Children Citizenship and Governance - Manual

1
A resource guide for participatory

activities with children for facilitating
children’s citizenship and governance
Save the Children Alliance

South and Central Asia Region
Kathmandu
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CONTENTS
Foreword 4
Preface 5
Acknowledgements 6
1. How to Use This Resource Guide 7
2. Designing learning events on Children Citizenship and Governance 9
3. What is Facilitation? 14
4. Getting Started 17
5. Understanding Diversity and Power 29
6. Introduction to CC&G 37
7. Let’s Peel the Power Onion 41
8. We are Citizens: Participation to Governance 53
9. Life Skills 63
10. Organisational Learning Skills 82
11. Now We Can Facilitate 86
12. Evaluation & Energizers 96
Annexes 102
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Acronyms
AF Adult Facilitator
CC&G Children, Citizenship and Governance
CF Child Facilitator
COs Children Organisations
CRC Convention on Right of the Child
CWC Concerned with Working Children, India
INGOs International Non-Government Organisations
NGOs Non-Government Organisations
OSCAR Office of South and Central Asia Region
SC Save the Children
SMTA Society for Motivation Training Activities, India
TRDP Thar Rural Development Project, Pakistan
TOF Training of Facilitators
TfD Theatre for Development
UN United Nations
UNGASS UN General Assembly Special Session on Children

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Foreword
Development is about people. Investing in people, both children and adults, to help them
achieve their hopes and dreams - by enabling them to exercise their rights and improve
their lives - is what development is all about.
Save the children attaches very special importance to the significant of child participation
and citizenship. Children's organisation of different size and shapes are emerging in the
South and Central Asia region. Children and young people have invariably participated
with children of varying age groups and with adults within their children's organisation
and primarily at the community level. They have also actively participated in various
events at the provincial, national and international events with great success. They have
demonstrated how children, when organised, can bring about change and influence
adults to exercise their rights. There is however a need to continuously develop the
attitude skills and knowledge of children and young people and adults on the values of
human and children's rights, social justice, tolerance and peace. This Resource Guide is
developed based on the experience of learning events with children and young people
and adults working in children 's organisations in South and Central Asia.
This Guide is to be used for learning events for children and young people and adults. It
is aimed, in particular, for children and adults working with children's organisation, child-
led organisations and groups of children and young people. This is intended to meet the
growing interest and need for high quality, practical and experiential learning materials
that can be adopted to be used by in youth work, social work, health education, and the
like.
This Resource Guide is designed to be able to facilitate discussion and learning using
experiential methodologies that has proven to be appropriate to learn new information
leading to attitudinal and behaviour changes. It is thus not just games but an interactive
participatory tool that makes learning fun and worthwhile. This is a new way of teaching
and learning and consists of several themes (see contents) geared towards developing
facilitation skills of children and adults and provides powerful information for children and
young people to grow and become active citizens.
It is hoped that the Resource Guide will be made use by facilitators - both children and
adults - for learning events and build upon what is presented here. We believe that the
Resource Guide would be an important tool, which will assist Save the Children and its
partners, including children in the collective endeavour to promote and protect children's
rights.
Ranjan Poudyal
Regional Co-ordinator
Save the Children
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Preface
Working with children is a new imperative for child-centred organisations. Only in this
way can we know what children see as their issues and their agenda. Only by working in
this way can we enable and ensure they receive their participatory rights. Child rights
programming also demands adults to listen to the voices of children. However, children
themselves, if they are to be confident and inclusive in expressing their views need to
develop appropriate democratic values and attitudes, reflective of human rights, and also
knowledge and skills. Adults can assist children individually and in groups to engage in
this process.
This resource guide came about as a result of the ‘Children, Citizenship & Governance’
project in South & Central Asia, which was initially set up by the Save the Children (UK)
regional office (OSCAR) with Alliance support. The project is primarily about enabling
interested children and adults to assist those Children’s Organisations that wish to
collectively advocate to adult decision-makers, for improvements to benefit the lives of
children, to do so.
This resource guide is a step in providing children and adults with some of the major
themes that they need to reflect on and provides stimulating and fun ways to do it.
All the facilitators at the Delhi ‘Children, Citizenship & Governance’ Training of
Facilitators workshop – children and adults – have helped in developing this resource
guide but particular thanks should go to Ravi Karkara for the mammoth task of bringing
together these useful and tested session plans in such a clear and detailed way.
It is the hope of everyone who has been involved in this project that these work sessions
and facilitation suggestions will be of assistance in empowering children to take up
active citizenship, especially in their own organisations. We hope that those who use this
resource book enjoy the ‘buzz’ of working in this way with children and adults. Also that
they in their turn document what they do to advance the cause of children’s citizenship.
For it is only by working together that we can make a reality of the CC&G children’s
adopted slogan, ‘We are Citizens’.
John Parry Williams

Social Development Adviser
Save the Children UK
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Authors: All those named below took part in the Training of Facilitators programme on
which this resource guide is based and are joint authors of its content. Specific
contributions are attributed within the text.
Participants: Bangladesh: Shaymol A. Choudhury, Mohammad Moznu.
Central Asia: Kyrgyzstan: Aleksey Akybaev, Aliya Azimova, Lada Sergienko, Rashid
Shakirov, Aida Kazybaeva.
Tajikistan: Aslisho Akimbekov, Manzura Murodova, Ruslan Ziganshin, Jumaboi

Shomurodov.
Uzbekistan: Alexander Silkin, Utkir Usmanov, Svetlana Rakhimova, Nellya Galiyeva.
India: Muhammad Kalamuddin, Hajera S., Kushipal, Fayaz Ahmad, Praveen Kumar,
Mohammad Yesin, Gloria Mercy Jonathan, Rachel Bonnerjee, Dayanand Tandon,
Ganapathi M.M., Nilanjana Ray, Savitha Devi K.S., Sangita Gandotra.
Nepal: Sanjog Thakuri, Jeevan Lama, Rajkumar Khawas, Rajiv Adhikari, Nathuni Mochi,
Sheela Sainju, Rima Manandhar.
Pakistan: Parkash Menghwar, Nawal Rai, Nasreen Khan, Allah Nawaz Samoo, Haji
Muhammad Dal.
Sri Lanka: Glenfrey De Mel, Mark Sylvester Patterson, Uditha Gunaratne, Lareefa
Hadee, Udayasiri Pushpa Kumara, R.G. Dilani Wasanthika.
Facilitators: John Parry-Williams, Anuj Chaudhury, Mohammed Amin, Anand Joshi,

Claire O’Kane, Sunil Kumar, Ruben Furtado, Shikha Ghidyal, Prakash Koirala, Phil
Treseder, Bharti Mepani, Ranjan Poudyal, Ravi Karkara - all played a significant role in
designing, organising and facilitating the TOF.
Acknowledgements:
Ravi Karkara compiled the Resource Guide. He wrote the introductory chapters and
edited some of the exercises. This guide would not have been completed without Ravi's
enthusiasm and hard work.
This document has benefited from contributions and comments from friends and
colleagues. Many thanks go to: Karna B. Maharjan, Rajendra Tuladhar and Samina
Khwakhali for media, administrative and logistical support.
Thank you also goes to John Parry-Williams, Ranjan Poudyal and Clare O’ Kane for
reading and commenting on this book.
Some of the activities in this resource book have been taken from other sources and
have been adapted in the process of writing this book.
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1. How to Use This Resource Guide
The resource guide aims to provide a range of training techniques to facilitate

interactive and participatory learning based on experiential learning principles.
The activities are organized into themes: Appreciating Diverse Childhoods,

Power Relations, Children’s Rights and Responsibilities, Children’s Participation:
Active Citizenship, Participation in Governance, Life Skills, Organisational Skills,
and Facilitation Skills
You will find a large number of possible activities a facilitator or facilitation team
could use during a workshop. Each of these activities should be chosen
according to the needs of the participants. Though, it is highly recommended
that at least one activity from each of the sections is used (i.e. an introductory
session, a session on Understanding Diversity and Power, an introduction to
Children Citizenship and Governance, and a session on citizenship, life skills and
learning skills).
All the sessions have been designed in the following manner:
Topic:
This states what the session will cover.
Brief Description of the Session:

This is a summary of the session.
Objective(s):
This describes the measurable indictors that would be attained at the end of the
session. These objectives follow the SMART principle of Specific, Measurable,
Attainable, Realistic and Time bound.
Time:
Approximate time to be spent on the session. The time will largely depend on
group size and time needed for reflection.
Resource Materials:
This details the training material required for the session.
Handouts:
This informs the facilitator of handouts that need to be distributed before or after
the session.
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Method:
This lists the methods to be adopted for facilitating the session.
Process:
This is a step by step description of the process to be followed by the facilitators
for facilitating the session.
Notes for the facilitators:

Some tips for better facilitation of the session.
Language and translation:

A learning event with children and young people and adults who speak different
languages should be organised with care. Translators are necessary and this
entails several processes that must be followed. A guideline for translator needs
to be developed and appropriate briefing before and during the event is required.
Glossary
A list of terms and their meanings in relation to citizenship, governance,

participation, empowerment, human rights, etc. appear in Appendix 2 etc. There
is often some confusion about what these terms mean. It is important that there
is clarity about them, for young people and adults. The Glossary should
therefore be referred to early on in learning workshop sessions.
It is best if this resource guide is used in conjunction with the Training of

Facilitators Workshop Report and Video on Children Citizenship and &
Governance (Delhi, Nov 30th –Dec.9th), 2000 available from Save the Children
South and Central Asia Region.
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2. Designing a learning events on Children's

Citizenship and Governance
Introduction:
Children, Citizenship and Governance:
“Children’s citizenship comes as a result of children and young people’s active

participation in social, economic, political and cultural arenas. It is a continuous
process that includes their participation in and influencing of the processes for
change, decision-making and outcomes at their personal, family, community,
society, state and international levels on matters, which concern them. This is
often done in partnership with adults. Citizenship involves the exercising of one’s
rights and responsibilities for the best interest of oneself and others.
Save the Children UK, Office for South and Central Asia. December 2000.
This resource guide has been written for children and adult facilitators who are
working to further children’s citizenship rights and opportunities for children’s
active participation in decision-making processes of governing bodies at a range
of levels.
This guide provides a combination of activities related to children, citizenship and

governance. These activities can be applied in a variety of modules according to
the time available and learning needs of the group.
This resource guide is intended to help organisations and facilitators who are
interested in conducting seminars of children’s citizenship and governance.
Many of the activities are developed for workshops comprised of both adult and
child participants and facilitators. However, the activities could be used for adult-
only workshops or child-only workshops.
Key Themes of this Resource Guide:
• Appreciating Diverse Childhoods: Activities to enable understanding of the

diversity of childhoods (e.g. differences in childhoods for girls/boys,
rural/urban, rich/poor, street child/ school going child, or for children with
disabilities).
• Power Relations: Activities to unravel power dynamics between adults and

children, rich and poor, females and males, or amongst different people from
different castes, religions, regions, ethnicity or work.
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• Children’s Rights and Responsibilities: Activities to explore children’s

rights and responsibilities and how to translate them into action.
• Children’s Participation: Activities to explore and promote children’s

participation.
• Active Citizenship: Information to further understanding of children’s

citizenship rights and activities to promote active citizenship.
• Participation in Governance: Activities to promote opportunities for

children’s active participation in the decision-making of governing bodies at
local, regional, national and international levels.
• Life Skills: Activities on a range of basic life skills including trust,

assertiveness, and communication.
• Organisational Skills: Activities which enable exploration and action to

improve organisational skills like team building, visioning, target setting and
being organised.
• Facilitation Skills: Activities from these important theme areas can be linked
together to design workshops to meet participant learning needs.
Basic steps to workshop design
Steps for Designing a Workshop to Suit You that Suits Your Needs
Step 1: Identifying Learning Needs
Step 2: Designing and Plan the Workshop
Step 3: Plan the Logistics
Step 4: Facilitate the Workshop
Step 5: Evaluate and Decide Future Steps
Step 1: Identify Learning Needs
Information gathering will help to effectively design a workshop that is most suited
to participant’s needs. An appropriate workshop design will build upon information
concerning.
• Learning needs of the participants (in relation to skills, knowledge and

attitudes)
• Learning priority for the organisations
• Profile of the participants (age range, sex, experience, regions or countries,
languages, etc.)
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• Time availability of participants

• Resources available
To identify the learning needs of the group it is useful to consider three different
types of learning needs skills, knowledge and attitudes.
Hand: Skills
Head: Knowledge
Heart: Attitudes
For example, knowledge may be required on what citizenship

means, assertive skills may be required to enable participants -
especially children) to be effective in their negotiations, and positive
attitudes regarding equal opportunities for all children may need to
be further encouraged (e.g. for girls, children with disabilities, younger children,
low caste, tribal etc).
When designing a workshop, it is important to consider whether the workshop

should place more emphasis on sharing new information, developing skills or
bringing about attitudinal change, or a combination of all three.
Step 2: Planning and Designing the Workshop
Based on the learning needs assessment and the overall objectives of the
workshop, the facilitators can plan and design the workshop. An overall
workshop design should be carefully mapped out, including, session and the
linkages between them. Whilst flexibility will be needed when facilitating the
workshop, the facilitators should determine realistic time estimates for each
activity. If translation is required the time for a session will probably take 50%
longer. Facilitators must also remember to be flexible regarding content and time
allocation for all sessions.
The ideal length of time for a learning event of this kind would be 8 days. The
learning event could also be designed for a 1 day or 3 days or 5 days. Facilitators
should choose activities from the various sections depending upon the purpose,
time availability and the participants for the learning event.
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Example: Workshop Design for a One-Day Workshop on Children’s Rights

and Active Citizenship
Workshop objectives:
By the end of the workshop participants will be able to:

- define children’s citizenship rights
- develop strategies which promote active citizenship
Workshop Plan
09.00 – 09.30 Arrivals and Registration

09.30 – 10.00 Welcome and Ice-breaker Games
10.00 – 11.00 Activity and presentations: Body of Rights and Responsibilities
11.00 – 11.15 Tea Break
11.15 – 12.00 Presentation and Activity: UN Convention on the Rights of
the Child
12.00 – 13.00 Group Work and Presentations: Drama on rights which are
most violated
13.00 – 14.00 Lunch
14.15 – 14.45 Game
14.45 – 15.15 Group Work: Active Citizen Case Studies
15.15 – 15.30 Tea break
15.30 – 16.00 Presentations: Active Citizenship Case Study
16.00 – 16.30 Presentation: Understanding Children’s Citizenship Rights
16.30 – 17.00 Summing Up and Moving Forwards
17.00 – 17.15 Target Evaluation
Step 3: Plan the Logistics
Budget is usually allocated for the training programme, though sometimes it may
need to be raised. In both cases a budget should be prepared keeping the
following broad categories in mind.
1. Travel and Room and Board costs: Participants and facilitators cost, including
visas, passports, tickets, accommodation.
2. Training material costs: Photocopying, fax, computer time, stationary, etc.
3. Venue: training hall, open space for outdoor activities, equipment, water,
electricity, fans or heating, security, etc.
4. Parents permission sought and information on workshop given to them.
Chaperones arranged.
5. Interpreters organised.
6. Health Insurance, where available.
7. Health Care – nurse availability, first aid and information about nearest health
facilities.
8. Resource persons fees as applicable
9. Media and advocacy: brochures, publicity materials and press conference
10. Documentation of the workshop/event
11. Miscellaneous
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The logistics have to be very well planned. Specific roles and responsibilities must
be allocated to members of the planning team.
Step 4: Facilitate the Workshop
Facilitation is the culmination of steps one through three. The facilitator should
review and monitor the facilitation process at every stage of the workshop. The
facilitator or facilitation team needs to consult and assess group energy. There
should be flexibility in the facilitation design. Time should also be allocated review
at the end of each day. The review process should be conducted with the
facilitation team and some of the participants.
Pages 14 - 16 give a quick overview of the facilitation process.
Step 5: Evaluate and Determine Future Steps
Facilitators and/or the facilitation team need to review and monitor each day’s
proceedings. At the same time they should also evaluate the entire facilitation
process and not just the training event. There is a tendency to only evaluate the
training and not the other stages. (I think this should be explained a bit more).
There is a set of evaluation games and techniques at the end of the resource
book.
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3. What is Facilitation?
The facilitator has a key role in ensuring that the group accomplishes its goals
and tasks. To facilitate is to make something easier; thus, when done properly,
the facilitator eases a group through the process of solving problems, making
decisions, redefining its goals, or restating expectations and responsibilities.
There are three main ways of facilitation:
1. Facilitating from the Front or Lead Facilitation. The facilitator takes the
role of leader and directs the group through various processes (This may
need a bit more explaining). The group has no control over the process
except for their participation.
2. Facilitating from the Centre or Influencing Facilitation. The facilitator

actively participates in the group processes. (I think this should be explained
a bit more)
3. Facilitating from the Outside or Supportive Facilitation. The facilitator

takes the role of a supporter. S/he enables group work and processes to take
place. (Explanation should be specific).
Remember: Facilitators can move between the three methods freely within one
workshop. It has been seen that facilitators move back and forth in all the above
modes while facilitating a group. The decision on how to facilitate should be
made after assessing the group's motivation, competence and energy.
Key Attitudes and Behaviours for Facilitators:
As you prepare to facilitate a workshop, keep in mind what your role is as their
facilitator. Generally, these are the key attitudes and behaviours you need
while functioning as a facilitator:
• Create an enabling environment for sharing

• Remain neutral
• Keep the focus
• Be creative
• Active listening
• Be positive
• Encourage participation
• Protect ideas
• Do not evaluate
• Suggest methods (i.e. Theatre for Development, Art for Therapy, Enabling
games: indoor and outdoor games, group discussion, energisers and use
breaks)
• Co-ordinate details
• Be flexible
15
• Assess the group energy and use energisers and breaks effectively
• Be sensitive to any special needs like translation, children with disabilities,
etc.
Methods and Techniques:
Following are some of the methods that have been proven to be effective.
Remember that these are just suggestions.
Icebreakers
Introductory games are often referred to as “Icebreakers”. They set the stage for
the work that follows by introducing all the participants to one another and giving
them an opportunity to know each other in the context of the seminar. They help
to ease the group into the workshop even if the group members have known
each other for a long time. In addition to the icebreakers in this book, you should
find these in many training manuals.
Games
You can select from a wide range of indoor and outdoor games (explain what
‘games’ are and what their use is). There are several ideas for games in this
book but you can find other examples in training manuals, resource books, and
from colleagues.
Group Discussions
The facilitator may break the group into small groups to enable more
participation. The larger group can be split depending on the time available and
the nature of the work. Often, larger groups are split into two, three, four or even
five smaller groups. The large group then usually reassembles for wider
discussion and reflection. The facilitator has to assess the group interest and
need for the topic and use his/her discretion in deciding how large or small the
groups should be.
Brain Storm
This method is widely used for listing ideas/concerns/words/topics/ in the group.

During a brainstorming session, all the ideas and suggestions should be
documented on a flip chart. It is important to explain to the group that
brainstorming is not a time to critique or qualify the ideas- it is just a time to list
everything that comes to mind. It can be used many times when the facilitator
needs to assess group knowledge or interest so as to make a judgement how to
proceed.
16
Energisers
These are essential in providing energy boosters to the group. (more

explanation of an energizer). Seminar participants probably know many
energizers. Facilitators should gather ideas from the participants for energizers.
Exhibition
Facilitators can optimally utilise the space around the venue to put up posters
and information related to the work being conducted. Facilitators can encourage
participants to put up information about the organisations they represent. Also,
the work conducted in the groups can be displayed. Often participants use break
and free time to scan these.
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4. Getting Started
Some or all of the following activities can be used in a

learning event. They are intended to create a safe learning
environment so that all the participants feel comfortable to
share their ideas.
• Introduction
• Name Game
• Expectation and Anxieties
• River of Life
• Opportunities for Participants Involvement
Go to Contents
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Topic: Time:
Introductions 30 – 45 minutes
(Depends on the group size)
This is a “get to know you” game. The games will Help participants relax and build a
conducive environment for the training programme.
Objectives:
By the end of the session participants will:

• Relax and to get to know the other participants.
Methods:
Games
Materials Required:
Puzzles
Preparing puzzles: Cut a locally available picture card [like a postcard, poster or
magazine picture] into 5 pieces. The number of puzzles will depend on the number of
participants. Say if there are 20 participants, use 4 picture cards and cut them in 5
pieces.
Process:
Step 1 Introduce the facilitator or facilitation team and welcome participants.
Step 2 Explain the task: match the puzzle pieces to make complete pictures.
Step 3 Put all the puzzle pieces in a bowl or a bag. There should be the exact
same number of puzzle pieces as there are participants. Each
participant should pick one puzzle piece.
Step 4 Participants then must walk around the room and find the other puzzle
pieces to complete their picture.
Step 5 When the participants complete their puzzle, ask each group member to
share with the other members of his/her “puzzle group”
a) His/her name; and the name by which s/he wishes to be addressed

in the programme
b) Where s/he is from; information about his/her family
c) Favourite song; (s/he could sing it too)
d) Favourite food, colour, animal, etc.
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Step 6 Bring the smaller groups back together in the large group. Conclude the
exercise by reiterating the need for building a conducive and friendly
environment.
Notes for Facilitators:
• Prepare the puzzles before hand

• You may need to be strategic in the giving of pieces to ensure mixed groups
• Participants should be encouraged to share in mixed groups despite the language,
age, and gender barriers
• Please feel free to use other ice breaking techniques
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Topic: Time:
Name Game 15 – 20 minutes
This is a game to help people learn and remember the names of all the participants.
Participants sit/stand in a circle and call out their names one by one. When they say
their names, they, simultaneously, make a gesture or sound with their face or body.
Each participant must call out the names of all the participants in front of him/her and act
out their gestures.
Objectives:
By the end of the session participants will be able to –
• Remember participants names
Methods:
One large group, in a circle
Materials Required:
None
Process:
Step 1 Introduce the game
Step 2 Participants are asked to sit/stand in a circle.
Step 3 Ask for a volunteer to start the game. Ask him/her to say his/her name
and simultaneously make a physical gesture or a sound. (This helps
others in remembering his/her name as they associate his/her name with
that gesture.)
Step 4 The person next to him/her in the circle must say the first person’s name
and act out his/her associated gesture. The person then has to add
his/her name and gesture.
Step 5 This procedure is repeated until the person at the end of the circle
repeats everybody’s name and gesture.
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• Encourage participants to use easy gestures.

• Ensure all participate
• If necessary, make two or three groups simultaneously and at the end bring them
together and ask them to say their names once in a large group
• This game may be repeated whenever the group feel the need to remember names
(mostly first few days)
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Topic: Time:
Expectations and Anxieties 30 – 45 minutes
This session will provide participants with the opportunity to share their hopes and fears
for the workshop. The group will develop the ground rules to lessen the fears and enjoy
learning.
Objectives:
• List their hopes and fears for the workshop and share with others.
• Develop the ground rules.
Methods:
Use of art/writing on cards, plenary, brainstorming.
Materials Required:
Coloured cards, flip charts, pens; picture of a rural child on, an overhead projector.
Handouts:
At the end of the session (or the next day), each participant should be given the list of
fears and hopes they generated together. Each participant should also get a handout of
the ground rules.
Process
Step 1 Introduce this session and share the objectives and rationale of the
session with the participants.
Step 2 The facilitator should begin this session by asking a series of rhetorical
questions, to get the group thinking. You may want to ask the questions
and let the group think to themselves for a couple of minutes. Some
questions might be:
• Why have you been selected to attend this training?
• After this training what changes will you bring for children, your
community and yourselves?
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Step 3 Put up a picture of a rural child on the overhead projector. Ask the
question: If this child wanted to join a child club or a children's group,
what fears and hopes would s/he have? Have the group openly discuss
this. Record the answers on cards: fears should go on white cards;
hopes should go on yellow cards.
Step 4 Hand out coloured cards to all participants. Ask them to write their fears
about the workshop on white cards, and to write their hopes about the
workshop on yellow cards.
Step 5 After they have all finished writing down their hopes and fears, divide
them into smaller groups of 5 or 6 people. If you have representatives
from several different countries, split them into country groups. In the
small groups, the participants should make a final list of the hopes and
fears. (Children and adults should be in groups together).
Step 6 Bring the small groups back together into one large group. One
representative from each of the groups should present the group’s
hopes and fears in the plenary. (During the presentation a facilitator
should summarise the points on a flipchart).
Step 7 In the larger group, analyse whether there are general clusters of hopes
and fears. Stick the summarized chart of hopes and fears on the wall.
Step 8 In the large group, brainstorm how they can minimise the fears and
maximise the learning throughout the training.
Step 9 From the brainstorming, the group should develop ground rules. All of
the participants should sign up to these. You can have them sign on a
flipchart with the ground rules on it. This will show all participants are
committed to follow the rules.
Step 10 The group should then come up with a sign to indicate when a
participant feels like a ground rule is being broken. This should be
agreed upon by the whole group, and used throughout the seminar.
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• Look at all the objectives and contents of the training so that facilitator can relate to
what can be achieved and how. Be specific as to why you are discussing fears and
hopes.
Some examples of fears that might come up:
• Is the food appropriate?

• Can I participate and communicate what I feel?
• Will other group members accept my ideas and be ready to share?
• How can I understand other people’s ideas?
• May I get lost?
• Will I learn something that I can apply in my own place/country?
• How am I going to implement the learning?
• Are the facilitators behaving in child friendly way?
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Topic: Time:
‘River of Life’ 45 minutes
Each participant will draw a ‘river of life’ on a sheet of paper to share key characteristics
of the country/place s/he comes from and key childhood experiences in his/her life’s
journey (from birth to present day). Large group mingling will enable sharing. All these
“Rivers of Life” will be displayed on a wall.
Objectives:
By the end of the session participants will -
• Know more about participants' homes and key childhood experiences

• Have shared key information about themselves
Methods:
Art, group mingling and exhibition.
Materials Required:
Paper, pencils, rubbers and coloured crayons
Process:
Step 1 Give each participant a piece of paper, pencil, rubber and coloured
crayons.
Step 2 It is explained that our life is like a river. It starts somewhere and is so
full of energy that it continues to flow strongly. Sometimes our river
changes direction as we move from one place to another.
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Step 3 Ask each participant to draw his/her ‘River of Life’ – a river which
represents his/her childhood/life journey (from birth to present day for
children, adults are asked primarily to focus on their childhood, with just
a few major events in their adult lives). In particular the participants are
asked to draw symbols or pictures along the stretch of their river to 1)
share characteristics of the place they live, and 2) to highlight key
experiences that have most enabled them to develop as a person.
Explain to participants that they have 20 minutes to prepare their river of

life. It may help participants to spend a few minutes thinking about what
they want to draw before they start.
Step 4 After 20 minutes, the participants are asked to walk around the room
and speak with people (particularly those they haven’t yet met) to share
their ‘River of Life’ to help introduce who they are and where they come
from.
Step 5 Participants should be asked to write their names on their pictures and
to stick them a board/wall where everyone will be able to see them
throughout the workshop.
Step 6 Reminding all participants that these pictures will be displayed

throughout the workshop, to enable further sharing and introductions
concludes this activity.
Participants may or may not require translation, as many participants may be able to
overcome language barriers through their drawings.
27
Topic: Time:
Opportunities for Participants’ 15 minutes
Involvement.
This activity will inform participants of the opportunities for their involvement in the
planning and implementation of the sessions. This session will also inform participants
about opportunities for them to make comments about the workshop.
Objectives:
• To know how to make their views heard!
Methods
Discussion
Materials Required:
A sheet with headings of the various opportunities that the participants have for their
active involvement and to raise their voices needs to be prepared.
28
Process:
Step 1 Introduce the session
Step 2 Explain participants the opportunities for involvement in the planning and
implementing of sessions and also for commenting on and raising issues
concerning all aspects of the training.
• A Review Group should be created for the duration on the workshop.

This group is comprised of some of the facilitators (if both child and
adult facilitators, equal numbers of both), and two or three volunteers
from the group of participants. Ideally, a child participant or facilitator
should chair it. This group will meet each evening for about 30
minutes to discuss how the day went. The Review Group needs to
review the events and learnings of the day and make comments and
suggestions on the day’s programme to members of the Workshop
Planning Committee.
• Entertainment group – to make suggestions to Planning Committee

in consultation with the participants and be responsible for
organising the events. Asking for volunteers from amongst the
participants and facilitators forms the Entertainment Group.
• Soap Box – A deginated place (or Box to stand on) is identified and
a designated time identified (i.e. during breaks) when participants
have a chance to raise their any issue and also to try their hand at
public speaking.
• Mail Box – Create a sealed ‘comments box’. Any written inputs can
be made throughout the workshop and put into the mailbox. The
core group will open the comments each evening and discuss them.
• Problem Wall – A wall is identified with A white cloth or paper is fixed

on a wall, participants are asked to write/draw about any specific
problems faced by children in their local country contexts
• Cloth Story Board – A with cloth is fixed on a wall cloth where and
participants maintain a daily visual record on workshop learning.
Step 3 Close the session by asking if there is a need for further clarification,
explanation, or suggestions.
• Make sure to clarify all the points

• Once the mechanisms for participation have been explained, ask for a volunteer to
run through them all once again.
Don’t forget to be careful and slow as translation may take some time
29
5. Understanding Diversity and

Power
• Childhoods
• Status
• Appreciating Diversity
Go to Contents
30
Topic: Time: 1 hour

‘Childhoods’
This session is initiated with a fun game. A parachute is used where, in the process of
the game, the diversity of childhood is brought up. Various childhoods in different
contexts are identified e.g. rural school going child, urban working child, girl child, street
child. Child participants then work in the group that they most identify with and create an
image of their particular ‘type of child’ (e.g. urban working child). This is done by stapling
together paper cards into the shape of a body of a child. The children then discuss and
record inside the body of the child they have created: 1) How people in their community
see them? 2) What they see this particular child as being allowed to do and not allowed
to do. Sharing of these different ‘child creations’ enables understanding of the diversity
of childhoods that come about in different contexts. Note: adults are to be split into their
own working groups to explore their particular childhoods (e.g. middle class childhood,
rural childhood).
Objectives:
By the end of the session participants will be able to-

• Appreciate the diversity of childhoods in different contexts
• Recognise the way others influence the type of childhoods we have
Methods:
Art, brainstorm and presentation
Materials Required:
Parachute, different coloured and shaped cards (especially round and oval shapes),
staplers, cello tape, coloured pens.
31
Process:
Step 1 All child participants are asked to hold the edge of the parachute. Adult
participants are to stand close behind. The parachute is introduced as a
tool for sharing information, co-operation and fun. For this activity a
parachute game is going to enable us to identify different types of
childhood and childhood experiences amongst participants (e.g. urban
working child, rural child). An exercise will then be conducted with
groups of children identified.
Step 2 The way of collectively lifting the parachute (1-2-3-Up) is explained and
the ‘crossover game’ is explained.
Step 3 The facilitator will call ‘Crossover if….’ E.g. if you are a girl, you go to
school, you work etc. If this category refers to them they cross over to
the other side on the parachute, while it is held off the ground –(The
parachute is amazingly strong!)
Step 4 Through this game (within 10 minutes), main groups will be identified
and groups formed e.g. Urban working child, rural school going child.
Each group is given a colour. Note: adults will also be split into their own
working groups to explore their particular childhoods (e.g. middle class
childhood).
Step 5 The participants are given different cards that can be stapled together to
create a child. Within 5-minutes the group’s first task is to create their
child.
Step 6 Within 20 minutes the second task is for the children to discuss and
record inside their child: 1) How people in their community see them? 2)
What they see this particular child as being allowed to do and not
allowed to do.
Step 7 Presentations of key issues arising from the two questions regarding
each “child” are shared by Children’s' groups and the adults' groups with
the whole group.
Step 8 Sharing of these different ‘child creations’ should enable an

understanding of the diversity of childhoods that come about in different
contexts. Such an understanding would underline the importance of
acknowledging that there need to be diverse ways for enabling children
to organise themselves in different contexts.
Special Note for Facilitators:
In mixed language, groups' participants may require only limited translation, as many
participants may be able to overcome language through their drawings, expressions or
actions.
32
Topic: Time: 45 – 60 minutes

Status
Use of games to demonstrate how status and values are communicated through
gestures, eye contact and verbal interchange.
Objectives:
By the end of the session participants will be able to -

• Demonstrate how one can build or lose status through eye contact
• Demonstrate how one can communicate status - through gestures, eye contact and
verbal exchanges
• Understand how one can feel disempowered or empowered through status
Methods:
Pair and group exercises
Materials Required: Chairs
Process:
Step 1 Introduce the game and explain the rules.
Step 2 Split the group - both adults and children - into two smaller groups
Step 3 Line group -1 and 2 up facing each other. Have group 1 sit on chairs and
group 2 sit on the floor.
Step 4 Group 1 makes eye contact with group 2 and observes them. Group 2
makes eye contact but are not allowed to maintain eye contact. They
need to look away as they have made a mistake (it could be they have
come late to school, or stole a book, or broke a machine) (2 min)
Step 4 The two groups have a discussion around one of the issue they choose
as to why group 2 is on the floor (being late to school, or stole a book, or
broke a machine this). We observe the status of group 2 who has made
a mistake and are sitting on the floor.
Step 5 After some time we ask group 1 and 2 to change places (So group 1 on
floor and Group 2 in the chair) and discuss the same issue (i.e. Group 2
being the guilty party.
Step 6 Bring the participants back into one large group. Ask for feedback and
discuss how they felt why they felt that way. Does group 2 feel more
confident when they are on the chair, even though they have made a
mistake?
33
Step 7 Part 2 of the exercise: Divide all participants into 2 groups (children's
and adults group), and the instruction is: Children's group will have eye
contact and say hello with each other and the larger group, the Adult's
group will have no eye contact or say hello within its group or outside.
(Each group will be given instructions separately).
Step 8 All participants are to first mix in their own groups for 1 min and then
move around in the larger groups for 5 min.
Step 9 Feedback and discussion ( 10 min)
• Provide examples of questions they might help to lead discussion.

34
Topic: Time:
Appreciating Diversity 1 hour
In this game, participants have to get from one point in the room to another, following
some constricting rules. (summarize the game here).
Objectives:
• Appreciate diversity in society and how each individual can contribute to human
development
Methods:
• Group discussion
Materials Required:
Blindfolds, rope
Process:
Step 1 Introduce the game, which is played in three parts A, B and C.
Step 2 Split the group into two smaller groups.
Step 3 Select a few participants from each group (select an equal number from
each group) and “disable” them. Either put a blindfold on them, or tie their
leg(s) or arm(s) so they can’t be used. Explain that both lines have people
from various backgrounds i.e. girls-boys/ abled-disabled/ rich-poor/lower
caste-upper caste, etc.)
Step 4 Have the group form two equal lines.
Step 5 Part A
Each group has to make the shortest possible line using their team
members. Give them 2 minutes to think and plan. (this mean making a line
either by pressing hard against each other's bodies, by joining all little
fingers or by other creative ways.
Step 6 The team that is the shortest in length is the winner.

35
Step 7 Part B
Ask them to remain in the same groups. Each group has to make the
longest possible line between them. Give them 2 minutes to think and plan.
(This means each person in the line has to be touching another person and
they cannot use any props). The longest groups wins - declare the winner.
Step 8 Part C
Ask them to remain in the same groups. Each group has to make the
longest possible line now, but they are also allowed to use all the resources
they have with them at that moment (but NOTHING from their
surroundings). Give them 5 minutes to think and plan. (Don’t tell them but
they can use items like their shirts, chains, belts, shoe laces, etc. The
longest groups wins - declare the winner.
Step 9 Discuss in a large group:

• Which team won the part A and Why? Were both the teams equal? If
yes then why did one team win? What makes team win or lose? Did you
include everybody in the game or you left some of your team-mates out
because they were slow, disabled or blind?
• Which team won the part B and Why? Where both the teams equal? If
yes then why did one team win? What makes team win or lose? Did you
include everybody in the game or you left some of your team-mates out
because they were slow, disabled or blind? Whose planning was better?
• Which team won the part C and Why? Where both the teams equal? If
yes then why did one team win?
Step 10 • What made this team win? Did you include everybody in the game or
you left some of your team-mates out because they were slow, disabled
or blind? Did everybody contribute to the team even if it was a
handkerchief?
• Was anybody in the losing team who refused to contribute? If yes - did
you convince them enough?
Do you think a diverse group can bring in a wider perspective them a

homogenous group? What do you think are strengths of diversity and what
are the weaknesses (I think these questions must be contextualised a bit).
Step 11 Conclude the exercise by reiterating the need and importance of diversity.
36
• At all stages make sure to give the participants a time limit to prepare and implement
(make sure the time limit is enforced).
• Tie few participants’ hands, legs or blindfold them. This would make the team
experience working with people with special needs. You should ask for volunteers for
doing this.
• Ensure that all participate.
• If the group is too big, make more than two teams.
37
6. Introduction to Children
Citizenship and Governance
• Hand out on CC&G
Go to Contents
38
Topic: Time:
Introduction to CC&G 1 – 1.5 hours
Through role plays, art and discussion, the group will explore what children’s citizenship
and governance means.
Objectives:
By the end of the session participants will:
• See some links between participation, empowerment, citizenship & governance.

Realise empowerment is critical for impact BUT requires the right attitudes, knowledge
and skills.
• To get a better understanding of participation, empowerment, citizenship & governance.
Methods:
Role-plays, art, discussion and presentation of materials.
Materials Required:
Handouts:
• Why should children be concerned with CC&G? (see following page)
• Workshop Programme and the topics to be covered each day.
• Terms & meanings related to Children Citizenship and Governance (see following
page)
Process:
Step 1 Introduce the session.

Explanation of role plays and the following questions:
What difference do you see between the two processes from the
children’s point of view?
What was the difference in the results of the meeting?
Which do you think is better for children and why?
Step 2 Split the group into two. (Sorry, I also do not understand this session.
Can you explain the role-plays to me? What if there are not children, or
no adults in the group?)
Step 2 Get in country groups. Do the role-plays and answer the questions.
(explain)
Step 3 Bring the participants together into a large group and give a brief
introduction on Citizenship & Governance.
39
Step 4 Split the larger group into smaller groups of X number of people (if there
are a variety of countries or regions/districts in a country represented,
split the groups into such groups.) Conduct brainstorming session in the
smaller groups on why children should be concerned with Citizenship &
Governance?
Step 5 Bring the small groups back together and have a brief discussion on
what the participants said in the brainstorming session.
Step 5 What do we need to know to practice CC&G if we want to?

• Go through the themes for the 10 days
• What does it require to be an effective actor in these areas? Wanting
the answer AKS.
• What AKS did you need in your role-play as a child to be effective?
• If time play one again and do joint analysis. (sorry, confused again)
Step 6 Give out handout.
Step 7 Go through the topic that will be covered in each of the 10 days. These
will be displayed around the room on separate flip chart sheets (5 mins.)
Step 8 5 mins. for questions.
Step 9 What AKS needed in children’s effective involvement in role-play

scenario?
Step 10 The next part of the activity is for participants to draw, in paired country
teams, expressing their interpretation of the meaning of one of the four
key themes: participation, empowerment, citizenship & governance
(10mins.) The translation of these terms needs to written in a chart
paper and pasted on the wall beforehand
Step 11 The participants put pictures on a wall for a 'gallery walk' walk around
and view the display as one would in an art gallery.
• The key words should be translated before hand and put up on flip charts.
40
Handout on CC&G
Why should children be concerned with citizenship and governance?
• All children and adults have rights. They are the entitlements people have as
individuals and collectively. Citizenship assumes that children have civil and political
rights now to participation and representation in all systems, structures or institutions
• Participation is a right (CRC Art.12).
• We all experience participation in our lives and it is a basis for C & G. Our work on
citizenship encourages the practice of empowering children as active, critical and
responsible citizens
• Participation can be passive (tokenistic) or active (taking part.
• Citizenship is helping children to act beyond personal interest and achieve

permanent change in the wider community
• Citizenship includes both building knowledge, understanding and confidence so that
children are able to participate in the communities in which they live
Two types of active participation – receiving and giving (often combined).

People learn, (i.e. gain knowledge) through participation with parents, friends, teachers.
• Active citizenship is participation to change things to improve one’s own life and
others live. It is proactive. It is done through giving time and effort.
• Active citizenship comes from empowerment (can be good or bad), for good it
requires Attitudes that respect & value others and their human rights, Knowledge &
Skills (AKS).
• C&G is about bringing change for the good of all, especially those who are
marginalised. This often means a redistribution of power/resources, which brings
tension.
• Collective action is usually more effective in bringing change than working alone.
CC&G work is thus about facilitating children to organise and act collectively as
citizens.
A definition of Children and citizenship
Children’s citizenship is about the active participation of girls, boys and young people in the
social, economic, political and cultural arenas. It is an incremental process in which they
develop the skills, understanding and values to influence decision making and outcomes at the
local, national and international levels in an environment, which recognises them as competent
social actors.
Citizenship for children and young people empowers them to exercise their rights and
responsibilities alongside adults in the interest both of their peers and others. Their
participation challenges existing inequalities and the root causes of poverty and positively
contributes to a more just and democratic world.
Save the Children, Cross-regional workshop on citizenship, London 2001.

Governance is about how things will be done (decisions made), and how resources will
be used.
41
7. Let’s Peel the Power Onion
• The Sticker Game Over Coming

Discrimination
• Power Onion- Types of Power
• Power Ball- Mapping Tool
• Bottlenecks of Children's Organisations
Go to Contents
42
Topic: Time:
The Sticker Game: 30 minutes
Overcoming Discrimination
This is a game to remind participants of the feeling associated with discrimination. Each
participant has one of three different possible coloured stickers placed on his/her
forehead. The participants then greet each person differently according to the colour of
his/her sticker e.g. a) red sticker– greet them with great joy; b) black – acknowledge
them; c) green – avoid them. After the game, a discussion is facilitated to share feelings
arising from being included/ excluded and views regarding discrimination.
Objectives:
By the end of the session participants will –
• Be able to empathise with what it feels like to be excluded from a group or

discriminated against
• Be aware of the groups of people in our society who are often discriminated against
and will recognise the negative impact of such discrimination
• Have thought of ways to overcome discrimination
Methods:
Experiential learning game
Materials Required:
3 sets of different coloured bindis/stickers: red, black and green, flip charts, pens, cello
tape.
Process:
Step 1 Introduce the game. The participants should be told that they are going
to play a greeting game. However, they have to greet people differently
according to the colour of the stickers placed on their foreheads.
Step 2 The facilitator should put one of three different coloured stickers on each
of the participants’ foreheads. The participants are not to know which
colour sticker they are wearing.
43
Step 3 Have the participants move around the room and greet one another (5-
10 minutes). They have to greet each participant in a certain way
according to the colour of the sticker on their foreheads.
a) If someone has a red sticker– this is a person who is very important to

you who you haven’t seen in ages. You are very happy to see them and
want to greet them very warmly.
b) if someone has a black sticker– this is someone, you pass everyday.
You want to greet them, but casually.
c) if someone has a green sticker– this is someone, you do not want to
see or greet as you think that s/he will cause trouble.
Step 4 Stop the game and split people into groups of 5-8 people each. If you
have participants from different countries/regions, it may be a good idea
to split the group up into smaller country /regional groups.
Step 5 The participants in each group are given 15 minutes to brainstorm. Ask
one person in each group to record the answers on a flip chart. Some
guiding questions:
• What does it feel like to have the red, black or green sticker on your
forehead?
• Are there any groups of people in our society who are regularly
excluded, left out or discriminated against? If so, who?
• What is the impact of such discrimination?
• How can we overcome such discrimination? What are our
strategies?
Step 6 After about 15 minutes, bring the groups together again. Explain that the
issues raised in this session regarding discrimination will be followed up
in further sessions. Furthermore, the flipcharts from each group should
be displayed for all to see.
Special Notes:
1. The facilitator can strategically place the stickers. For example, place a red sticker
on participants who have been quieter, and a green sticker on those who have been
most vocal.
2. Make sure there are a variety of different coloured stickers in each group so as to
encourage discussion.
44
Topic: Time:
Power Onion – Types of Power 1.25 hours
Played in a big group, this is a non-verbal game that enables participants to experience
how it feels to have various levels of power.
Objectives:

Explain power and its types (What do we understand by power? What happens when
the power dynamics change? Who can change the power equation? How can we do
this? Types of power: "power up/power to/power with/power within).
Methods:
Playing Card Game, presentations, large group discussions.
Materials Required:
Playing Cards (2-4 decks)
Process:
Step 1 Introduce the game
Step 2 Participants are asked to stand in a circle. They are explained the rules of
the games:
• Take permission from participants for taking part in the games.
• Inform the participants that this game may question some of their
existing power issues. If they wish they could be silent observers.
• Explain to the participants that this is a non-verbal exercise. Request
everybody not to speak until instructed
Step 3 Each participant is asked to pick a playing card from the deck of cards and
ask him/her not to show it to anybody.
Step 4 Explain to the group that the value on the card their status in society. For
example, if you are the ace you are the top most and if you are 2 then you
are in a powerless position.
Step 5 Ask them to move in a circle. Now let others see your cards and ask people
to position themselves in the circle according to their power status in the
group. The aces then kings, queens are to stay at the centre and others
have to flock around them, according to the position of the cards (Aces,
Kings high status, cards with 2 or 3s low status).
45
Step 6 Let them be in this situation for few minutes. Inform them that this is the only
time in the game when you are allowed to trade places with other
participants without saying something.
• Ask the 2 or 3s if they wish to become Aces or Queens and the reverse
• Ask if any one else want to trade places/position?
Step 7 Have the participants return to their original sitting positions. Snap them out
of the game and prepare them for group discussion.
Step 10 Discuss in a large group:

• What did you feel while participating in the game?
• Did anybody feel worthless or very powerful? If yes what made you feel
so?
• Which participants traded places and why?
• Does the game depict the true picture of present day society?
• Do we have people in powerful situation and others who are powerless?
• How can we overcome the power barriers?
Step 11 Conclude the exercise by reiterating the need to understand power (see
handout on power), and its effect on our daily lives?
• Take notes while people respond to your instructions for feeding back to the group
later in the plenary.
• Observe uneasiness and discuss later in the plenary.
• Ensure all participate in large group discussion.
Ace
King
Queen
Jack 10
4
3
46
Handout on Power
Concepts of Power
What is Power? How is Power used? What are the contexts in which the power
motive is expressed? Is power an entity?
A useful definition of power is 'predisposition to act, to influence". It is seen as

something one posse (an entity), if people believe you have it. Another view of
power is that of autonomy or mastery. There seems to be basically two basic facets
of power. One is that it is an attribute of a position in authority and second it means
being effective. Both are important elements and that how people perceive someone
(i.e. as being powerful or powerless) influences the person's effectiveness.
The following concepts would help us in understanding power and power relations.
➧ Power over (or under)

Here it denotes a power relationship of both domination and subordination.
➧ Power to
Creative and enabling
Essence of individual aspect of empowerment
➧ Power with
Here one shares powers with others. Power is perceived to be held collectively.
Sharing power collectively, for example, makes people feel empowered through
being organized and united for a common purpose or when a group tackles
problems together.
➧ Power within
This denotes the power on has within oneself, which is the basis of self-
acceptance and self-respect. This self respect will then hopefully extends to
respect for and acceptance of others as equals.
Social Power
What is the basis of social power? Power as categorised above is exercised through
either coercion, reward, acquiring the position and authority as an expert, by sharing
collectively. Power can also be had through reverent and legitimately.
Experts acquire power through reputation as an expert, but the expertise can be
challenged at times. Reverent power is derived from identification or liking for the
person. Legitimate power is what is usually given through acceptance by society
rules, regulations, which can also be challenged but usually is difficult. The power
derived by constitution, court of law, the police are examples of this type.
Power may be limited. The extent of power may be limited by situational norms. One
can only exercise power appropriate to the situation and the task in hand. For
example in the exercise of power by children, what kind of hierarchy is involved may
47
prescribe the limitation of power or on how power is exercised. In the case of

women, homemakers are supposed to have a lot of power in the home because of
their occupation as homemakers, but this power is often subject to control by men
and other women. Power may be also achieved by manipulations.
Power struggle is the expressed resistance to control of power from others or to take
power from others. Generally in such struggles, power exchange takes place where
one gains, the other loses. Power sharing as opposed to power struggle however
may make two or more parties in a 'power play' winners as opposed to one a winner
and the other a loser.
The family sets the prototype for power relations in a society. The common
explanation of lack of symmetry in power relations in society between men and
women, adult and child is that woman and children need protection because they are
weak. This is not the entire explanation. Advantages of education, income and law is
all on the side of men and adults. Sexual and age differential is rooted in patriarchal
kinship systems whose orgnising principles govern the rules for control, use and
distribution of resources, including control and use of labour and land.
Visibility and power are related. Children and young people are generally invisible
this is because their power is perceived to be limited. Increasing visibility in social,
cultural, economic and political sphere has positive effects in power relations.
48
Topic: Time:
Power Ball – Mapping tool 1 hour
This is an art activity, which explores power relations specifically in the lives of children
(in their peer groups, families, children’s organisations, communities, and schools, as
well as in wider society).
Objectives:

• Use power balls as a tool to explore power relations
• Have a greater understanding of the power relations in their own lives, communities
and organisations.
• Recognise the impact of power on the nature of our relationships, the way we feel
and behave towards others.
Methods:
Art, group discussion, brainstorming
Materials Required:
Flipchart paper, flipchart markers
Process:
Step 1 Participants should be brought together in one large group. The

facilitator should explain to the group that this activity would enable them
to explore the nature of power and power relations in their own lives and
organisations. They are going to create -“Power Balls”.
Step 2 Introduce the “Power Ball” concept. It is an image of a ball, which helps
people understand power relations better.
Step 3 The facilitator should draw a power ball for the larger group, so they
understand the concept. A large ball should be drawn on a flipchart and
a horizontal line should be drawn through the middle of the ball. It is
explained that the centre of the ball (middle of horizontal line) represents
one child or group of children. As an example, describe a particular child
like a rural girl child in South Asia. A rural girl is drawn/ written on a post-
it note and placed in the centre of the power ball (on the horizontal line).
49
Step 4 Have the group brainstorm that in the girl’s family has more or less
power. Those with more power are written/drawn on post-it notes and
placed above the girl (in the centre). Those with less power are placed
below. All the post-it notes should be placed in relation to each other.
Those with the most power should be placed at the top of the power ball,
and those with less power should be placed at the bottom of the ball (if
you don't have post it you can either do it directly on the flipchart or on
the ground).
The girl’s family members should include a: mother, father, grandmother,

grandfather, eldest brother who is married and earning, the sister in law,
an elder brother who has a disability, a younger brother and a younger
sister. The brainstorming and placing of post-its in the large group
should be carried out within 10 minutes.
Step 5 Split the group up into smaller groups. If the participants are from
different countries, you can split them into country groups. If you have
different organizations, you can split the group up into their organization
groups. Each group is given 20 minutes to create and discuss their own
“Power Ball Each group should can choose to make a power ball of
children and:
• their families;
• their peer group/ friendship groups;
• their schools;
• their children’s organisation; or
• their residence (e.g. street) or local community.
Step 6 While the group is creating their power balls, they should each discuss
questions regarding the nature of the power relations and their impact,
such as:
• Who has power?
• How do these power relations affect our lives?
• Do we behave differently with someone who has more power than
us? Less power than us?
• How does it make us feel?
• Why do some people have more power than others?
• Do some power relations change over time? (e.g. when children
become older)
Step 7 Once the groups have finished their power balls, the participants should
be brought back together in a large group.
Step 8 Each group should make a short presentation about their power ball and
the key issues that came up during the discussion.
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Step 9 In summing up, the facilitator(s) should explain how this tool could be
used to explore existing power relations in different settings. Power Balls
can also be used to visualise ideal power relations. For example, the tool
could be used to visualise what is the ideal distribution of power between
children (girls, boys, rich and poor, disabled or able bodied) and adults in
an organisation.
Power Ball of a Family
Grandfather
Father Grandmother
Mother
Younger
Elder sister brother
Girl
Younger sister
Disabled elder
sister
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Topic: Time:
Bottlenecks of Children’s 45 minutes
Organisations
This is an art activity, which helps participants identify the main challenges facing
children’s organizations. It is also appropriate for workshops with representatives from
children’s organisations. This activity is suitable for participants' -both children and adults
- who are engaged with children's organisations.
Objectives:

• Identify the greatest challenges facing children’s organisational development or
influence as change makers.
Methods:
• Art, brainstorming, and presentations.
Materials Required:
Flipchart with an image of a bottle, post-it notes, pens
Process:
Step 1 Explain to all participants that the purpose of the activity is to identify the
greatest challenges facing children’s organisational development or
influence as change makers. By identifying the challenges early in the
workshop, the group can try to find strategies to overcome them in the
remaining days.
Step 2 The facilitator should present an image of a ‘children’s organisations’ stuck

inside a bottle. This image should represent how some children are
organising themselves, but somehow they have less influence than they
would like. What are the challenges facing children’s organisations?
Step 3 Separate the participants into two groups: an adult group and a children’s
group. Each group has their ‘COs in the bottle’ image.
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Step 4 Give a large image (on flipchart paper) of a CO in a bottle to each group.
Give the groups 20 minutes to think about and express the main challenges
facing children’s organisations. (For example, challenges they face when
trying to develop their organisation democratically, influence adult decision-
makers etc.). Have the group record their ideas on post-it notes. Translators
need to sit with the children to enable them to record their ideas on post-its.
Once they have recorded their ideas, the post-it notes should be placed
inside the bottle.
Step 5 Bring the two groups back together into one large group. Have each group
share the key challenges that were raised.
Step 6 In the summing up, the facilitator(s) should explain that participants ought to
keep these challenges in mind during the remaining days, so that they can
apply some of learning in other workshop sessions and develop strategies to
overcome the challenges children’s organizations face. Near the end of the
workshop, the facilitator should re-visit the bottlenecks to see if the
participants feel more empowered with the skills and knowledge to
overcome such challenges.
Notes for Facilitator:
This activity should be conducted early on in the workshop, so that solutions to the
challenges raised in this activity can be addressed in the remaining time.
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8. We are Citizens: Participation to

Governance
• Active Citizen
• Rights and Responsibilities Part 1 Skit
• Rights and Responsibilities Part 2 Body of

Rights and Responsibilities
• River of Crocodiles – Risks in Participation
Go to Contents
54
Topic: Time:
Active Citizen 1.5 hours
This is an exercise exploring the participants' role as citizens in a family, community or

school situation. This activity should help make participants aware of their responsibilities
as active citizens in different contexts.
Objectives:

• See the difference between an active/ passive and negative citizen
• Realize the importance of being an active citizen and the responsibilities attached to
it.
Methods:
Role play, art, presentation
Materials Required:
Develop situation description for Role plays, drawings and presentation
Process:
Step 1 Divide participants into groups of 4 to 6. If it is a mixed group of adults

and children try to have equal number of adults and children.
Step 2 Provide each group with written situations around family, school and
community. The situation will be a mixture of adults and children playing
a positive/active and negative/passive citizen role.
The facilitators will need to discuss amongst themselves and prepare the
situation for groups to engage based on appropriateness to the local
area.
Step 3 Groups will be a given choice of role-play, art or other forms of

presentation. They will be given half hour to prepare and present
Step 5 Adult and children’s groups will make a 5 minute presentation to the
larger group
Step 6 5 minutes Feedback will be provided on each presentation

55
Topic: Time:
Rights and Responsibilities Part 1) Skit 45 minutes
This is a skit used to encourage discussion amongst the participants about which family
members have rights, and why.
Objectives:

• Understand that all family members: girls, boys, women and men have rights
• Appreciate how dominating adults can prevent other family members from realising
their rights
Methods:
Skit
Materials Required:
A short skit script depicting a family situation and conflict of rights. Handout on
Process:
Step 1 All the participants are gathered together to observe a ‘skit’ about rights
in the family. Children who have previously volunteered perform the skit,
and they prepare for the presentation the evening before.
Step 2 A 5-minute skit is performed. It is a skit about a family: father, mother,

daughter and son. The father orders all the family members around,
doesn’t listen to their views, but gets them to work to earn money to fulfil
his wishes and needs. If they don’t do exactly what he says he beats
them.
Step 3 Split the participants into smaller groups of between X and X number of
people. Ask each group to discuss:
• Which family members rights are being met? How? Why?
• Which family members rights are not being met? How? Why?
• In the family who should have rights?
Step 4 After 7 minutes each group is allocated one character from the play and
are asked to give this character from the skit one piece of advice. What
advice would they give?
Step 5 Groups come back to the larger group and share their experience
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Topic:
Rights and Responsibilities Time:
30 - 45 minutes
This is a visual exercise to encourage participants to think about what rights and
responsibilities children should have. In this activity, participants will also be provided
information about the rights of children, according to the UNCRC
Objectives:
• Have created drawings showing their perspectives on children’s rights and

responsibilities
• Have knowledge of the four main types of rights of the United Nations Convention on
the Rights of the Child (survival, protection, development and participation)
• Are able to categorise children's rights they have identified under the four CRC
baskets of rights.
Methods:
Art, group discussion,
Materials Required:
Large sheets of flipchart paper stuck together or a long roll of paper, flipchart pens (red
and black) and cello-tape
Handout: Main points from the relevant UNCRC articles.
Process:
Step 1 Part A:
Bring the participants together in one large group. Explain that the first
part of the session the participants will explore what rights and
responsibilities participants think that children should have.
Step 2 Split the bigger group into at least half. If you have children and adult
participants, split the groups into an adult group and a children’s group.
Step 2 The facilitator should ask for 2 volunteers (or more depending on the
number of groups) to lie down on a large piece of flipchart paper on the
floor. Ask a participant to draw around his/her body shape.
57
Step 3 Have all the participants sit around this ‘body’. Explain that this body will
become a child's ‘Body of Rights and Responsibilities’. Ask all the
participants to brainstorm the rights that they think children should have.
The participants’ suggestions are recorded (through word or image) with
a red pen inside the body. Continue with this exercise until all the ideas
are expressed.
Step 4 Ask the participants to consider what responsibilities children have. If we

want to ensure that our rights and the rights of other people are to be
realised what are our responsibilities?
Participants’ suggestions as to their (children's) responsibilities are
recorded inside the body with a black pen. Ask the participants to look
at the rights listed and consider if there are any corresponding
responsibilities (e.g. right to speak, responsibility to listen).
Step 5 Bring the two groups together into one large group and share the ideas.
Step 6 Part B:
The facilitator should share brief information about the UNCRC and the
four main types of rights:
1. Survival, 2. Protection,
3. Development and 4. Participation.
Share the hand out on 'some of the main points from the relevant CRC
articles'.
Step 7 Split the participants back into their smaller groups.
Step 6 Ask the participants to look back at their ‘Body of Rights’ and categorize
them. Have the group try to find rights in their “body” and label them
under (1) survival, (2) protection, (3) development or (4) participation.
Step 7 Ask the participants to display their ‘Body of Rights and Responsibilities’
for both groups to see the similarities and differences.
Notes for Facilitator:
In a mixed group, this session should be run separately (and simultaneously) for adults
and children. The ‘Body of Rights and Responsibilities’ for both groups can be displayed
during the break time for comparison.
The adults could be encouraged to categorise ALL of the rights listed in their ‘body of
rights’.
58
Rights and Responsibilities: Handout 1
Main points from the relevant CRC articles.
Article 12 (The child’s opinion)
1. State Parties shall assure to the child who is capable of forming his or her own views the
right to express those views freely in all matters affecting the child, the views of the child
being given due weight in accordance with the age and maturity of the child.
2. For this purpose, the child shall in particular be provided the opportunity to be heard in
any judicial and administrative proceedings affecting the child, either directly, or through a
representative or an appropriate body, in a manner consistent with the procedural rules of
natural law.
Article 13 (Freedom of expression)
1. The child shall have the right to freedom of expression; this right shall include freedom to
seek, receive and impart information and ideas of all kinds, regardless of frontiers, either
orally, in writing or in print, in the form of art, or through any other media of the child’s
choice.
Article 14 (Freedom of thought, conscience and religion)
1. State Parties shall respect the right of the child to freedom of thought, conscience and
religion.
Article 15 (Freedom of association)
1. States Parties recognise the rights of the child to freedom of association and to freedom
of peaceful assembly.
59
Rights and Responsibilities: Handout 2

Children, Citizenship & Rights
What is a Human Right?
• Something people formally agree to, nowadays usually States

Collectively at the UN on behalf of their peoples, e.g.
Treaty/Covenant/Convention.
Examples? (UDHR 1948, CRC 1989)
• Places obligations on others to make it a reality, usually State governments.
• Because HRs are for everyone it gives rights-holders duties and responsibilities as well
as rights.
HR international Covenants & Conventions cover areas of political, civil, social, economic
and cultural rights.
CRC
Who knows what it stands for?

CRC emphasises that children are Rights-holders.
Explain that CRC an international human rights document for children.
It contains all the above areas of rights.
What enables/entitles children to be citizens?
There is a debate.
Legal definition:
Full citizenship with the vote, when 18/21 years old BUT CRC is a legal international
document and Art.12-15 gives children certain rights usually associated with citizenship.
Explain Articles 12-15.
Participation definition:
Children by taking part and advocating change are acting as active citizens. Doing this
collectively is usually more powerful.
Examples of Children exercising Active Collective Citizenship

• Children’s Organisations having a voice and advocating to adult decision-
makers,
e.g. Children’s Village Committees, Ladakh; Makkala Panchayat,
SMTA & Bhima Sangha, India; Child Brigade, Bangladesh;
Children’s Parliament (Bal Sansad), Rajasthan; 1000 Child Clubs,
Nepal, also in Thar desert, Pakistan, NSDC, Sri Lanka and among
Bhutanese refugees in Nepal to mention some.
60
- Research by COs. In Juvenile Justice issues (B), HIV/AIDS (N),

Environment (C.A.)
- Advocacy by Children. Use of the radio, press, own wallpapers,

Campaigning, etc.
- Children’s Agenda. To Parliamentary Lobby (S.L.), UNGASS, etc.
Growing Recognition of Children as Agents of Change.
Children’s views are increasingly being sought as they have a distinct contribution to
make. Will the following be examples?
The UN General Assembly Special Session on Children in Sept. 2001 to follow up on

the World Summit (WSC) of 1990.
Children’s views on the review of WSC, the development of a New Global Agenda for
Children and participation at the Special Session are being sought.
A Global Movement for Children (GMC) is being proposed. Should it be ‘of’ or ‘with’ rather
than ‘for’ children? What do children want?
The aim of GMC is to get much more clout for children by developing a movement working
for the rights of children worldwide. It would require a system of linking COs and other
interested parties together. How do we ensure that COs are not sidelined in this process
and that adults don’t take it over? Whose agenda will be advocated?
Do children want a partnership with adults?

If so how should it work?
Human Rights – are the internationally agreed written legal and moral entitlements that
you can claim as yours and which make you a ‘rights-
holder’. Everyone has rights – adults and children (every country except two has signed
the ‘Convention on the Rights of the Child’). To ensure your rights are given to you certain
institutions and people have obligations to see you receive them, e.g. the State,
government, civil society, local leaders, community, family.
61
Topic: Time:
River of Crocodiles - Risks in Participation 1. 5 hours
This is an outdoor game, which focuses on participation and risk-taking in teams.
Objectives:

• Explain and experience participation
Methods:
Adventure games, team work, large group discussion
Materials Required:
Newspaper and open ground
Process:
Step 1 Facilitators forms teams in equal numbers. A minimum of four and a

maximum of eight per team are recommended. The teams are formed in
mixed groups of adults and children.
Introduce the game

Step 2
Facilitators to decide the start line and the end line and need to inform the
participants accordingly.
Step 3 Each team is given sheets of newspaper. They are given half, as many
sheets of paper as there are people in the team. (I.e. If there are 12 people
in a team, the team will get 6 pieces of newspaper.)
Step 4 Explain the task to the teams
• Show them the start line and the end line. The space between the lines
is if full of crocodiles.
• In order to crossover, they cannot afford to lose any of their team
members to the crocodiles.
• The only way they can cross the river is by building a series of stepping-
stones over it by using newspapers.
• They need to use the supplied news sheets in order to cross over
without letting any of their members fall if they do fall them the teams
starts all over again.
62
Step 5 The facilitator(s) should declare the winners, and bring the teams back into a
large group.
Step 6 The facilitator should lead a discussion on what was learned.

• Who won and why?
• Did all participate? Was anybody left out for being clumsy?
• List all the positive points of participation in a group?
• Did the group work against odds?
• What were the risks? Barriers?
• How can you relate this to your lives?
Step 7 Conclude the exercise by reiterating the need for everyone to actively
participate in order to accomplish tasks and goals.
• Ensure all participate in large group discussion

• This activity can be modified depending on the size of the group
63
9. LIFE SKILLS
• Working in Organisations and team work
• Trust Falling
• Guided Walking
• House of Straw and Pins – Assertion
• Chairs: Problem Solving and Negotiation
• Knots – Co-operation to Overcome

Problems
• Communication – We are Just Talking
• Why? Why? Why? Analysis
• Arm Wrestling: Conflict or Co-operation
Go to Contents
64
Topic: Time:
Working in Organisations and Team Work 1. 25 hours
Brief Description of the session:
This game, played in teams, explores leadership, planning, problem solving, and use of
resources, risks, time management and participation.
Objectives:

• Explain the basic management skills required in teams, for example in a children’s
organisation
Methods:
Games and large group discussion.
Materials Required:
Old newspapers, glue, rope, cloth etc.
Step 1 Facilitators forms teams in equal numbers. A minimum of four and a

maximum of eight per team are recommended. The teams are formed in
mixed groups of adults and children. A facilitator per group is required and
assigned. The facilitators will need to be instructed on their tasks.
Step 2 Introduce the rules of the game:

• All participants will be given an equal number of old newspapers and
glue
• All teams are to start and end at the same time. It is going to be healthy
competition between all teams
• They are supposed to make chain with the help of newspaper strips.
• Each group has to collectively decide and make a bid of the number of
knot in the chain it can make.
• The group which makes bids for maximum numbers of knots in the chain
and is able to fulfil its bid wins the game
Step 2 A facilitator assigned to each group to observe the group and for
timekeeping and ensuring that the rules are adhered to.
Step 3 Ask each group to name their group and to bid for the no of knots that they
feel they can make. Encourage them to bid higher. Record the bids on the
flip chart. (sorry, I don’t understand)
65
Step 4 Let them start the game. Allocate 15 minutes for the game.
• Facilitators assigned to each of the group should be carefully observing

for the fastest member of the team. After 5 minutes, ask the observers of
all the groups to tie the hands of the fastest member in the group.
Observers need to be instructed beforehand about this. They should be
ready for some resistance from the members and the group.
• After another 5 minutes ask the observers to blind fold the eyes of now
the fastest member in the group. Observers need to be instructed
beforehand about this. They should be ready for some resistance from
the members and the group.
• They continuing observing the group activity
Step 5 After all the time is up, the facilitator(s) should count the number of knots in
the chain and declare winner.
Step 6 The facilitator should bring the teams back together and initiate a group
discussion. Some questions for discussion:
General Questions:
• Which team won and why?
• What was the winning strategy? How did they over come obstacles?
• How many of us underestimated our skills? Why?
• How many of us over estimated our skills? Why?
Questions for members whose hands were tied/ blindfolded:

• How did you feel when your hands were tied or when you were
blindfolded?
• Once you were blindfolded or your hands were tied, what did you do?
Did you continue participating or silently observe?
• How did your team members react?
Question for observers:

• What in your opinion were the strengths of the winning team in terms of
planning, coordination, communication, trust, over coming obstacles,
alternative leadership, etc.
Step 7 Conclude the exercise by reiterating the need and importance of applying
basic life skills in organisation and team work
• Facilitators observing the teams should be given instructions and materials including
rope and piece of cloth for disabling participants before the game. They should hide
them and not let others see.
• Once the game is finished, you should display the chains around the hall.
66
Topic: Time:
Trust Fall 25 minutes
This is an activity, which teaches team building and requires trust between individuals
and their teams. One person places their complete trust in their group members who
work together to prevent the volunteer from falling
Objectives:

• Demonstrate their trust for members in their team.
• Recognise the importance of trust in team processes.
Methods:
Game
Materials Required:
None
Process:
Step 1 Using a game, separate the participants into groups of 7-9 people.
Step 2 The facilitator(s) should explain to the groups that they are going to play
a trust game to demonstrate the trust they have in their fellow team
members.
Step 3 In their groups, the participants are asked to make tight circles by
standing shoulder to shoulder. The facilitator should ask for one
volunteer from each group. That person should stand in the middle of
the circle with his/her eyes closed. His/her arms should be at his/her
side. Make sure the volunteer is standing straight and stiff. The
facilitator(s) should ask the remaining participants to take one more
small step forwards so that they form a tight circle around the volunteer
(make sure that the circle is so tight that all the participants shoulders
are touching one another). Ask all the participants forming the circle to
put their hands up by their chests.
67
Step 4 The facilitator should ask the volunteers in the middle of the circles to fall
in any direction. They should be told that their team members would
support them and prevent them from falling.
The participants in the circle should have both their hands up ready to
support the falling volunteers. They will gently push them back into
upright positions.
Step 5 One of the facilitators can volunteer to stand in one of the circles to
demonstrate how the game is played. The game necessitates that one
person places their complete trust in their group members to prevent
them from falling over. Thus, highlighting the importance of trust and
team work.
Step 6 After a few minutes another participant is encouraged to volunteer to

stand in the middle and the game is replicated. The game should be
repeated until all the group members have a chance to be in the middle
of the circle if they want.
Step 7 At the end of the game participants are encouraged to reflect on the
importance of trust in teams and the difference trust or lack of trust
makes to a team’s ability to function.
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Topic: Time:
Guided Walking 15 - 30 minutes
This is a game to build trust between individuals. In pairs, participants are asked ‘lead’
their ‘blind’ partner. This game is good for fostering a sense of trust between two people.
It is also a good game for raising awareness of and sensitivity to the situation of people
with visual impairments.
Objectives:

• Appreciate the benefits of a trusting relationship
Methods:
Game
Resource Required:
Blindfolds
Process:
Step 1 The facilitator should ask participants to form pairs. It is explained that
they are going to play a trust game.
Step 2 In pairs, participants are asked to decide which person would lead and
which will be guided first. The person who elected to be guided must
either be blindfolded, or close his/her eyes.
The ‘lead’ should guide his/her ‘blind’ partner around the room, or
outside if possible. The leading can be done by taking a hand, a finger,
linking arms or by staying close and giving verbal directions. The lead
must guide the “blind” person around the given space, avoiding all
obstacles.
Step 3 The facilitator(s) should, encourage the leaders to let their partners
touch different textured objects. This will enable the “guided” person to
learn more about his/her surroundings through senses other than sight.
Step 4 The facilitators can give a demonstration of this activity first. The
participants then start their own guided walking in pairs.
Step 5 After a period of time, the facilitator(s) should ask the participants to
swap roles.
69
Step 6 After the game has been played, the participants come together in a
plenary and the facilitator(s) should encourage the participants to reflect
upon the process and what they have learnt from this game. (what does
this mean? Is there a group discussion?
Facilitators need to be alert to any pair that might be getting into difficulties. They must
also ensure that the area chosen for the exercise is free of dangers.
70
Topic: Time:
House of Straw and Pins - Assertion 1. 25 hours
Game played in three-sub group with three styles. Participants learn to differentiate
between behaviours thorough a problem solving game – Straw and pins
Objectives:

• Differentiate between assertion, aggression and passive behaviours
• Define assertion
Methods:
Game, large group discussion

Large group discussion
Materials Required:
Bundle of straw and office pins
Handouts: Provide notes on assertion, aggression and passive behaviours.
Process:
Step 1 Introduce the game:

• In 3 groups, the participants are to build a house of straw using straws
and pins.
• All group member have to work in accordance to what the leader says
• Members are not allowed to question authority
• The groups have 10 minutes to complete the task.
Step 3 Make three equal size groups and ask the participants to name their groups.
Step 4 Ask each group to vote for a leader.

71
Step 5 Once the leaders are chosen, the facilitator(s) should ask the three leaders
to step aside or into another room, if they need a separate set of instructions
in order to structure the game). Inform the leaders that they will each need
to lead in a specific way throughout the game. It should be explained that
they are not allowed to share the instructions with others until the end of the
game.
The facilitator(s) should assign the following “leadership styles” to each of

the three leaders:
Passive: This leader does not care if the house is build or not. S/he does
not take any interest in getting the house made and s/he does not lead nor
lets anyone else lead.
Aggressive: This leader takes charge of the entire stock of pins and straw
and either builds the house on his/her own or gives demeaning instructions
to others as though they were his/her slaves.
Assertive: This leader makes sure that everybody participates. He/she

ensures that all point of views are heard and group consensus is reached.
S/he allows others the opportunity to give their opinions but at the same time
ensures that the work is done.
Step 6 After 10 minutes the facilitator(s) should stop the game and see which group
has finished the task. Invariably, the group that finishes the task first is the
one with the assertive leader and the group, which finishes last, is the one
with the passive leader. The aggressive leader might finish the task but the
group members will probably be very disappointed in him/her.
Step 7 Bring the group back together and facilitate a large group discussion. Some
of the questions that can be asked are:
• Which group was able to build a house of straw and why?

• Whose house of straw is the most beautiful?
• What did you feel while building the house?
• How was your leader - very co-operative, passive or aggressive?
• Did s/he allow you to express your point of view?
• What was good about the leadership in your group?
• What was bad?
• Would you have preferred to be in another group? If yes which one and
why?
• Are there people like this around us?
• Are only adults like this or are some children also seen to exhibit all
three behaviours?
• Do you think everybody is born assertive?
• How do you become assertive?
• Is it important for us to assert our point of view?
• What are the various ways of asserting ourselves?
72
Step 7 Conclude the exercise by reiterating the need to practice assertive

behaviour. Assertion simply is: “I respect your rights and you respect mine.”
It is a win - win situation
• If the group is large make 6 groups and have 2 leaders of each type.
• The instructions should be clear and precise.
• Give instant feedback in case of any confusion
73
Topic: Time:
‘Chairs’: Problem Solving and Negotiation 30 minutes
This is an activity that teaches problem solving, negotiation skills and the benefits of co-
operation. Different groups are given different sets of instructions about a task they must
complete, making cooperation difficult.
Objectives:
By the end of the session participants will be -
• Aware of cultural differences in dealing with conflict

• Aware that some conflicts can be solved through problem solving, negotiation and co-
operation.
Methods:
Game
Materials Required:
Three sets of instructions typed on paper (please see hand-out X attached to this activity)
Process:
Step 1 Split the participants into smaller groups of a maximum of 5 per

group. They will have 10 minutes to complete the task.
Step 2 Participants from each group are given one of three instructions:
a) “put all the chairs in a circle. You have 10 minutes to do this.”
b) “put all the chairs near the door. You have 10 minutes to do this.”
c) “put all the chairs near the window. You have 10 minutes to do
this.”
Step 3 Ask the participants to follow their instructions without showing their
slip of paper to anyone else.
Step 4 Have the group begin and after 10 minutes, stop the activity and bring
the participants back into the larger group
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Step 5 The facilitator should lead a group discussion reflecting on what has
taken place and to share their experiences. For example:
• How did you relate to people who were doing different things?
• Did you follow the instructions whatever the cost?
Did you find out about the different instructions? What did they
feel then?
• Did you argue, persuade, co-operate, struggle or give in?
• How did your background or culture influence the way you
behaved?
• How does this game relate to everyday life?
Groups often burst into intense action. The level of conflict needs to be monitored and
participants may need to be reminded of the basic ground rule of non-violence. This activity
should be done when the participants are fairly familiar with one another.
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Topic: Time: 30 minutes

‘Knots’ – Co-operation to Overcome
Problems
This is a group game that helps participants understand the need for co-operation and
communication Groups form human knots and then have to figure out how to get out of
them.
Objectives:

• Recognise the importance of cooperation and communication in overcoming
problems
Methods/Tools:
An experiential game
Resource Required:
None
Process:
Step 1 Split the large group into small groups 6-9 persons. The facilitator(s)
should explain to the groups that they are going to play a game
which requires group cooperation and communication to overcome a
problematic or ‘knotty situation’.
Step 2 In their groups, ask the participants to form a close circle with their
eyes closed. They are asked to stretch out their arms in front of them
and to grasp other people’s hands. Make sure that everyone is
holding two other people’s hands in each of , theirs.
Step 3 Once connected, ask the participants to open their eyes. The whole
group is in a ‘human knot’. Without letting go of their partner’s hands
they have to work together to try to undo their ‘knot’ so that they are
standing together in a circle.
• In Step 2 the facilitator may want to sort out any links of more than two hands, or
connect any strays.
• Safety, touch and gender issues need to be considered by the facilitators.
• This exercise may produce more than one circle from the original group.
76
Topic: Time:
Communication - We Are Just Talking 1 hour
Communication is the vital life skills of the people by which they can share ideas,
opinion, facts and feelings. This skill is developed through practice, practice and
practice. Good communication requires selecting, organising, presenting messages and
listening. This exercise will help participants discuss the means of communication.
Objectives:

• Identify the barriers of one-way communication.
• Understand the factors that help communication.
Methods:
Drawing, discussion
Materials Required:
Pens or markers, paper, simple pictures or drawings (these could be of a garden, a ship,
a cup and so on that can be described easily).
Handouts:
Points to be considered while communicating. (where can this be found? Should this be
referred to?)
Process:
Step 1 Share the aim, objectives and process of the session.
Step 2 Distribute pens and paper to all the participants. Ask one of the
participants to be a volunteer.
Give the volunteer a piece of paper with a simple drawing on it. Ask the
volunteer to describe the drawing to the large group without allowing
anyone to see the actual picture. All participants have to draw as per the
explanation of the volunteer. They should not write down words, but
draw the picture as is described by the volunteer). The volunteer is not
allowed to repeat instructions and the audience is not allowed to ask to
repeat any of the instructions.
Step 3 Once the volunteer has finished his/her explaining, have the participants
share their drawings with one another. Then have the volunteer show
the original picture to the audience.
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Step 4 The facilitator(s) should lead a group discussion. Some points for
discussion include:
• The volunteer said the same thing to all but why are the drawings
different?
The possible answers may be:

• The volunteer was not specific.
• S/he was not prepared in advance so did not know from where to
start.
• Translation was not appropriate.
• We did not listen properly.
• The words and language used by the volunteer was not
understandable.
• It was not a dialogue but was one-way communication.
Step 5 The facilitator should lead a brainstorming session. This short exercise
posed many problems, so how do we all communicate with others in our
daily lives? We often blame others for not having proper communication
but it applies equally to all of us. Have the group brainstorm to come up
with other barriers to communication. Write down the answers on a
flipchart.
Step 6 Split the larger group into X number of smaller working groups. If you
have people who speak different languages, split the groups up along
language lines.
Step 7 Ask the smaller groups to brainstorm ways to overcome communication

barriers.
Step 8 Bring the groups back together into one. Have the small groups share
their findings in a plenary.
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Topic: Time:
Why? Why? Why? Analysis 30 - 45 minutes
A simple analytic tool ‘why? why? why?’ is used to enable participants to critically
analyse key questions that are related to life skills they are learning in this workshop
Objectives:
• Use a simple analytic tool to critically question

• Recognise the multiple benefits of certain life skills (e.g. co-operation,
communication)
Methods:
Sharing, analysis.
Materials Required:
Flipchart paper, flipchart pens
Process:
Step 1 Split the participants into groups of X people each Explain that this
session is meant to encourage critical questioning and analysis by
children and children’s organizations (which can also be sued for any
other organisations), and also aims to share a simple tool for such
analysis.
Step 2 Using the question: Why should children have their own organizations?
Provide an example of how a why? Why? Why? Analysis is done.
Step 3 Give each group a key question regarding one aspect of life skills (which
are the aspects of life skills taught? Can we list them out?). For example:
Why is trust important? Why is cooperation / problem solving /
communication / negotiation important? Ask the group to discuss why
these aspects of life skills are important. Have the group record their
answers on flip chart paper.
Step 4 Using a why? Why? Why? Flow chart participants are asked to explore
their question. (what is this?) For example, the participants in one group
are initially asked to brainstorm the varied reasons why trust is
important. Then for each of the answers given they are again asked to
explore why each of the answers given is important. Then a third level of
critical questioning should be asked: why? (Can you provide a sample
of this so it is easier to understand?)
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Step 5 Bring the small groups back together into a large group. Ask
participants from each group to share their feedback regarding the
importance of trust, cooperation, problem solving, communication and
negotiation. Participants are also encouraged to comment on the
usefulness of this why?Why?Why? Tool.
Step 6 The facilitators should conclude the session by further reiterating that
critical questioning by children and children’s organisations (or any other
organisation) is important and should be encouraged.
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Topic: Time:
Arm wrestling: conflict or co-operation 30 minutes
Pairs of participants are asked to arm wrestle with each other to win sweets. This game
is a powerful way of making pairs of children /adults consider the benefits of co-
operation as opposed to competition or conflict. It reinforces the value of win-win
solutions.
Objectives:

• Appreciate the benefits of cooperation as opposed to competition or conflict
Methods:
An experiential game
Materials Required:
Lots of sweets, a table and two chairs.
Process:
Step 1 Have the participants gather in one large group. Explain that they are
going to play an arm wrestling game to win sweets. Ask all the
participants to form pairs with someone who is a similar height and build.
Step 2 The facilitators set up the room. The participants go pairs into the ‘arm
wrestling’ room. Depending on the numbers of all the pairs can wrestle
at the same time or in batches.
Step 3 Ask the participants to sit on chairs either side of tables. Each participant
places his/her elbow on the table and clasp hands with his/her partner,
with forearms touching - ready to arm wrestle.
Step 4 The facilitator should explain that the pair will be given 30 seconds to
arm wrestle, and in that time whoever wins will be given sweets. Each
participant will be given a sweet for each time s/he wins within the 30
seconds.
Step 5 Begin the arm wrestling.

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Step 6 After 30 seconds, stop the game and award the winner (if there is one)
with sweets.
Step 7 Explain to the participants that they are now going to get another chance
to win sweets. Ask them to think about how they could cooperate so as
to win MORE sweets. Begin the second round of arm wrestling.
Step 7 After 30 seconds, stop the game. Again, give participants the number of
sweets according to the number of time s/he ‘wins’.
Step 8 Bring the pairs back into a large group. Encourage them to reflect on the
benefits of cooperating rather than competing. This is a group
discussion. The aim is that the ‘win win’ philosophy is further reinforced.
In the first round most participants tend to compete against each other. They spend
most of their time battling and win few sweets. However, in the second round most
participants realise that if they cooperate they can win more sweets. Participants often
agree to take it in turns winning, so that they both (in turn) win more sweets. The
strategy of co-operation only works if one participant agrees to lose, offering no
resistance, so that his/her partner can literally tap this person’s arm on the table about
60 times in the 30 second period. This strategy requires cooperation and trust, that the
winner will then share their winnings equally!
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10. Organisational Learning Skills
• Organisational Learning Team Drawing
• Making a Children’s Organisation’s

Dream a Reality (CFs)
Go to Contents
83
Topic: Time:
Organisational Learning 'Team Drawing’ 20 -30 minutes
Participants work in small groups to create a drawing together, without speaking. Each
person takes it in turn to make ‘one stroke’ with a flipchart pen until a drawing has been
created.
Objectives:
By the end of the session participants will be able to-

• Appreciate the benefits of how co-operation and a collective vision can enhance
team efforts.
Methods:
Drawing
Materials Required:
Flip chart paper, pens
Process:
Step 1 Introduce the game. Split the participants into small groups of six to ten
people each. Explain that, without speaking, each team member must
take it in turn to make ‘one stroke’ with a flipchart pen. Collectively (but
without speaking) the team has to make a drawing. (is there a time
limit?) Make sure to explain to the groups that all the team participants
have to make a stroke, and no one can make more than one stroke.
Step 2 Have the groups begin.
Step 3 After 5-10 minutes, stop the game. Ask the participants to come
together in a large group. Ask the participants to share their collective
drawing and to reflect on the process and their experiences. (is this a
group discussion? Or is it just a question and then leave it at that?)
During the discussion, the participants often raise the point that if they had a collective
vision as to what they were going to draw prior to starting, they would have been more
co-operative and more effective.
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Topic: Time:
Making a Children’s Organisation’s 2 – 3 hours
Dream a Reality
In a mixed group of both adult and child participants, this session will be held separately,
though they are on the same subject. The children's, group and the adult group will
present their results in the plenary. This will provide us with different perspectives.
For Children Facilitators
Guided meditation (5 mins.). (is there a handout to explain how to do this?)

Great dreams – extract from Martin Luther King’s “I have a dream” for real freedom of
Negroes in USA (5min). (is there a handout with the speech for them to read?)
Diagram describing exercise (5 min). (is there a diagram that should be attached to this
activity?)
Questions to guide planning for presentations (5min).

• What is the dream for your CO?
• Where is your CO now? What are its strengths and weaknesses?
• What values does your CO promote? Do they need to be revised to achieve its
dream?
• What are the barriers your CO faces in reaching its dream?
• Does your CO have any allies to help you?
• What strategies do you need to adopt to achieve your dream?
• How will your CO ensure sustainability?
One hour to plan (1120-1220) followed by 5-minute presentation each by children and
then adult from same CO to the plenary and 10 minute discussion of presentations.
12 presentations of 5 mins. will take 1 hour and the 10 mins. Discussion after each pair
of presentations another hour so needs to allow 2 hours for presentation ie begin at
12.20 latest.
Objectives:
• Have thought about what they wish their CO to achieve.

• Have reviewed the values promoted by their CO and whether they need revising.
• Have assessed the barriers and potential allies and worked out strategies for
reaching the dream.
Have decided how they will ensure their sustainability.

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Methods/Tools:
Talk plus use of diagram

Group discussion and presentation by any appropriate means.
Resource Required:
• Training Materials:
Paper & coloured pens.
• Handouts:
Process:
Step 1 Guided meditation
Step 2 Martin Luther King’s Speech.
Step 3 Explain diagram and exercise.
Step 4 Give out questions. They should be translated the night before.
Step 5 1 hour planning of presentation by CFs from each country. They will
have to choose one of the COs for the exercise. The CO chosen should
NOT be from Butterflies, SMTA or Bhima Sagha but they should very
much assist whichever CO is chosen for this exercise.
Step 6 Once the CO for the exercise is chosen this must be communicated
immediately to the AFs.
Step 7 5 minute presentation by CF & AF from same country CO to plenary.
Step 8 10 minute plenary discussion on presentations.
! The AFs need where possible to take the situation chosen also by the CFs so they
are both discussing the same CO. Facilitators need to ensure this is communicated
asap.
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11. Now We Can Facilitate
• Facilitation
• Training Spiral
• My Role as a Facilitator
• Experiential Learning
• Designing a CC&G workshop
Go to Contents
87
Topic: Time:
Facilitation 45 minutes
Participants will be introduced to the definitions of facilitation and training. They will also
be familiarised with the difference between training and facilitation.
Objectives:

• Define facilitation and training
• Explain the difference between facilitation and training
Methods:
Brainstorm, presentation, and large group discussion
Materials Required:
Handout or overhead projector of the difference between facilitation and training.
Process:
Step 1 Introduce session to the participants in one large group.
Step 2 The facilitator should lead a group discussion about training and facilitation.
First, ask the participants to think of what comes to mind when they hear the
word ‘training’. Write their ideas down on the flip chart.
Second, ask the participants to think of what comes to mind when they hear
the word ‘facilitation’. Write down their ideas on a flip chart. Ask the
participants if they thing there is a difference between the two? If so, what is
it?
Step 5 The facilitator should then present the difference between training and
facilitation. (how is the facilitator going to know this? Is there any guiding
materials? ).
Step 6 Reiterate that in this workshop we are trying to move towards becoming
facilitators. Ask one volunteer to sum up the main points of the
presentation.
Step 7 Conclude the exercise by reiterating the need for development workers to
shift from just content based training to process based facilitation
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Note for Facilitators:
• The presentation might bore a few participants. Make it interesting by adding and
taking from their experiences of attending or facilitating recent programmes
• Ensure maximum participation in the large group discussions.
• If there are child participants, ask one of them to summarize the session
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Topic: Time:
Training Spiral 45 minutes
Participants will be introduced to the training cycle. They will be familiarised with all the
keys stages of a training cycle: training needs assessment, identifying learning
objectives, planning a training programme, organising a training programme,
implementing a training programme, and evaluating a training programme.
Objectives:

• Define training cycle
• Explain all the stages of a training cycle
Methods:
Brainstorm, presentation and large group discussion.

Slide on training cycle, handout on training cycle and stages
Process:
Step 1 Introduce session to the large group.
Step 2 Ask participants to brainstorm on what goes in a training programme. Write

al the ideas on the flip chart.
Step 3 The facilitator(s) should then lead a group discussion:

• Are there any events that happen in the beginning?
• Events that take place in the middle?
• Events towards the end of the training programme?
• Events that run throughout the programme?
Give an example of what an event is, i.e. training evaluation is an event).
Step 4 Once the group has identified key tasks in developing a training, work with
the group to categorise them according to:
• Pre training programme
• Training programme
• Post training programme
Step 5 Introduce and explain the training spiral. Reiterate that training happens in a
cyclic manner. It is not just a short-term event but a long-term event used for
bringing about change.
Step 6 Ask one volunteer to sum up the main points.

90
Step 7 Conclude the exercise by reiterating that training is based on attitudes,

knowledge and skills and show the participants the human figure diagram.
taking from their experiences of attending or facilitating recent programmes.
• Ensure maximum participation in the large group discussion.
• If there are children participating in the workshop, ask one of them to summarise the
main points.
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Topic: Time:
My Role as a Facilitator 45 minutes
Participants will learn about the roles and responsibilities of a facilitator within any given
training situation.
Objectives:

• Identify and list the various roles of facilitators
Method:
Brainstorm, presentation and large group discussion.
Materials Required:
Flipchart paper, pens.
Process:
Step 1 Introduce the session. Training spiral, it must be explained and it should also
be included as a handout or overhead.
Split the larger group into smaller groups of X people. If there are
participants from different countries or regions, split the participants into
country or regional groups.
Step 2 Ask the participants to brainstorm (10 minutes) on the role of facilitators.
Ask them to keep the “training spiral” in mind.
Step 3 Bring the participants back into one group. Ask one volunteer from each
group to sum up the main points the group identified.
Step 4 Moderate the session and summarise the main points from the feed back
from the groups. Conclude the exercise by reiterating that facilitating is one
of the most challenging tasks but if you can ride on the wave of group
energy then it is interesting as well.
• Ensure maximum participation in large group discussion.
main points.
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Topic: Time:
Experiential Learning 45 minutes
Participants will be introduced to the experiential learning cycle. They will be familiarised
with all the keys stages of an experiential learning cycle: structured experience,
reflecting on that experience, generalisation of the experience and application of it.
Objectives:

• Define experiential learning
• Define experiential learning cycle
• Explain keys stages of a experiential learning cycle
Methods:
Brainstorm, presentation, large group discussion
Materials Required:
Overhead projector slide or handout on the experiential learning cycle and a handout
about the experiential learning cycle.
Process:
Step 1 Introduce the session.
Step 2 The facilitator should ask the participant brainstorm on what is experience,
experiential and learning. Write it on the flip chart
Step 3 Lead a group discussion.

• Do the participants think that this workshop was experiential learning?
• What will make any learning experiential?
• Does it make it easier to learn if things are experienced rather than told?
Why?
Step 4 The facilitator should then introduce and explain experiential learning cycle.
Explain the stages of:
• structured experience,
• reflecting on that experience,
• generalisation of that experience and
• application of that experience
Distribute the hand out on experiential learning with the held of the hand out.
Step 5 After the presentation is finished, ask a volunteer to summarize the main
points.
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Step 6 Conclude the exercise by reiterating that training happens in a cyclic

manner. It is not just a short-term event but a long-term event used for
bringing about change.
main points.
94
Hand out
Generalization of
that Experience
Why did it happen?
Application of that
Experience Reflecting on
How to apply it in my the Experience
context? What happened?
Structured
Reference: Kolb Experience
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Topic: Time:
Designing a Workshop on Children 1 - 2 hours
Citizenship and Governance.
Brief Description of the session:
In this session, participants will have the opportunity to design a CC&G workshop related
to an issue that affects them.
Objectives:

• Design a CC&G workshop
Methods:
• Practical “workshop” and large group discussion.
Materials Required:
None
Process:
Step 1 Introduce session. Split the large group into smaller groups of X people. If
there are participants from different countries or regions, split them into
country or region groups. Explain that in this session they will design a 2-
day CC&G workshop (It could be three-four day session depending on the
time availability). They should design the workshop around issues that
interests them.
Step 2 Allocated time (two hours) and ask them to return to be ready for
presentation.
Step 4 • Inform the participants that they will have to design and facilitate a model
session for the rest of the participants the following day.
• They may be allowed to use all the resources in the training hall.
Step 6 Ask a volunteer to sum up the instructions
Step 7 Conclude the exercise by reiterating that this is the most crucial time of the
workshop. The participants need to be as creative as possible while
designing their 1-day workshop. They should cash in on their experience
and background in working on CC&G.
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12. Evaluation & Energizers
Evaluation
• Movement Evaluation
• H-Assessment Evaluation
Energizers
• Theme Park
• Noise energizer
Go to Contents
97

‘Movement Evaluation’
This exercise will enable participants to evaluate the workshop in a non-traditional way.
Objectives:

• Express their feedback on the workshop
• Learn from other participants about the key positive and negative points in the
workshop, according to the participants.
Methods:
Movement evaluation
Materials Required:
'Strongly agree', 'agree', 'neutral' 'disagree' and 'strongly disagree' labels, chairs
Process:
Step 1 Set up 5 chairs across the room in a straight line. The chairs should be
labeled: ‘strongly agree’, ‘agree’, ‘neutral’, ‘disagree’ and ‘strongly
disagree’.
Step 2 All participants are asked a question. Some of the questions that should
be asked include:
(list some evaluation questions for them to follow, if they need to).
Step 3 All participants are asked to stand behind one of the chairs to represent
their answers.
Step 4 Once the participants are in position they are asked to explain to the
group why they are standing where they are. This should be repeated as
many times as the questions there are.
Facilitators need to carefully decide on the 'key evaluation' questions to ask

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Topic: Time:
"H-Assessment" Evaluation 45 minutes
This activity will enable participants to evaluate the workshop through the use of a visual
diagram.
Objectives:

• Evaluate the overall workshop: what was good and bad, and will have shared their
suggestions for improvement
• Be able to use the “H” Assessment as a tool for future evaluations
Methods:
A visual “H” Assessment – tool for evaluation
Materials Required:
“H” assessment tools made on large flipchart paper (one for each group) and flipchart
pens
The “H” diagram
Diagram of H- Assessment
☺ Good Group Name $ Bad
Ideas for Improvement

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Process:
Step 1 Bring all the participants together and explain that a “H” Assessment tool
is going to be shared to enable participants to evaluate the workshop.
This tool can be usefully applied by organisations in their future work.
Step 2 Split the participants up into smaller groups of about X people each. If
there are people from different countries or regions, split the participants
up into country groups. Give each group a large sheet of flipchart paper
with the shape of an “H” on it.
Step 3 In the right hand column is a ‘sad’ face. In this column participants are
asked to list down anything that they didn’t like about the workshop (e.g.
about the way it was run, the focus, the methods used, particular
sessions, the venue, the accommodation, the food etc.).
In the left hand column is a ‘happy face’. In this column ask the
participants to list down anything that they did like about the workshop
(e.g. as above).
A scale of 0 to 10 should be written across the middle horizontal line.

Each participant should make a cross anywhere between 0 and 10 to
mark their overall evaluation of the workshop.
Step 4 Ask the group members to determine the average score for their group ,.
Ask the groups to write this score in upper middle section of the ‘H’.
Step 5 In the lower middle section of the ‘H’ ask participants to record their
suggestions for future improvement of this workshop. All suggestions are
to be recorded.
Step 6 Bring the smaller groups back together into one large group. Ask each
group to present their score and main feedback of what they liked, didn’t
like and suggestions for improvement.
Often people just say good things, the participants should also be encouraged to give
constructive criticism
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Energizers
Theme Park
This activity can be used when participants appear tired or bored. The facilitator will
determine a ‘theme’. Participants will immediately have to form a frozen action relating
to that theme. When the facilitator approaches them they become unfrozen and share
what they were doing.
Objectives:
By the end of the session participants will be -

• Energised
Process:
Step 1 The facilitator should explain to the participants that they are going to play
an energizer game that involves ‘frozen acting’. The participants will be
given a theme and will immediately have to form a frozen action relating to
the theme when the facilitator approaches them they become unfrozen and
explain what they were doing. For example, if the theme is ‘Park’, a
participant may freeze in a pose that shows s/he is throwing a ball, or
running. If the theme is ‘Railway Station’ a participant may be a porter
carrying heavy bags or a ticket checker.
Step 2 The facilitator then defines a theme. All participants freeze in action. The
facilitator approaches some of the participants so that they unfreeze and
share what they were doing.
Step 3 This energizer continues for a few different themes (e.g. park, railway
station, hospital, office, swimming pool, etc).
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Noise energiser
This activity will help participants understand that unified voices are much more effective
than one lonely voice.
Objectives:

• Realise the strength of co-operation and collective voice
Process:
Step 1 The facilitator should prepare one participant in advance. Ask him/her to
whistle while all the other participants are chatting before the beginning
of a session.
Step 2 Have the participant whistle while others are talking.

Step 3 Bring all the participants together and ask if they heard one participant
whistling. Explain that often one person’s own voice is not heard in a
crowd. However, if people unite their voices, they can be heard.
Step 4 Ask the participants to resume their chatting. However, if they hear
anyone whistling they too are to start whistling.
Step 5 Within a few minutes all participants should be whistling and the sound
should be quite awesome!!
Step 6 Encourage the participants to reflect upon what they have learnt from
this ‘sound energiser’.
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Annexes
Annexure 1: An Overview of Training Methods
Annexure 2: Glossary: Some Terms & Their Meaning

in Relation to Children, Citizenship & Governance
Go to Contents
103
Annexure 1: An Overview of Training Methods
METHOD WHAT IT IS WHEN TO USE IT COMMENTS
Facilitator To increase An efficient way to deliver

Lecture/ speaking to a knowledge, i.e., to material; most effective
Presentation group from convey information when it includes provisions
prepared notes. and concepts for ensuring participants
heard and understood the
information
Reading Trainee receiving To convey An efficient way to deliver
information from information or large amounts of material.
the printed page concepts Provides a permanent
record of what the
information giver wanted to
convey and thus becomes a
reference. Method is most
effective when it includes
immediate application to
problems or projects,
discussion, or testing.
Demonstration Facilitator To show a Must be presented one step
describing and psychomotor skill at a time, with a
doing the steps correctly, i.e., to Performance Try-Out (see
involved in model it. below) at the end of the
performing a step. Facilitator must
manipulative task carefully plan and rehearse
this method. Trainees
should be closely involved,
asking questions, perhaps
practicing along with the
facilitator.
Skit Trainees reading To model Skits are short, scripted
dialogue from communication dramas; not to be confused
short scripts skills, such as with Role-Plays which are
counselling or giving unscripted. Good alternative
directions; or to to lecturing and good way to
illustrate contrasting transfer responsibility of
ways of looking at modelling to trainees.
an issue.
Field Trip Trainees visiting To permit trainees to Most effective when
an organisation or analyse what they trainees are accountable for
project or site that have learned in the learning, for example, by
does work like classroom in terms collecting answers to
their own of a real-world specific questions
environment.
Programmed Trainee working To convey facts or May be printed in a book or
Instruction alone, is exposed teach procedures to in a computer. Complex and
104
to information in people one-at-a- therefore time-consuming

small bits, is time. and expensive to develop.
asked questions
and gets
immediate
feedback.
Discussion Trainees To increase Predefined objectives
exchanging ideas knowledge, to shared with trainees
for the purpose of improve prevent discussions from
reaching communication becoming free-flowing
specified skills, to test stories. Method is useful
objectives. progress toward with panel of trainees or
learning objectives. outside experts, as well as
with trainees working in
small groups
Question- Trainees To increase trainee Efficient way of encouraging
Answer preparing responsibility for self-learning and
Session questions collecting participation.
pertaining to a information through
topic; then asking research and
questions of analysis.
trainers or other
trainees
Behaviour Facilitator To show the correct Like a demonstration, but
Modelling enacting, or way to perform a usually an entire behaviour
showing via a film skill, such as making is shown, not step-by-step.
or video, a assignments or Then trainees do a
desired behaviour disciplining. Performance Try-Out.
Performance Trainee practicing To enable trainees Includes communication
Try-Out a skill step-by- to try out a new skill skills as well as
step immediately as soon as it has psychomotor ones. Try-Out
after a been introduced; to should be with equipment,
demonstration or get comments on report forms, and other
behaviour progress. materials used in work
modelling. setting.
Brainstorming Trainees To create a long list Key to good brainstorming
generating ideas, of items with which is to withhold comment until
initially in a non- to work. a number of ideas have
judgmental way, been generated.
for the purpose of
solving problems.
Case Study Trainees study a To encourage Situation should be
situation that trainees to apply comparable to one
briefly describes their knowledge and experienced by trainees.
a problem, and skills to problem like Details in case study should
then develop those they be enough to enable
solutions. encounter on the trainees to recommend
job. solutions but not enough to
be distracting.
Hypothetical Trainees study a To encourage Like a case study only
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Situation situation that trainees to apply shorter and simpler.

briefly describes their knowledge and
a problem, and skills to problems
then develop like those they
solutions. encounter on the
job.
Exercise, Talk Trainees work, Generally, to enable Task or exercise can be
individually or in trainees to apply applied to anything, from
teams, to develop knowledge and skills building a structure for
a product, to a task. housing chickens out of the
decision, report, materials found in the room,
or recommend- to describing the training
ation responsibilities of
Programme Officers in a
one-page document.
Role Play Trainees re-enact To provide practice May be spontaneous or
situations in communication more structured with
encountered on skills; to try out new descriptions of the
the job, without a behaviours. character’s goals given to
script. trainees. Feedback after the
role-play should focus on
which behaviours worked
and which didn’t and why.
Simulation Trainees To enable trainees Effective in consolidating a
reproduce real- to apply skills and number of different lessons
world events in knowledge in a and applying them in to a
the classroom or setting in which situation comparable to one
other “safe” risks, errors and in the real world.
environment. successes can be
experienced without
jeopardy. To build
skills in working with
a team when the
situation is complex.
Games Trainees use data To illustrate a point Effective in breaking the ice,
to solve about learning, to changing pace, or reaching
problems, often in develop skills in objectives dealing with
competition with teamwork, to involve increasing knowledge and
each other. trainees in training. skills.
Critical Trainees analyse To focus on key Often told from the first
Incident their own or issues and concerns person perspective, can
others experience from the perspective include feelings about the
at an important of a decision-maker. experience as well as the
point of decision. events that influenced the
(what does this decision. Incidents can
mean?) come from the participants
themselves.
Action Trainees prepare To help convert new Trainees can do action
Planning plans for applying learning into planning at any time during
the skills that they concrete changes a course, but it is
106
have learned to on the job. particularly effective at the

their own job end when they are
situations. preparing to go back to
work.
Training in the Trainees practice To build confidence Trainee is responsible for
Field skills in a setting in performing dong all the work, making
similar to their psychomotor skills, all the decisions. Facilitators
own, under close to provide a situation are there to protect the
supervision in which feedback community.
can be given, to
practice decision-
making skills.
Fieldwork with Trainee practices As final stage in Supervisor needs to know
Super-vision; skills without training process; what the trainee has
On-the-Job being observed. may be considered learned and why in order to
Training Supervisor is part of post-training help him/her consolidate
there to check phase. However, it learning.
work and for is working to an
reference in case agreed plan by the
of difficulty. interested parties.
107
Annexure 2:
GLOSSARY
Some Terms & Their Meanings in Relation to

Children, Citizenship & Governance
The terms children, participation, citizenship, governance, empowerment, human rights,

values, etc, will be used in workshops on Children Citizenship and & Governance. There
is often some confusion about what these terms mean. It is important that there is clarity
about them, for child rights workers and for young people. Most of the important terms
that will be used in the workshop are put in alphabetical order below and their meaning
defined or described. Some key definitions are given first.
Key Definitions:
Children – are those persons under 18 years of age as defined by the Convention on the
Rights of the Child.
Children’s participation - is an ongoing process of children’s active involvement in

decision making (at different levels) in matters that concern them? It requires information
sharing and dialogue between children and adults, which is based on mutual respect
and power sharing. Genuine participation gives children the power to shape both the
process and outcome. Participation is proactive.
Children’s citizenship and governance - comes as a result of children and young

people’s active participation in social, economic, political and cultural arenas. It is a
continuous process that includes their participation in and influencing of the processes
for change, decision making and outcomes at their personal, family, community, society,
state and international levels on matters, which concern them. Citizenship involves the
exercising of one’s rights for the best interest of oneself and others. Children in
governance means children having a role in making the decisions as to what and how
things will be done in matters that concern them.
Empowerment is the outcome of genuine participation for young people. Empowered

young people are likely to be active citizens who have a concerned and critical interest in
the local and global community and take action in pursuit of social justice and equity.
Other terms:
Advocacy – how you try to convince a person(s) to accept a point of view through
persuasive speaking and/or writing, and through the use of the media.
Adult Fora – all those adult meetings where decisions may be made. A forum is one
meeting body. Fora is plural and describes more than one.
108
Analysis – to separate out the various causes and reasons why things have happened.
Body Language – how the movement of one’s body and face express how one is feeling.
Also called non-verbal communication.
Brainstorm – when people are asked to say what comes to their mind in relation to a
topic or question.
Catalyst – to act as a change agent. (I think this may need more explanation. What is a
change agent, for example?)
Conflict Resolution – the process by which the different sides in a dispute sort out a
compromise, which enables them to work with each other.
Collective – individuals agreeing to come together in a group, whose aims they decide
on, support and work to achieve.
Consultation – is a process in which young people are asked their views, which they
then share with others and receive feedback . Consultation is reactive.
Democracy – where everyone has the same rights and opportunities. A democratic
process is where everyone has equal opportunities to express their opinions and be
heard.
Dialogue - an open exchange of views so that there is a better understanding between

those taking part.
Discrimination – to deny value to certain people while giving it to others.
Diversity – differences, variety. To respect human diversity is to give equal worth and
opportunity to people no matter what their differences.
Empathy – to make the effort to understand how another person or group feels.
Equity – fairness, equal opportunity, the spirit of justice, which allows us to interpret,
laws justly. (isn’t equity more than this? Maybe need a bit of clarification.)
Experiential – learning from your own experience, learning by doing.
Evaluation – finds out if the objectives of a plan/project have been achieved.
Facilitation – to assist a person or group achieve their objectives through the best use of
their resources and their own efforts.
Game – is a fun exercise where participants experience different ways of solving or

addressing a problem.
Governance – to exercise the authority to decide how things will be done and how
resources will be used.
109
Graffiti Wall – a wall on which you can paint/draw what you like, while also taking notice
of what others have done.
Human Rights – are the internationally agreed written legal and moral entitlements that
one can claim as theirs and which make a person a ‘rights-holder’. Everyone has rights –
adults and children (every country except two has signed the ‘Convention on the Rights
of the Child’). To ensure rights are given to people, certain institutions and people have
obligations to see everyone receives them, eg the State, government, civil society, local
leaders, community, family.
Involvement – an umbrella term for both participation and consultation.
Logistics – all the practical arrangements that need to be made to enable something to
happen.
Methodologies – a variety of methods used to get information when doing research or

other work.
Needs Assessment – research into what the people, who you may help, see as their
needs before you start any activity to assist them.
Negotiation – when individuals or groups holding different views discuss these in order
to come to a conclusion, which all are willing to accept.
Negotiating Styles:
Assertive – to be proactive, strong and persuasive concerning your or the group’s beliefs
and views.
Aggressive – to use an attacking approach towards people.

Passive – submitting to what is happening without making any comment or responses.
Participation – is a process in which young people take an active part in a project or

issue, with real power to shape both the process and outcome. Participation is proactive.
Power – is having the authority, ability or strength to do or obtain what an individual or

group wants.
Power Types:
Power over – is to control others;
Power to – is the power that comes through having the skills, knowledge,
information, ability, etc to do things.
Power with – is the power that comes through working together as a group,
Also called ‘solidarity’.
Power within - is the power that comes through having an inner strength or
determination to do what you believe to be right.
110
Process – how people are involved in order to reach a result. The process is as
important as the result in empowering children, as it requires research, open discussion
and debate, fairness in participation, collective decision-making, etc.
Quality – excellence. (may need a bit more)
Representation – to be fair, it is about how all the members of a group democratically

chooses a person(s) to represent their interests and concerns to other individuals or
groups.
Representativeness – are those chosen as representatives to represent the different

interests of the group, for example they are chosen with regard to their gender, age,
disability, rich/poor, urban/rural, marginalisation, etc.
Responsibilities – everyone’s duty to ensure as best they can that the rights of others
are respected and delivered, and if not, to do what they can to make that possible.
Role Play – a short performance in response to information concerning a real life

situation. (can this be a bit clearer?)
Soap Box – a box on which a speaker stands to attract attention and an audience so
they can hear what she/he wants to say.
Skit – a short performance to explain a point.
Tools – those games, exercises, role-plays, checklists, etc, which help you and others
get a clear understanding of the value of certain attitudes, knowledge and skills.
Values – those qualities, especially in relationships with others, which one sees as being
of special worth or importance.
Vision – how you would wish things to be.

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1

A resource guide for participatory

Save the Children Alliance

1. How to Use This Resource Guide 7

2. Designing learning events on Children Citizenship and Governance 9

5. Understanding Diversity and Power 29

7. Let’s Peel the Power Onion 41

8. We are Citizens: Participation to Governance 53

10. Organisational Learning Skills 82

11. Now We Can Facilitate 86

12. Evaluation & Energizers 96

CC&G Children, Citizenship and Governance

COs Children Organisations

CRC Convention on Right of the Child

CWC Concerned with Working Children, India

INGOs International Non-Government Organisations

NGOs Non-Government Organisations

OSCAR Office of South and Central Asia Region

SC Save the Children

SMTA Society for Motivation Training Activities, India

TRDP Thar Rural Development Project, Pakistan

TOF Training of Facilitators

TfD Theatre for Development

UNGASS UN General Assembly Special Session on Children

John Parry Williams

Participants: Bangladesh: Shaymol A. Choudhury, Mohammad Moznu.

Tajikistan: Aslisho Akimbekov, Manzura Murodova, Ruslan Ziganshin, Jumaboi

Uzbekistan: Alexander Silkin, Utkir Usmanov, Svetlana Rakhimova, Nellya Galiyeva.

Facilitators: John Parry-Williams, Anuj Chaudhury, Mohammed Amin, Anand Joshi,

1. How to Use This Resource Guide

The resource guide aims to provide a range of training techniques to facilitate

The activities are organized into themes: Appreciating Diverse Childhoods,

All the sessions have been designed in the following manner:

Brief Description of the Session:

Notes for the facilitators:

Language and translation:

A list of terms and their meanings in relation to citizenship, governance,

It is best if this resource guide is used in conjunction with the Training of

2. Designing a learning events on Children's

Children, Citizenship and Governance:

“Children’s citizenship comes as a result of children and young people’s active

This guide provides a combination of activities related to children, citizenship and

Key Themes of this Resource Guide:

• Appreciating Diverse Childhoods: Activities to enable understanding of the

• Power Relations: Activities to unravel power dynamics between adults and

• Children’s Rights and Responsibilities: Activities to explore children’s

• Children’s Participation: Activities to explore and promote children’s

• Active Citizenship: Information to further understanding of children’s

• Participation in Governance: Activities to promote opportunities for

• Life Skills: Activities on a range of basic life skills including trust,

• Organisational Skills: Activities which enable exploration and action to

Basic steps to workshop design

Step 1: Identifying Learning Needs

Step 2: Designing and Plan the Workshop

Step 3: Plan the Logistics

Step 4: Facilitate the Workshop

Step 5: Evaluate and Decide Future Steps

Step 1: Identify Learning Needs

• Learning needs of the participants (in relation to skills, knowledge and

• Time availability of participants

For example, knowledge may be required on what citizenship

When designing a workshop, it is important to consider whether the workshop

Step 2: Planning and Designing the Workshop