Hotel Reservation

Training and Writeshop on Advocacy Messaging

- Workshop package -

Dates:

Tuesday, March 14 – Thursday, March 16, 2017

Venue:

Lamerta hotel, Kumasi, Ghana

Trainers:
- Jos van Heijningen (Plan Nederland)

- Carrie van der Kroon (DCI-ECPAT Nederland)

Participants:

Plan implementing partners, GNCRC network members and DCI staff.
All participants are implementing the GAA-programme on the ground.

Objectives:

1.     Implementing partners of the Girls Advocacy Alliance have developed shared advocacy messages for advocacy work (per theme, for different stakeholders);

2.     Implementing partners are better aware of what data is relevant to bring forward in reporting and advocacy efforts;

3.     Implementing partners are able to frame and communicate smart advocacy messages;

4.     Implementing partners are able to / made plans on how to involve their constituencies in (the development of) advocacy messaging.

Overall Programme

HOUR / DAY	TUESDAY 14 MARCH	WEDNESDAY 15 MARCH	THURSDAY 16 MARCH
9 – 10:30 AM Session 1	Welcome and Opening	Rewriting and editing of advocacy messages	Welcome to external guests, reflection Involving Girls and Young Women in Advocacy
10:30 Tea Break
11 – 13 PM Session 2	Tacking stock of our activities messages used to date (March 2017) per thematic area	Introduction to Framing	Involving Girls and Young Women in Advocacy (part II)
13 – 14 PM Lunch
14 – 16 PM Session 3	Elements of a good advocacy message First drafts of advocacy messages at outcome-level per theme	Advocating your messages in real life – role play	Planning Evaluation, wrap-up, follow-up
16 – 16:30 PM Tea Break and Closure			Closure and goodbye

Workshop package

Day 1 – Tuesday, March 14

Session 1         WELCOME AND OPENING
09:00 – 10:30 AM

Objectives

1.     Implementing partners of the Girls Advocacy Alliance have developed shared advocacy messages for advocacy work (per theme, for different stakeholders);

2.     Implementing partners are better aware of what data is relevant to bring forward in reporting and advocacy efforts;

3.     Implementing partners are able to frame and communicate smart advocacy messages;

4.     Implementing partners are able to / made plans on how to involve their constituencies in (the development of) advocacy messaging.

Expectations

1.     Solicit buy-in for our proposal

2.     Understand difference between lobby and advocacy

3.     Learn from others

4.     How to develop good messages per target group

5.     Develop messages taking into account different cultural realities

Programme
[see above]

MDF Policy Influencing Cycle

Context: what have wee been doing and where are we as an alliance? Where in the process are you with your own organization?

Where are we now?
- as an Alliance,

- as organiations, some are further in the circle. In a way we go through the circle every day again and again.

Session 2         TAKING STOCK OF OUR ACTIVITIES AND EARLY MESSAGES
                              PER THEMATIC AREA TO DATE (MARCH 2017). What have we
                              communicated until date?

What are the most important things we have been doing? Write them down per alliance partner (Plan with implementing partners, GNCRC with implementing partners) on post-its.

Our activities and early messages to date (March 2017)

What activities have we been undertaking so far? Are they lobby or advocacy activities?

GAA actions to date (march 2017): 

ADVOCACY
ADVISING	CAMPAIGNING   Press conference   TV programme   Evidence-based advocacy
Sensitization of key leaders     LOBBY	ACTIVISM (mobilisation)
INSIDER APPROACHES	OUTSIDER APPROACHES

Observations

-        The GAA has been organizing/mobilizing the support-base in society in the past months a lot, mostly involving boys, girls, young women, communities, CSOs and Faith-based organisations (FBO’s).

-        Ghana has a relatively open and safe space for civil society, which allows for more outsider and confrontational advocacy strategies (compared to, for instance, Ethiopia).

-        Some decision-makers are lobbied by the GAA, and some are being singled out as champions, which we try to promote.

Messages per theme
In the past months, GAA-partners have conveyed multiple messages towards multiple stakeholders, on the different themes.

Group 1: Sexual violence and abuse

-        We cannot fail the girl child. Let us unite to end sexual violence and abuse against girls and young women now! (target group: general audience)

-        Join the fight! Sexual violence and abuse is a violation of our rights and an abuse of our future (CSO allies)

-        Stop sexual violence against girls now! (general public)

-        Ghana would be a better place without sexual violence an abuse. Think about it!! (general public)

-        Save us now!! Stop sexual violence against girls and young women! (general public)

-        Law enforcement agencies stand up and fight against sexual violence (government)

-        Religious and traditional leaders, we pray you to refuse home settlement (traditional religious leaders

Group 2: Commercial sexual exploitation of children

-        CSEC is a silent “killer”. Save our girls and young women from the abuse. (general public)

-        CSEC can lead to poverty; to end poverty stop CSEC now! (general public)

-        CSEC promotes unhealthy sexual relationships; stop it now!!! (general public)

-        People patronizing are patronizing illegality; get them arrested and prosecute them (government)

-        CSEC is a violation of rights of girls and young women; let’s respect their rights.

-        CSEC retards the development of girls and young women; empowerment of girls and young women is RIGHT NOW!

-        Girls and young women are our heritage, let’s all promote girls and young women.

-        CSEC leads to unwanted pregnancy; let’s fight against it.

-        CSEC leads to STI/STD’s. let’s prevent unwanted disease.

-        CSEC is a child protection issue it is time for government to act now! (government)

-        Girls that engage in CSEC you end your life, development and well-being (girls).

-        Be a man; don’t patronize CSEC now and forever (boys/men).

-        I stand for change, not to engage in CSEC activities (girls/boys).

-        Girls empowerment is now, CSEC is not the way!

Group 3: Child Marriage

Stakeholders:

1. Girls
2. Partners/allies
3. Traditional/religious leaders
4. Government

Messages to the girl:

-        We are girls, not brides

-        We should be in the classroom, not in the kitchen

-        I am worth more than my dowry

-        My dignity deserves to be preserved

-        I am a girl, I deserve the best

Message to partners / allies

-        The girl child matters. Don’t give up the fight against child marriage.

-        Together we can end child marriage.

-        We cannot afford to fail the girl child. Let us unite to end child marriage.

-        Ghana will be better off without child marriage and GBV. Think about it.

Government / decision-makers

-        Let us resource the police to prosecute offenders and protect the rights of our girls.

-        Government, effectively resource mandated institutions to protect girls

-        Make the laws on child marriage and GBV work

Antagonists

-        Child marriage and GBV is illegal. The law will deal with perpetrators.

-        Child marriage is against religious norms. Leaders preach against it.

-        Risks of child marriage on the health of the girl-child.

-        Effects of child marriage on the society.

Group 4: TVET and decent work

-        Prioritised budgeting allocation for TVET (government)

-        Be aware of TVET policies (private sector)

-        You have the right to demand for information on TVET policy (general public)

-        Make entry requirements for TVET flexible (training institutions)

-        Make vocational and technical institutions practically oriented (government)

-        All educational reforms has prioritized technical education (government, civil society)

-        Government commitment on TVET is weak (government and other stakeholders)

-        TVET education is for all (girls and boys, institutions, teachers)

-        TVET is important for all (general public)

-        You have the right to decent work and pay (girls and private sector)

-        Pay nobody below the minimum wage (employers)

-        It is an offense to pay below minimum wage (employers)

-        Women have the right to decent work (young women)

-        Stop exploiting our girls and women (employers, CSO’s)

-        Every employer must pay social security for the workers (private sector)

-        Stop sexual harassment at the work place (girls)

-        Every employee has the right to appointment letter

-        Equal pay for equal work (employers, women)

Session 3         ELEMENTS OF A GOOD ADVOCACY MESSAGE

Observations on the above messages. What is striking?

-        They sometimes call to action and include a concrete action

-        The messages are short

-        They are catchy

-        They are focused

-        The messages are often confrontational

-        Some are too vague, too general. Many deal with gender equality issues but not necessarily with a specific theme, issue or target group.

-        Some of our messages are related to laws / legal norms (creating awareness on what the laws/policies are about)

-        Many messages are written as a prohibition: they say what people should not do

What do we think a good advocacy message is?

On quality (input group):

-        Short

-        Precise

-        Catchy / emotional

-        Memorable

-        Easy to understand

-        Relevant

-        Pictorial / appealing to imagination / painting a picture

Three important questions to answer

1. Who are you trying to reach with your message? (who has the authority to bring about change)?
2. What do you want your message to achieve? (what change is needed?)
3. What do you want the recipient of the message to do as a result of the message? (the action you want them to take?)

Construction of an advocacy message

A good advocacy message should be constructed like this: it informs your audience, persuades them and then moves them to action.

Construction of a message. Elements and order:
1. Statement
2. Evidence
3. Example
4. Goal
5. Action desired

Example

In Malawi mother’s die of giving birth. According to the WHO, 7 out of 10 women who deliver at home are under the age of 15 and have serious complications that

Result in either maternal or child death. Recently I was part of a survey conducted in Malawi and I personally interviewed many young women who lost a child during birth. Therefore we urge that by 2015 no teenage marriages and pregnancies in Malawi occur. Parliament needs to pass law for the minimum age limit for marriage to 21 and a supportive law to reinforce punishment of offenders.

Top tips for clear and effective messages:

KISS: keep it short and simple

1. Try to keep messages as short and simple as possible
2. Be direct, straightforward and memorable
3. The job of the advocacy campaigner is to translate complex policy messages into simple and concrete messages
4. Have recognisable soundbites

In groups
Write a more detailed advocacy message per theme, based on these criteria.

Advocacy messages per theme

Group 1. Sexual violence and abuse

Message 1.

Adolescents and young women in Ghana experience sexual abuses. Data from the Domestic Violence and Victim Support Unit of the Ghana Police Service shows that sexual violence is on the increase in Ghana, for instance defilement cases reported rose from 713 in 2005 to 1175 in 2011, and sodomy increased from 1 to 12 percent. Through our community work, our research revealed that most girls are sexually abused before age 14. We therefore urge that by 2020 sexual violence against girls should be reduced. Government through the ministry of women, children and social protection should tighten and make the laws work.

Message 2.

Defilement in Ghana is on the rise. A study conducted by DCI-Ghana for Kumasi Metropolitan Assembly and Asokore Mampong estimated that 17.9% respondents have experienced defilement before whiles 8% of girls have also been raped before. Our work in Obuasi revealed that a girl aged 11 years was defiled by her own father, which we reported to the police accordingly. The case is pending in court. We urge that by 2020 defilement cases in the Ghanaian community should be ripped in the bud. We call on CSOs and the government to save girls from this plight and follow the cases through.

Question: who is/are your target group(s) of this message?

Group 2. Commercial Sexual Exploitation

Message 1.
CSEC retards the development of girls and young women. Approximately 44% of the victims of CSEC are school drop-outs. Internal migration from one community to the other is a contributing factor to the promotion of CSEC. Unable to afford living expenses on their own, they end up on the streets thereby dropping out of school and becoming victims of CSEC. Strengthen the implementation of the Domestic Violence Act to end CSEC.

Message 2.
Poverty leads to CSEC, according to a research on CSEC in travel and tourism in the Western, Central and Greater Accra regions, victims get involved in CSEC as a result of financial need. There is a need to empower girls and young women through economic empowerment programs including TVET.

Questions:
- Who is/are your target group(s) of this message?
- Who needs to do what (for economic empowerment programs including TVET to happen)

Group 3. Child Marriage

Message 1.
Government agencies are not effectively resourced to address child marriages. For 2 years, the Commission of Human Rights and Administrative Justice (CHRAJ) has not received any budgetary allocation from the District Assembly common funds. With my recent visit to Kenyasi District CHRAJ office, the officer in charge confirmed it. By 2020 the CHRAJ offices should be well resourced to fully operate in the districts. Government should resource mandated institutions to protect the rights of girls and to fight against child marriages in Ghana.

Message 2.
Girls are been forced into marriages in Ghana. In a recent survey conducted by Sontaaba in Wulensi, 6 out of 10 girls are been forced into child marriages. From our interactions with the Girls’ club in Zongo Primary, Amina mentioned how her father has been pressuring her to marry the chief butcher in the community. By the end of 2020, child marriages should be reduced by 40% in Ghana. Girls are not brides. Parents, let’s stop child marriages now.

Question: by doing what? Should they simply stop / deter, or do they also have to do something else?

Message 3.

Child marriage is linked to cultural beliefs in Ghana. In a recent pronouncement by the Konkomba Paramount chief during the Kpekpe festival in Bukrugu district, child marriage is a normal practice among the clans. A girl of 13 years was exchanged for marriage to her father’s friend in Bukrugu Yoyo a month ago. Child marriage should be abolished in Ghana by 2030. Child marriage is illegal. The law will deal with the perpetrators.

Observation and question: you are referring to cultural beliefs and the law. Do you see the law as a solution? And/or should we separate cultural beliefs and legal issues (make to messages: one on changing cultural beliefs and one on the legal issues around child marriage)?

Message 4.

Child marriage increases mortality and morbidity rate in Ghana. According to the 2014 statistical survey report on health, 6 out of 10 teenagers develop complications as a results of child birth, 2 out of the 10 teenagers lose their lives in the process of child birth. A recent Joy news report on the TV recorded that 4 out of every 10 deliveries results in maternal and child complications. By 2030 child mortality rate should be reduced. Child marriages has a negative effect on the health of the girl – child.

Question: what should we do? Simply stop letting girls get married or is something else needed?

Group 4. TVET and decent work

Target: Government and Heads of TVET institutions

Statement: “All educational review committees prioritized TVET as key in empowering young women and girls”

Evidence: The 2014 Gender Needs Report indicated that negative socio-cultural factors, perception, attitude, knowledge, and entry requirements were the major factors among others hampering girls and women participation in TVET Programmes.

For example: current enrolment in most technical institutions in Ghana is 20% girls and 80% boys

Goal: getting 50:50 TVET education for both sexes by 2020

Action Desired: we call on the CSOs, private sector actors, government and heads of institutions to prioritized TVET for all in the country.

Question: you have all the elements, good! Can you write it in one smooth story?

Wednesday, March 15, 2017

Session 1         REWRITING AND EDITING ADVOCACY MESSAGES

Feedback received and improved messages per theme

Group 1. Sexual violence and abuse

1. Adolescents and young women in Ghana experience sexual abuses. Data from the Domestic Violence and Victim Support Unit of the Ghana Police Service shows that sexual violence is on the increase in Ghana. For instance defilement cases reported rose from 713 in 2005 to 1175 in 2011, and sodomy increased from 1 to 12 percent. A research by DCI Through our community work[1] , our[2]  research [3] revealed that most girls are sexually abused before age 14. We therefore urge that [4] by 2020 sexual violence against girls should be reduced. Government through the ministry of women, children and social protection[5]  should tighten and make the laws[6]  work.

2. Defilement in Ghana is on the rise. A study conducted by DCI-Ghana for Kumasi Metropolitan Assembly and Asokore Mampong [7] estimated that 17.9% respondents have experienced defilement before whiles 8% of girls [8] have also been raped before. Our [9] work in Obuasi revealed that a girl aged 11 years was defiled by her own father, which we[10]  reported to the police accordingly. The case is pending in court.[11]  We [12] urge that by 2020 defilement cases in the Ghanaian community should be ripped in the bud. We call on CSOs and the government to save girls from this plight and follow the cases through.[13] 

Improved message

1. Adolescents and young women in Ghana experience sexual abuses. Data from the Domestic Violence and Victim Support Unit of the Ghana Police Service shows that sexual violence is on the increase in Ghana. For instance defilement cases reported rose from 713 in 2005 to 1175 in 2011, and sodomy increased from 1 to 12 percent. A research conducted by DCI-Ghana in Kumasi revealed that most girls are sexually abused before age 14. Sexual violence and abuse in Ghana should be reduced by 2020. The law enforcement agencies such as DOVVSU and Department of Social Welfare in collaboration with the MOGCSP should strengthen the enforcement of the Children’s Act and the Domestic Violence Act.
   
   
2. Defilement in Ghana is on the rise. A study conducted by DCI-Ghana for Kumasi Metropolitan Assembly and Asokore Mampong in 2015 estimated that 17.9% respondents from 8-14 years have experienced defilement before, whiles 8% of girls from 10-16 years have also been raped before. Songtaba’s work in Tamale revealed that a girl aged 11 years was defiled by her own father. Defilement cases in Ghana should be eradicated by 2020. Government through the Attorney General’s Department should ensure the speedy prosecution of defilement cases in Ghana.

  

Group 2. CSEC

Improved Message 1.
CSEC retards the development of girls and young women. Approximately 44% of the victims of CSEC are school drop-outs. Internal migration from one community to the other is a contributing factor to the promotion of CSEC. Many girls and young women are unable to afford living expenses on their own, thereby dropping out of school and becoming victims of CSEC. To reduce CSEC by 50% in 2030, we call on the government to strengthen the implementation of the Domestic Violence Act to end CSEC.

Comments on message 1
A. Retards the health, education and economic development of girls and young women
B. There should be a specific goal, e.g. “to reduce CSEC by 50% in 2030, out of school girls and young women should return to school”.

Message 2.
Poverty leads to CSEC, according to a research on CSEC in travel and tourism in the Western, Central and Greater Accra regions, some girls and young women get involved in CSEC as a result of financial need. Reducing families living below the poverty line by 10% in 2030 should be a high priority of the government. There is a need to empower girls and young women through economic empowerment programs including TVET and making TVET free as propounded by the government.

Comments on message 2
A. What should be the goal?
B. Goal: increment of family income
C. Reduce families below the poverty line by 10% in 2030

New message: message 3.
An anecdotal report around the stadium area in Kumasi indicates that school girls engage willingly in CSEC to support their ostentatious living

Group 3. Child Marriage

1. Government agencies are not adequately resourced to address child marriages. For 2 years, the Commission of Human Rights and Administrative Justice (CHRAJ) have not received any budgetary allocation from the government. On my recent visit to Kenyasi District CHRAJ office, the officer in charge confirmed it. Child marriage in Ghana should be reduced by 40% by the year 2020. Government should resource mandated institutions to protect the rights of girls and to fight against child marriages in Ghana.

COMMENTS:

A.    Effectively to be changed to adequately

B.    CHRAJ are independent on the Assemblies.

C.     Goal should be reframed to read- child marriage in Ghana should be reduced by 40% by the year 2020

2. Girls are being forced into early marriages in Ghana. In a recent survey conducted by Songtaba in Wulensi, 6 out of 10 girls are being forced into child marriages. From our interactions with the Girls’ club in Zongo Primary, Amina mentioned how her father has been pressuring her to marry the chief butcher in the community. Child marriages should be reduced by 40% in Ghana by 2020. Girls are not brides, Parents, let’s stop child marriages now!

3. Child marriage is linked to cultural beliefs in Ghana. In a recent pronouncement by the Konkomba Paramount chief during the Kpekpe festival in Bukrugu district, the chief stated “child marriage is a normal practice among the clans”. A girl of 13 years was exchanged for marriage to her father’s friend in Bukrugu Yoyo a month ago. Child marriage should be abolished in Ghana by 2030. Child marriage is illegal. Government, ensure that the laws deal with the perpetrators.

COMMENTS: Statement 3. The goal is linked to the action. It must be separated.  [Government must ensure that]

4. Child marriage increases maternal mortality and morbidity rate in Ghana. According to the 2014 statistical survey report on health by the Ghana Statistical Service, 3 out of 10 teenagers develop complications as a result of child birth, 1 out of the 10 teenagers lose their lives in the process of child birth. A recent Joy news report on the TV recorded that 4 out of every 10 deliveries results in maternal and child complications. By 2030 child mortality rate should be reduced. Child marriages has a negative effect on the health of the girl – child.

COMMENTS

Statement 4. Maternal mortality, statistics is very high. The researcher is not cited as well as the date.

Group 4. TVET and decent work

Comments on TVET

1.  Take out the headings

2. Re-state the statement:

3. Evidence contradicts the statement restate the statement and evidence

4. Action is a call on the CSOs and government to give priority to all but the example is talking about only girls. Action should be re-stated

To the government

High cost of TVET education in Ghana is hampering girls’ participation and economic empowerment. The 2014 Gender Needs Report indicated that, 70% of girls enrolled in TVET institutions are not able to complete due to their inability to afford the cost of training.

Ajara, a second year vocational skills student of Kanton Senior High School dropped out of school due to her inability to purchase the equipment and materials for her practical sessions. Technical and vocational education should be free in Ghana by the year 2020. We call on Government to include TVET in the free SHS education programme to promote girls participation and completion.

Session 2         INTRODUCTION TO FRAMING AND CREATING FRAMES

Five elements of a message
1. Content (Tuesday, harvesting early messages and based on our TOC)
2. Language (Framing, Wednesday morning)
3. Messenger (communications, role play Wednesday afternoon)

4. Format/medium (Action Planning)
5. Time and place (Action Planning)

The power of language

The content of our research, TOC, expertise and message may be very well thought through, a lot of the success of our lobby and advocacy however still depends on the way you formulate your message and on your communication skills. Just as how a picture of painting is framed affects how we see it and how we value it, how a social issue is framed similarly affects our perceptions and values and will influence the way we understand the issue.

What are Frames?

Frames are cognitive shortcuts that people use to help make sense of complex information. Frames help us to interpret the world around us and represent that world to others. They help us organize complex phenomena into coherent, understandable categories. When we label a phenomenon, we give meaning to some aspects of what is observed, while discounting other aspects because they appear irrelevant or counter-intuitive.

Frames are used by politicians, advocacy groups, in advertisement and conflicts. Parties tend to frame the way they view the cause of the conflict, usually blaming the opponents.

Examples of frames

“Don’t give the fish, give the fishing rod!”

“Let delinquents pay for the damage they cause”

“Why would the peasant have to pay for the study of the lawyer?”

“A policeman is a thief with a government gun.”

“Human rights only serve to defend criminals.”
“If you refuse to re-use, it’s earth you abuse”.

What do you do when framing?

-        You bring problems back to simple dimensions

-        Connect to broader debates dividing society (such as child marriage)

-        Provide sometimes an escape from a moral dilemma

-        Are worded in a convincing way

-        So that they stay on people’s minds

-        They are often repeated

-        And eventually they get interiorized, one starts using them unconsciously

-        They often force the group attacked to reply (which puts them in a defensive position)

-        Then the burden of proving that the situation is not as suggested by the frame lays with that group

-        Good frames get media attention (for free). They become quotes taken over by journalists.

Framing an issue helps structure thinking about what the problem is about and how it can be addressed. It gives your audience a particular mindset about your issue. And mindsets are powerful; they govern future thoughts and action.

In other words, the framing hints at what the issue is, who is responsible, and what possible solutions are. Successful framing puts your group in a favorable position to direct the discussion of the problem and improves the chances of a successful solution, in a way that is best both for your group and for the community.

Using frames means selecting specific information to make a complex situation easy to understand.  We label a phenomenon, and make a selective simplification, because you filter people’s perceptions and provide them with a field of vision for a problem.

Why do we use frames?
Frames help us organize complex phenomena into coherent, understandable categories. Frames help us to interpret the world around us and represent that world to others.

By using different frames, people create different stories about the same situation.

Framing means to make conscious decisions to select frames that serve our purpose.

Once a person has a frame in his/her mind, it is difficult to change them. It is difficult to re-frame, especially in the case of ‘fear-frames’.

When you frame:
1. You provoke an emotion. Fear appears to be the strongest emotion, we see in politics nowadays. It is also very dangerous.
2. You provide a solution. “We can take away the fear/danger.”

! Frames can provoke different emotions in different cultural contexts. For instance: “someone is taking a nap on the street” vs. “poverty, homeless person”

How does framing work? Analysing the frames of others

Frames are often based on the positions of a political actor. Their positions are in turn often based on a norm system and eventually rooted in the deeper values of that actor.

[TRIANGLE MDF]

Frames

 

Positions

Norms

 

Values

First identify your own values and norms, the consider those of your targeted audience. Then start answering questions as to:

-        What contributes to the problem?

-        What is signaled as part of the cause?

-        What contributes towards the solution?

Frames have a dimension “as a project”:

                   Problem

 

Cause                                Solution

One could also frame it in terms of a “drama”, in which there is the usual suspect, the villain (causing a problem), the victim (experiencing a problem) and the hero (with a solution).

                      Victim

 

Villain                               Hero

The drama is of course not complete without strong emotions such as anger, disappointment, jealousy, et cetera.

How do you best frame an issue?

Use the triangles and try to come up with short sentences that can catch not only your position but also norms and values. They can be particularly effective means of passing a message in media as radio, or television, but can also be used in oral interventions, or even in written papers.

What are effective frames?

A good frame…
1. Connects to feelings and beliefs

2. Is easy to understand
3. Is a powerful and concise message
4. Often uses a metaphor and adjective to create an image in someone’s mind (often linked to existing words)
5. Uses rimes, humour, pictures or questions to attract attention (often suggestive questions to which only one answer is possible).

Beware of the effect of negative statements
Example: Richard Nixon’s “I am not a crook”

Tips and warning for the use of frames:

-        A strong frames can easily be reverted against the advocate using it in the first place.

-        Rime or an original comparison or metaphor help making a frame strong.

-        It forces the group explicitly or implicitly put in the role of the villain to react in a defensive way.

-        Advocacy officers face politicians and other decision-makers who usually are very seasoned in the design and use of very strong frames.

-        You can make your villain the hero
E.g. Kenyan police force that makes use of excessive force: “you will be asked on judgement day: did you decide to protect or to slay? Your choice!”

-        It is smart to use religion connotations in some cultural contexts

-        Test your framed message (as multiple people can have multiple interpretations)

-        A strong frames can easily be reverted against the advocate using it in the first place.

-        Rime or an original comparison or metaphor help making a frame strong.

-        It forces the group explicitly or implicitly put in the role of the villain to react in a defensive way.

-        Advocacy officers face politicians and other decision-makers who usually are very seasoned in the design and use of very strong frames.

-        You can make your villain the hero
E.g. Kenyan police force that makes use of excessive force: “you will be asked on judgement day: did you decide to protect or to slay? Your choice!”

-        It is smart to use religion connotations in some cultural contexts

-        Test your framed message (as multiple people can have multiple interpretations).

→ See ANNEX 1. HANDOUT FRAMING YOUR MESSAGE

→ Further reading: Change the Game – academy website (especially the sections on reframing), of MDF the Netherlands.

Frames per groups

Group 1. Sexual violence and abuse

CASE 1

FRAMES:

●      Teachers, stop using girls as ‘bush allowance’

                               School girls (victims)

 

Male teachers (villain)                         School authorities/ GES/ CSOs

                                  Sexual harassment in schools

Lust (Sexual indiscipline)                                    suspension/ Dismissal.      

CASE 2

●      Men are beasts in the society, what will rapist tell God on judgment day?

●      Be a man! Stop sexual abuse!

                                                            Defilement

 

                      

                    

                       Lust/ sexual indiscipline                  Prosecution

                                                    Girls

                                                       

           

                              Men                               CSOs/ traditional authorities/ Government  

Group 2. CSEC

1. Men, let the girls grow and they shall be sustainable support.

a. The victim:  girls and young women

b. Villian : the man

c. Hero : the man

a. Problem: Ascendancy of CSEC.

b. Cause: low enforcement of children rights and sexual rights.

c. Solution: Enforcement of the Children Acts 1998 (560),the Domestic Violence Act 2007,  the Family and Child Welfare Policy (2015) and the Justice for Children’s Rights (2016).

2. No CSEC, Economic empowerment first!

a. The victim:  girls and young women

b. Villain : the man

c. Hero : the man

a. Problem : Increase in CSEC

b. Cause: Poverty

c. Solution: Free TVET from government.

3. Patronise CSEC, Go to Jail.

a. The victim:  girls and young women

b. Villain : the man

c. Hero : the man

a. Problem : Negative effects of CSEC

b. Cause: ostentatious living, poverty.

c. Solution: Free TVET from government.

4. CSEC is a child-violation issue,Citizens be responsive Government act now

a. The victim:  girls and young women

b. Villain : the man

c. Hero : the man

a. Problem : Negative effects of CSEC

b. Cause:  Poverty.

c. Solution: Free TVET from government.

5.  Girls focus on your education, CSEC is a silent killer

a. The victim:  girls and young women

b. Villain : the man

c. Heroine : the girl

a. Problem : Negative effects of CSEC

b. Cause: Poverty.

c. Solution: Free TVET from government.

6. This is no stigma girls, CSEC is Wrong

a. The victim:  girls and young women

b. Villain : the man

c. Heroine : the girl

a. Problem : Negative effects of CSEC

b. Cause: Ostentatious living.

c. Solution: Free TVET from government.

Group 3. Child Marriage

1. Parents who marry off their children are not different from slave masters
2. A man who chooses a girl over a woman as a spouse is inhuman.
3. Irresponsible parents always exchange the girl child for wealth
4. I am worthy more than my dowry
5. We are girls not brides
6. Girls deserve the best not the worst
7. My dignity deserves to be protected!
8. Men, be responsible and take actions to stop child marriages.
9. Government, Let policies that protect girls work!
10. Awake Girls! Child marriage is a silence killer.

Group 4. TVET and decent work

A. Who is the victim / what is the problem?

Girls and Young women /inadequate financial commitment by government

B. Who is the villain / what is the cause?

Government/ Inadequate resources to support the economy and lack of priority for TVET

C. Who is the hero / what is the solution?

CSOs, Media/ government to prioritized TVET and increase resource allocation to TVET

Picture/symbols

  

Write your message down here:

-        TVET the solution to poverty

-        Free TVET programmes the way forward

-        I love made in Ghana

-        TVET ready employment

-        TVET solution to youth unemployment

-        For reliability and empowerment go for TVET

-        TVET is not for girls only

-        TVET your rightful partner

-        Invest wisely, invest in TVET

-        TVET the path way to achieving sustainable development goals

Session 3         ROLE PLAY

Tips for the role play

-        Images are more powerful than words

-        Enthusiasm is more powerful than criticism

-        A smile reaches further than a growl

-        Matching the opponents behavior creates rapport

-        Involve girls and young women!
A. Never go alone

B. Involve GYW beforehand

1. …and debrief them afterwards

Before the meeting:

1. Prepare: what do you want to get out of the meeting / what is your bottom line?

During the meeting:

2. Debate:  present your case / pass the message
3. Propose: use “if…then”; wait for info and answers (do not push)
4. Bargain: be specific, check the agreed, be conditional

- Decide what you want and prioritize

- Anticipate the same about your target

- Anticipate what objections your target might have on your case and prepare answers

Scenarios

Meeting 1. CSEC

Decision-makers: representative 1 and 2 of the mining company
Attitude: I do not have time for you, what do you want? Why would we be responsible for anything?
Interest:  avoiding any legislation that hinders their activities / commercial interests. At the same time, they are afraid of reputational damage.

Meeting 2. Child Marriage

Decision-maker: religious leader and his eldest son from Obuasi village
Attitude: What I preach is morally correct. Me and my family have been in power for generations. We use our power responsibly and do no harm. I am a very well-respected figure in society and know best about customs and traditions.
Interest: maintaining power and avoiding dissent or controversy within the community.

Meeting 3. Sexual violence and abuse
Decision-maker: Minister and Senior Policy Maker of Ministry of the Interior (in charge of the DOVVSU)
Attitude: We do the best we can with our very limited resources. We very much appreciate technical assistance and external support.
Interest: getting positive attention and a good image as a government institution; access to (donor) funding.

Optional:

Meeting 4. TVET
Decision-maker: representative and assistant of the Council (COTVET)
Attitude: We do the best we can with our very limited resources. We very much appreciate technical assistance and external support.
Interest: getting positive attention and a good image as a government institution; access to (donor) funding.

All lobbyists: you have heard that you have ten minutes with high-ranking officials. What will you put forward? What will be your message? What do you want them to do? What do you want to achieve? What is your minimum?

Observers check lobbyists and decision-makers on:
- contents
- presentation
- convincing / negotiated results
- attitudes and behavior

Thursday 16 March

SESSION 1. INVOLVING GIRLS AND YOUNG WOMEN IN ADVOCACY ACTIVITIES IN THE GAA

09:00 – 10:30 AM

Why involve Girls and young women?

-        It enhances the legitimacy of our advocacy claims

-        It creates a stronger support base in society, sustaining our advocacy

-        It empowers girls and young women

Participants:

-        They understand what affects them

-        They have unique needs -  tailor interventions towards them

-        They are subjects of our advocacy

-        They are future leaders – and need preparation. It is strange to deny their own power. Strengthen their capacities

-        The evidence is self-explanatory when GYW are involved. It adds strength.

-        Legitimacy: it adds legitimacy to our message and organisation

-        It is more sustainable

-        It lets them understand why they need to be involved and appreciate their need. Self-consciousness/-awareness of GYW

-        Involvement/active role is, in itself, empowering.

-        It is their right. They cannot be left out of issues that affects them.

-        It makes the process of advocacy natural, instead of a role play / imagination /  possibility.

Advocacy for / by / with

Advocacy for: speaking on behalf of girls and young women

Advocacy with: speaking together with girls and young women

Advocacy by: girls and young women speaking up for themselves

Different levels of participation and involvement of girls & young women 

Advocacy for: limited participation of girls and young women

Advocacy with: increasing levels of participation of girls and young women

Advocacy by: full and active participation of girls and young women

Is it always the best to do advocacy by (or with)? Standards for quality, meaningful participation of girls and young women.
We try and strive to get to the higher levels of participation with the GAA.

However, bear in mind: the highest levels of participation are the most beautiful, but not always the best.
It depends on:

-        What girls and young women themselves want/expect from their participation (what do they prefer);

-        Context, appropriatedness (topic could be very sensitive or shameful to talk about), safety and privacy of the girls and young women;

-        Are we able to guide/support as organizations in the process?

So apart from process / forms of participation, there are also some quality requirements we need to take into account, in order to go from technical participation towards MEANINGFUL participation.

Ladder of participation

					Sociopolitical participation
				Self mobilisation
			collaboration
		consultation
	Passive information gathering
Receiving information

This is defined by:

-        Who initiates the process (from you as an organization to girls and young women themselves at the highest levels)

-        Who is director of the process (gradually, from you as an organization to girls and young women themselves at the highest levels)

-        What is the level of involvement of girls and young women

SESSION 2. INVOLVING CONSTITUENCIES (continued)

11:00 AM – 13:00 PM

Exercise, in groups. Define the involvement of girls and young women in GAA-advocacy:

-        Which groups are we talking about?

-        What are their barriers to participate in GAA-advocacy?

-        What are barriers for us to engage them in GAA-advocacy? (possibly use: power over / with / within)

-        How could we involve them in GAA-advocacy?

Answers from the groups

1. Target groups

Victims and survivors of the issues that we are addressing. But we are open to all girls that want to participate. You don’t have to be a victim or survivor. We also include girls-at-risk for certain issues.

-        Girls in school (who are children below the age of 18)

-        Girls out of school

-        Young girls in apprenticeships (hairdressers, dress makers)

-        Village, savings and loan – groups

-        Rights and responsibilities children’s clubs

-        Age range:
Children below the age of 18 (1-17 years-old)
Young women between age of 18/19 – 24 / 25

Based on the youth policy: up to 35?

→ This is still quite general. We might have to think a bit more focused.

→ What are our criteria? The most marginalized girls. Leave no one behind (SDG-agenda).

2. Barriers to participate in GAA-advocacy

Internal barriers (within the girls, for themselves)
- Customs, norms and values around GYW.

-        Security issues, safety and protection issues

-        Language

-        Level of education

-        (Ab-)use of technology and social media

-        Negative peer influence

-        Unmet expectations. The target group is very vulnerable and expect something from the project, in relation to their felt needs.

-        Sexual lifestyles of the girls – leading to stigmatization. They isolate themselves.

-        Girls do not see themselves as responsible for their lives. They have low expectations of life, a limited worldview and a low esteem of themselves.

External barriers

-        Customs, norms and values around GYW. Traditionally there are no spaces created for the girls to participate. Also, roles are assigned to girls which do not allow them to participate (household chores).

-        Girls who speak out are confronted with negative criticism of the community, stigmatization.

-        Time / timing (girls are very busy with household chores, we often do not take this into account as organizations).

-        Geographical context (rural – urban)

-        Access to social amenities

3. Barriers for us to engage them in GAA-advocacy?

Internal barriers

-        We lack a policy for involving girls and young women. But, does any policy restrict us from involving them?

-        Limited resources. We would like to involve all the girls, but we cannot, due to budget constraints.

-        Our own cultural norms, values and stereotypes. The bias of CSO-staff. Some find it difficult to talk about sexuality. Also, the way we think and speak about female colleagues has an influence. Our own mentality matters a lot.

-        We should be careful with frames and language, not to stigmatize girls ourselves (poster with red cross through a pregnant girls).

-        Language

-        Time: the time to meet participants is usually out of work time, which is a challenge to CSO-staff.

-        Motivation and convincement, internalization of norms: do we believe in our work? This affects the project and participation of girls. How many of us do accept to let their girls go and get married early? How many of us beat their children? This level of internalization of the violence and rights, is very important. What do you do at home versus at the office?

External barriers

-        Low law enforcement by the institutions. This increases the problems we face, such as CSEC, and makes it more difficult for CSO’s to involve girls and young women

-        The dissemination of laws and policies. The people are not reached now, so they cannot claim their rights.

-        Weak structures at the community level.

-        Poor political commitment.

-        Community expectations that are difficult to manage. The expectations are so high, it becomes difficult as a CSO to deal with them. They expect more from service delivery.

-        Government institutions: there are a lot of procedural barriers and requirements to meet before you can participate.

-        Accessibility: seasons and weather conditions.

SESSION 3. INVOLVING GIRLS AND YOUNG WOMEN (PART III), ACTION PLANNING, EVALUATION AND WRAP-UP

4. How could we involve them in GAA-advocacy?

-        Working closely with government partners, such as the education services and department of social welfare and district assemblies and align with their programmes in involving GYW.

-        Strengthen our skills in managing community expectations.

-        Public education. Talk about GAA-issues but also about the benefits and importance of participation.

-        We need to highlight more the benefits of the participation for GYW.

-        We have to find the most efficient ways to reach our beneficiaries and reach our project goals as cost-effective as possible.

-        Raise consciousness of girls themselves to see the need for their participation. We need to raise awareness and build their capacities.

-        Involve GYW throughout the advocacy process. They need to be involved in planning so they can effectively participate and know what to expect.

-        Ask GYW about their ideas of the programme and the developments within the GAA. We can then see their issues and try and incorporate/accommodate towards them.

-        Get a girl panel together in which we assemble girls advocates.

-        Action plan of girls clubs and community child protection clubs

-        Use of change agents to engage girls and young women.

-        Connect to service delivery programmes / interventions; align with institutions with TVET-services. In the communities, people often want a solution to their needs, which we cannot give as we do not have a service delivery-programme.

-        Addressing cultural norms prohibiting girls participation

-        Disseminate simple explanations of core political rights.

We need to inform girls and young women about their rights to participation, the spaces for participation and the ways, in order to empower them to participate.

Ensuring quality / meaningful participation
How to ensure safety and privacy of girls and young women?

-        We need to do an environmental scanning of the risks

-        Understand the possible resistance towards girls political participation

-        What are the risks of girls and young women political participation

-        You need patrons who can guide and assist them (chaperon)

-        For out of school girls, child protection community teams should help

-        Girl child coordinator has to play a role for supporting the in-school girls clubs

-        Victims support programmes (by linking up with other institutions)

-        Revive the child helpline

-        Building allies within the communities where the girls live

-        Align ourselves with the government policies (child and welfare policy)

-        Now that we have protection systems at community level, should we not build a structure at regional level

-        Child protection policies at organizational level

Next actions

… On advocacy messages (finalizing/reviewing/testing messages)

-        Shirley was at this table, add input here

… On engaging girls and young women (participation) in advocacy activities in the GAA

-        Anna was at this table, add input here

… On capacity development (what else is needed?)

-        Barima was at this table, add input here

Evaluation

What did you like?

-        The training was very helpful with the understanding of the lobby and advocacy messaging

-        The facilitation was great and very explaining

-        Very inspiring and participatory

-        I liked the participatory nature of the workshop.

-        It has been very insightful, so impressed about framing and advocacy messages

-        Framing of the messages

-        How to develop an effective advocacy message: inform, persuade, call to action

-        Frame of advocacy of messages

-        Facilitators were on top

-        Timing was accurate

-        Training was great, enjoyable and not boring. Keep up the flow

-        Language was clear and understanding (comprehensive)

-        Gestures used were great. Generally great

-        The content and methodology of presentation were very relevant and suitable. I really enjoyed them.

-        Active participation by all participants

-        Facilitation approach was excellent

-        It was well facilitated and all presentations were well explained

-        Teamwork and collaboration was effective

-        The training was more practical and participatory

-        More of this programs should be organized for capacity building

-        I like it. It should continue. Organize more capacity building sessions.

-        Also: facilitation skills of facilitators

What recommendation do you give for improvement?

Things to improve:

-        There should be some form of energizers to keep people alert

-        A framing manual should be provided to the participants

-        More time allocation

-        Energizers in between sessions to keep participants active

-        Inadequate time allocation for framing

-        Next time this training should be done in our offices so that all staff have access to this training

-        Group work which needs some evidence should be given as home assignment for group members to search for the evidence

-        Certificates and training manuals should be given to the participants

-        Other component of advocacy will be welcome

-        Capacity for how to write advocacy messages

-        Next time we should be grouped in implementing partners then follow it up at the regional level as the issues are very regional

-        Certificate

ANNEX 1. FRAMING YOUR MESSAGE

1. Define your audience

2. Think of the goal of your communication

3. Use the triangle to create your frame:

                   Problem

 

Cause                                Solution

                       Victim

 

Villain                                   Hero

A. Who is the victim / what is the problem?

B. Who is the villain / what is the cause?

C. Who is the hero / what is the solution?

4. Try to craft a strong message by making use of the tips you learned before

Do you make use of:

A slogan?

Pictures or symbols?

A symbolic person to deliver the message?

Write your message down here:

---

WHICH COMMUNITY? Who is conducting the research?

WHOSE OR WHAT RESEARCH WORK?

Delete

SUGGESTION the goal should be smart (SEXUAL VIOLENCE SHOULD BE REDUCED BY 2020)By what percentage

DOVVSU AND CHRAJ not the Ministry

WHICH SPECIFIC LAWS OR ACTS MUST THE GOVERNMENT ACT ON? MOGCSP is not a law enforcement agency, so the sentence should the MOGCSP through DOVVSU and CHRAJ should enforce

When was the research done? Add specific period of research

The age range of the respondents should have been added

Who? Is it DCI?or the commentator?

Who is the WE? Revise sentence fragments

Remove sentence at once

Restructure sentence, defilement cases in Ghana should be eradicated by 2020. It should be measurable, so add percentage

How are they going to do that, what actions can they  use to help the girls