38 • PART TWO: FACILITATOR’S GUIDE
result in programs for children rather than by
children. They fail to empower children, and
participation of children generally ends up as
decorative or tokenism.The Six Step Approach to Active Learning
and Life Skills^19
The Six Step Approach to Active Learning has been
piloted and implemented by the Child-to-Child
Trust in London, in many contexts and in many
countries for over 25 years. Unlike conventional
child centered methodologies, its six-step practical
approach provides concrete directions to
facilitators to encourage the participation of young
people. The methodology is deceptively simple. It
requires the facilitators to take a backseat and be
less directive, which is often very difficult for
adults. It requires a change in attitude towards
young people and a belief that they are capable
and responsible.
The six steps must be followed in a sequential
manner in order to lead to children’s increased
participation. By following the process, facilitators
can answer the ever-present question of how to get
children to actively participate in a project
or program.Step One: Understanding the Problem
Children choose a problem that they see as both
important and doable. (See Understanding Needs of
Children in Planning section, page 16.) One tool
that can be used with children is the 3 P Matrix (see
page 42-43). The matrix helps children realistically
prioritize their problems. During this step, theFrom experience
At FHI’s Life Skills Training of Trainers
workshops, Life Skills Coordinators plot
children’s programs on the ladder of
participation. Each one then explains why they
think their program is at that level. Invariably,
most coordinators initially plot at levels five
and above on the ladder, and only during
discussion and feedback from the group
realize that they are actually at much lower
levels, sometimes even at level two and three.
One of the participants remarked, “We know
the Ladder of Participation in theory, but in
practice it is quite different. We have learned
that for children to participate we have to first
learn how to facilitate and it is very difficult to
do so! We like to tell children what to do.”(^18) Please see References for Child-to-Child Publications
(^19) Also see Section One, Facilitator’s Guide How a Participatory Approach Helps Life Skill Learning: Lessons from Child-to-Child
Programs, pg. 33.
APPROACHES TO ACTIVE LEARNING^18
A commitment to participation does not
automatically translate into practice. It requires an
understanding of how to help children participate.
Facilitation and Participation
Facilitation and participation are like two sides of
the same coin. If adults are less directive and more
facilitative, young people will be more participative.
Better participation brings better learning and
ownership.
Facilitators working with young people often do
not know how to promote children’s participation
in programs. Many child centered approaches