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Participation… What does it mean?
Participation is both a right and a responsibility. As a responsibility, we exercise participation to contribute whatever we can for the benefit of our community and the larger society.
Roger Hart, a child rights advocate, was the first one who came up with the first comprehensive definition of participation. He defines it as the “process of sharing decisions that affect one’s life and the life of the community in which one lives. It is the means by which democracy is built and it is a standard against which democracies can be measured.”
It is a process leading towards empowerment. It is an end goal, a fulfillment of our human right.
Being a process, it entails the following:
1. Start by believing in our own youthful selves, affirming that we are active participants in everyday life.
2. We need to become aware of the issues that affect our lives.
3. We need to know our human rights as this provides us with a legitimate reason to participate.
4. Allowing ourselves to formulate ideas and speak up freely using various media.
5. Meeting other young people to share ideas and opinions as well as learn new insights and skills.
6. Being consulted and taking into consideration our points of view.
7. Taking an active role in different arena.
8. Collectively deciding for ourselves.
To further understand participation, there are two conceptual frameworks: Barbara
Franklin’s Levels of Participation and the Dramaturgical Approach.
Barbara Franklin proposes eleven levels of participation where decision-making is a central element. She categorized these levels into three: non-participation, pre-participation and participation.
On the other hand, the dramaturgical approach explains the varying degrees of participation. This is a summarized version of Franklin’s 11 levels.
Barbara Franklin’s Levels of Participation
Non-participation
Level 0: No consideration. Youth issues are ignored and there is no help for the youth.
Level 1: Adults Rule. Adults make all decisions and young people are told nothing except what to do.
Pre-participation
Level 2: Adults rule kindly. Adults decide everything and young people are told what to do but were given explanation.
Level 3: Manipulation. Adults decide and ask young people if they agree. But in the end, young people must agree.
Level 4: Decoration. Adults only ask young people to sing, dance and perform ceremonial functions.
Level 5: Tokenism. Young people are allowed to decide but only on minor aspects.
Participation
Level 6: Invitation. Young people are invited to give ideas but still adults decide.
Level 7: Consultation. Adults consult young people and take into consideration their ideas. Still adults decide.
Level 8: Joint Decision. Both adults and youth decide on the basis of equality.
Level 9: Taking the lead role, adults help. Young people lead in deciding with the help of adults.
Level 10: Fully in-charge. Young people decide what to do and adults only enter the picture if asked help.
Dramaturgical Approach
1. Lead Role – full responsibility given
2. Supporting Role – young people providing support for adult initiatives
3. Audience Role – being on the receiving end
4. Undefined Role – taking on tasks delegated by adults
How Can Young People Participate?
Based on my experiences in NGO youth advocacy and after hearing stories from fellow youth and children advocates, we can participate in the following capacities:
1. Administrators. Young people can participate in daily office operations doing clerical work.
2. Advocates. Participation can be through joining rallies, campaigns and media work. They can participate in conferences, make public presentations and come up with policy proposals. Young people can also join activist organizations.
3. Counselors. Young people can listen to others and provide support on various issues such as those that are health related, e.g. HIV/AIDS.
4. Decision Makers. Young people can become board members of youth-serving NGO’s and institutions.
5. Educators. We can conduct skills development trainings for fellow youth.
6. Income Generators. Young people can write funding proposals and market them to funding agencies.
7. Managers. Young people can plan, monitor and evaluate the implementation of youth-related programs.
8. Researchers. Through participatory action researches, young people can identify research problems, design methodology, gather data, validate the data, analyze and come up with conclusions.
To further encourage youth participation, there is a parallel process that needs to be
addressed. One is developing our capacity to participate and generating the support from adults.
Developing young people’s capacities can be channeled through both formal and non-formal education. Psychosocial programs would also help for victims of human rights violations who have experiences trauma, e.g. victims of sexual exploitation and child soldiers. Another important factor is the provision of resources.
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Ryan Silverio
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Comments
wonderful &informative article john garnett | Sep 1st, 2003
keep up the good work
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