A Guide to Inclusion Through Workshops and Co-creation
A hands-on guide for you to create workshops on inclusion, diversity, gender equality and change-making towards the SDGs.
100% for the Children

Knowledge tags
Case Study
Critical Thinking
Civil Society Initiatives
Water Resources
Scale Impact
Social Impact Assessment
Collaboration and Management
Design Methods
Strategy Development
Cross-Cultural Communication
International Development
Values at Work
Gender Rights
Goal 5: Gender Equality
Quality Education
Labour rights
Human Rights
Sustainable Development
Sustainable Development Goals
Sustainable Technology
Poverty Reduction
Exercise tags
Prior Understanding
Taking Action
Shared Learning
Giving feedback
Course Description
This course was is for all anyone who wants to learn more about how to work with involving vulnerable targets groups in social work towards the Sustainable Development Goals 2030. Vulnerable target groups such as street children, homeless people, etc. are often perceived as victims in their own lives. People don’t expect them to be active development agents and they are often not asked to point out problems and solutions to work within social or developmental work. In this course, you will get a thorough introduction to inclusion as a skill in social work through practical examples from a workshop in Ghana with street children will learn about inclusion, reframing, and the SDGs. Workshops were originally created to expand social workers' scope of action, but have been adaptive for anyone who wants to learn more about facilitation and inclusion: Unit 1 is an introduction to the course Unit 2 is about defining problems in one’s own life. Unit 3 will focus on values and how to point out which values are important for the person you work with. This to try to understand each other better going forward in social work. Unit 4 revolves around gender and how gender is always an important factor for people’s lives especially in developing countries. Unit 5 refers back to Unit 2 by being about finding solutions and resources to the problems that were defined. Unit 6 is about how you can get your target group to reflect on problems and solutions, connecting them to the SDGs.

Unit 1 Background: A Guide to This Course
Based on an EU-grant from FRAME, VOICE, REPORT!, 100% for the Children have been given the opportunity to prepare an exercise booklet in collaboration with the University College Copenhagen (KP). This course is a smaller edition of the exercise booklet.* In April 2019, social work student Gry Baunegaard Danielsen, journalist Mai Rasmussen, and photographer Mijo Sandvej traveled to Accra in Ghana. They were to hold five workshops for street children connected to the local organization Catholic Action for Street Children (CAS), interview the children about their individual stories and take portraits of the children in their familiar surroundings with a focus on reframing and constructive communication. Based on the cooperation with the street children this course, the exercise booklet, and the accompanying photo book will help to nuance negative victim images from the development industry in Denmark. Due to the collaboration with University College Copenhagen (KP) and the participation of students from Social Work in the preparation, the entire teaching material also has a practical and professional focus. The material should bring awareness to all the social work that takes place in the South, in collaboration between local and Danish organizations. Work where social science and engagement can be an important resource. One of the overall purposes of FRAME, VOICE, REPORT! is to create greater and broader knowledge of the UN's Sustainable Development Goals, which is why these will be part of this course. This course is based on specific workshops with vulnerable children and adolescents in the South. However, it does not only address social workers who work internationally but also social workers in the Danish context, as the method and approach to young people, can be adapted to local conditions. *Note: The content in the materials section is in Danish, but you can still head over to the reflective exercises and next units.
Unit 2 Pointing out the challenges: Giving the power back to the children
How can you as a social worker create a workshop where vulnerable children and adolescents define challenges in their own lives? The purpose is to give the 'microphone' back to the children and let them reflect on what kind of challenges they are experiencing in their lives. The children have to take ownership of their own stories and even choose how they would present them. Workshop Guide: The children should be divided into random groups and a social worker should participate in each group with the task of noting what the children are talking about. The role of the social worker is thus facilitating. It is the kids who have to talk and discuss with each other. The social worker can point out predefined themes, for example, problems that relate to 1) Home, 2) Movement / Migration, 3) Community / Relationships and 4) Gender. The various problems addressed by the children should be written down on post-its and put up on a wall in the room so that they form a tree (problem tree), and stands as a symbol of the overall issues that exist among the children.
Unit 3 Getting to know your target group through values
How can you work with values? The idea is to give children the opportunity to reflect on values ​​and thus what they see as important in their lives. Values ​​have a big influence on our behaviour, actions, what motivates us and how we choose to live our lives. Workshop Guide: In a workshop about values, you should divide the children into groups. A social worker hands out some cards, on which different values ​​are illustrated with an image. These values should be selected in advance from the value wheel based on an assessment of which the values are ​​relevant to the target group, and that these values ​can be presented visually. The children each have to select the three values ​​that they rank highest. The job of the social worker to note which values ​​each child sees as important and why!
Unit 4 Gender and gender equality
Learn how to raise awareness regarding gender inequality. Allow children to reflect on how their gender affects their lives so they can formulate solutions for how girls and boys can be equal - Sustainable Development Goal 5. Workshop Guide: For this workshop, the children should be divided into a group of boys and a group of girls. The boys have to ask the girls questions and vice versa. The questions are to be asked in plenary and selected questions should be answered by the other group. The social worker's task is to write down reflections and questions. The children should ask as many questions as possible in the groups and talk about the thoughts behind them along the way. You can choose some themes in advance to which the questions could relate. For example: 1) Work and career, 2) Safety, 3) Family, 4) Education and 5) Sex.
Unit 5 Finding Solutions
Learn how to engage to identify goals, opportunities for change and resources in their lives. Workshop Guide: The workshop you plan should be divided into two parts: Part 1: Children discuss and analyze fictitious stories where problems they experience in their own lives are present. You can write these fictitious stories based on the challenges the children mentioned in the workshop described in unit 2. The children should answer the following questions: What are the positive feelings for you? What positive feelings does the story elicit in you? What positive relationships are there in the story? What part of the story has a special meaning for the characters in the story? What successes are there in the story? What solutions can be found to the problems in the story? Part 2) Children should find their post-it from the problem tree (unit 2). The social worker now asks the children to put a new post-it on top on which they had defined a solution or other perspective on the problem. This will help the children see their own challenges in a new light and maybe make it possible for them to do things differently in the future. Sometimes it is necessary to involve the systems and/or organizations i.e. state, NGOs in the context to create reel solutions and also to focus on children's rights.
Unit 6 SDGs are all around us
What are the SDGs? The Agreement on Sustainable Development Goals (SDGs) is an unprecedentedly ambitious and transformative development agenda. The goals came into force on 1 January 2016 and are due 2030. They set a course for more sustainable development and a common plan for the peace and prosperity of all people in the world and on our planet. The UN's Sustainable Development Goals is the result of a comprehensive and transparent diplomatic work. The goals are set using contributions from more than ten million people who have made their views known through a web study called My World Campaign. The SDGs consist of 17 specific goals and 169 sub-goals that commit all UN member states, through a global partnership, to eradicate poverty, reduce inequality, ensure good education and better health, create decent jobs and sustainable economic growth. The SDGs apply for all countries in the world - both rich and poor - and at the same time take into account the countries' different starting points. Workshop Guide: How can I work towards the goals? Create a workshop where children find solutions to some of the problems addressed by the SDGs. It could be an idea to choose selected goals to work with. For example, you can ask questions about SDG 2, 5 and 10. You can select the SDGs These based on what most relevant to the target group. You should divide the children into groups. In the groups, the children should discuss the questions and come up with solutions. The questions could be: How can we make sure that street children don't starve? How can we make sure that all the money/resources in the world are shared more equally?