Section 3- MYP Training

Section 3: Principles & Methodologies

Video Introduction

Section 3: Principles & Methodologies

Learning Objectives

Section 3: Principles & Methodologies

Where does participation happen?

Section 3: Principles & Methodologies

What does it look like?

Section 3: Principles & Methodologies

What does it look like?

ENGLISH

Can you complete this activity by dragging to match the WAGGGS project or initiative with the ‘type’ of participation?

WAGGGS INITIATIVES

International Day of the Girl

STEM Consultation

External Advocacy Representation Opportunity (Ie. UN Organised)

Global Youth Mobilization Co-Board (CEO + Young People Board) & Participatory Grant Making

Listen to Girls Tool   

Badge Co-Creation (Ie. Girl Powered Nutrition)

Young and Emerging Evaluators

Motion 32 Research

U-REPORT

Co-Designing of particular initiatives, projects or processes

Integrated Global Board (Youth & Adults)

Section 3: Principles & Methodologies

Established forms of MYP

Section 3: Principles & Methodologies

Emerging forms of MYP

Section 3: Principles & Methodologies

Enabling Environments

Section 3: Principles & Methodologies

Quality: Applying Principles

Section 3: Principles & Methodologies

Explore WAGGGS Case Studies

Section 3: Principles & Methodologies

Close and Take it further

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In section 2, we discussed about how participation is fundamentally about power, and how we think about and share this. This is necessary to interrogate - in ourselves and others - before we begin to create an enabling environments and intergenerational partnerships necessary for youth participation.In section 3, we will talk about the principles and methodologies you can use But first, where does participation happen? Participation happens at multiple level: Children and Young people’s participation in decision-making happens in multiple spheres and at multiple levels, most frequently at the individual and local level (such as interpersonal, family, and schooling) but includes the regional, national and international arenas.

We can apply this multiple level approach to participation within the Girl Guiding and Girl Scouting movement, which aims to create an empowering and participatory environment. We understand that there are decisions (big and small) from unit level to programme design and delivery right through to MO and global governance. This is important XXX

• Adolescent-led Participation
• The issues of concern being identified by adolescents themselves
• Adults serving as facilitators rather than leaders
• Adolescents controlling the process and the outcomes.

• Adult initiated. • Involving partnership with adolescents • Enabling adolescents to influence or challenge both process and outcome • Allowing for increasing levels of self-directed action by adolescents over a period of time.

•Adult initiated •Adult led and managed •Lacking possibility for adolescents to control outcomes •Recognizing the added value that adolescents' perspective, knowledge and experience can contribute.

TAKE IT FURTHER

Where does participation happen? What does it look like? Established forms of MYP Emerging Forms of MYP Enabling Environments Quality: Applying Principles Explore WAGGGS Case Studies We encourage you to use the topic function to discuss what you have learnt and reflect on this section with your colleagues.At the end of each section, we have resources and ideas for you to take your learning from this section further. Click on the next page for the ‘Take it Further’ options.

In this section, we have covered:

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No participation/unethical participation

Consultative

Collaboration (This can also be described as ‘Co-Led’)

Girl or Youth-Led Participation

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• adult initiated • involving partnership with adolescents • enabling adolescents to influence or challenge both process and outcome • allowing for increasing levels of self-directed action by adolescents over a period of time.

Adolescent-led Participation The issues of concern being identified by adolescents themselves Adults serving as facilitators rather than leaders Adolescents controlling the process and the outcomes.

In most societies, the majority of adolescents have little or no opportunity to express their views.

• adult initiated • adult led and managed • lacking possibility for adolescents to control outcomes • recognizing the added value that adolescents' perspective, knowledge and experience can contribute.

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ENGLISH

Currently, most of the practice within WAGGGS and MO’s sit within ‘consultative’ ‘collaborative’ or ‘co-led’, with pockets of practice sitting in ‘youth-led’. These may be a blend of the ‘petals’ identified in the Flower of Participation. You can also try out the different results of these ‘practices’ in our downloadable activity. This can be completed anywhere where you need to instruct a group how to do something. These could be your colleagues in an online call, or a group of children or young people you interact or work with.

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ENGLISH

add the case studies linkand text

We define a quality Girl Guiding and Girl Scouting experience as REAL: relevant, exciting, accessible and learner-led. To make youth participation meaningful, we must also make it REAL, by applying certain principles to our work

1. Transparent

2. Accountable

Participants must be given information about their right to participate in an age-appropriate format. The information should include: How they will participate Why they have been given the opportunity to participate The scope of their participation The potential impact their participation could have. 

3. Accessible

Age-appropriate approaches should be used to ensure that participants are well prepared for their role and can contribute meaningfully to activities. Participation approaches and methods should be designed or adapted based on ages and abilities; particular adaptation is necessary for children. Adults must also be sensitive to the culture and social context of the participants involved in participation activities. 

Young people must be informed and supported in general – equipped with the tools and knowledge to be able to participate effectively. The participation process should meet young people where their capacity is and help them to build it at their own pace.

4. Supportive

Youth participation should be a learning opportunity for all involved, and girls and young women should be excited to take the lead and make their voices heard. Wherever possible, we should make youth participation innovative, active and enjoyable – just like any other Girl Guiding/Girl Scouting activity.

5. Engaging

After they have been involved in participation activities, girls and young women must be provided with feedback and/or follow-up that clearly explains how their views have been interpreted and used, how they have influenced any outcomes, and (where appropriate) what opportunities they will have to be involved in follow-up processes and activities. 

Girls and young women need to have actual decision-making power. They need to be able to act independently and be responsible for their decisions. Adults must recognise that this means in some cases taking a step back and letting go of some of their power.

Participants must choose the level of their engagement and be able to withdraw. They must not be coerced or pressured into participating or expressing their views. 

7. Voluntary

6. Authentic

Watch this video on ‘Emerging’ forms of participation:

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Co-production as part of the project cycle ie. Participatory Grant-Making (Eg. GYM) Research, Budgeting and Evaluation (Eg. Young and Emerging Evaluators)

Online participatory tools Eg. U-Report, STEM Consultations

Global Advocacy Ambassadors

Co-leadership or Co-Management practices Eg. Shared leadership in the Core Mission Team

Co-creation practices eg. Activity Pack or Badge Co-Creation

Youth-Directed Advocacy eg. GLACC

These could be at WAGGGS, Regional or Unit Level.

Emerging forms of participation within the GG/GS movement occur in the form of:

What are the pros and cons of these methods? PROS;Shared Responsibility: Distributes leadership responsibilities, fostering a sense of teamwork. Skill Building: Provides opportunities for girls to develop leadership and management skills. Collaborative Decision-Making: Enhances decision-making by incorporating multiple perspectives.CONS;Potential Conflicts: Co-leadership may lead to conflicts if roles and responsibilities are not clearly defined. Communication Challenges: Effective communication is crucial; lack of communication may lead to misunderstandings.

In this section, we focus on learning objective 3:

• 3. To support WAGGGS staff and volunteers to feel more confident about delivering and mainstreaming Meaningful Youth Participation

• Where does participation happen?
• Practice: What does it look like?
• Established forms of MYP
• Emerging forms of MYP
• Culture: Enabling Environments
• Quality: Principles
• WAGGGS Case Study

An introduction to the Principles and Methodologies of Meaningful Youth Participation, that will guide your practice

We can also categorise participation as either ‘established’ (also called ‘formal’ or ‘traditional’) or ‘emerging’ (sometimes called ‘informal’ or ‘alternative’) Watch this video on ‘Established’ forms of participation?

What are the ‘pros’ and ‘cons’ of these methods?

• Requires young people to work in a ‘top down’ way and represent their peers
• Gives the appearance of solidarity and a more ‘uniformed’ voice
• Replicate ‘adult’ structures which may not leave much room for creativity of flexibility
• Not as suitable for children or younger adults and may only attract the ‘brightest and the best’

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Integrated World/Regional Boards (Co-Management Structures)

Voting Rights

Youth Councils or Advisory Boards

Unions

What examples can you think of within the movement that match this? What is missing? Established forms of participation within the GG/GS movement occur in the form of:

add from framework once it is done