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Connecting Experience
Goal 4 – Quality Education
Education can be the key that opens the door to a lifetime of opportunity, but only if everyone has access to lifelong learning opportunities, whether inside or outside of school.
Tasks
Children’s rights memory challenge
Wake up points
| Age Group: 7+ | Amount of people: 10+ |
Time: 30 minutes
Objective:
To learn about children’s rights and to exercise their memory.
Material:
Memory cards, poster of Children rights, paper, pen
Instructions:
Depending on the size of the group, this activity can be done in small teams or all together.
From the grid included below, cut out the set of cards, one set of pictures and one set of words per group.
Place all cards with the blank side facing up and mix them up, participants will need to take it in turns to turn over a card each to try and find the pairs. If the pair is a match, they can keep it together, if it’s not a match they place it back. When participants have found all the pairs, create a poster to display in the meeting room.
Debrief:
- Do you think you have all these rights?
- What should you do if you think you don’t have them?
- What 2 rights do you think are the most respected? What do you think are the least respected?
Language Challenge
Wake up points
| Age Group: 11+ | Amount of people: 10+ |
Time: 20 – 30 minutes
Objective:
To have the participants understand that education is important and without it even simple tasks can be difficult.
Material:
Clues translated into multiple languages, 5 different objects
Instructions:
Before the meeting, create a task based of objects available in your meeting place. Such as “organise your objects from biggest to smallest” or “put your objects into alphabetical order” alternatively without objects the task could be “as a group, line up in height order” or “create a human pyramid.”
Each group will get a piece of text explaining the task, but translated into a language that’s not the main language of the group. To make the task more difficult every few words could be in a new language.
When a group thinks they have completed the task they can shout done. The first group to successfully complete the task is the winner.
Example (English speaking group)
Original instruction: As a group, take your objects, and lay them out starting with the smallest and ending with the largest
Text given to groups: Sem hópur, Ta dina föremål, agus leag amach iad anza na ndogo i kończąc na największym
- When someone has successfully completed the task, the leader can stop the game. Read the original instruction to the group.
Debrief:
- How did you find having instructions you couldn’t easily understand?
- What did you do to try and work out what the text said?
- What opportunities to learn do you have?
- What parts of your life do you think would be harder if you didn’t have these opportunities?
Where do I learn?
Look around
| Age Group: 7+ | Amount of people: 3+ |
Time: 25 minutes
Objective:
To identify learning opportunities in their life, and the what they learn there. To discuss how life would be different if they didn’t have these opportunities.
Material:
Paper, markers/pencils/crayons
Instructions:
Each participant should draw the different places in their life where they learn things, and what they learn there, eg. at home, Scouts/Guides, School.
When they’ve finished, each person should present their picture to the group and talk about what they’ve drawn.
Debrief:
- Where is your favourite place to learn? Why?
- What do you enjoy learning the most?
- Do you think it’s important to learn new things? Why/why not?
- Where you surprised by the different places people in the group learn?
- Do you think life would be more difficult if you didn’t get to learn? What do you think would be different?
Barriers to Education
Look around
| Age Group: 11+ | Amount of people: 10+ |
Time: 1 – 2 hours
Objective:
To explore what stops people from accessing education in your community and abroad.
Material:
n/a
Instructions:
Participants should begin by researching education in their local area and finding factors which stop people from being able to take part in education.
Together, discuss the different things they’ve discovered and what needs to be changed in their area to tackle these issues.
Pick a different country and research barriers to education there. If possible, connect with Scouts or Guides from this country and discuss with them. Some suggestions for questions:
- What age do you start school at?
- Do you receive books and food at school?
- What subjects do you learn?
After their discussion or research, participants should create a display or present back to the other groups what they’ve learned about barriers at home and abroad and their ideas of what can be done to break them.
Debrief:
- Are the barriers in other countries the same or different to the ones in your community?
- What can you do as Scouts and Guides to break down these barriers?
Learn a skill
ACT points
| Age Group: 7+ | Amount of people: 3+ |
Time: 4 weeks
Objective:
To encourage participants to learn something new, and keep track of their new skill.
Material:
n/a
Instructions:
Participants should work together to come with ideas of things they are interested in learning, it could be a language, a skill like coding or crochet, a project on the history of their area, or anything they’re interested in!
Depending on the range of interests within the groups, participants should decide if they want to undertake the project as a group or create a few small groups that want to focus on the same topic or individually work on their own skill.
If there is an older group in their area taking on the “Teach” activity you could collaborate with them.
Once the participants have settled on something to learn, have them set personal milestones or goals, what are the small things they want to achieve during this process? (for a language, this could be I want to learn to count to 10 – I want to know the days of the week, etc.).
Encourage the participants to keep a journal or diary to keep track of their learning, celebrate the milestones they’ve reached etc. After the 4 weeks have passed, have the participants present what they learned and the different milestones they reached during their journey.
Debrief:
- Did you enjoy your learning experience?
- Do you want to keep learning this skill?
- What did you find the most difficult?
- How did it feel to reach the different milestones?
- What would you tell someone who is starting to learn something new?
Teach your skills
ACT points
| Age Group: 11+ | Amount of people: 3+ |
Time: 4 weeks
Objective:
To encourage participants to identify the skills they have and share things that they have learned with others in their community.
Material:
n/a
Instructions:
Begin by having members identify and discuss what skills they have, maybe they can play an instrument, speak a second language, have computer skills etc.
Have each member share what skill they’re most interested in teaching, and who they think would want to learn the skill. Participants can form teams of people with similar interests to develop a programme or can work independently.
Have members develop a plan for what they will teach, when and to who and direct them towards contacts for other groups in the community.
If there is a younger group in your area taking on the “Learn” activity you could collaborate with them.
Have participants keep a journal of their lesson plans, reflections on how their lessons are going, difficulties they overcome etc.
Examples:
- Collaborate with a group of elderly people to share their computer skills
- Work with a group of younger Scouts or Guides to teach them a new skill
- Set up sessions with their friends to teach a skill they have
- Teach something they’ve learned in scouting or guiding to their parents or family members
Debrief:
- What do you think you gained from this project?
- Did you find it enjoyable?
- Do you think it’s important to share skills you have? Why/why not?
- What was the hardest part about the process?
- Would you do it again?
