METHODS OF PARTICIPATION
Levels of participation across both methods
Performed participation
Lived participation
Return
These mechanisms require young people to step out of their normal routines to share their experiences, ideas and perspectives. It includes formal structures such as youth councils, youth advisory boards, student unions, youth-led organisations or youth parliaments, mapping, tours, and design workshops. Keep reading to get know a case study.
Performed participation
EXAMPLE
LIST
Return
It does not require youth to step out of their daily lives. In fact, this requires decision-makers to step into the space of youth and view specific challenges or issues through the eyes of young people in the context of their lives. Read the example of Haidarsho Makulshoev, one of the young leaders of the Coalition.
Lived participation
example
"I designed a cycling safety programme to help youth be safer on the roads. I wrote to the authorities to implement the pilot programme. I heard nothing at all [...] . No one understands why cycling should be taught.[...] It was hard for me to navigate. Eventually, we found an opportunity! Tajikistan has a Young Road Inspectors programme – inherited from the former Soviet Union. Every year they run competitions, which includes a cycling obstacle course. We decided to approach the organizers to see if we could include cycling safety as one of the elements of the competition."
Masters and doctoral students partnered with high-school students aged 15 to 17 years in Brazil to bring under-represented voices to the disaster risk reduction agenda. A participatory mapping exercise was undertaken in partnership between the students as a ‘youth teach youth’ activity. Participants were required to identify hazard-prone areas and make suggestions to reduce risk of disaster. The process required training, teaching, mapping, ideas discussion and presentation, and results communication.
Across both lived and performed participation, there are different levels of participation for youth in which they decide which is appropriate and comfortable for them:
- No participation: Youth are able to actively decide whether or not they want to participate.
- Consultative participation: Decision-makers consult youth about their experiences and use their inputs for policimaking.
- Collaborative participation: Decision-makers work with youth as partners to decide how to implement a programme or policy.
- Youth-led participation: Young people are given space to create their own initiatives and organizations.
- Youth demanding participation: They're actively “claiming their space” by putting their needs and perspectives onto the agenda through campaigns, community mobilisation, unions and protests.
6. Methods of participation
YOURS - Youth for Ro
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Transcript
METHODS OF PARTICIPATION
Levels of participation across both methods
Performed participation
Lived participation
Return
These mechanisms require young people to step out of their normal routines to share their experiences, ideas and perspectives. It includes formal structures such as youth councils, youth advisory boards, student unions, youth-led organisations or youth parliaments, mapping, tours, and design workshops. Keep reading to get know a case study.
Performed participation
EXAMPLE
LIST
Return
It does not require youth to step out of their daily lives. In fact, this requires decision-makers to step into the space of youth and view specific challenges or issues through the eyes of young people in the context of their lives. Read the example of Haidarsho Makulshoev, one of the young leaders of the Coalition.
Lived participation
example
"I designed a cycling safety programme to help youth be safer on the roads. I wrote to the authorities to implement the pilot programme. I heard nothing at all [...] . No one understands why cycling should be taught.[...] It was hard for me to navigate. Eventually, we found an opportunity! Tajikistan has a Young Road Inspectors programme – inherited from the former Soviet Union. Every year they run competitions, which includes a cycling obstacle course. We decided to approach the organizers to see if we could include cycling safety as one of the elements of the competition."
Masters and doctoral students partnered with high-school students aged 15 to 17 years in Brazil to bring under-represented voices to the disaster risk reduction agenda. A participatory mapping exercise was undertaken in partnership between the students as a ‘youth teach youth’ activity. Participants were required to identify hazard-prone areas and make suggestions to reduce risk of disaster. The process required training, teaching, mapping, ideas discussion and presentation, and results communication.
Across both lived and performed participation, there are different levels of participation for youth in which they decide which is appropriate and comfortable for them: