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| VIPP Community of Practice > List of applications > Using VIPP to increase children's participation in developing a new Meena story on water quality in Sri Lanka . |
| Using VIPP to increase children's participation in developing a new Meena story on water quality in Sri Lanka |
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An adolescent girl is explaining her work to the plenary - how to keep water safe
Partners from the government, UN agencies and NGOs came together at Galle, in Southern Sri Lanka, for a one-day workshop to identify key messages on water safety, agree on standard messages, identify key audiences as actors, and to brainstorm on a possible storyline on water quality. The group agreed to develop an entertainment-education package with Meena as the protagonist. UNICEF's Meena Communication Initiative on a cartoon and comic book character who acts as an empowered girl role model, has been used extensively in Sri Lanka, especially in the conflict-torn North and East districts. Meena is used extensively in child-friendly spaces within psycho-social programmes spearheaded by UNICEF and partner NGOs, as well as in schools attended by children who have been displaced by the on-going civil war. |
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| Representatives from two generations working on a new Meena story.
The exercises used were drawing, card writing, small group work,
visualised
presentations and plenary discussions. |
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Creative inputs and idea exchange between a participant and the facilitator.
Among the participants were adolescent school boys and girls whose contributions were essential as they are key actors in water-sanitation programmes in Sri Lanka. Three small groups were formed to discuss and agree on message development and later to work on the storyline. Two adolescents acted as leaders for each group. The groups used drawing exercises to open up and share their ideas with adults.
They captured
their discussions and comments on cards. The cards were written in the Sinhala language as the young people were more comfortable in expressing ideas in their mother tongue. The storylines were developed on cards and presented to the plenary for comments.
There were animated discussions regarding the storyline in which the adolescents actively participated. Groups quickly captured the key comments on cards and put them up for all to see. |
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Walls were used in place of pin boards.
In the absence of boards, the participants used the walls of the workshop room to display their cards. Brown wrapping papers and masking tape were used to paste the cards. At the end of the workshop, everyone felt satisfied as all their ideas were displayed on the wall and treated with equal importance. This participatory process also gave them the opportunity to re-analyse their thinking with the plenary and
to collectively select or discard ideas. The participants also developed the production schedule in the plenary. All ideas were captured on cards for participants to review and modify. The whole process was captured with a digital camera for future reference. |
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