III of this manual. If there are participants from a youth organisation they can be asked to shortly present their work and form of organisation.

Please note! Make sure that you make your presentation as practical as possible. Also think of examples from the working contexts of the participants. 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!

41

5.5 Forms of institutionalised youth promotion (Lecture)

Objective: Participants learn about institutionalised forms of youth promotion. Methods used: Lecture, plenary discussion Time needed: 45 - 60 minutes Materials needed: PowerPoint, Flipchart, Posters, Overhead Transparencies or any other kind of visualisation

Make sure you use methods of visualisation, for example: a PowerPoint-presentation, overhead transparencies, posters or flipcharts. In your presentation, identify points where you will ask the participants about their experience with structures for youth participation and youth promotion (Do we have structures for youth participation in our country? Do they really enhance participation of young people? What kind of structures do we have for youth promotion in our country? Are the services of these structures accessible for young people? Do they work in accordance to young peoples needs? Do we have enough structures for youth participation and youth promotion in our country? What should be improved in this field?) 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.

Instructions:
Prepare a lecture using the Fact Sheet 4 Establishment of structures for youth participation and youth promotion in Part III of this manual. Remember: Every country presents a different setting for the institutionalisation of youth promotion. This may be influenced by the administrative mechanism, political systems and culture. Also, there may be policies regulating youth promotion. Therefore, in your preparation make sure you research the situation in your country.

Please note! Make sure that you make your presentation as practical as possible and include examples from the working contexts of the participants. 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! !

42

5.6 Modes of cooperation 1 (Strategic Planning)

Objective: The participants develop a common vision and mission statement.. Methods used: Lecture, Group work, Plenary discussion Time needed: 60 - 90 minutes Materials needed: Means of visualisation, A4-Sheets, Markers, 2 - 4 Pin Boards

Instructions:
Step 1: Give a short presentation (10 minutes) on strategic planning using the following basic information:

What is strategy?
There are many definitions of strategy, many of which are borrowed from the military language. For example, strategy is described as the art of manoeuvring a battle. For non-profit organisations strategy means something different. Strategy helps the organisation to focus its purpose and vision, it enables organisations to develop priorities and plans, it builds commitment among the people in the organisation.

Why do we need it?

For our purpose of promoting stakeholder collaboration especially the last point is essential. People often have different views on what the organisation is for and what its priorities should be. This is bound to happen when bringing together different stakeholders, which all bring their organisational backgrounds to the process. Strategic planning in our case has two main aims: to develop a common understanding about and consensus on the direction the cooperation will take and to provide direction for the action planning in module 3.

What are basic elements of a strategy?

It is useful to think of strategy on three levels: 1. The big picture: here questions of the overall purpose of the organisation are answered (What is our vision? What values do we stand for? What is our mission?), 2. The strategic level: this level is about how to implement the mission and reach the state formulated in the vision (How will we realize our vision and mission? What are our priorities?), 3. The activity level: this level will usually be handled in a separate process of action planning as will be proposed in module 3. Here the activities that need to be carried out will be planned for, including delegating the responsibilities, agreeing on a time frame, making a budget, and so on. It is important that these three levels are coherent, i.e. that they fit well together! Otherwise the strategy is weak and of not much use.
43

 Step 2: Explain to the participants that in this session we will be concerned with the big picture and the strategic level and that the activity level will be tackled in module 4. Ask the participants to review the posters that they developed earlier on in this module and also to consult the strategic plans of their respective organisations or programmes, if they have brought these with them. Step 3: Now form small working groups of about five people each. Provide each group with a stack of A4-papers and markers. Motivate the group to use as many trials as they wish, using as much paper as they wish. But they should come out with one sheet for each question. Give the group 30 minutes to discuss the following questions: Vision: What state do we think is ideal for young people in our town/district? Values: What values do we feel form the basis of our work? Mission statement: What is the genuine task of our group of stakeholders? Strategies: What are the strategies we want to use to attain the above? At the end of the task the group should have come up with four A4-sheets, one for each question, displaying the results of their discussion. Step 4: Request the groups to pin their A4-sheets on the Pin Boards. The vision, values, mission statements and strategies should each be put together. As the facilitator, take a few minutes to analyse the results. Step 5: Now read out all the results on the Pin Boards to the plenary. Step 6: It is possible that the statements are similar or mean the same and are only formulated differently. In this case, ask the group if it possible to merge the statements that are overlapping by formulating a new statement. Ask the group for suggestions and request a volunteer to write down the final statement.

Step 7: Now check if the statements contradict each other. In many instances, this will not be the case and the statements have the same contents, but with a different focus. In such a case, point out to the group which statements actually match and ask them for suggestions on how they could be merged into a new statement. Again, ask a volunteer to write down the final statements. Be aware: This process and especially step 6 and 7 can be very sensitive. You have to be careful not to overrule someones opinion when merging statements. Also, be cautious that you also spot contradictions. Step 8: By now you should have considerably reduced the number of statements on the Pin Boards. In an ideal scenario, you will have agreed on one vision, one set of values, mission statement and one set of strategies. If there are contradictions that could not be solved, bring them up and have an open discussion with the participants. It is always possible that stakeholders do not agree and this should be respected as a possible outcome of the session, also. In this case, use the contradicting statements both as equal results.

Please note! Remember to ask the participants to bring along the strategic plans of their respective organisations and programmes. It is important that the vision, values and mission statement do not contradict the strategies of the individual stakeholders!

44

5.7 Modes of cooperation 2 (Next steps)

Objective: The participants agree on next steps of their collaboration. Methods used: Moderation cards Time needed: 30 minutes Materials needed: Cards, markers, Pin Board

Instructions:
Step 1: Provide the participants with cards and markers. Step 2: Simply ask the participants to write on the cards what they feel should happen next. Ask them to write on the cards in a way everybody will be able to read the cards (only three lines, not too small) and to only put one activity on each card. They are allowed to write as many cards as they like. Step 3: Collect the cards and read out every card while you are pinning them to the Board. Remove the activities that come up more than once. Step 4: If there are dates to be fixed, take cards of a different colour and pin them next to the activities. Ask the participants for convenient times and write them on the cards. Do the same for activities that need a responsible person!! Step 5: Explain to the group that the minute taker will make a quick write-up of this agreement on the next steps and send the document to each participant within one week!!

As we have said before, the outcome of this module is left open It is the stakeholders who decide the results and it is also them, who have to decide on the modalities of their collaboration. This is also true for the next steps. Even if the participants depart at the end of the workshop with open questions which should be respected it is important that they know what will happen next. There are numerous options: It can be an agreement on going through module 3 and setting a date for the workshop. Or it could be that the participants first want (or have to) report back to their organisations and want to discuss the process internally. It could also be the case that the participants feel that the results of the workshop are not very useful, for example the strategic plan, and would like to review it. Remember, it is the group to decide.

Please note! Even if the participants may find this tedious, as a facilitator you should insist on agreeing on times and delegating responsibilities. Otherwise the chances of actually going through with the next steps are very meagre. Also, stick to your promise and provide the write-up within one week!

45

Module 4 Planning for Youth Promotion

As a last step, the group will develop an action plan, based on their prior discussion in module 2 and 3. This plan shall be in line with the strategic plan developed earlier, the strategies and plans of the various stakeholders and the national policies and plans. The group will first decide on the priority areas. The facilitator will then provide an input by giving a lecture on Youth Policies and Action Plans to provide guidance and inspiration for the following sessions. This session is especially important because the strategies and plans should be in line with national policies and plans! Lastly, the group will then embark on an action planning process. Warning: Action Planning is a process that can take up different lengths of time, depending on how elaborate the plan will be. This has to be determined by the group. It could very well be that the time you have scheduled for this process turns out to be insufficient. In this case, be prepared to discuss with the participants a time for continuing the planning exercise. If you feel that you will not finish in time, it can make sense to integrate a quick session on next steps before the group departs and to agree on a way forward, for example when to meet again.

The output of this module will be agreed upon strategies and planned activities in the form of an action plan. As was stated earlier, the results of the analysis and the contents of the action plan are of course dependent on the setting of the workshops and the stakeholders present and are left open.

46

6.1 Setting priorities (Focus Group Discussion)

Objective: The participants discuss the priority areas of their joint activities and/or services. Methods used: Focus Group Discussion, Plenary discussion Time needed: 30 - 60 minutes Materials needed: Set of questions, notepad, pen

Instructions:
Preparation: 1. Prepare a set of guiding questions. For example: Which problems of young people that we have analysed earlier do you feel are the most important? How can these problems be solved best? In which processes does the participation of youths needs to be improved? Which activities and services do you feel are best suited to tackle these problems? You can also develop your own set of questions. 2. Separate the group into smaller groups of not more than 10 participants. Each group should choose a facilitator and a minute taker. 3. Instruct the facilitator and minute taker. Step 1: Give the group 30 minutes to discuss the guiding questions you have provided. As the workshop facilitator observe the groups and intervene if you recognize that the discussion is loosing focus or the discussion is not taking off within the group. Step 2: Request the minute takers of each group to present to the plenary the contents of the discussion in the group. Record the priority issues stated by each group on a flipchart for everyone to see and for future reference.

In a Focus Group Discussion the participants discuss specific topics amongst each other. In this case the group will discuss which activities and services should be given priority in the action planning exercise that will follow. Important: A Focus Group Discussion is not a discussion between the facilitator and the group or a group interview, whereby the facilitator asks questions to the group. It is the aim to stimulate a discussion amongst the participants. The role of the facilitator is to steer the discussion by giving the group guiding questions and probing (I am not sure if I understand correctly, Can you please give an example of what you are saying, What do the others think). A minute taker will record everything that was said, although anonymously, i.e. without recording the names of who said what.

Please note! This method can be used at different times during the workshop series. It may be useful here for the group to discuss the priority areas of their joint activities and/or services as preparation for the action planning. However, a Focus Group Discussion can also serve as a method in module 2, when you want the group to discuss certain aspects of their cooperation or during strategic planning (see 4.9). And you can introduce it as a method whenever you deem it useful during the process. Always make sure that you have your set of questions ready!

47

6.2 Setting priorities (Awarding Points)

Objective: The participants identify priority areas for the action planning exercise. Methods used: Exercise, Plenary discussion Time needed: 30 - 60 minutes Materials needed: Large chart, markers

Step 2: Now request the participants to look at the chart and read through the points listed on it carefully. Now ask them to come to the chart and award points to the problem areas, thereby indicating the importance they attribute to the different problems. Points are awarded by drawing spots next to the problem areas. Step 3: Identify three to five problem areas (according to the scope of your work) that have achieved the highest number of points. Now ask the participants to again award points, this time for the activities under the problem areas (again, the number of points to be awarded should match the number of activities the participants can chose from). Step 4: Now you should have established which problem areas the group feels are most important and which activities/services are best suited to solve the problems. Ask the participants if they are surprised about the result and if they are satisfied with the results.

As with the Focus Group Discussion, this session aims at identifying priority areas for the later action planning exercise. Thereby the assumption is that in the course of the module, a large number of challenges young people face have been analysed and the activities of the different stakeholders have been presented.

Instructions:
Preparation: This session requires a lot of good preparation from the facilitator. First, prepare a large chart. On the chart write a list consisting of all the challenges and problems that came out of the analysis earlier on in the workshop and the activities and services that were identified that tackle these problems (see the illustration on the next page). To create this chart you have to carefully analyse all the results of the sessions that the group went through earlier. Remember: the quality of your chart will influence the quality of the outcome. Step 1: Explain to the participants that each of them has points to award (the number of points is equivalent to the number of problem areas on your chart). The points may be awarded in any way the wish, i.e. they can give all points to one issue or distribute their points evenly.

Please note! Although this process is very transparent, some participants may feel dissatisfied with the results and feel not represented. Be sensitive to such issues and do not present the result of this session as a final framework for the action plan. Adjustments are of course always possible.

48

Awarding points

49

6.3 Youth Policies and Action Plans (Lecture)

Objective: The participants know about selected youth policies and action plans for youth activities. Methods used: Lecture, Discussion Time needed: 45 Minutes Materials needed: PowerPoint, Flipchart, Posters, Overhead Transparencies or any other kind of visualisation

Instructions:
Prepare a lecture using the Fact Sheet 5 Youth Policies and Action Plans Part III of this manual. In your preparation, also research the situation in your country and available information on youth policies and action plans. This is very important, as the strategies and action plan that the group will develop later on should be in line with national strategy papers and action plans! Make sure you use methods of visualisation, for example: a PowerPoint-presentation, overhead transparencies, posters or flipcharts. In your presentation, identify points where you will ask the participants about their experience with youth policies and action plans for youth (What is your experience with youth policies and action plans in our country? Are these instruments used here on the national or local level) 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.

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 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!

50

6.4 Action Plan (Planning Exercise)

Objective: The participants plan activities and services to be jointly implemented. Methods used: Group work, plenary discussion Time needed: 60 - 90 minutes Materials needed: Posters, markers

Step 3: Ask the participants to use 10 minutes to walk around the room, look at the displays and review the results of earlier sessions. Then ask the participants to look at the chart for a few minutes. Explain the functions of the different columns and lines and what they mean (activities, timeframe, responsible person/stakeholder). Step 4: Now request the participants to form groups according to their interest in specific priority areas. It could be that the interests are obvious (for example a street kids-organisation wants to work on the priority area of street children). However, you should also make sure that the groups are of similar size. Step 5: Ask the groups to work on the activities, timeframe and responsibilities for their priority area (45 minutes). They should write the activities and responsibilities on cards and pin them on the chart. Each group can come up with as many activities as they want. The timeframe should be indicated by making crosses in the according spaces (see illustration below). Thereby, although working in small groups, the whole group creates a common visualised result. Step 6: After the time is over, ask the participants to assemble in the plenary to review the result. Each group should present their respective priority area. The other participants are invited to comment on the plan and to add contributions. Step 7: Motivate the participants to make suggestions for other priority areas and takeover responsibility for specific activities. The column on responsibilities will determine which stakeholders will work together. Give the participants some time for the discussion of responsibilities and also let them reflect to what extend their mandate from their respective organisation is in line with the responsibilities taken over.

Caution: In this session you put together the different pieces you have worked on in the course of the module (the results of the analysis, stakeholder analysis, priority areas) and use these earlier results as the basis for coming up with an action plan for joint activities and/or services of the stakeholders. Also, the plan you are developing should match the strategic plan that was developed in module 2 remember that this is the third level of the strategy. Finally the plan has to match the plans of the individual stakeholders. This is a very taxing job and you should not underestimate the amount of preparation you will have to invest!

Instructions:
Step 1: Prepare a large chart, displaying the vision, mission statement and priority areas taken from the strategic plan. The chart should take on the form shown in the figure below. This is a simple chart. Most importantly, there is no space for the costs (budget). Note: You have to agree with the group on the time covered by the plan, e.g. 6 months, 1 year, 2 years, etc. Step 2: Then take the posters the stakeholders developed earlier and the results of the different analyses that were conducted in this module and hang them on the wall for every one to see.

51

Action Plan Format

Caution! Action Planning is a process that can take up different lengths of time, depending on how elaborate the plan will be. This has to be determined by the group. It could very well be that the time you have scheduled for this process turns out to be insufficient. In this case, be prepared to discuss with the participants a time for continuing the planning exercise. Also, the format we propose herein does not cater for a budgeting process of the activities and services this should be done at a later stage. As was the case in module 2, it could be that the participants first want (or have to) report back to their organisations and want to discuss the action plan internally. This may be a good idea promoting ownership. However, it could also be the case that the participants feel that the action plan is not very useful and would like to review it. Remember, it is the group to decide. Consequently, it can make sense to integrate a quick session on next steps before the group departs and to agree on a way forward.

52

Summary and Evaluation

As was mentioned before, no matter which way you eventually design your workshops, the section on Getting started and this chapter should always form the framework to the workshops even if you only implement one module these two sections should still be used. Thereby remember that each module needs to be evaluated and closed properly, as does the overall process. The sessions outlined in this chapter should therefore always be used as the last part of each workshop and for closing the overall workshop series. Thereby, we propose four steps: Summary: First, summarise what has been done during the workshop and what has been achieved. When using this session in the last workshop, summarise the whole process and the overall results achieved. Evaluation of workshop results: Secondly, use the method proposed in this manual (see 7.2) to let the participants voice their opinion about the workshop results. Again, in the last workshop this session should consider the overall results.

Evaluation of workshop: In contrast to the second step, this part of the evaluation (see 7.3) tackles the satisfaction of the participants with the workshop as a process, including the facilitation and the environment. In the last workshop you should consider the overall results. This step is very important for you as the facilitator. The opinions voices after each module will help you to improve your performance in the future and will give you hints on what to change for the next time. Therefore listen carefully. Certificates of appreciation: This method is a role play that is very good in letting the participants show their appreciation for each other. This is a fun way of creating a bond between the participants. You can use this method at the end of the overall workshop series. But it is also nice to do it at the end of each module. Thereby you make it a group ritual.

53

7.1 Summary (Lecture)

Objective: The participants get an overview of the workshop proceedings and the results. Methods used: Lecture Time needed: 15 - 20 minutes Materials needed: Flipchart, Overhead Transparencies or any other form of visualisation

Instructions:
In this session, you as the facilitator will summarise for the participants the overall proceedings and the results of the workshop. Alternatively, you can ask one or more participants to take charge of the summary. Make sure that you or the chosen presenter prepares yourself/himself well. Use all the visualisations that have been developed in the course of the workshop and think about hanging them all up on the walls. If this session is part of the closing section of the last workshop in a series, make sure you summarise the whole process, from the first meeting to now. Then you can also take longer for your summary, but you will also need to prepare yourself better. When you are through, ask the participants if you have missed out on anything or if they want to add something.

54

7.2 Evaluation (Voting)

Objective: The participants reflect the workshop results and express their positive and negative opinions about them. Methods used: Game (Voting) Time needed: 20 - 30 minutes Materials needed: Two boxes, cards, markers, pin boards

Instructions:
Prepare two boxes that serve as ballot boxes, i.e. they should be closed and have a space big enough for inserting cards. Write on one box + and on the other , for everyone clearly to see. Give every participant a marker and some cards. There should only be two colours of cards. Explain that one colour indicates positive aspects (for example green) and that the other colour indicates negative aspects (for example red). Now show the ballot boxes to the group, explaining which one is for positive aspects and which one for negative ones. Step 1: Now, ask the participants to write their feelings and opinions about the workshop results on the respective cards. They may write as many cards as they wish, but explain that each card should only contain one opinion or aspect. Give the participants 5 minutes to write their cards. Then ask the participants to insert their cards into the respective boxes. Step 2: Now, empty both boxes onto a table and ask two volunteers to sort the cards according to their colour. Then ask them to count the cards. Each volunteer should count the cards of one colour. Write the total number of cards onto the flipchart or blackboard. Now, write the numbers of the two different cards underneath and calculate the percentage. Thereby you will have visualised in how far the group is satisfied with the workshop results. Step 3: Now ask the two volunteers to pin the cards to the board, clearly separating the two colours. Ask the volunteers to read out what is written on the cards. Every card should be read out loud. The contents of the cards should not be commented on by the group or the facilitator.

55

7.3 Evaluation (Throwing the dice)

Objective: The participants express positive and negative aspects about the workshop, its facilitation and the process. Methods used: Game Time needed: 10 - 20 minutes Materials needed: Dice

Instructions:
Explain the rules of the evaluation to the group: Please throw the dice. If you get an odd number, please say something negative about the workshop. If you get an even number, please say something positive about the workshop. Please only give one statement. If you dont want to say anything, you dont have to throw the dice. If you want to say more than one thing, you can also throw more than once. Ask one participant to volunteer and be the first to throw the dice. Anybody from the group can be the next to throw the dice and give their statement. Continue until everybody who wants to give an opinion has had a chance to throw the dice.

Please note! You can play this game with ordinary dice sitting or standing around a table. However, if you can manage to organise a large rubber dice (sometimes available in toy shops), you can also stand in a circle, which is even more fun.

56

7.4 Closing (Certificates of appreciation)

Objective: The participants express appreciation for each other. Methods used: Role play Time needed: max. 45 minutes Materials needed: Circle of chairs, one A4-sheet for each participants

Now ask one participant to volunteer. Ask the volunteer to turn the sheet around and read the name written on the sheet. Ask the volunteer to perform the following task: Congratulate the persons whose name is written on your sheet for having participated successfully in this workshop. Mention the contributions of that person and express appreciation for their work. Please hand over the certificate and shake hands with the colleague you are congratulating. Request the group to give a round of applause. Now let the other participants perform the same task, one at a time with the group applauding for every participant.

Instructions:
Preparation: Prepare the room while the group is having their coffee break. Prepare A4-sheets of paper by writing on each sheet the name of one participant. There should be a sheet with every name, i.e. the number of sheets should match the number of participants. Form circle of chairs and place one A4 sheet on each chair, with the writing facing down. When the participants enter the room, ask them to sit in the circle. Request them not to look at the name on the paper, but to keep it facing down. Tell the group that the sheets of paper symbolise certificates of appreciation.

Please note! If you do use this session at the end of every workshop, this becomes a group ritual and therefore a strong bonding experience.

57

Annexes

Annex 1: Tips for the Facilitator

General pointers
To help you in your role as a workshop facilitator, here are some general pointers that will support you in conducting a successful workshop:

Create a positive atmosphere!

Make efforts at creating a positive and friendly working atmosphere. This is important with regards to the room and the workshop environment. Try to ensure that there is enough light if possible daylight and space and that the room is clean. Avoid a classroom atmosphere, whereby the participants are facing you. Rather set the chairs in a circle or the tables and chairs in a semi-circle or U-shape, with space for exercises and presentations in the middle. That way you can ensure that everybody is able to always see the person who is speaking. Besides the room and environment, create a positive and friendly atmosphere within the group by using interactive methods and energisers (see below). The methods presented in this manual are already tailored towards this end. To avoid conflicts, always agree on a code of conduct. And last, but not least: be friendly yourself. Do not act stressed, even if you feel under pressure. Portray self-confidence, even if you may feel insecure at times.

Be prepared!
Preparation is of utmost importance. Always familiarise yourself well with the workshop programme, the different stages of the process and each method. Also, make sure that you have all the necessary materials and prepare every device that you need well in advance. In addition, you should visit the workshop venue if possible, to get a feel for the environment and to think about where you will be able to carry out which activity especially the games and group exercises. Make sure that you have adequate space to form small groups and have them work without disturbing each other. Also, collect all available information about the participants so that you can properly orient yourself towards your target-group and mentally prepare yourself for the workshop.

Flexible use of lectures

The composition of the participants may vary depending on the region and the context in which the training is implemented. In some contexts the participants might have a lot of knowledge on the topics of the lectures or mainly young people attend the workshop. In this regard long lectures on the respective topics might not be interesting for the participants. Shorten the lectures or even leave some of them out and rather strengthen the elements of group work. Local knowledge might be more relevant for the group as well as the whole process! This toolkit provides factsheets and power point presentations on different youth related issues. They should not all be used rather prepare a good choice of these lectures and adapt them to the context.

Close supervision of group work

Especially when the participants are rather new in the field of youth promotion or the level and knowledge of participants is rather low or different, the group work needs a close supervision by the facilitators. You might need to go around and explain the exercise to the each group again. You should also see that participants understand the questions and not loose track while discussing.

58

Be self-aware!
Every facilitator has his/her own personal style of facilitation, which matches his/her personality. However, you should keep in mind a few pointers regarding your personal style and be self-aware: 1. Remember that in discussions you only moderate. Never use your position as the facilitator to impose your views on the group. Maintain your neutrality. If you are asked for your opinion, point out that you are now speaking in your capacity as a private person, not in the function as the facilitator. 2. As the facilitator, you are the expert for the process and the methods. The participants are the experts for the respective topics. Your role is simply to steer a process. 3. Although you are in charge of the process and the methods to be applied, always be transparent. Let the participants know what you are doing and why. 4. Listen! You have to be sensitive to what the participants say so that you dont miss out on important information that can be useful for the further process or become a stumbling block later on, if ignored.

Remember, you as the facilitator are in charge of the process of the workshop, i.e. you decide which methods will be used and when and how tasks are to be carried out. Of course, if participants have ideas or suggestions pick them up and consider them as alternatives. However, do not let the group decide by themselves what should be done or even overrule you. This sometimes happens if the group feels the facilitator is insecure or inexperienced. Protect yourself, but dont be rude. You will only create more resistance. If you want to involve the group in methodological decisions, present two different possibilities and let the group chose.

Use Discussants after Input presentations

To encourage a vivid and intensive discussion after the input presentations and to avoid that the presenter is the only one talking, it might be a good idea to use the method of discussants. This needs some extra preparation though and might not be useful for every context. The discussant needs to read the presentation or some basic text for preparation in advance to the preparation. After the presentation he/she shortly highlights the main arguments and theses. The discussant gives his/ her own estimation and points out some interesting points for discussion. This method has the advantage that the discussion is more meaningful, but it also involves more preparations and bears the risk that the discussant might dominate the following debate.

Facilitate the Training in a Team!

In addition to conducting all the methods of the workshop, the moderator also needs to give the thematic inputs in form of presentation. Therefore it would be very stressful to implement the whole training by oneself. A team of two facilitators or at least someone assisting will be necessary.

Method-Mix!
Never stick to one method only, it is repetitive and will bore the participants. Always use changing methods, like group work, buzz groups, role plays, games and exercises. Also, make use of presentations and lectures. However, restrict the number of lectures and their duration and involve the participants during the lecture by asking questions. In this manual, we have made already selected methods for the different sessions, but feel free to use other methods also.

Visualise!
Always visualise the contents and working steps during your seminar using the available means, like a blackboard, flipchart or pin-board and cards. This is important in different methods: let the participants visualise the results of group work by creating a poster; if crucial points come up in a discussion, note them down on the black board or flipchart for everyone to see; if you do a presentation, always visualise your key points, for example using PowerPoint or posters. Visualisation will support the workshop in various ways: you can always cross-check if all the important points have been addressed; all the results can be put up on the walls, so you can go back to earlier aspects and follow the progress of the workshop; the participants will be able to remember more if they have seen things, rather than just hearing them.

59

Create room for networking

Networking is often an informal process and it is extremely relevant for this context of promoting stakeholder collaboration. You should already keep this in mind while choosing the location for the training. In this regard a training center far out gives better possibilities for networking and group formation processes. For the training it would be best to accommodate participants over night. Then it is important that you also care for some free time activities in the evening: a cocktail party or a movie (best on an issue concerning young people) might be a good idea.

Annex 2: Energisers and Re-Caps

Energizers
A workshop may be a tedious undertaking, especially for those participants who are not used to such working environments. The concentration will definitely go down at some point during the day, especially after lunch, when the stomachs are full (post-lunch blues). Use energisers to get the group going again. You can introduce an energiser at any time during your workshop. And above all: energisers are supposed to be fun. Remember that you are working with a mixed group of youth and adults. However, it will not only be the youngsters that appreciate some playful breaks, also adults enjoy the relaxing effect of energisers! Here are some energisers you can use in your workshop: Body writing: Ask the participants to write their names in the air using parts of their body. For example, they can use their fingers, elbows, knees, arms and legs. Then ask the participants to write their names using their whole bodies. Or ask the participants to follow your example and let the whole group write the same words. Count Up: Stand in a circle and start counting, taking turns to say the numbers, i.e. the first person says one, the second two, and so on. Everybody with a multiple of five should clap instead of saying the number. You can then make the game more difficult and change to a multiple of seven or nine or introduce more than one multiple at the same time, e.g. five and seven. Who makes a mistake will drop out of the game. Mirrors: Get the participants to form pairs. One person is the actor. The other person is the mirror. The mirror has to do whatever movements the actor does, i.e. to mirror his/her movements. Then change roles. To make it more difficult, you can ask the mirrors to do the opposite of the actors movements, e.g. if the actor lifts his/her right arm, the mirror should lift his/her left arm.

Keep time!
It is important to be strict with time keeping. A good facilitator has to be a good time keeper. You should always carry a watch or put a clock (may be an alarm clock) on the desk in front of you to keep track of time. At the beginning of the workshop it may be a good idea to ask a participant to take over the job as the time keeper. Also, it is helpful if you plan every session in detail, e.g. specifying how long the discussion should last and making sure the group works and presentations are in line with your plans. Sometimes it is difficult to break off interesting discussions. However, if you should fall behind time, use the coffee breaks to adjust your programme, always keeping in mind what you want to achieve and identifying the essentials to get there. If you change the programme, discuss this with the participants.

60

Remember, it is also one objective of the workshops to ignite cooperation between the participants. Games are a good way of making the participants share a laugh and feel at ease with each other. Games can stimulate group dynamics. Thereby games can have different functions, the most important being the functions as so-called Ice Breakers and Cooperation Games. Ice Beakers will serve to get the communication and interaction between participants going and are especially suitable at the beginning of workshops. In this manual under Getting started such Ice Breakers have been introduced. Cooperation Games stimulate a collaborative spirit amongst the group members and are best used towards the end of a workshop, after the participants haven already gotten to know each other and have established a certain degree of mutual trust. Here are some Cooperation Games that you can use: Knot: Everybody huddles together and closes their eyes. They then stretch out their hands and find another two hands to join on to. It is important that no one joins both hands with the same person. You, as the facilitator, should ensure that this does not happen. Now the participants open their eyes, but do NOT let go of the hands. As a group, they must now untie the knot that has been created, but without letting go of the hands! Careful: This game will inevitably create a lot of body contact. If you feel that this is inappropriate because of cultural aspects, e.g. women are not supposed to touch men, or due to social hierarchies, e.g. participants of higher social status should not play such games, do not introduce the Knot! Double Dog: Ask the participants to form pairs and provide each pair with a sheet of paper or poster and marker. The pair is not allowed to talk. Both participants hold on to the marker and draw a dog (alternatively you can ask the group to chose an animal or object that they want to draw the more difficult, the more fun!). To make the exercise more difficult you can also blindfold the participants and let them draw their animal while blind. After all pairs have performed the task, discuss in the plenary how they felt during the exercise and what one can learn from it.

Swimming Islands: This is a game that will take some time and needs a lot of space. You need either wooden boards, A4-sheets or newspapers. These represent the islands. The number of islands has to be one less than the number of players. Create groups of six players. Set a starting line and a finish line. Now the group has to cross the space between the two lines the water using the swimming islands. They have to follow these rules: No one is allowed to touch the water. The players have to maintain body contact with islands so that they do not float away. Consequently, there has to be constant contact between the players (by holding hands). Somehow, the islands and the people have to be moved forward, in order to reach the finish line To make the game competitive, the teams race against each other. After the game, discuss in the plenary what one can learn from the experience. You should also ask the participants, if they have ideas for energisers or games. Many times the participants can contribute wonderful games or even songs and dances. Dont miss this opportunity at making participation work!

Flashlights, Mood Meter and Re-Caps

It is very useful to use flashlights. This is a method to quickly get a feel of the mood in the group: simply ask each of the participants to say just one sentence about how they are feeling in this very moment. You can use flashlights at the end of every day to provide you with a short feedback on the day or you may want to start the day with a flashlight. When doing a flashlight in the morning you will be able to judge the groups mood and even react to dissatisfaction and adjust the programme for the day. Also, if you feel, you are out of touch with the group or that there is a disturbance, feel free to introduce a flashlight at any time.

61

Another useful method to get a quick feedback from the group is the Mood Meter. Thereby you use a poster displaying a simple chart with three categories: Facilitation, Content and Participation (see the example below). Hang the poster on the wall or the flipchart and ask all the participants to put a cross for each category according to their current mood. If you should find that the mood in the group is rather negative, use this as an opportunity to ask for the reasons and the groups wishes for adjustments. Remember: if you ask the opinion of the participants, you have to be responsive or otherwise the participants will feel they are not taken serious.

In addition, you should start every day with a short session on recapturing (Re-Cap) the previous day. Ask a volunteer to quickly summarise what happened the previous day. If you are starting the next workshop of a series, do this when starting a new workshop and ask about the previous one.

Mood Meter

62

Annex 3: Establishing Adult-Youth Partnerships

Background information
Participation is one of the underlying principles of the approach described in this manual. As was explained earlier, on the one hand participation in the decisions touching their lives is regarded a right of young people and on the other hand participation is a means for the development of more effective and target-group oriented youth programmes. It is important to remember that is it not only youth who benefit from youth participation. Also adults and organisations such as the emerging network benefit. Needs and concerns of young people are understood better, which will help in improving programmes and services rendered to the youth. The reasoning behind this is a perspective that views youth as active contributors and agents of social change. It is the underlying conviction of this approach that youth have significant contributions to make now and not only in the future. Therefore they should be participating in the workshops and be active members of the emerging stakeholder collaboration. However, this opinion may not be shared by everybody involved in the processes promoted by the approach. Negative attitudes towards young people are ever-prevalent and present the strongest barriers to effective youth participation. For example, one common view held by adults is that they feel they know what is best for young people and that they should protect them from potential mistakes. Another attitude is that youth are not yet real people and that they first need to learn how to think like adults. This attitude has also been described as the myth of adult wisdom. But also on the side of the youth negative stereotypes exist, to the effect that adults are patronising and authoritative. This view makes participation equally difficult.

Remember that in many societies there are clear and established mechanisms in which adults and youth communicate. Usually these are hierarchical structures, for example in schools, where pupils obey their teachers, or in families where the parents do many times not enter into dialogue with their teenage children. These hierarchies present power structures that are sometimes deeply rooted in cultural norms. Youth participation can thus mean breaking through such norms and challenging power structures and it is important to recognize that the participatory approach outlined here presents a challenge to everybody involved. How then does the participatory approach seek to promote effective youth participation? 1. The sensitisation in module 1 aims to reflect of the perceptions of young people in society and discuss negative stereotypes. Thereby the approach strives to motivate stakeholders to view youth in a positive light and to promote their inclusion in decision-making processes in the network emerging from the process as aimed at in module 3. 2. It is important that the workshops themselves are designed in a participatory fashion. If a meaningful cooperation across the age-gap is mastered well in the workshops, the results of the analysis and planning exercises in module 2 and 4 will produce better results and the foundation for continuous and sustainable youth participation within the framework of the network structures arising from module 3 is laid. In doing so, you as the facilitator face the challenge to create a positive atmosphere, in which youth and adults will work together effectively.

63

General pointers
In working with adults and youth there are some important markers to remember that will help you establish meaningful communication between the different age groups, be it during the workshops or when promoting stakeholder collaboration. The methods chosen in this manual for the facilitation of the workshops take into consideration these aspects:

Be sensitive to differences!
The participants of your workshops bring to the workshops their personal backgrounds and individual experiences with the relationship between the generations. Also, they bring to the workshop their cultural norms portraying the respective power dynamics from their societies, families and work setting. When promoting interaction, remember that a young person will most likely be intimidated and feel shy to voice his or her opinion. On the other hand, adults may be impatient with young people and not grant them the time and space for expressing their views. Also, remember that adults and youth have different levels of experience and differing preferences as to how they want to work. It will take time to overcome these obstacles. Dont move too fast! It takes time to build trust and an environment in which everybody feels comfortable. The code of conduct may serve as a useful tool in establishing rules of communication between adults and youth and the methods proposed in this manual are suitable for both, adults and youth.

Promote interaction!
It is the hands-on personal interaction that usually functions as the eye-opener for many adults and also for young people. Consequently, when facilitating workshops with youth and adults include interactive methods by which the participants get to know each other and gain a mutual understanding and respect. Also, the cooperation games suggested in Annex 1 are useful techniques to promote interaction. When working to establish a stakeholder network, in which youth shall participate, make sure that young people also take over responsibilities. It is a common experience for adults to respect young people more if they see that the youngsters are capable of meaningful contributions. Also, this will raise the self-esteem of the youth, motivating them to actively partake in the affairs of the network.

Promote fun!
Young people are more likely to get involved and remain interested in a topic or a task when it is fun. Many of the established routines of meetings and discussions are very tedious and boring for youth. But it is also true for adults that a learning and working environment needs to be enjoyable and creating fun is a general aspect of good facilitation. Use games, such as those suggested in Annex 1, and remember that as a facilitator you are also a kind of entertainer.

64

Annex 4: Checklist for designing the workshops

A. Stakeholders
How is youth promotion organised in the public sector (governmental)? 2. Which governmental stakeholders should be involved in the process? 3. Are there policies and regulations that you have to stick by? 4. Which decision-makers need to formally agree to the process? 5. How will you gain their support? 6. How is youth promotion organised in the non-governmental sector? 7. Which stakeholders should be involved in the process? 8. Are there externally (donor) funded youth programmes that should take part? 9. Which youth organisations and youth representatives will participate? 10. How will you ensure that the participants will be able to talk on behalf of their organisations/ programmes and not be powerless representatives? 11. Is it possible to agree on a follow-up-process with the stakeholders in advance to the training? 1.

B. Goals and objectives

11. What do we want to achieve by implementing the approach? 12. What is the goal of the process? 13. Which modules will then serve our needs? 14. Do we have to put a focus on a certain topic or module? 15. What are the objectives of each module and workshop? 16. How do the methods and modules need to be adapted to the local context and the participants?

C. Others
17. How much time do the stakeholders have?

65

Annex 5: Checklist for organising the workshops

A. Venue
1. Can the venue be reached comfortably by everyone? 2. Is overnight accommodation needed? 3. Is the seminar room big enough to fit everybody comfortable? 4. Does the venue provide enough rooms and space to work in groups undisturbed? 5. Is there enough space to play games comfortably? 6. Is the seminar room well lit? 7. Is the venue clean? 8. How are the facilities (toilets, bathrooms, rooms, dining hall)? 9. Does the venue provide for coffee breaks and lunches? 10. Is the provision with electricity secured? 11. Are there computers and a beamer for power point presentations?

D. Materials and equipment

18. Which materials and what kind of equipment do you need? 19. Which materials and equipments are provided by the venue? 20. Which materials and equipments do you have to buy or rent? 21. Which materials and equipments can be provided by the participants?

E. Invitations
22. Do you have a complete and correct list of participants to be invited? 23. How will the invitations reach the participants (post, e-mail, etc.)? 24. Which documents do the participants have to bring with them (e.g. plans)? 25. When do the invitations have to be sent out? 26. Have all participants received their invitations? 27. Have all participants confirmed their attendance? 28. How will you make sure that all participants really attend the workshop?

B. Timing
11. When will you conduct the workshops? 12. Is the time convenient for all stakeholders you want to invite? 13. Is the time convenient for the young people you want to invite?

F. Costs
28. Which items will you have to pay for? 29. Will you reimburse travel costs to the participants? 30. How much will the workshops cost in total?

C. Facilitation
14. How many facilitators (lead- and co-facilitators, assistants) do you need? 15. Who will facilitate? 16. Who will document the workshops and take minutes? 17. What preparation do the facilitators need?

66

Annex 6: Checklist for preparation of thematic inputs

List of at least 10 provocative statements concerning stereotypes of youth (for. 3.1. Opinion Scale) Research the situation of youth participation in the respective country (for Lecture 3.3. on Youth Participation) Research the situation of child and youth rights in the respective country (for Lecture 3.4. on Child and Youth Rights) Research situation of conditions under which youth organisation can work in the respective country (for Lecture 5.4. on Forms of Youth Organisations) Research the setting of the institutionalisation of youth promotion in the respective country (for Lecture 5.5. on Forms of institutionalised youth promotion) Research youth policies and action plans in the respective country (for Lecture 6.3 on Youth Policies and Action Plans)

67

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

Module 1 Creating awareness
Time 9.00-10.30 Day 1 Getting started: Introduction to programme Code of conduct Expectations and fears Coffee Break Getting started: Social maps Coat of arms Lunch Break - Snapshot survey Coffee Break Snapshot survey ctd. Flashlight for day 1 Day 2 Re-Cap of Day 1 Opinion scales

10.30-11.00 11.00-13.00

Coffee Break Child and youth rights 1 Child and youth rights 2

13.00-14.00 14.00-15.30 15.30-16.00 16.00-17.00

Lunch Break - Youth Participation - Why? How? Who? Coffee Break Summary and Evaluation Summary Evaluation 2 Certificates of Appreciation

68

Module 2 Analysis for Youth Promotion

Time 9.00-10.30 Day 1 Getting started: Re-Cap of module 1 Introduction to workshop programme Cooperation game Coffee Break Youth Services Map Lunch Break Problem Tree Analysis Day 2 Re-Cap of Day 1 Youth-specific issues (Lecture)

10.30-11.00 11.00-13.00 13.00-14.00 14.00-15.30

Coffee Break Focus Group Discussion Lunch Break Cooperation Game Focus Group Discussion Coffee Break Stakeholder Analysis 3 (Activity Matrix) Summary and Evaluation: Summary Evaluation 1 Evaluation 2 Certificates of appreciation

15.30-16.00 16.00-18.00

Coffee Break Gender Analysis Mood meter

69

Module 3 Promoting stakeholder collaboration

Time 9.30-11.00 Day 1 Getting started: Re-Cap of module 2 Introduction to workshop programme Cooperation game Coffee Break Stakeholder analysis 1 Lunch Break Benefits of cooperation Stakeholder analysis 2 Coffee Break Forms of institutionalised youth promotion Flashlight for day 1 Day 2 Re-Cap of day 1 Mood meter Strategic Planning

11.00-11.30 11.30-12.30 12.30-13.30 13.30-15.00

Coffee Break Strategic Planning (ctd.) Lunch Break Modes of cooperation

15.00-15.30 15.30-16.30

Coffee Break Summary and Evaluation: Evaluation 2 Certificates of appreciation

70

Module 4 Planning for Youth Promotion

Time 9.00-10.30 Day 1 Getting started: Re-Cap of module 3 Introduction to workshop programme Cooperation game Coffee Break Setting Priorities (Focus Group Discussion) Lunch Break Setting Priorities (Awarding Points) Coffee Break Youth Policies and Action Plans Flashlight for day 1 Day 2 Re-Cap of day 1 Mood meter Action Plan

10.30-11.00 11.00-13.00 13.00-14.00 14.00-15.30 15.30-16.00 16.00-17.00

Coffee Break Action Plan (ctd.) Lunch Break Action Plan (ctd.) Coffee Break Summary and Evaluation: Summary of all workshops Evaluation 1 Evaluation 2 Certificates of appreciation

71

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

Module 1 Creating awareness
Time 9.00-10.30 Day 1 Getting started: Introduction to programme Code of conduct Expectations and fears Coffee Break Getting started: - Social maps Day 2 Module 1: Recap of Day 1 Child and youth rights 1 Day 3 Module 3: Recap of Day 2 Youth Services Map

10.30-11.00 11.00-13.00

Coffee Break Module 1: Child and youth rights 2 Stakeholder Analysis 1 (Exhibition) Lunch Break Module 2: Problem Tree Analysis Youth-specific issues (Lecture) Coffee Break Module 2: Focus Group Discussions Mood meter

Coffee Break Module 3: Benefits of cooperation Forms of stakeholder cooperation Lunch Break Module 3: Stakeholder Analysis 2 (Venn Diagram) Coffee Break Module 3: Strategic Planning Modes of cooperation Flashlight for Day 3

13.00-14.00 14.00-15.30

Lunch Break Module 1: Opinion scales

15.30-16.00 16.00-18.00

Coffee Break Module 1: Youth Participation Flashlight for Day 1

72

Module 2 Analysis for Youth Promotion

Time 9.00-10.30 Day 4 Module 4: Recap of Day 3 Setting Priorities Awarding Points Coffee Break Module 4: v Youth Policies and Action Plans Lunch Break Module 4: Action Plan Day 5 Module 4: Recap of Day 4 Action Plan

10.30-11.00 11.00-13.00

Coffee Break Module 4: Next steps Lunch Break Summary and Evaluation: Evaluation 1 Evaluation 2 Certificates of appreciation Coffee Break Official closing and handover of certificates

13.00-14.00 14.00-15.30

15.30-16.00 16.00-17.00

Coffee Break Module 4: Action Plan (ctd.) Mood meter

73

Annex 9: References
BERTELSMANN STIFTUNG (Hrsg.) (2006): ToP Fit fr Beteiligung. Ein Moderationshandbuch fr Jugendliche, 2. Aufl., Gtersloh, 2006. GTZ (2007): Fact Sheet Kinderrechte, Sektorvorhaben Frderung von Kindern und Jugendlichen als Zielgruppe in der Entwicklungszusammenarbeit. Eschborn, Januar 2007. GTZ (2006): Anstze und Methoden der Kinder- und Jugendfrderung in der deutschen Entwicklungszusammenarbeit. Eschborn, Mrz 2006. GTZ (2005): Methods Handbook for Youth Social Work. Promotion of children and youth as a target group in development cooperation. Kampala, 2005. GTZ (2005): Dokumentation der Fortbildung: Kinder- und Jugendpartizipation auf kommunaler Ebene, 16. und 17. Juni 2005. Eschborn, Juni 2005 GTZ PROSYR (2003): SUNGURA Training Hand-Outs. Training for youth social workers in Kenya, GTZ PROSYR/Jugendsozialwerk Nordhausen e.V., Nairobi/Nordhausen 2003. GTZ (2002): Jugendfrderung in Kommunal- und Stadtentwicklung. Stand und Perspektiven. Eschborn, 2002. GTZ PCY (2002): TWIGA Training Hand-Outs. Training for youth social workers in Uganda, GTZ PCY/Jugendsozialwerk Nordhausen e.V., Kampala/Nordhausen 2002. GUBBEL, Peter/Cathryn ROSS (2000): From the Roots up. Strengthening Organizational Capacity through Guided Self-Assessment. World Neighbours Field Guide. Oklahoma, 2000. INTERNATIONAL YOUTH FOUNDATION (2002): What works in youth participation: Case Studies from around the world. Baltimore, 2000. LAWRIE, Alan (2000): Developing your organisation. The Directory of Social Change. London, 2000. NORMAN, Jane (2001): Building Effective Youth-Adult Partnerships. In: Transitions, Vol. 14, No. 1, October 2001, 10 - 16.

74

75

The Deutsche Gesellschaft fr Technische Zusammenarbeit (GTZ) GmbH is a government-owned corporation for international cooperation with worldwide operations. GTZs aim is to positively shape the political, economic, ecological and social development in our partner countries, thereby improving peoples living conditions and prospects. Through the services it provides, GTZ supports complex development and reform processes and contributes to global sustainable development.

Deutsche Gesellschaft fr Technische Zusammenarbeit (GTZ) GmbH Dag-Hammarskjld-Weg 1-5 65760 Eschborn/Germany T +49 (0) 6196 79-0 F +49 (0) 6196 79-1115 E info@gtz.de I www.gtz.de