Category Archives: Tools

Gender in Focus – Photovoice Guide

Beginning in 2015, Children Lead the Way launched a Photovoice project titled Gender in Focus in two implementing countries, Bolivia and Kenya. Photovoice is a powerful participatory tool because it enables participants to share how they see the world, and key factors impacting the rights of girls, boys, women and men through their own lens. The purpose of this project was to explore gender equality with working children and adolescents (female and male), to build their understanding of key gender considerations, learn from their perspectives and experiences and support participants in being advocates and agents for positive transformative change to address gender inequalities.

Gender in Focus aimed to:

  • Use Photovoice to explore girls’ and boys’ experiences, perspectives, attitudes and ideas around gender equality, especially related to learning and livelihoods.
  • Support the CLW program to carry out gender-sensitive and transformative activities.
  • Ensure girls and boys have an equitable and powerful voice communicating their perspectives on gender, and in advocating for gender equality.

Gender in Focus Guide provides an overview of the approach utilized to facilitate photovoice within the program, as well as showcases photos and stories which resulted from the process. The Guide breaks down the process into 10 simple steps, to support Gender in Focus in being replicated in other projects moving forward.

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Working to Change the World Resource Guide for Teachers

Working to Change the World is a resource guide designed for educators, especially Ontario middle and secondary school teachers on the issue of Children & curriculumWork.

The purpose of this resource guide designed for educators is to educate, raise awareness, and promote discussion around the issue of children and work.This resource guide has been designed to complement curricular objectives in classrooms in Ontario. Educators are encouraged to use the curriculum in whole or in part, taking activities and aspects of the resource that are relevant to them in their classroom. The resource has also been designed with the intention of being easily re-purposed or tailored for a wide range of audiences or public engagement purposes.

 

Burkina Faso – Apprenticeship publication!

In Burkina Faso one of the educational pathways the program offers for working girls and boys is through informal apprenticeships, as a form of vocational training in order to provide adolescent girls and boys with the skills needed to access and sustain dignified work.

Informal apprenticeships have emerged as a valued educational training component of livelihood programming for adolescent boys and girls and to transition into the workplace. However a major issue is the violation of children’s rights, specifically girls, who participate  in informal apprenticeships. These violations include violence against children and adolescents, excessive hours of work, and economic exploitation. Additionally, many adolescents drop out of their apprenticeship before its completion, or
transition to unrelated business opportunities.

This led the CLW team and our partners to start a pilot initiative focusing on informal apprenticeship conditions in the Cascades region to provide girls and boys with the opportunity to engage in apprenticeships that enhance their rights!

We have engaged with girls and boys placed in apprenticeship, the master artisans, parents, partners and the staff from the relevant government institutions.

This experience was captured and analyzed in a report:

Children Lead The Way Findings
For A Child Rights-Based Apprenticeship Framework In Burkina Faso

This report begins with (1) a conceptual framework of informal apprenticeships based on children’s rights and (2) an overview of apprenticeships in Burkina Faso. It goes on to provide (3) innovative perspectives on how to best use the experience of the pilot initiative in other projects and programs designed to protect the rights of children engaged in informal apprenticeship.
Read more on the report available here in English and French!

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Youth Transitioning to Work: The River of Life Methodology

At the 2013 Nicaragua Conference  the River of Life tool was introduced as an example of a methodology that can be facilitated with young people to plan for their transition to work. Facilitate this session with your team using the instructions below. You can also find this activity and 4 others in this CLW Conference Session Tools & Methodologies Handout: Social & Political Development.

river of life pic

River of Life Activity  (1.5 hr):

1.       Introduce Rivers of Life activity and methodology  – 10 min

o   This is a visioning activity for individuals to plan for their futures and/or groups to look at a problem, issue or context

o   It is arts-informed, participatory, and accessible (a good way for people to open up and share, for groups with different languages, dialects, and different literacy levels to participate)

o   Set up Methodology of the activity:  Ask participants to envision their Past, Present and Future in 3 sections of the river, drawing key milestones and events in the young person lives, (keep transitioning to work in mind for the entire exercise). First we will envision a brief story, and then invite the Past, Present and Future in 3 phases.

o   Demonstrate an example river of life.

2.       Lead participants in drawing Rivers of Life with leading questions – 60 min

o   Divide into groups of 4 or 5 (materials distributed to tables – markers, paper)

o   Individually, ask participants to draw a picture representing themselves in the top left-hand corner.

o   As them to draw their river of life into 3 sections – Past, Present, and Future, focusing on the present and future.

o   Invite the Past (first section of river). Draw key milestones and events.

§  Leading question: Where have you come from?

o   Invite the Present (second section of river). Draw milestones and events.

§  Leading question: Where are you now? What will you take with you into the future? What will you leave behind?

o   Invite the Future (third section). Draw key milestones and events.

§  Leading question:  Where do you want to go?  What you need to get there?

o   On colored circles identify the skills, capacities and supports you will need for future

§  What skills(hard) will you need (reading, writing, trade, math, IT)?

§  What capacities (soft) will you need (self-confidence, critical thinking)?

§  What supports will you need (family, friends, financial, mental)?

3.       Present individual Rivers of Life (Variation: to entire group, OR to their small groups) – 20 min

4.       Apply  gender analysis & Debrief –  20 min

§Leading questions: How has gender affected your experiences in past, present, future? How is the work you engage in gendered/ what are the various gender considerations?

§Personal reflection: How did this exercise make you feel? What did you learn? About yourself in past, present, future?

§Facilitation with youth: How would you facilitate this with young people in your program?