WHY I FOUND THIS GUIDE USEFUL?

• I really like how it compares advocacy to lobbying and gives the bigger picture that is not just focused on youth advocacy.

• It also gives key insights on how to develop an advocacy strategy and tools.

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IN WHICH CONTEXT DID I USE IT?

• I used it to develop a Youth advocacy workshop with a colleague, the workshop was targeted at young people around the age range of 15-20 years.

 

I FOUND EXCELLENT…

• How the concept of advocacy is explained.

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I FOUND IT LACKS…

• Good/bad practices or examples.

WHY I FOUND THIS GUIDE USEFUL?

• The main topic – Education for human rights aims at empowering people to promote and protect human rights;

• The topics it allows us to learn – It brings you a set of reflections and activities on various topics of human rights (poverty, environment, employment, freedom of speech, religion, gender equality, etc.);

• The approach – You can learn about human rights, through activities that are coherent with human rights and to act to protect human rights;

• I could adapt it to different settings, contexts and groups.

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IN WHICH CONTEXT DID I USE IT?

• In workshops in school classrooms with young people aged between 14-18;

• In workshops run by youth organizations with young people aged between 14-18.

 

I FOUND EXCELLENT…

• The simulations and all the learning outcomes that they can bring. It has excellent questions to reflect about the activities done;

• I could adapt it to different settings, contexts and groups. It has really nice tips for adaptation.

WHY I FOUND THIS MANUAL USEFUL?

• I think it's a great way to start a youth action because UNESCO Project Planner takes you step by step from the idea to your final project.

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IN WHICH CONTEXT DID I USE IT?

• I used it for a social entrepreneurship event led by young people for young people. 

 

I FOUND IT WORKED…

• How the project planner is divided by sections (Planning, budgeting, implementation, and some more) and the project phases.

 

I FOUND IT LACKS…

• Some examples of other projects to take inspiration from.

WHY I FOUND THIS MANUAL USEFUL?

• To understand concepts and to learn strategies on how to keep a session on Human Rights dynamic and easy to participate.

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IN WHICH CONTEXT DID I USE IT?

• To facilitate Human Rights sessions in high schools.

 

I FOUND IT WORKED…

• Since teachers still have limited time to dedicate to Human Rights Education in their classes I found essential to adapt some of the activities to keep them shorter. By doing this the sessions went great!

 

I FOUND IT LACKS…

• Activities that did not take a lot of time – most of the activities presented in the manual are designed to take around one hour.

WHY I FOUND THIS GUIDE USEFUL?

• To work on activities related with migration and discrimination

• The possibility to explore, through a simple activity “Crumpled paper”,
  the impact of bullying in children and young people's lives.

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IN WHICH CONTEXT DID I USE IT?

• To facilitate a Human Rights session in a school context to children aged between 10 and 12 years old.
  The school where this activity took place has many students who are migrants coming from Eastern Europe and Southern Asia.

 

I FOUND EXCELLENT…

• To start the session by having a short introduction about what  the Human Rights are and about what Amnesty International is.

 

I FOUND IT LACKS…

• This was the first session I run all by myself and I found difficult to adapt the activity “Crumpled paper” to the age group. I think that the manual could give us some tips on what to have in mind when we need to adapt the activities to different age groups.

WHY I FOUND THIS GUIDE USEFUL?

• For those who are relatively new to facilitating trainings on YPS (Youth Peace and Security), it is an invaluable resource which walks you through the recommended approach and covers every step of the way.

• For more advanced trainers and educators, it is just as useful. It compiles with relevant resources and each section can be used independently.

• It begins with a grounding in the main concepts related to YPS, as well as both the principles and methodologies of non-formal education. It then sets out in depth the processes involved in designing a programme.

• Perhaps the most useful aspect is a section of templates, with session outlines and examples of real programmes that can be adapted for use.

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IN WHICH CONTEXT DID I USE IT?

• Planning an event on UN Resolution 2250 for refugee youth from conflict affected areas.

 

I FOUND IT WORKED…

• As it is based on lessons learned from experience in designing and delivering trainings, as well as extensive information gathering and research, it is clearly well thought out and based on a thorough needs assessment.

• The progress study ‘The Missing Peace’ emphasises that in practice, certain groups of youth - including those in conflict affected areas, refugees etc, have been excluded and this guide does all it can to counter this.

 

I FOUND IT LACKS…

• Refreshingly, this is a culturally sensitive guide, unlike any other I’ve found/used previously and avoids the criticisms that can be levelled at some materials. The author avoids a Eurocentric perspective and does much to emphasise that youth are not a homogenous group.