New riseuptogether.org · 2020. 9. 10. · Let Girls Lead 1 contributors Lead Contributors Grace...

LGL guide TO GIRL- CENTERED ADVOCACY

Let Girls Lead 1

contributorsLead ContributorsGrace Kaimila KanjoEugenia López Uribe

Denise DunningLorena Gómez-BarrisEmily HagermanJosie RamosClaudia RomeuEsther TahrirEmily Teitsworth

Other ContributorsRicardo BaruchDarshan Elena CamposRossana CifuentesJuany Garcia PérezGrace Malera

Mirna Montenegro RangelSarah Rich

Graphic DesignDiana Eugenia Pérez GonzálezMaría Fernanda Azuara Hernández

Photo Credits Lorena Gómez-BarrisHoward KasiyaEmily TeitsworthEnrique Zabaleta

Let Girls Lead 2

Acknowledgements

many years, especially Eugenia López Uribe, Grace Kaimila Kanjo, Mirna Montenegro Rangel,

Many excellent resources contributed to Let Girls Lead’s methodology and curriculum

Thank you! Mil gracias! Zikomo! Ameseginalehu!

Lets Girls Lead 3

table of contentsWhen I picture a fair world for girls...

LGL GUIDE TO GIRL - CENTERED ADVOCACY

HOW TO USE THIS CURRICULUM

THE IMPORTANCE OF TEAM BUILDING

Introduction to Advocacy

Advocacy for and with Girls

Selfcare and Safety for Advocates

Political Mapping

Convince

Advocacy Planning

Communication Strategies

Storytelling

1

5

7

81011

12

13

18

22

23

45

55

2

3

4

5

6

7

8

73

7598

101

128

136

138

150

152

179

181187

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Lets Girls Lead

Building Alliances

Implementation Plan

Advocacy Resource Mobilization

Proposal Development

207

209

219

227

229

238

243

254

258

10 Closing and Next Steps

Resources for Advocates

HOPE, Commitment and Action

262

268

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278279280281282

283

11

12

13

14

15

Let Girls Lead 5

When I picture a fair world for girls...

Let Girls Lead

piece by Gabriela del Carmen, an eleven year old girl from Guatemala who shares her vision for girls

-

Girl Leader Gabriela del Carmen

http://www.letgirlslead.org

Let Girls Lead

allow girls to learn about their body and sexuality, free from fear and taboos, for this could give them the wrong idea

When I picture a fair world for girls...

Let Girls Lead 7

1

The groups of girls and adolescents are the fundamental pillars that breathe life into the decrees, laws, and

they best know their own needs

policy that arises from a truly felt need that is expressed

Juany García Perez, 2009LGL Fellow

LGL GUIDE TO GIRL- CENTERED ADVOCACY

Let Girls Lead 8

Let Girls Lead

1 .1

Let Girls Lead

Let Girls Lead has achieved the following impacts:

Reducing child marriage in Malawiof marriage

violence

, a

http://www.letgirlslead.orghttp://www.championingchange.org/http://www.phi.org

Let Girls Lead 9

Let Girls Lead Methodology and Learning Philosophy

1 .2

Let Girls Lead 10

The Let Girls Lead Workshop Guide

, a youth-centered leadership

and Save the Children’s World

1 .3

http://www.gojoven.org

Let Girls Lead 11

Who Is This Guide For ?

1 .4

Let Girls Lead 12

I raise up my voice-not soI can shout but so thatthose without a voice can

succeed when half of us

HOW TO USE THIS CURRICULUM

2

Let Girls Lead 13

Adapting the Let Girls Lead Curriculum

2.1 Let Girls Lead originally designed this Advocacy Curriculum as one eight-day intensive workshop for civil

If the workshop is to take place over the course of two days, the facilitators may want to assign some pre-workshop assignments outside of the

1

2

3

Let Girls Lead

Preparing to Lead a WorkshopHere are some points to remember while preparing for and opening each session:

Leading a Workshop

discussion

needing to verbalize their thoughts

Facilitation Tips

2.2

Let Girls Lead 15

facilitation tipsno

tes

This is an especially

more introverted and hesitant to share their

a facilitator is to keep a

and really listen to

real-world experiences are invaluable to the

box available where

anonymous feedback throughout the

2.2

Let Girls Lead

Closing SessionsWhen closing a session, it is important to do the following:

Sample Agenda

facilitation tips

1

2

3

2.2

Let Girls Lead 17

AGALI workshop

Day 1 Day 2 Day 3 Day 5 Day 7 Day 8

8:00 Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast Breakfast

9:00 Daily Check-In Daily Check-In Daily Check-In Daily Check-In Daily Check-In Test9:30

Human RightsAnalysis of Laws and Policies

Advocacy Strategy Development: Desired Advocacy Result Advocacy

Advocacy Strategy Development:

Advocacy Resource

Resources

Pre-Test

Team Building

10:00 10:15

11:00

Responding to an RFP

11:30Involving Girls and

Strategies

12:00

That Impact Adolescent Girls

12:15

Lunch12:30

13:00

Lunch Lunch Lunch Lunch Lunch Lunch13:30 Basic Components

of Advocacy

Legal Context for Girls’ Advocacy

Advocacy

Advocacy

Methodology

Analysis of Target Audiences

15:00 Advocacy Strategy Development:

IndicatorsFeedback on Final AGALI Proposals

15:30

Context for Girls’

Scale

Developing Advocacy Networks 17:00

Free Time Free Time17:30

Free Time

Free Time Free TimeNext Steps

18:00 Free Time Free Time

19:00

Dinner

Dinner

Advocacy Networking

Dinner

Dinner

Individual Work

Advocacy Strategies

Dinner

Individual Work

Advocacy Strategies

Dinner

Coaching to Finalize Advocacy Strategies

2.2

Let Girls Lead 18

The Art of Giving and Receiving Feedback

Explain that feedback is a way of helping other people to consider changing their

Feedback helps facilitators keep their behavior on target and, thus, increases

feedback:

As observers, we cannot know what another

I

Feedback only increases

In general, feedback is most useful if given at the earliest

25 min

Tim

e

FACILITATORGuide

1

2

3

2.3

10 min

oneACTIVITY

obje

ctiv

es

To name three rules for providing

To explain the value of providing and receiving feedback to improve our work and that of others

“The Art of Feedback”

HAND

OUT

Let Girls Lead 19

15 min

TWOACTIVITY

We all need to be


1

2

3

2.3

Let Girls Lead 20


25 min

Tim

e

participantGuide

10 min

oneACTIVITY

obje

ctiv

es

To name three rules for providing

To explain the value of providing and receiving feedback to improve our work and that of others

“The Art of Feedback”

15 min

TWOACTIVITY

Feedback: Is a way to help other people consider

Feedback helps facilitators keep their behavior on

As observers, we cannot know what another person’s

I

Feedback only increases people’s

In general, feedback is most useful if given at the earliest opportunity

2.3 HA

NDOU

T

Let Girls Lead 21

Feedback is most useful when the receiver asks

Feedback can be

The tone of feedback is as

PossibleRequested

Considerate

Timely

handout : The Art of Feedbacka 2.3 The Art of Giving and Receiving Feedback

Let Girls Lead 22

3

In partnership with Let Girls Lead, we are empowering girls to raise their voices and

leaders and achieving bylaws that bring an end to child marriage and other harmful

Faith PhiriLGL Fellow and

the importance OF team building

Let Girls Lead 23

team building

Group diversity, including ages and languages

note

s

The facilitators can

at the beginning of a workshop, or in sessions whenever necessary to inject some energy to the

outdoor space is not available, it is important to use a large room with enough space for physical

1

2

3

Let Girls Lead

3.1

http://www.letgirlslead.org/

Let Girls Lead

Snorkeling Kayaking or canoeing Ropes course Rappelling or caving Zip lining Climbing a structure such as pyramid ruins or anything with a staircase

EXPERIENTIAL LEADERSHIP ACTIVITIES

obje

ctiv

es

To create an environment where

that allow them to challenge themselves, overcome their own perceived limits, and

To work individually and within a team to achieve personal and shared goalsTo develop trust and

fellow workshop

Tim

e

FACILITATORGuide

10 min

oneACTIVITY

9, 10, 11 and 12

3.2

Let Girls Lead 25

– – Sunscreen – Insect repellent –

EXPERIENTIAL LEADERSHIP ACTIVITIES

1

2

3

3.2

Let Girls Lead

Tell everyone to close their eyes, put their right hands up in the air, and then reach into the circle to grab

obje

ctiv

esM

ATER

IAL

To strengthen

problem-solving

1

2

3

15 - 30 min

TWOACTIVITY

EXPERIENTIAL LEADERSHIP ACTIVITIES3.2

Let Girls Lead 27

Watch to ensure that they do not take the hand of someone directly next to them, or of the person whose right hand

Discussion

7

8

EXPERIENTIAL LEADERSHIP ACTIVITIES3.2 5

Let Girls Lead 28

The facilitators determine the theme for the cards and writes the names in advance

cards based on the theme

2

3

note

s

Themes can be anything from famous people to work colleagues to

of work colleagues and group members adds a

obje

ctiv

es

To create personal bonds

and provide ways for

and move around the 1

15 - 20 min

THREEACTIVITY

MAT

ERIA

L Index cardsTape


Let Girls Lead 29

person may not be used to being “in charge”, and so it might be most challenging for them to

valuable lessons related to teamwork: the guide learns about the challenge and responsibility of caring for another individual’s well being, while the blindfolded partner learns to trust and rely

Ask everyone to be silent and guide their partners only using touch and physically guiding

Ask that guides only touch their partners on one shoulder and lead them from behind,

obje

ctiv

es

To increase the level of

To take personal risks by exploring the immediate surroundings using other senses

1

min

FOURACTIVITY

2

3

5

MAT

ERIA

L

Stopwatch or watch with second hand for


Let Girls Lead 30

DiscussionStanding with all group members in a circle, facilitate a 20-30 minute discussion using the following

min

FIVEACTIVITY

obje

ctiv

es

To develop personal

those with whom they may not have had much

listening

MAT

ERIA

L

2

3

1

Stopwatch or watch with second hand for


Let Girls Lead 31

as looking directly in the partner’s eyes, nodding to the listener, making acknowledgement sounds, or making other

Sample Prompts

5

7

8


Let Girls Lead 32

Discussion

Ask them to arrange themselves in line based on any of the following:

DiscussionStanding with all group members in a circle, facilitate a 5-10-minute discussion using the following

15 min

sixACTIVITY

obje

ctiv

es

To create personal and professional bonds with

1

2


Let Girls Lead 33

are simple and funny, such as foot size, which we compared in this exercise, while others tell us about

The Alarm Game

beginning of the grid and tries to cross it again, remembering not to step where an alarm was

30 min

sevenACTIVITY

obje

ctiv

es

girls’ human rights

MAT

ERIA

L

forming a grid of 5 x 5 squares, big enough for the

Flip charts and markers1

2

3

5

note

s

numbered card at the corner of each square

Prepare relevant data about girls’ human rights

the country and culture that best represents the


Let Girls Lead

Sample Alarm Grid

Discussion

START

FINISH


Let Girls Lead 35

A7 THE ALARM GAME handout Statistics About Adolescent Girls' Human Rights1

2

3

5

7

8

9

10

Let Girls Lead

Eat the Bread

Discussion

MAT

ERIA

Lob

ject

ives

importance of group work for advocacy

20 min

EIGHTACTIVITY

1

2

3

5

7

8

9

10

BreadBlindfolds


Let Girls Lead 37

Build the House

obje

ctiv

es

importance of

kinds of leadership

methods

MAT

ERIA

L

nineACTIVITY

note

s

space where people can move around blindfolded without tripping on anything

1

2

3

5

7

8

Long rope at least

Blindfolds enough for

3-5 people


Let Girls Lead 38

Discussion

Observers

Everyone

note

s

quite frustrated with the

is to remove the blindfolds,

not talk to each other while trying to create the house

second try, be sure to process with the whole group that

challenges are meaningful and that we should all strengthen

9


Let Girls Lead 39

The Girl I Am

women, they can represent themselves, or they can represent the point of view and experiences of a

Ask each person to light a match and introduce themselves as the young woman they

DiscussionFacilitate a discussion that includes the following points:

15 min

TENACTIVITY

obje

ctiv

es

for adolescent girls

commitment to girl-centered advocacy

MAT

ERIA

Lno

tes

Ideally, before arriving at the

adolescent girl from their

Advocacy Strategy Research and

If there has been no prior workshop

and think about a girl whom they

Ask them to write down a few things about her, such as her age, her interests, her plans for the future,

2

1

Matches or a stopwatch than can count 30 seconds


Let Girls Lead

At the end of this workshop together, what would you say to the girl you interviewed about

Kind WordsThis exercise works best for groups who have had the opportunity to get to know each other rather

15 min

ELEVENACTIVITY

30 min

TWELVEACTIVITY

obje

ctiv

esob

ject

ives

MAT

ERIA

LM

ATER

IAL

1

2

To reconnect with the reality of girls in

reasons why we advocate with and for adolescent girls

feedback and know the

see in them

1

2

3

PensBlank sheets of paper

Stopwatch

Matches or a stopwatch that can count 30 seconds


Let Girls Lead

5


NOTES

Let Girls Lead

We have incorporated more team building exercises into certain sessions throughout the curriculum because

Crossing the Line

Proverbs Say it All

additional team building exercises

3.3

NOTES

1

2

Let Girls Lead

REFERENCES

http://www.girleffect.org/media/50107/girl_effect_infographic_the-girl-effect-factsheet-download.pdfhttp://www.girleffect.org/media/50107/girl_effect_infographic_the-girl-effect-factsheet-download.pdf%20http://www.icrw.org/files/publications/Knot-Ready-Lessons-from-India-on-Delaying-Marriage-for-Girls.pdf%20%20http://www.popcouncil.org/pdfs/Bruce2007_Commonwealth_FullText.pdf%20%20http://www.popcouncil.org/pdfs/Bruce2007_Commonwealth_FullText.pdf%20%20http://www.thelancet.com/pdfs/journals/lanonc/PIIS0140673609607418.pdf%20http://www.thelancet.com/pdfs/journals/lanonc/PIIS0140673609607418.pdf%20http://www.icrw.org/files/publications/Girls-Count-A-global-Investment-and-Action-Agenda.pdf%20http://www.icrw.org/files/publications/Girls-Count-A-global-Investment-and-Action-Agenda.pdf%20%20http://www.unfpa.org/webdav/site/global/shared/documents/publications/2011/Women-Children_final.pdf%20http://www.unfpa.org/webdav/site/global/shared/documents/publications/2011/Women-Children_final.pdfhttp://whqlibdoc.who.int/publications/2005/9241593512_eng.pdf%20http://whqlibdoc.who.int/publications/2005/9241593512_eng.pdf

Let Girls Lead

We thought thatthe senators were

understood the true

We had thought that it meant

demonstrate, but we learned

Rosana Schaack,LGL Fellow and

introduction to advocacy

4

Let Girls Lead

introduction

Let Girls Lead

4


Let Girls Lead

WHAT IS ADVOCACY?

obje

ctiv

es

term “advocacy” and outline the basic

involved in advocacy

advocacy and other related strategies that

advocacyTo introduce the basic stages involved in designing an advocacy strategy

with markers

version copied onto a

Projector

Tim

e

FACILITATORGuide

30 min

oneACTIVITY

MAT

ERIA

L

1

2

3

5

7

5 min

5 min

5 min

4.1

Let Girls Lead

Advocacy and Related Strategies

The following elements should be included are:

FundraisingLobbying

WHAT IS ADVOCACY?

5 min

5 min

8

twoACTIVITY

1

2

3

HAND

OUTS

PREP

ARAT

ION

Before the session, write down each of the

found on the handout on separate sheets of

them up on the walls

them when they enter

“Comparing Advocacy with Related Strategies,

“Advocacy: Why and

4.1

Let Girls Lead

assign each group one of the following:

Search for fundingLobbyingAdvocacy

the following:

7

8

5

20 min

10 min

WHAT IS ADVOCACY?4.1

Let Girls Lead

Distribute

not

9

10

20-30min

THREEACTIVITY

20 min

1

2

NOTES

WHAT IS ADVOCACY?4.1

Let Girls Lead 50

Tim

e

PARTICIPANTGuideWHAT IS ADVOCACY?

obje

ctiv

es

issues involved in advocacy

confused with advocacyTo introduce the basic stages involved in designing an advocacy strategy

Projector

HAND

OUTS

Advocacy

“Advocacy: Why and How”

30 min

oneACTIVITY

30 min

TWOACTIVITY

30 min

THREEACTIVITYM

ATER

IAL

Handout: – “Comparing Advocacy with

Related Strategies, one per

–

4.1

Let Girls Lead 51

CEDPA: Cairo, Beijing and Beyond: A Handbook on Advocacy for Women Leaders

Corporación PARTICIPA 2003

Policy Project, 1999

1

2

3

5

7

A4.1 WHAT IS ADVOCACY?handout ADVOCACY DEFINITIONS

Let Girls Lead 52

A4.1 WHAT IS ADVOCACY?WORKSHEET DEFINING ADVOCACY

Let Girls Lead 53

Comparing Advocacy to

Fundraising

Lobbying

An IEC strategy may have as its target audience

decision makers, an advocacy strategy, however, will always have a decision maker as its target

strategy is usually consumers, donors, or

contrast, only has decision makers as its target

A fundraising strategy usually has as its

case with advocacy strategies, in some cases the

Just like an advocacy strategy, a lobbying strategy has decision makers as its target

behavioral change or increasing the knowledge

strategy will expect its audience to make a

raise awareness, increase knowledge, change

advocacy strategy always seeks to generate

Advocacy strategies always seek to generate

Nonetheless, unlike fundraising strategies, their

Just like an advocacy strategy, a lobbying

decision makers who may bear impact on the

advocacy can be found in the way they

While lobbying is determined by the possibility of having access to decision makers,

even when direct access to decision makers is

Target Audience

A4.1 WHAT IS ADVOCACY?handout COMPARING ADVOCACY TO RELATED STRATEGIES

Let Girls Lead

A4.1 WHAT IS ADVOCACY?PPT ADVOCACY HOW AND WHY?

obje

ctiv

es

To outline the basic

involved in advocacyTo introduce the basic stages involved in designing an advocacy strategy

Let Girls Lead 55

Advocacy PREPARATION AND RESEARCH

As agents of social change, it is our responsibility to address the various challenges experienced by our girls in our country and

thinking about which advocacy approach might be most strategic to improve the lives of adolescent girls and young women

4.2

Let Girls Lead

accurate to be useful to make strategic decisions

note

sADVOCACY PREPARATION AND RESEARCH4.2

Let Girls Lead 57

Advocacy Research Exercise 1

This analysis should include both the laws and policies that protect adolescent girls and those laws and policies that

Compile a list by the following categories:

Laws Policies Programs

NOTES

ADVOCACY PREPARATION AND RESEARCH4.2

Let Girls Lead 58


Example:

NOTES


Let Girls Lead 59


following topics as they relate to adolescent girls:

Gender-based violence:

Employment:

To your area of interest and your professional focus

NOTES


Let Girls Lead

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2

3


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7

8


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Name of girl interviewed

Age of girl interviewed

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NOTES


Let Girls Lead

The Advocacy Cycle

Tim

e

FACILITATORGuide

70-80 minutesob

ject

ives

change

create an advocacy planTo name the ideal order of the

MarkersMasking tape for each group

“The Feet” and give one complete set

– Ensure that the steps are mixed up

order

MAT

ERIA

L

20 min

oneACTIVITY

50-80 min

TWOACTIVITY

Steps and Methodology for Advocacy Planning: Team Work

read the steps and put them in the order they think they should follow to carry

Each group takes 3-5 minutes to share the results in a group discussion, explaining

1

2

3

5

1

3 min

12 min

15-25 min

4.3

“The Feet”“Steps for Advocacy Planning”“Model for Advocacy”

HAND

OUTS

Let Girls Lead

advocacy strategy lasts, especially if the problem

include such tools as focus groups, individual

a strong analysis made of the policies and laws

of actors during the whole process, to build

note

s

important thing is that all of the steps are considered and that planning is done according to the

If no team has already done so, present the suggested order of steps for advocacy planning in this order:

Audience AnalysisAnalysis of Possible Allies

Development of the Advocacy Project

Advocacy Planning” and the “Model for Advocacy” handouts with the advocacy steps and 5 min

15 min

15 min

2

3

5

THE ADVOCACY CYCLE4.3

Let Girls Lead

Steps for Advocacy Planning: Team Work

The Advocacy Cycle

Tim

e

PARTICIPANTGuide

90 minutesob

ject

ives

create an advocacy plan To name the ideal order of the

change

20 min

oneACTIVITY

min

TWOACTIVITY

4.3

MarkersMasking tape for each group

“The Feet” and give one complete set

– Ensure that the steps are mixed up

order

MAT

ERIA

L

“The Feet”“Steps for Advocacy Planning”“Model for Advocacy”

HAND

OUTS

Let Girls Lead

Audience AnalysisEstablish the target and secondary audiences and examine the

towards the achievement of the Expected Advocacy Resultof each of the projetct´s elements

through the advocacy project, as well as the decision maker who will be the target audience

Analysis of Possible Allies

who may favor the achievement of the ExpectedAdvocacy Result

Development of the Advocacy

and monitoring plan

which the project will be implemented

that could be solve or improved towards achieving the Expected Advocacy Result

A4.3 THE ADVOCACY CYCLEhandout the feet

Let Girls Lead 70

Expected Advocacy Result

Development ofthe Advocacy

Project

AudiencesAnalysis

Gathering

Self-Diagnosis

the ProblemAnalysis of

Possible Alliesthat could be solved or improved

changefavor the achievement of the

-ge to be promoted through the advocacy project, as well as the advocacy project, goals, main

Establish the target and secon-dary audiences and examine

and the interest they may have towards the achievement of the

Gather all the necessary infor-

-

-der when working to achieve the

Deeply explore and understand

which the project will be imple-

A4.3 THE ADVOCACY CYCLEHANDOUT STEPS FOR ADVOCACY PLANNING CARDS 1

Let Girls Lead 71

Audiences Analysis

Self-Diagnosis

Analysis ofPossible Allies

Expected ResultProblem or TopicDevelopment of

the Project

A4.3 THE ADVOCACY CYCLEHANDOUT MODEL FOR ADVOCACY PLANNING

Let Girls Lead 72

NOTES

Let Girls Lead 73

5

someone, but if they can’t speak on the issue themselves

at the end of the day, [your]

Aisha Cooper Bruce,LGL Fellow andProgram Director for Social

ADVOCACY FOR AND WITH GIRLS

Let Girls Lead

introductionAt Let Girls Lead

5


Let Girls Lead 75

Tim

e

FACILITATORGuidehuman righTs And aDVOCACy for girls

5 min

oneACTIVITY

TWOACTIVITY

obje

ctiv

es

To explain the history of human rights and how they link to adolescent and young women’s socio-economic inequality

socio-legal context of adolescent girls and their needs

agreements and strategies protect adolescent and young women’s human rights

MarkersPre-workshop homework

for the restA classroom prepared with a wide empty space for

– –

– How can we relate this exercise to girls’ human

MAT

ERIA

L

Brainstorm on Human Rights

Crossing the Line

Explain that the classroom is a ”safe space” where we can all be honest

1

2

3

5

5.1

Let Girls Lead

Discuss in plenary:

HUMAN RIGHTS AND ADVOCACY FOR GIRLS

7

8

9

10

11

5.1

Let Girls Lead 77

70 min

THREEACTIVITY

1

1

10 min

5 min

5 min

Right to equalityRight to life, liberty, and personal security

Freedom from slaveryFreedom from torture

Right to equality before the lawRight to remedy before competent tribunalFreedom from arbitrary arrest and exileRight to fair public hearing

guiltyFreedom from interference with privacy, family, home, and correspondenceRight to free movement in and out of the countryRight to asylum in other countries from

Right to marriage and familyRight to own propertyFreedom of belief and religion

Right to peaceful assembly

Right to social securityRight to desirable work and to join trade unionsRight to rest and leisureRight to food and shelter

Right to cultureRight to a free and fair world

Freedom from state or personal interference with these human rights

HUMAN RIGHTS AND ADVOCACY FOR GIRLS5.1

http://www.youtube.com/watch?v=oh3BbLk5UIQ

Let Girls Lead 78

Binding:Not binding:

to Improve the Status of Adolescent Girls

3

1

2

5

3

10 min

30 min

10 min

FOURACTIVITY


Let Girls Lead 79

Deborah

Miguel

Nadia

Roxana

Rodrigo

Marjorie


Let Girls Lead 80

Ivan

Angel Miguel

Yuli

Gladys

Henry

Carlo

NOTES


Let Girls Lead 81

Reasons to Take a Step Forward or Backward1

2

3

5

7

8

9

10

11

12

13

15


Let Girls Lead 82

Tim

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PARTICIPANTGuidehuman righTs And aDVOCACy for girls

5 min

oneACTIVITY

TWOACTIVITY

threeACTIVITY

FOURACTIVITY

obje

ctiv

es

To Explain the history of human rights and how they link to adolescent and young women’s socio-economic inequality

context of adolescent girls and their needs

agreements and strategies that protect young women’s human rights

Markers Pre-workshop homework

an adolescent or adult

MAT

ERIA

L

Brainstorm on Human Rights

Crossing the Line


Let Girls Lead 83

Preamble

Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been

that human rights should be protected by the rule of law,

standards of life in larger freedom,

respect for and observance of human rights and fundamental freedoms,

A5.1 HUMAN RIGHTS AND ADVOCACY FOR GIRLSHANDOUT universal declaration of human rights 1

http://www.un.org/en/documents/udhr/

Let Girls Lead


Let Girls Lead 85


Let Girls Lead

clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness,


Let Girls Lead 87


Let Girls Lead 88

Provision: The right to possess, receive or have access to certain things or

A5.1 HUMAN RIGHTS AND ADVOCACY FOR GIRLSHANDOUT 2 Convention on the Rights of the Child: Summary rights

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Let Girls Lead 90


Let Girls Lead 91


Let Girls Lead 92


NOTES

Let Girls Lead 93

progress in four key areas:

as quickly as possible, and in any case before 2015, meet the Conference’s goal of achieving

1

A5.1 HUMAN RIGHTS AND ADVOCACY FOR GIRLSHANDOUT 3 INTERNATIONAL CONFERENCE ON POPULATION AND DEVELOPMENT (ICPD) 2

http://www.unfpa.org/public/home/sitemap/icpd/International-Conference-on-Population-and-Development/ICPD5-key-actions

Let Girls Lead

“Governments, with assistance from UNAIDS and donors, should, by 2005, ensure that at least 90 per cent, and by 2010 at least 95 per

3

2

A5.1 HUMAN RIGHTS AND ADVOCACY FOR GIRLSHANDOUT 3 INTERNATIONAL CONFERENCE ON POPULATION AND DEVELOPMENT (ICPD) 2

Let Girls Lead 95

of conduct of men and women which are based on ideas of inferiority or superiority or

A5.1 HUMAN RIGHTS AND ADVOCACY FOR GIRLSHANDOUT 4 CONVENTION ON THE ELIMINATION OF ALL FORMS OF DISCRIMINATION

Let Girls Lead


Let Girls Lead 97


NOTES

Let Girls Lead 98

Tim

e

FACILITATORGuideincreasing Awareness of Sex and Gender

obje

ctiv

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To explain the

and genderTo explain how gender

“World Upside-Down” text1 MarkersFlip chart with the

MAT

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The World Upside-DownoneACTIVITY

1

2

5.2

Let Girls Lead 99

INCREASING AWARENESS OF SEX AND GENDER

3

5

5.2

Let Girls Lead 100

World-Upside Down

Tim

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PARTICIPANTGuide

ONEACTIVITY

obje

ctiv

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To explain the

and genderTo explain how gender

“World Upside Down” text2 MarkersFlip chart with the

MAT

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increasing Awareness of Sex and Gender

NOTES

5.2

Let Girls Lead 101

Tim

e

FACILITATORGuideADVOCACY FOR GENDER PERSPECTIVE

obje

ctiv

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advocacyTo explain the importance of advocacy with a

To describe advocacy strategies for gender equality that emphasizes young women’s lives and leadership

the top of each onePowerPoint projectorDigital Stories: Gaby:

Adhesive tapeCardsPencilsMarkersM

ATER

IAL

understand the topics of sex, gender, and sexuality, whether it is because they are familiar

The session helps them apply their knowledge of

note

s

25 min

oneACTIVITY

Remember: Prior to the Session

Show Gaby’s digital story:

What does Gaby’s story tell us about sex, gender, and sexuality, and

Make sure you stress that sex, gender, and sexuality are interrelated, but

5 min

5 min

1

1

2

3

2

5.3

http://www.youtube.com/watch?v=JUJj0EGRX4shttp://www.youtube.com/watch?v=JUJj0EGRX4shttp://www.youtube.com/watch?v=WIvmE4_KMNwhttp://www.youtube.com/watch?v=WIvmE4_KMNwhttp://www.youtube.com/watch?v=JUJj0EGRX4s

Let Girls Lead 102

Gender, Sexuality and Advocacy

Remember

for each “area”:

Social

– – – – –

Economic

– – – –

ADVOCACY FOR GENDER PERSPECTIVE

5 min

10 min

10 min

95 min

TWOACTIVITY

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2

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5.3

Let Girls Lead 103

– – – –

Review slides 8 through 20 on gender-based advocacy


35 min

10 min

30 min

10 min

5

7

NOTES

5.3

http://www.youtube.com/watch?v=WIvmE4_KMNw

Let Girls Lead


Tim

e

PARTICIPANTGuide

Gender, Sexuality, and Advocacy:

Discussion

Slides 4-5:Slides 6-7:Slide 8-9: Gender in Advocacy Slide 10-11:

Slide 15:Slide 16:Slide 17-18:

Elements of Gender-Based Advocacy

Common Challenges

25 min

ONEACTIVITY

95 min

TWOACTIVITY

obje

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advocacyTo explain the importance of advocacy with a

To describe advocacy strategies for gender equality that emphasize young women’s lives and leadership

the top of each onePowerPoint projectorDigital Stories: Gaby:

Adhesive tapeCardsPencilsMarkersM

ATER

IAL

1

2

3

5.3

http://www.youtube.com/watch?v=JUJj0EGRX4shttp://www.youtube.com/watch?v=JUJj0EGRX4shttp://www.youtube.com/watch?v=WIvmE4_KMNwhttp://www.youtube.com/watch?v=WIvmE4_KMNw

Let Girls Lead 105

A5.3 ADVOCACY FOR GENDER PERSPECTIVEPPT ADVOCACY FOR GENDER PERSPECTIVE

Let Girls Lead

Tim

e

FACILITATORGuideinvolving girls in advocacy strategies

obje

ctiv

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To name at least three steps that one can take to involve girls in an advocacy strategyTo describe the importance of involving girls in advocacy

and meaningful wayTo have an in-depth strategy for adolescent girls’

“IDEI Advocacy Case Study”

Involved in Advocacy”

on it

MAT

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BackgroundLet Girls Lead designed this session to help adults who work with adolescent girls become aware of the various ways they can meaningfully involve girls

girls themselves, the facilitator will have to revise the session to make it

Before the Workshop:Reading the IDEI Case Study

What challenges do you think the advocates might have had when they

Remember: Prior To The SessionWOR

KSHE

eTS

5.4


Let Girls Lead 107

Group discussion:

Remember

INVOLVING GIRLS IN ADVOCACY STRATEGIES

30 min

ONEACTIVITY

70 min

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3 min

20 min

2 min

3 min

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5.4

Let Girls Lead 108

The group can discuss this in pairs, small group, or plenary:

Slide 5: Bases for Involving Girls

Slide 6: Girl-Centered Advocacy

Slide 7: Girl-Led Advocacy

5 min

1 min

2 min

2 min

2 min

10 min

INVOLVING GIRLS IN ADVOCACY STRATEGIES5.4

Let Girls Lead 109

The group can discuss these in pairs, small group, or plenary:

3rd: Consulted and informed

3 min

5 min

5 min

2 min

3 min


Let Girls Lead 110

Slide 14: How to Get Girls Involved

Remember

Remember

30 min

THREEACTIVITY

1

2

Helping Children change their world:

the Children Alliance guide to advocacy- Facilitator’s manual, The

Want to Consult with

Advocacy Toolkit: A

decisions that improve children’s lives, UNICEF,

RESO

URCE

S

5 min

20 min

15 min


Let Girls Lead 111

involving girls in advocacy strategies

Pre-session Homework: IDEI Case Study

What challenges do you think might have arisen by involving adolescent

Facilitate a Discussion About the IDEI Case Study

obje

ctiv

es

To describe the importance of involving girls in advocacy

and meaningful wayTo have an in-depth strategy for adolescent girls’

on it

Worksheet: IDEI Case Study

Involved in Advocacy

WOR

KSHE

ETS

MAT

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PARTICIPANTGuide

30 min

ONEACTIVITY

1

2

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5.4

15 min

3

Let Girls Lead 112

Slide 4:Slide 5: Bases to Get Girls Involved Slide 6: Girl-Centered Advocacy Slide 7: Girl-Led Advocacy Slide 8:Slide 9:Slide 10:Slide 11:

How to Get Girls Involved Slide 15:

INVOLVING GIRLS IN ADVOCACY STRATEGIES

NOTES

TWOACTIVITY

5.4

Let Girls Lead 113

a5.4 iNVOLVING GIRLS IN ADVOCACY STRATEGIESWORKSHEET 1 . IDEI CASE STUDY

1

The biggest problem with

level is that there are not any real spaces for teenagers to exercise any kind of power in

a real space for us to

young leader and tech assistant for the LGL-IDEI project

Let Girls Lead

Using our methodology, we see a 13-year-old girl speak perfectly clearly about what a public policy is, why it is important, and how it

Janet Ikeda,

3

2

a5.4 iNVOLVING GIRLS IN ADVOCACY STRATEGIESWORKSHEET 1 . IDEI CASE STUDY

Let Girls Lead 115

Adults must never force girls to express their ideas if they do not wish to, and the girls must know that they can stop their

a5.4 iNVOLVING GIRLS IN ADVOCACY STRATEGIESHANDOUT Keys to Successfully Involving Girls in Advocacy

Let Girls Lead

RelevantTopics in which girls have a right to express themselves should be directly important to their lives, and they should be able

Age-Appropriate

Inclusive

Supported by Training


Let Girls Lead 117

Responsibility

NOTES


Let Girls Lead 118

How will girls be involved throughout the whole

How will you make sure

in advocacy will be safe,

What skills are to be developed to ensure that interest groups and

What are the necessary resources for girls to communicate their

the media

Anwers

a5.4 iNVOLVING GIRLS IN ADVOCACY STRATEGIESWORKSHEET 2 Involving Adolescents Means Getting Organized

Let Girls Lead 119

PLANNING

IMPLEMENTATION

MONITORING

ASSESSMENT

Girls are informed Girls are consulted Girls share ideas Girls are equal partners Girls play lead role

a5.4 iNVOLVING GIRLS IN ADVOCACY STRATEGIESWORKSHEET 3 when and how to involve girls?

Let Girls Lead 120

Background

Two of the areas hardest-hit by the civil war are the indigenous towns of Concepción Chiquirichapa and

displacement and violence as a result of the civil war, and recently struggled with a severe shortage of

Let Girls Lead is building a global movement of Champions who empower girls to

a5.4 iNVOLVING GIRLS IN ADVOCACY STRATEGIESIDEI ADVOCACY CASE STUDY Transforming Indigenous Girls' Lives in GuatemalA


Let Girls Lead 121

Empowering Girls to Advocate for Themselves

accomplishments, especially because they were designed and led by indigenous adolescent girls and because IDEI did not have

The major issue with

level is that there are no real spaces for youth to have

youth advocate and TechnicalAssistant to the LGL-IDEIProject Girls in San Miguel

“I dream” contest sponsored by the LGL project


Let Girls Lead 122

When Juany became an LGL Fellow, she began using tools she learned in the LGL program to build upon

advocate with the municipal governments of Concepción Chiquirichapa and San Miguel Sigüilá to promote

Using our methodology, we see a 13 year old who speaks very clearly about what a public policy is, why

Janet Ikeda,

–

–


Let Girls Lead 123

Advocacy Success for Girls

ChallengesWhile IDEI has had great success in the municipality of Concepción Chiquirichapa, advocacy has been more

The groups of girls and adolescents are the fundamental pillars that breathe life into the decrees, laws,

best know their own needs and

arises from a truly felt need that is

Juany García Perez,2009 LGL Fellow


Let Girls Lead

Lessons Learned

Looking Ahead


Let Girls Lead 125

to ensure that they follow Concepción’s lead and allocate the necessary budgets to implement girl-friendly

“Guatemala: Hacia un Estado para el Desarrollo

WOR

KS C

ITED

NOTES


Let Girls Lead

a5.4 iNVOLVING GIRLS IN ADVOCACY STRATEGIESPPT INVOLVING GIRLS IN ADVOCACY STRATEGIES

Let Girls Lead 127

NOTES

Let Girls Lead 128

6

for herself, without knowing it possibly, without claiming it, she

Maya Angelou

self -care and safety for advocates

Let Girls Lead 129

Self-Care and Safety Session

Tim

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FACILITATORGuide

70 minutesob

ject

ives

To understand of the importance of self-care

and agents of social changeTo recognize symptoms of burnout and

methods

safety methods that

–

–

Markers

15 min

oneACTIVITY

6 M

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Self-care is what people do for themselves to establish and maintain health and prevent

– Hygiene – – – – –

1

2

1

2

3

5

“Tips on Self-Care and Personal Safety”

HAND

OUTS

3 min

12 min

Let Girls Lead 130


35 min

twoACTIVITY

Challenges to Self-Care and Safety in Advocacy for Adolescent GirlsBrainstorm

Safety at Risk”:

–

3

–

–

7

8

5 min

6

Let Girls Lead 131

Breakout Groups

Plenary

Some examples of things individuals can do to take care of themselves include the following:

– Take care of your body: Eat well, and exercise when possible – – –

note

s

share and may become upset or distraught when talking about them, so be prepared to

space to engage with


20 min

threeACTIVITY

15 min

15 min

6

Let Girls Lead 132

participant

Tim

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70 minutes


obje

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To understand of the importance of self-care and

To recognize symptoms of burnout and

–

–

Markers

“Tips on Self-Care and Personal Safety”

MAT

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L

15 min

oneACTIVITY

Challenges to Self-Care and Safety in Advocacy for Adolescent Girls35 min

twoACTIVITY

20 min

threeACTIVITY

Guide

hand

out

6

Let Girls Lead 133

handout : Tips on Self-Care and Personal Safetya 6 Self-Care and Safety Session

Physical Health

Psychological Health

This can include listening to music, keeping a journal, dancing, cooking, or

Separate your work from your personal life

1

2

3

1

2

3

5

Let Girls Lead

Personal Safety

Remember that supporters and non-supporters might be following

1

2

3

5

7

handout : Tips on Self-Care and Personal Safetya 6 Self-Care and Safety Session

Let Girls Lead 135

REFERENCES

NOTES

http://www.sleepfoundation.org/article/how-sleep-works/how-much-sleep-do-we-really-needhttp://apps.who.int/medicinedocs/en/d/Jwhozip32e/3.1.htmlhttps://www.newtactics.org/conversation/self-care-activists-sustaining-your-most-valuable-resourcehttps://www.newtactics.org/conversation/self-care-activists-sustaining-your-most-valuable-resourcehttp://

Let Girls Lead

7

Countries with more gender

Peace agreements that include

Parliaments with more women

social issues such as health,

is clear: equality for women

UN Secretary-GeneralBan Ki-moon POLITICAL MAPPING

Let Girls Lead 137

introduction

decision-maker for their advocacy, when in fact the real decision-making power regarding the issue involves another

girl survivors of sexual abuse by appealing to judicial bodies, when in fact the decision-making body was the Ministry

Let Girls Lead 138

audience and the secondary audience, to ensure we are focusing our advocacy message on the

Target audience: The people we intend to communicate our advocacy message to, so they

Secondary audience:

GNET case study worksheet:

What were some of the challenges that girls in GENET highlighted as important to target in

audiences you can think of, and then discuss the following:

Target Audience Analysis

Tim

e

FACILITATORGuide

70 min

20 min

oneACTIVITY

7.1

1

2

3

obje

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target audience for

advocacy projects

advocacy project

Flip chart with the

Flip charts Markers

notesGENET case study

wor

kshe

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“GENET Case Study

“Audience Analysis Chart”

MAT

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Trainer Notes

3 min

7 min

Let Girls Lead 139

– – –

– –

7.1 Target Audience Analysis

50 min

twoACTIVITY Complete the Audience Analysis Chart

Power:

Commitment:

20 min

1

2

3

10 min

10 min

15 min

15 min

Let Girls Lead

Tim

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PARTICIPANTGuide

70 min

Target Audience Analysis

7.1 ob

ject

ives

target audience for

advocacy projects

advocacy project

Flip chart with the

Flip charts Markers

notesGENET case study

wor

kshe

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Worksheet 1: GENET

Worksheet 2: Audience Analysis Chart

MAT

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20 min

oneACTIVITY

50 min

TWOACTIVITY

10 min

20 min

20 min

1

2

3

Secondary audience: The people

the decision-making process, but who are not directly linked to the

Target audience: The people we intend to communicate our advocacy message to, so they can

They are directly involved with

Let Girls Lead

7.1 Target Audience Analysisworksheet 1 : GENET Case Study Questions

In partnership with Let Girls Lead, we are empowering girls to raise their voices and

leaders and achieving bylaws that bring an end to child marriage and other harmful

Faith Phiri,

1

Let Girls Lead

2

3


Let Girls Lead

5

7


Let Girls Lead

Name TitlePower Interest

1 to 6

be in favor of increasing the well-being of young women but

Power: has in the decisions made regarding

Commitment: actor has or does not have to commit

1

7.1 Target Audience Analysisworksheet 2 : Audience Analysis Chart

Let Girls Lead

Map worksheet:

Mark Mark Mark with 1, 2, or 3 circles

Discussion

Strategies to Neutralize, Monitor, Involve, Persuade, and Convince

Tim

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FACILITATORGuide

30 min

oneACTIVITY

7.2

1

1

2

3

obje

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target audience for

advocacy projects

necessary strategies to work with target audiences

Flip chart with the

Flip charts Markers

notes

wor

kshe

ets Worksheet: “Audience

Map” Handout: “Strategies for

MAT

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L

Trainer Notes

5 min

25 min

min

twoACTIVITY

Let Girls Lead

7.2 Strategies to Neutralize, Monitor, Involve, Persuade, and Convince

Remember

2

15 min

30 min

15 min

threeACTIVITY

1

2

3

5

Let Girls Lead

Strategies to Neutralize, Monitor, Involve, Persuade, and Convince

7.2

Tim

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PARTICIPANTGuide

obje

ctiv

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target audience for

advocacy projects

necessary strategies to work with target audiences

Flip chart with the

Flip charts Markers

notes

wor

kshe

ets Worksheet: Audience

Map Handout: Strategies for

MAT

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L

30 min

oneACTIVITY

min

twoACTIVITY

threeACTIVITY

1

2

3

15 min

15 min

30 min

Let Girls Lead

WORKSHEET 1. Audience Map 17.2 Strategies to Neutralize, Monitor, Involve, Persuade, and Convince

1

LITTLE POWER

LITTLE INTEREST

TOTALLY AGAINST

MONITOR

6

5

4

1

1

Let Girls Lead

monitoring statements, support groups and funding sources of opposing groups, and the strategic

MONITOR

handout 1. Strategies for Analysis and Action7.2 Strategies to Neutralize, Monitor, Involve, Persuade, and Convince

Let Girls Lead 150

8

Woman is deprived of rights

We must not forget that the

complete, and dates from such

unwilling to recognise the gulf

Leo Tolstoy ADVOCACY PLANNING

Let Girls Lead 151

introduction

8

Let Girls Lead 152

ASSESSING the issue: Problem Tree

Tim

e

FACILITATORGuide

obje

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es

problem the advocacy

and the consequences of the problem to be approached, using the

Blank cards, half-

Markers

least one sheet per

Masking tapeFlipcharts with the problem guidelines

Flipchart with an image of the problem treeM

ATER

IAL

Explain that problems should be:

Large:

Current: Problems that exist now, not those that may exist in the future or that are

example, rather than saying “young people don’t protect themselves”, say “limited access

30 min

ONEACTIVITY

1

2

3

5

5 min

10 min

8.1

Let Girls Lead 153

ASSESSING the issue: Problem Tree 8.1

Explain that each team must make their problem tree about the problem they chose to work with in the previous

Explain it’s important to work causes and consequences separately, always linking them directly to the problem on the

Group analysis

25 min

TWOACTIVITY

25-30 min

THREEACTIVITY

7

10 min

1

2

3

5

5 min

10 min

10 min

1

2

Let Girls Lead

Ask the group to take a minute to think about how the causes of the problems are based on the three R’s:

Relatedsocio-cultural causes, such as chauvinism, are hard to approach by

, in the context of the project and

Leave the trees in a visible place in the room so they can refer to them in

ASSESSING the issue: Problem Tree 8.13

Problem

Causes

NOTES

510 min

Let Girls Lead 155

ASSESSING the issue: Problem Tree

Tim

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PARTICIPANTGuide

8.1ob

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ives

of the problem to be approached, using the

Markers

Masking tape

MAT

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25-30 min

THREEACTIVITY

30 min

oneACTIVITY

25 min

TWOACTIVITY

Problem

Causes

Group Analysis

Let Girls Lead

Remember

to know what tangible and non-tangible resources they have to make

kind of assessment explains the minimum necessary steps they should

share their opinions about what it is, what it is for, and what challenges

ASSESSING Advocacy Capacity: SWOT

obje

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weaknesses, and threats to achieve the chosen

weaknesses to strengths and threats into

Tim

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FACILITATORGuide

30 min

oneACTIVITY

Markers

Masking tape

MAT

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Lha

ndou

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have made an analysis of the primary and secondary

note

s

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2

3

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10 min

5 min

8.2

Let Girls Lead 157


50 min

TWOACTIVITY

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20 min

2 min

3 min

8.25

Let Girls Lead 158

5

NOTES

20 min

20 min

ASSESSING Advocacy Capacity: SWOT 8.2

Let Girls Lead 159


Tim

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PARTICIPANTGuide

obje

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weaknesses, and threats to achieve the chosen Excepted Advocacy

that can transform weaknesses into strengths and threats

as well as making the most of strengths and

Blank cards, half-

Markers

Masking tapeFlip chart with the

MAT

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ONEACTIVITY

50 min

TWOACTIVITY

THREEACTIVITY

8.2

Let Girls Lead

INTERNALFACTORS

EXAMPLES

EXAMPLES

EXTERNALFACTORS

STRENGTHS WEAKNESSES

which we must change, improve, or resolve to achieve our

THREATS

A8.2 ASSESSING Advocacy Capacity: SWOT HANDOUT ASSESSING ADVOCACY CAPACITY: SWOT

Let Girls Lead

INTERNALFACTORS

EXTERNALFACTORS

STRENGTHS WEAKNESSES

THREATS

A8.2 ASSESSING Advocacy Capacity: SWOT WORKSHEET MY SWOT ANALYSIS

Let Girls Lead

INTERNALFACTORS

EXTERNALFACTORS

STRENGTHS: WEAKNESSES:

THREATS:

A8.2 ASSESSING Advocacy Capacity: SWOT WORKSHEET MY SWOT ANALYSIS: Lines of Action to Address SWOT

Let Girls Lead

defining the Expected Advocacy Result (EAR)

Tim

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FACILITATORGuide

85 minutesob

ject

ives

To explain the importance and the basic elements of an Expected Advocacy


Flip chartsMarkersMasking tapeProblem trees that

previously developed


MAT

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LHA

NDOU

TS

20 min

ONEACTIVITY

A few examples:

– –

–

1

2

3

5 min

15 min

Handout “Components of the EAR”

8.3

Let Girls Lead

–

–

EAR development

They will have 20 minutes to develop the EAR according to their problem, following the guides shown in the previous

If it is not possible to choose just one Expected Advocacy Result, tell the group they can work with two, but this can

TWOACTIVITY

15 min

threeACTIVITY

15 min

20 min

15-20 min

15-20 min

15-20 min

1

1

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3

3

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defining the Expected Advocacy Result (EAR)8.3

Let Girls Lead

defining the Expected Advocacy Result (EAR)

obje

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To explain the importance and the basic elements of an Expected Advocacy


Flip chartsMarkersMasking tapeProblem trees that



MAT

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ONEACTIVITY

Tim

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PARTICIPANTGuide

EAR development: Group Work

min

TWOACTIVITY

15 min

threeACTIVITY

HAND

OUTS

Handout “Components of the EAR”

8.3

Let Girls Lead

Some issues that should be considered

Time frame to achieve the Expected Advocacy Result

Geographic scope

needed to implement it

A8.3 defining the Expected Advocacy Result (EAR)HANDOUT Components of the EAR1

Let Girls Lead

Yes No Notes

Is it possible to achieve the EAR

data exist to show that the EAR will

Do you have the knowledge and skills to implement an advocacy strategy

Have you forged alliances with

Is it possible to obtain money or other resources to support your

A8.3 defining the Expected Advocacy Result (EAR)HANDOUT QUESTIONS TO DEFINE the EAR2

Let Girls Lead

defining THE SMART Advocacy Objectives

Tim

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FACILITATORGuide

90 minutesob

ject

ives

advocacy project

Flip chartPost-it notes or cardsMarkers

Developed problem tree

MAT

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ndou

tsno

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30 min

ONEACTIVITY

and the EAR1

2

10 min

5 min

8.4

Let Girls Lead

– – –to achieve the EAR

following:

Remember

20 min

TWOACTIVITY

1

2

3

15 min

5 min

5 min

5 min

5 min

defining THE SMART Advocacy Objectives8.4

Let Girls Lead 170

THREEACTIVITY

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10 min

10 min

10 min

NOTES

defining THE SMART Advocacy Objectives8.4

Let Girls Lead 171

They are the guiding strength that backs your work, because they tell advocates the

They point out which aspects to monitor and measure

They point out what must be done to achieve the expected advocacy result

They represent an agreement between the strategy and the outside world, regarding

Appropriate verbs for

Decrease Increase

StrengthenImproveCarry out

Inappropriate verbs for

TrainProvideProduce

Conduct

Consider they mean your project’s

Refer to the intermediate results in

A8.4 defining THE SMART Advocacy ObjectivesHANDOUT How to Write Good Objectives3

http://www.ippfwhr.org/sites/default/files/files/Proposal_Guide_SP.pdf

Let Girls Lead 172

A8.4 defining THE SMART Advocacy ObjectivesHANDOUT How to Write Good Objectives3

Let Girls Lead 173

defining THE SMART Advocacy Objectives

obje

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To develop SMART

the advocacy project

each one of the advocacy project’s

Flip chartPost-it notes or cardsMarkers

30 min

ONEACTIVITY

Tim

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PARTICIPANTGuide

20 min

TWOACTIVITY

THREEACTIVITY

MAT

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LHA

NDOU

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Handout “How to Write

Developed problem tree

8.4

Let Girls Lead

developing Indicators

Tim

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FACILITATORGuide

80 minutesob

ject

ives

for an advocacy strategy and learn how to write themTo develop process and outcome indicators for

note

s

20 min

ONEACTIVITY

Flip chartsMarkers

Handout “How to Write Good Indicators”

MAT

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LHA

NDOU

TS

Explain to the group that to evaluate an advocacy strategy, you must create appropriate

Give out the handout “How to Write Good Indicators,” and have the group analyze the

girls, a process indicator could be “number of advocacy workshops conducted,” while an outcome indicator could be “number of adolescent girls leading components of the

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5 min

5 min

5 min

5 min

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frequency include: quarterly, bi-annually, yearly, monthly

TWOACTIVITY

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10 min

10 min

NOTES

developing Indicators8.5

Let Girls Lead

Indicator Examples:Advocacy StrategyExample of an incorrectly established indicator

Increase in the number of people who promote

Indicator should not specify the

This indicator is not precise because

we measure the number of decision makers at the start and at the end of

The indicator does not clearly specify

Are we looking for a change in

Improved indicator

The percentage of Members of Congress in favor

from the beginning to the end of the advocacy

INDICATORS

An indicator is a measurement of a

is not necessarily the concept itself, rather

types of indicators are process indicators and

indicators provide evidence to determine whether a project is

must be gathered throughout the whole

in periodically gathering and studying

indicators provide

an expected change occurred during the project or in the

the changes their program’s

as whether the goals are

they allow us to observe what was achieved with the target

Sample process indicators:

Sample outcome indicators:Number of legislators that maintained or changed

marriageNumber of legislators that used the talking points

interviews

A8.5 developing IndicatorsHANDOUT How to Write Good Indicators4

Let Girls Lead 177

developing Indicators

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for an advocacy project is and how they are

To develop process and results indicators for the advocacy strategy

Flip chartsMarkers

20 min

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PARTICIPANTGuide

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“How to Write Good Indicators”

HAND

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NOTES

Let Girls Lead 179

9

We have to make surethat women’s issues are anessential element on the agendas of all heads of state,all governments.

Michelle Bachelet

COMMUNICATION STRATEGIES

Let Girls Lead 180

introductionThe strategic use of media is absolutely key to winning over the hearts and minds of decisionmakers and the general public to support strategies that improve the lives of girls across the globe. More traditional forms of communication, like TV, radio, and newspapers, as well as new media like Twitter, Facebook, and blogging, can amplify girls’ stories and engage audiences in the urgency to end child marriage, strengthen girls’ education, and provide economic opportunities for girls.

Another strategy to inform and educate decision-makers about the challenges affecting adolescent girls . Educating decision-makers is a way to make a direct appeal made to policy makers on a particular issue that is significant within the current political context. Decision-maker engagement also allows advocates to work closely with those decision-makers who are already in favor of our cause so that they can publicly champion the rights of adolescent girls in the media and with their own colleagues.

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Let Girls Lead 181

Media:

example, television, newspapers, movies, social networks such as Facebook or

Media tools: traditional methods social media and digital storytelling

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To summarize the importance of working with several media tools for developing advocacy campaigns

media, and digital stories, useful in designing and launching advocacy campaignsTo understand the pros and cons of each media tool used to advocate

Digital stories and projector

charts

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oneACTIVITY

9.1 85 min

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Media”“The Seven Components of Digital Stories”

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Trainer Notes

http://

Let Girls Lead 182

Example: Movies

Example: Even though movies are expensive, we could organize a screening of a movie in our community and

Ask a member of each team to read the team’s ideas about how to use their medium for advocacy work


20 min

20 min

note

relevant Facebook page

an example of how these channels can be used for

their ideas about what worked in terms of what they observe or observed, and how this

they build their own

10 min

10 min

15 min

9.1

Let Girls Lead 183

Digital Stories

The story is told from the point of view of a man, but how does it impact the lives

Introduce the Center of Digital Stories and the Let Girls Lead digital stories

Distribute the “The Seven Components of Digital Stories” handout and

20 min

15 min

35 min

twoACTIVITY

note

be sure to download the

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Media tools: traditional methods social media and digital storytelling9.1

http://www.youtube.com/watch?v=5JQ2zAricWc.http://gojoven.org/digital-stories/

Let Girls Lead

Digital Stories

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Markers, notebooks, pens, and paper

85 min

oneACTIVITY

HAND

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Media”“The Seven Components of Digital Stories”

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9.1


Let Girls Lead 185

handout : Media and Communication Strategies for Advocacy9.1 Media tools: traditional methods social media and digital storytelling

Let Girls Lead

The seven components of digital stories are as follows:

Stories seem revealing, as if the author was sharing new knowledge through

Stories usually have music or background music that adds meaning and

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People tell stories to give the

events as revived scenes, as symbols of context and character,

handout : The Seven Components of Digital Stories9.1 Media tools: traditional methods social media and digital storytelling

Let Girls Lead 187

Power Interviews: Practice and Tips

Tim

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FACILITATORGuide

9.2ob

ject

ives

To respond to

speaking in a safe and

Flip chart with session

Recording device, preferably a video or sound recorder like a phone or camera

HAND

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“Tips for

the Media”“Interviewer’s Guide”“Example Answers for

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10 minutes to prepare a one-hour speech, but it took him an hour to prepare a

5 min

5 min

10 min

Let Girls Lead 188

9.2

TWOACTIVITY

guidelines:

Comment on things that can be changed


Let Girls Lead 189


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To respond to


Flip chart with session


HAND

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“Tips for

the Media”“Interviewer’s Guide”“Example Answers for

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Give and receive feedback on video recordings of interviews

9.2

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PARTICIPANTGuide

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Let Girls Lead 190

Prepare 3-5 key points you want to communicate during your speech or interview, and cover

Speak and pronounce your words clearly, especially at the end of the phrase, when the tone

Interview with LGL Fellow Juany Garcia

handout : Tips for Communicating with the Media9.2 Power Interviews: Practice and Tips

Let Girls Lead 191

Why do you not work on behalf of boys as well as girls, since both of them need

handout : interviewer's guide 9.2 Power Interviews: Practice and Tips

Let Girls Lead 192

handout : Example Answers for Difficult Questions9.2 Power Interviews: Practice and Tips

Let Girls Lead 193

We empower girls to make informed decisions about marriage and motherhood that

right to decide when to get married, when to have children, and how many children to

NOTES


Let Girls Lead

assigned to them.

1. They have been present for over 100 years. Lots of people go to the movies.

1.

Example:

Ask a member of each team to read the team’s ideas about how to use their medium for advocacy work

strategies they deem most useful and convincing for gender-focused advocacy.

Media tools: traditional methods social media and digital storytellingno

te

channels can be used for

their ideas about what worked in terms of what they observe or observed, and how this

they build their own campaigns.

10 min

10 min

15 min

9.1

Let Girls Lead

Digital Stories

What impacted you the most about this story? Why?

The story is told from the point of view of a man, but how does it impact the lives of women and girls?

how does this shape the way Roberto tells his story?

Introduce the method and process of digital storytelling. Digital stories are a great

Introduce the Center of Digital Stories and the Let Girls Lead digital stories

gojoven.org/digital-stories/

15 min

twoACTIVITY

note

be sure to download the video prior to the session.

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Media tools: traditional methods social media and digital storytelling9.1

http://www.youtube.com/watch?v=5JQ2zAricWc.http://gojoven.org/digital-stories/

Let Girls Lead

Digital Stories

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Markers, notebooks, pens, and paper

85 min

oneACTIVITY

HAND

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85 min.

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video games.

9.1


Let Girls Lead 185

handout : Media and Communication Strategies for Advocacy9.1 Media tools: traditional methods social media and digital storytelling

Let Girls Lead 186

Revealing. Stories seem revealing, as if the author was sharing new knowledge through the story. This gives the story a feeling of immediacy and discovery.

Stories usually have music or background music that adds meaning and impact to the story.

and is ideally between two and three minutes.

senses, the storyteller must own the story.

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world meaning. We are forever storytellers. We remember events as revived scenes, as

understanding.

handout : The Seven Components of Digital Stories9.1 Media tools: traditional methods social media and digital storytelling

Let Girls Lead 187


Tim

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FACILITATORGuide

9.2 60 min.ob

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ives

To respond to



HAND

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style. Ask those people to share names and styles with the group.

communicate during the interview. Winston Churchill once said that it took him 10 minutes to prepare a one-hour speech, but it took him an hour to prepare a

5 min

5 min

10 min

Let Girls Lead 188

9.2

TWOACTIVITY

What is the greatest problem adolescent girls face in your country? Why do you not work for boy and girls, since both of them need support?

Some adolescent girls dream of becoming wives and mothers—why do you want to take that dream away from them?

Do you want to do feminist advocacy?

Comment on things that can be changed


Let Girls Lead 189


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To respond to



HAND

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oneACTIVITY

Give and receive feedback on video recordings of interviews

9.2

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PARTICIPANTGuide

60 min.

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Let Girls Lead 190

which camera you should look at.

nervous.Wear comfortable and professional clothing, preferably something you have worn before.

speaking.

Speak and pronounce your words clearly, especially at the end of the phrase, when the tone of voice naturally tends to lower.

handout : Tips for Communicating with the Media9.2 Power Interviews: Practice and Tips

Let Girls Lead 191

What is the greatest problem adolescent girls face in your country?

Why do you not work on behalf of boys as well as girls, since both of them need support?


Do you implement a feminist agenda in your advocacy work?

mother of God—is that not enough?

handout : interviewer's guide 9.2 Power Interviews: Practice and Tips

Let Girls Lead

undermine or contradict the advocate’s work. Advocates must be prepared to answer

Are you gay or lesbian?Are you a feminist?Are you married? Are you a mother/father/parent? Are you indigenous?

Why do you not work for boy and girls, since both of them need support?

We recognize the importance of working with boys to improve the lives of girls. Both

likely to drop out of school as boys.


Let Girls Lead


We empower girls to make informed decisions about marriage and motherhood that

right to decide when to get married, when to have children, and how many children to have.

NOTES


Let Girls Lead 194

Educating Decision-Makers: Stra tegies

Tim

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FACILITATORGuide

Session time: 120 min

Activity 1Activity 2

9.3

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Guide

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•

•

To define decision-makereducationTo understand how toshape their engagementgoals, choose theirprimary audience,leverage their resources,and anticipate their

• TTo create appropriate strategy tailored to a specific decision-makers

• To know the basic elements if conducting positive calls and meetings with decision makers

• Flip chart with session objectiveswritten on it

• Markers• Blank pieces of paper to use as name

tags during role play• LCD projector• Participant notebooks or journals

20 min

oneACTIVITY Defining Decision-Maker Education

Review written session objectives on flip chart with the group.

Ask participants about their experiences with educating decision-makers. Have 2-3 people share experiences where they had to educate a decision-maker, for what reason, and what kinds of strategies they used. Make sure to get good details from each person who shares. Ask them to describe the context for their experiences.

• How did they approach the decision-maker to arrange a meeting?• What materials did they share while they were engaging them?• Where did the engagement with a decision-maker take place, and for how long?

Using the participants’ experience as a basis, facilitate a group definition of educating decision-makers.

• Make sure the core of the definition includes that educating a decision maker should include adirect appeal made to policy makers on a particular issue that is significant within the currentpolitical context.

• Ask the group to name examples of the kinds of policy makers that they might want toadvocate with. The list could include the following:

– Office of the president– Cabinet and ministries– Political party leaders– Members of the legislature/parliament– County officials– Chiefs and traditional authorities– President/CEO of a corporation

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12 min

• PPT presentation ondecision-maker education

• “Tips for Educating Decision-makers”

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Now that the participants have defined education for decision-makers, ask them whom, specifically, they might want to approach regarding girls’ issues in their local, municipal, or national governments. They should name specific policy makers by first and last name and specify why each policy maker would be a strategic person to educate regarding a specific girls’ issue.

PPT on the Elements of Educating Decision-MakersSlide 2: An Overview

• Advocates provide clear and accurate information to policy makers.• Advocates build trust with policy makers and form two-way relationships: You help me, I help you.• Advocates persuade, mobilize, and strategize with policy makers.

Unfortunately, advocacy also has the negative stereotype that you, the adviocate, must fight against.

Slide 3: Name the Different Elements of a Strategy to Educate a Key Decision-Maker

• Identify g

New riseuptogether.org · 2020. 9. 10. · Let Girls Lead 1 contributors Lead Contributors Grace...

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