YOUTH ADVOCACY PROGRAMME 2017

One of the key objectives of our SST Global Citizenship Programme  (GCP) is to engage the 'Hands' of our students and empower them to take stewardship of local and global issues. 

Links to ADVOCACY PROJECTS

Group 1
Advocacy Service Proposal Brunei grp 1-elderly
Project Manager: R Anieyrudh

 link to BLOG

Group 2
SST GCP ADVOCACY SERVICE PROPOSAL
Project Manager: Phone Myint Myat

 link to SITE

Group 3
Clean and Green project

Project Manager: Isaiah Leong

Group 4
Stop animal abuse
Project Manager:  Kamal Sawlani

 link to SITE

Link to document

1. Essential Understanding

An individual can contribute directly through their actions, or influence others to take actions, to grow and improve a community.

Knowledge

Students will be able to demonstrate a clear understanding of the differences between a direct service learning and an advocacy service learning project.

Understand

1. A Direct Service Learning Project - person-to-person, face-to-face service projects in which the students’ service directly impacts individuals who receive the service from the students. Through direct service learning projects, we may provide some form of relief to the recipients during that short duration of time, does not attempt to solve the underlying issue.

Some examples are:
Tutoring/ teaching students and adults e.g. teaching dialect or english
Conducting art/music/dance lessons for youth/elderly during visits to centres
Giving presentations on violence and drug prevention to schools or at-risk youths
Helping in a homeless shelter (running errands etc)

Volunteer as traffic wardens for organizations

2) An Advocacy Service Learning Project - educating others about topics of public interest – projects that aim to create awareness and action on some issues that impact the community. Through these advocacy projects, we may attempt to solve the root of the problem or reduce impacts in the future.

Some examples are:
Planning and putting on public forums on topics of interest in the community

Conducting public information campaigns on topics of interest or community needs

Working with elected officials to draft legislation to improve a segment of the community

Skills

Programme Deliverables: Advocacy Showcase 24 October 2017

Each team will be given a budget of $20 to prepare for the advocacy showcase. The students must advocate their cause through the following platforms:

1. an interactive and informative website/ social media page to advocate for the cause identified
2. a poster/ infographics (printable to A1 size) to advocate for the cause identified
3. an activity to engage the audience

B)  Programme Overview

Day 1: 16 October 2017 (Monday)

Time	Venue	Activity
9.00AM - 10.00AM	Auditorium	Experience (Mass Lecture)
10.30AM - 11.30AM	Classrooms 201 Bangkok 202 Brunei 203 Hanoi 204 Ho Chi Minh 205 Matsumoto 206 RDFZ 207 Taiwan	Reflection Cycle 1 (See Annex 2)
11.30AM - 1.00PM		Advocacy Service Planning and Preparation

Day 2: 23 October 2017 (Monday)

Time	Venue	Activity
9.40AM - 10.00AM	Classrooms 201 Bangkok 202 Brunei 203 Hanoi 204 Ho Chi Minh 205 Matsumoto 206 RDFZ 207 Taiwan	Advocacy Service Planning and Preparation
10.00AM - 10.40AM	Break
10.40AM - 1.00PM	Classrooms 201 Bangkok 202 Brunei 203 Hanoi 204 Ho Chi Minh 205 Matsumoto 206 RDFZ 207 Taiwan	Advocacy Service Planning and Preparation

Day 3: 24 October 2017 (Tuesday)

Time	Venue	Activity
8.00AM - 9.00AM	Classrooms 201 Bangkok 202 Brunei 203 Hanoi 204 Ho Chi Minh 205 Matsumoto 206 RDFZ 207 Taiwan	Advocacy Preparation
9.00AM - 10.00AM	Canteen	Advocacy Service Set-up
10.00AM - 10.40AM	Break
10.40AM - 11.40AM	Canteen	Advocacy Service Showcase
11.40AM - 1.00PM	Classrooms 201 Bangkok 202 Brunei 203 Hanoi 204 Ho Chi Minh 205 Matsumoto 206 RDFZ 207 Taiwan	Reflection Cycle 2 (See Annex 2)
1.00PM - 1.30PM		Feedback Survey

C) Programme Details

Day 1: 16 Oct 2017	Programme	Facilitator	Links to Resources
9.00AM - 10.00AM	Front loading (objectives of advocacy training, key understanding of an advocacy service project) Deliverables and timeline	Caroline / Genevieve	Slides for Mass (Front Loading) Annex 1: Understanding Advocacy Service
10.30AM - 11.30AM	Refresh trip itinerary if necessary/ Publish students’ trip experiences Ask guiding questions (from travel journals) to help students process and make meaning of their trip experiences Ask guiding questions to help students  generalize/ arrive at the key understandings of their GCP trips. Share students’ proposed project proposals (2016) Asking guiding questions that help students to publish their observations/ experience of a service Students’ perceptions/ understanding of a service Students’ description of a service - the characteristics Asking guiding questions that help students process and make meaning of their observations of a service Using the project proposals the students submitted in 2016 (see table below),  discuss the strengths and weaknesses of their submissions Students are able to explain the reasons and impacts of a direct service and an advocacy service. Asking guiding questions that help students generalize and derive the Enduring Understanding (see above) of an advocacy service. Students to define/list characteristics of an advocacy service Students to give suggestions/ make improvements to their prior proposals to demonstrate their “new” understanding of an advocacy service Asking guiding questions to help students apply their understanding by planning an advocacy service	Trip Teachers	Annex 2: (Experiential Cycle - Guiding Questions) Annex4: GCP Advocacy Service Proposal
11.30AM - 12.00PM	Group the students in 4 teams (7- 8 students per team) to work on an advocacy project Assign roles and responsibilities (see GCP Advocacy Proposal) Suggestion: 1 Project Manager, at least 2 researchers, 2 designers, 2 presenters)	Trip Teachers	Annex4: GCP Advocacy Service Proposal
12.00PM - 1.00PM	Students to complete Advocacy Project Proposal in their teams. Teachers to check to ensure that project proposal is aligned to key understanding of an advocacy project.	Trip Teachers

Day 2: 23 Oct 2017	Programme	Facilitator	Links to Resources
9.40AM - 1.00PM	Teachers to advise students on their Advocacy project deliverables and ensure that they are aligned to the key understanding of an advocacy project. Teachers to check on team’s progress and presentations / advise on improvements Students can refer to the list of suggested websites on what makes a good infographics. Students can refer to the assessment rubrics.	Trip Teachers	Annex4: GCP Advocacy Service Proposal

Day 3: 24 Oct 2017	Programme	Facilitator	Links to Resources
8.00AM - 9.00AM	Finalize team’s presentations.	Trip Teachers
9.00AM - 10.00AM	Teachers to oversee the setup of students’ publicity booths	Trip Teachers
10.40AM - 11.10AM	Advocacy Showcase RDFZ, Japan, Taiwan, Brunei (Advocate) BKK, Hanoi, HCMC (Audience)	Trip Teachers/ Sec 2 students	Annex 3 - Rubrics of assessment (Most engaging activity rubrics and Most informative booth rubrics)
11.10AM - 11.40AM	Advocacy Showcase BKK, Hanoi, HCMC (Advocate) RDFZ, Japan, Taiwan, Brunei (Audience)	Trip Teachers/ Sec 2 students	Annex 3 - Rubrics of assessment (Most engaging activity rubrics and Most informative booth rubrics)
11.40AM - 1.00PM	Pack up and return to classroom for reflections Reflections cycle Feedback survey (for teachers)	Trip Teachers/ Sec 2 students Trip Teachers	Annex 2: (Experiential Cycle - Guiding Questions) Teacher Feedback (AFIs)

D) 2016 GCP Trip EUs and Proposed Projects

GCP Trip EUs	To support sustainable development, individuals must make well-informed and responsible decisions when using the limited resources. An Individual’s actions can impact the survival and reproduction of organisms, which in turn affect the sustainability of the environment. Community can grow and change over time through the actions and contributions of an individual.
	2016 (Proposed Service Learning Projects)	Some suggested issues for advocacy service planning
1	Resource Management Water Conservation Recycling Efforts - Collecting used  books/newspapers/ old clothes	Different types of thrash (food/ plastics/ paper) are found in the dustbins and recycling bins placed in our neighbourhood.   Lights, fans and air-conditioners were left on in the classrooms during recess time and after school hours. Car owners are seen washing their cars with running water from a water hose connected to the tap at the carpark.
2	Environment Management Beach Clean-up School Clean-up	Newspapers, plastic bags and empty bottles and cans  are left behind by audiences at the Padang after the National Day Celebrations.
3	Social/ Civic Responsibilities Teaching computer skills at elderly home Teaching Chinese Language through the use of technology at a kindergarten Walking Pets Cleaning up living spaces for the elderly Collecting toys/ books to distribute  to orphanages Raising funds for Children Cancer Foundation	People are looking at their mobile devices while crossing the road. Old folks are seen jay-walking Primary school students in school uniforms are seen smoking at the void decks at your estate. Students are heard spouting vulgarities at each other in public. Toys in good working condition are thrown into recycling bins in HDB estates