In spite of children and young people being involved in many aspects of community life, social policy in the UK often neglects their interests. This book argues that contrary to conventional adult wisdom children and young people are competent to take part in collective decision making and that it is essential that they do so. Practical examples from Save the Children's work are provided to show ways in which children and young people can be encouraged to participate and have a real say in how things are done.
Chap. 3 Educational change and issues of going to scale. Chap. 4 The child-to-child approach: evolving concept and its applications
Chapter 3 reviews literature on projects aiming at aducational change and the processes of their scaling up. After defining terms and examining the aims and process of educational change, the chapter looks at model from different projects in Indonesia and China. Chapter 4 reviews the development of the child-to-child approach, various degrees of children's participation and issues of going to scale.
This paper report a workshop of a child health programme in Honduras. Previous attempts to keep health diaries to record illness, and how illness was treated within families and communities had failed. Workshop participants were rural illiterate women. The aim of the workshop was to take a case history of children under five years and to record both illness and developmental milestones over the previous 12 months. The women were first asked to draw pictures to represent each month of the year. Below each picture they were asked to draw what happened to their child during that month. This was followed by a discussion to explain the drawings. The paper discusses some of the problems the women had in drawing these calendars, as well as the strengths and weaknesses of the technique. One of the strengths is that the technique enables the women to explore patterns of illness and analyse them, drawing on the knowledge acquired by their participation in the programme.
This draft report gives account of the Save the Children (UK) work on child protection 2001-2002, in the Kotkai afghan refugee camp, Pakistan. The work is described in three phases. In the first phase conventional methods of child protection monitoring were adopted, where outsiders were used. In the second phase a participatory monitoring strategy was introduced, using some PRA (Participatory Rural Appraisal) tools to collect information on the topics given in phase one. In the third phase (from April 2002 and onwards) the participatory Reflect-Action approach was used to monitor the child protection issues. The methodology was used to monitor child protection concerns, and childrenÆs taking a leading role in advocating the protection concerns speeded up the response. The service delivery agencies took immediate actions in almost every concern raised by the children. Lessons learned from the approach are highlighted. Impacts of the Reflect-action approach are detailed in the context of empowerment, change in social behaviour, and capacity building. The processes of the different Reflect-Action circles (focussing around education system, children under stress, school drop outs, disease, water shortage, needs, drug addiction, shelter, and early marriages) are described briefly in separate sections specifying diagrams used for visualisation, e.g. sketches, cause and effect charts, pair-wise ranking, maps, and matrix ranking charts. The implications of scaling up child protection monitoring are discussed and a future strategy for child protection in Pakistan is presented. Three annexes are included which detail the issues identified through the three phases of the project. A brief note describing PRA is also incorporated.
Classroom observations and participatory learning for action activities : a view to the experiences of girls.
A draft copy of a manual which seeks to address some of the factors causing low attendance, performance and participation of girls at school, by providing a means by which those involved in education can analyse interactions in the classroom, examine how instruction is differentiated by gender and identify gender-bounded attitudes and perceptions that influence learning , opportunities and achievement.
The first part of the manual describes techniques which can be used by teachers and inspectors to observe what takes place in the classroom as a basis for discussion and the second part concerns how Participatory Learning and Action (PLA) activities can build on this.
This booklet contains lessons developed by the Ecology and Natural Resource Education project, West Bengal, India, and tried out on teachers and children. It is intended for teachers and community workers who are actively involved in environmental education or activity. It provides ideas on how to prepare lesson plans promoting action learning, participatory learning and sharing tools, and ideas on how to connect classroom lessons to the community.