Over the course of this amplify challenge we have learned a great deal from other organizations that have shared their ideas. In particular, the similarity in approaches from other organizations that use sport in refugee contexts, and the strength and quality of these ideas. This serves to show that sport for development continues to grow as an approach within international development and highlights that sport can reach places where other aid and development programmes can struggle. Sport can break cycles of exclusion and this is perhaps best demonstrated within refugee contexts.
Participation in the challenge has also allowed us to refine our idea in response to the excellent comments and feedback provided on the amplify platform. In particular the questions around how we will test our idea forced us to focus on the practical elements involved in starting the testing process and how we would take the learning forward into shaping the idea through the remainder of the amplify impact phase. Additionally, the prototyping and user map tools were an excellent ways to help channel our ideas amongst the local team and potential beneficiaries. Although the concept is something we are familiar with, these exact tools were new to the team and proved to be a useful addition to facilitate design, consultation and planning discussions.
Thanks for your comment Evangeline. Yes you have understood the aim of what we hope to achieve through this work. The sports and play-based activities we deliver are both team and individual focussed, so alongside teams facilitating peer to peer learning, other youths involved in individual sports or play-based activities can also join the process and engage in peer to peer learning with youths from team and/or individual sports and games. Our games and activities are always relevant to the local context and our local staff often work to adapt traditional games if they can usefully be used to help engage children/young people in the programme. Hope that helps answer your question. Best, Ross
RCA is based on Kolb’s experiential learning cycle. The key to RCA, compared to other approaches, is that it draws upon experiences that children and youth already have, including experiences they have gained through RTP activities, as well as experiences gained through their day-to-day lives. Within the context of reading clubs, normal discussions would focus only on the content of the book. However by using RCA, youth volunteer coaches will support children and youth to draw out learning in the books that children and youth can apply to their lives. This is why sourcing contextually relevant materials is critical.
Outcomes: 1) Improved life skills amongst children and youth. 2) Improved literacy skills amongst children and youth. 3) Improved perceptions of youth participation within the community
Measuring success: The project will support local staff and coaches to oversee and implement all measurement activities. A monitoring system will be agreed at the start of the project and these staff and coaches will be trained in participatory monitoring tools and approaches. Data will be collected at the beginning and the end of the project. This will measure progress against agreed indicators at the level of child and coach covering areas such as participation, satisfaction and learning. The monitoring tools used include: child surveys to measure improvements in children’s life and literacy skills and reading club enrolment and attendance rates. Data will be disaggregated by gender.