Module 3: Developing, Implementing and Evaluating a Rights-based School Policy Innovation

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Topic 2 Who is who in  the local community

Module 3: Developing, Implementing and Evaluating a Rights-based School Policy Innovation Unit 2 Workshops Topic 2 Who is who in  the local community

The second workshop focuses on techniques that teachers, as community facilitators, may use to help promoters map the local community and identify stakeholders that can help towards promoting Children’s Rights.

Facilitator/ Participants

Objectives
(Participants will)

Materials/Duration

Keywords

Facilitators:

Teachers

Participants:

Local/ regional stakeholders
  • Identify key institutions and individuals in the community who may assist in a joint venture for the promotion of Children’s Rights.
  • Analyze their relationships and their importance for the promotion of Children’s Rights.
  • Investigate local solutions, list and explain the strengths and weaknesses and investigate how stakeholders as partners could support transcending problems.
  • Plan actions to involve key stakeholders in the process.

Materials:

  • Computer and Projector
  • Post it notes/ paper sheets
  • Flip charts/ Whiteboard
  • Computers with internet connection

Duration:

3 hours

key stakeholders, relationship analysis, local solutions, involvement.
  1. The facilitator explains the purpose of the activity to the participants and asks them to identify, in groups, key institutions and individuals in the community relevant to Children’s Rights and record these on a list. The list may include sports or youth clubs, charity organizations, NGO’s, private firms, government agencies.
  2. The results of the group work are presented to all participants. A discussion is then used to prioritise stakeholders.
  3. Participants, in groups, draw circles to represent each institution or individual. Bigger circles indicate more important stakeholders. The circles are labelled and presented to the whole class.
  4. A discussion is used to identify the degree of contact and overlap between each circle in terms of decision-making. Overlap occurs if one individual or institution asks or tells another to do something or if they cooperate in some way. Stakeholders relations are represented as follows: (a)separate circles=no contact, (b) touching circles=information passes between institutions, (c)small overlap=some cooperation  (d)large overlap= considerable cooperation.
  5. The facilitator draws the diagrams, based on the participants input, first in pencil and then adjusts the size or arrangement of circles until the representation is accurate. All local stakeholders who may assist are be recorded and the possibilities for collaboration between them and the school will be outlined.
  1. The facilitator asks each group of participants to focus on one stakeholder and provide suggestions for its strengths/weaknesses in promoting children’s rights   and suggestions for  improvement using a blend of other skills and knowledge in the community.
  2. All identified local stakeholders are prioritised in terms of their ability to provide assistance for the promotion of Children’s Rights and the potential for collaboration with the school and the families. Based on the prioritisation, participants collate a hierarchical list of potential collaborators.

How to make a stakeholder map

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