YOUTH

ADVOCACY
GUIDE
© United Nations Children’s Fund (UNICEF)

July 2019

The Youth Advocacy Guide seeks to help youth tackle the problems they see in their communities. It was co-
created with young African citizens with the aim of empowering young people with skills to bring about positive
change in their lives and communities. The Youth Advocacy Guide represents the personal views of the authors
and do not necessarily reflect the position of the United Nations Children’s Fund.

UNICEF’s implementing partner on this project was The Youth Programmes at the South African Institute of
International Affairs (Youth@SAIIA)
CONTENTS
TABLE OF

INTRODUCTION 1

UNDERSTANDING THE TERMS: YOUTH PARTICIPATION, ADVOCACY AND POLICY 2

Youth participation 3
Advocacy 4
Policy 5
WHERE TO BEGIN? LET ‘S START WITH YOU 6

FACT-FINDING 9
Choosing your issue 10
Gathering information 11
DEVELOPING AN ADVOCACY PLAN 18
Consolidating ideas 19
Developing a plan 20
Monitoring activities 23

POLICY ENGAGEMENT 24
Identifying the right policy 25
Reading and understanding a policy 26
Commenting on policy 27
ATTENDING CONFERENCES AND MEETINGS WITH DECISION-MAKERS 30

BUILDING MOMENTUM 34
Communicating what you know and raising awareness 35
Organising events 37
Engaging with media 38
Social media 38
Creating a social media campaign 39
TAKING PERSONAL ACTION: PUTTING PRINCIPLES AND POLICIES INTO PRACTICE 43
Follow up 44
Lifestyle choices 45
WHAT DO I DO IF I GET STUCK? 46

LAST THOUGHTS - FOR NOW 48

 UNICEF Youth Advocacy Guide

iv

INTRODUCTION

INTRODUCTION
©UNICEF/UNI116029/Pirozzi

Young people are striving to bring about change in their communities. This young activist is reading out the Children’s Declaration at the closing
ceremony of the 2010 National Youth Forum on Children’s Rights in Niamey, Niger.
 UNICEF Youth Advocacy Guide
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INTRODUCTION

DEAR READER...
Can we be honest with you?
This is normally where people list their impressive biographies, but the truth is, we - the authors,
contributors and editors of this guide - are just like you. We are young, with different lived experiences,
and we come from various parts of Africa. We are united by the idea that we can, and must, make
positive changes for a better future.

But how do we do it?

Here are some truths you already know: our continent, and the world, are facing huge challenges. While
none of these are of our making, they’ve been left for us to deal with. Many of us experience these
challenges daily. Poverty isn’t something we just read about, education isn’t guaranteed, inequality is
something we constantly experience, and climate change is real and already making our taps run dry.

Now here’s something you might not know - the African youth demographic is growing. Africa’s child
population is currently estimated at 580 million - this represents 47 per cent of the entire continent
and is four times larger than the child population of Europe. By 2055, it’s expected that Africa’s child
population will reach one billion.

Such an enormous change in the African population presents immense opportunities - and challenges.
What is clear, is that urgent investment in young people is essential. If child and youth-focused policies
are put in place now, poverty and inequality would be reduced, and sustainability could be a reality. If
not, unemployment will worsen, resources will be further depleted, and instability may become the norm.

But the first scenario - brighter days - is possible, with your help. This Youth Advocacy Guide can help us
navigate the various processes to advocate for change. Think of this guide as our ally, as we work to leave
our mark on the world. It aims to lead you through the process of advocacy, combining clear ‘how to’
steps, with inspirational stories from other young people who are striving to bring about change in their
communities. When we read these stories of triumphs and challenges, ranging from preventing child
marriage to inspiring environmental activism, it reminds us that we are not alone. Rather, we are part
of a growing community of young people who are slowly, systematically, changing the world.

So, read on, dive in - change has to

start somewhere - and we believe it
begins with you, today. And that’s the
truth.
 UNDERSTANDING THE TERMS:
YOUTH PARTICIPATION, ADVOCACY
AND POLICY
©UNICEF/UN0246044/Fauvrelle

The voices of young people must be heard! One way this is done is through U-report, also known as SMS BIZ in Mozambique. U-report is UNICEF’s free digital youth engagement
tool, which is now active in 53 countries, benefiting more than 6 million users worldwide. In Mozambique, 244,388 u-reporters use SMS Biz, 41% of whom are girls
©UNICEF/ UN0246044/Fauvrelle
 UNICEF Youth Advocacy Guide
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UNDERSTANDING THE TERMS

YOUTH PARTICIPATION

T
hink of youth participation as a giant umbrella that covers many ways and means of being involved. All
forms of advocacy done by young people could be defined as youth participation, but not all forms of
youth participation could be defined as advocacy. Confused? Let’s break it down.

Passive youth
Active youth participation
participation means you are willing
means you are
DEFINITION to allow whatever
engaging or are happens to happen,
ready to engage. For Youth participation refers to how young and you are not
changing or controlling
example, you could people can be involved in processes, the situation. For
participate actively by
institutions and decisions that affect our example, you could
researching a topic,
lives. Since children and youth make up participate passively by
finding actions you
listening to someone
could take and raising the majority of the African population, we
speak at an event, but
awareness with the believe these groups should be participating you have no intention
goal of changing the in all areas related to our social, political of getting involved in
behaviour of others. and economic life. the issue or making any
changes in your life.

YOUTH PARTICIPATION CAN BE ACTIVE OR PASSIVE

Both types of youth participation have a time and place – sometimes it is necessary to be passively involved in an issue,
other times it is necessary to be actively involved, by taking a definite stand. Learn to distinguish between the two types
and how they fit into your unique situation, in terms of your own advocacy, how you want others to be involved, and how
decision-makers offer to engage with you. Different levels of youth advocacy also exist, ranging from non-participation
to full participation.

Read about Roger Hart’s Ladder of Participation on

www.voicesofyouth.org/youthadvocacy
UNICEF Youth Advocacy Guide

UNDERSTANDING THE TERMS

ADVOCACY
ring
a c y can b
c s,
advo olicie
Your es i n p rs,
u t c hang b e h aviou
abo s ,
ction ents.
m m es, a v estm
g r a i n
pro s and
ution
DEFINITION instit

Advocacy is about doing something to support,

recommend, or implement actions linked to
an idea or cause you care about. Advocacy
is also about making voices heard, as often
the ideas or practices we want to change
affect the most vulnerable people in society.
Advocacy uses this collective voice to defend We are
and protect rights, or to support entitled
to a say in
different initiatives or decisions
causes. that affect
us

All people, including children and young people,

are entitled to a say in the decisions that affect
them. When we advocate for an issue, we
are holding those in charge accountable
to ensure that our rights are protected
and upheld. We are not asking for for
favours.

W
e often associate advocacy with a dramatic event or impassioned cause. We tend to think of advocacy on
large scales, such as the rise of youth movements like #FeesMustFall to address university access in South
Africa, or #NotTooYoungToRun to reduce the age limit for elected office in Nigeria. In many ways this is true,
advocacy can become something big and it does involve collective action. But this is only half the story.

Advocacy can also be a small act, such as telling a friend not to bully, and encouraging your friends to do the same. It
can be more independent, such as researching and providing health information to a community leader to help promote
healthy lifestyles. Or it can be about communicating ideas, such as writing a blog or sharing your experiences. Advocacy
can also be about changing rules or laws, and organising legal demonstrations or rallies to support this cause.

Africa is filled with inspiring youth advocates, each doing their bit to transform their societies.
Now that you know more about advocacy, and the many forms it can take, do you think you are
a youth advocate? Or, could you become one?
 UNICEF Youth Advocacy Guide
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UNDERSTANDING THE TERMS

POLICY

DEFINITION

A policy is a set of principles, ideas or plans

that guide decisions to achieve a certain
outcome. Policies are important because they
shape the way we do things, they determine
how we behave, and how we experience our
everyday lives.

M
ost institutions or organisations have policies that provide a guide for how to make decisions. At the highest
level there is global policy, an agreement between countries on how to engage in certain areas, like trade or
the environment. There are also national policies that outline a country’s objectives and the plans it has in place
to achieve those. There are company policies on how to behave in a work environment, and there are school
policies, outlining what behaviour is appropriate for a school.

If you can change the fundamental principles that guide decisions, you have a better chance of achieving
your goal and sustaining it into the future. This is why advocacy always links back to policy and we will
unpack policy engagement in a later section in this guide.

If you’re still feeling a bit uncertain about some of these ideas, that’s okay. As you begin your
advocacy journey, you will start to see how interconnected everything is. There is no perfect time
to start. Find an entry point and jump in!
 UNICEF Youth Advocacy Guide

WHERE TO BEGIN

WHERE TO BEGIN?
LET’S START WITH YOU
©UNICEF/UN0240595/Bongyereirwe

A student learns about water treatment processes ahead of the launch of the KOICA-UNICEF-supported water, sanitation
and hygiene in schools programme at Longalom Primary in Karamoja, Uganda.
©UNICEF/ UN0240595/Bongyereirwe
 UNICEF Youth Advocacy Guide
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WHERE TO BEGIN

B
efore we can start any advocacy process, we need to start with ourselves. Think a little bit about what you’re
doing and why. Think about what you bring to the discussion and where you might be able to make a difference.
Remember that advocacy is not always immediate and that sometimes your efforts need to be long-term. It is also
important to identify areas that you need to develop and become better at. Advocacy is a constant process of
learning and understanding. Reflecting on these areas will also help you identify other people you need to work with.

Some of the main roles involved in the advocacy process include

researchers, speakers, writers, or implementers. Read more on
www.voicesofyouth.org/youthadvocacy

Researcher: Speaker: Writer: Implementer:

Research is all about Speaking with people is a Good writing connects An implementer is someone
investigation, finding out powerful way of sharing things – ideas, concepts, who likes to get things
why things are a certain ideas. Good speakers can realities – and it helps to done, someone who likes
way, how they came to be inspire people to take tell a story that people can to be involved in things and
that way, and how they action in different ways. connect to. get their hands dirty.
might be able to change.

In advocacy, there is a place for everyone. Every individual offers a unique set of skills and abilities that
play a role in the process. This is why teamwork is so important - you can start to form a team of people
who, collectively, provide all the skills and abilities needed to effectively achieve your advocacy goals.
UNICEF Youth Advocacy Guide

WHERE TO BEGIN

The advocacy process includes fact-finding, planning, engaging with policy, building momentum, and making individual
lifestyle choices. In some ways, these components are linear – you gather information and become knowledgeable before
you develop a plan. In other ways they are circular – the more you engage with policy, the more you may identify activities
to include in your plan, or issues you need to gather more information on.

Engaging Building Making individual

Fact-finding Planning
with policy momentum lifestyle choices

As a youth advocate, you can advocate

on issues you are passionate about
at the community, national, regional,
continental or international level.

©UNICEF/ UN0240595/Bongyereirwe
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WHERE TO BEGIN

FACT-FINDING
©UNICEF/UN061364/Dejongh

Young reporters approach parents in the streets of Abidjan, Côte d’Ivoire, to discuss adolescent behavior in the home,
for their weekly radio show, which is broadcast across the country.
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FACT-FINDING

CHOOSING YOUR ISSUE

P
eople become interested in different issues and causes for different reasons and that’s good – there are a lot of
challenges in society and we need everyone to be involved in their own unique way. Your chosen issue could
deal with advocacy at the highest level, on an international stage, or could be a grassroots initiative within your
community. One is not better or more important than the other, but they do require different approaches.

No matter what your area of interest, the most important thing is that you are passionate about your cause and you are
inspired and motivated to get deeply involved. Are you having trouble finding a cause you are passionate about? Read
more on www.voicesofyouth.org/youthadvocacy for some ideas on how to get started.

When looking for your issue, it is important to think about your current situation, but also
about the future. The global population is going to be the youngest one we have seen in decades.
By 2030, there will be two billion young people seeking opportunities. What will this mean for
education, jobs, and healthcare? What decisions need to be made today to satisfy people’s
needs in 10, 15, or even 30 years?

CHILDREN UNDER 18 AND TOTAL POPULATION IN AFRICA, 1950-2100, IN BILLIONS

5B

4.5B

4B

3.5B

3B

2.5B

2B

1.5B

1B

0.5B

0
1950
1955
1960
1965
1970
1975
1980
1985
1990
1995
2000
2005
2010
2015
2020
2025
2030
2035
2040
2045
2050
2045
2060
2065
2070
2075
2080
2085
2090
2095
2100

TOTAL POPULATION CHILDREN UNDER 18

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FACT-FINDING

Looking for something to advocate for?

With the increasing number of children expected on our continent, will we have
enough schools for them? Will enough nurses and doctors be working in health
centres? Is this something you can advocate around? The answer is yes. See
what issues might be affecting your community and find out more about it.

GATHERING INFORMATION
The first step in an advocacy process is to gain a deeper understanding about your issue or topic. This is where you will
use your skills as a researcher. The more you understand your topic and the issues surrounding it, the better equipped
you will be to take action.

HERE ARE SOME THINGS YOU NEED TO GATHER INFORMATION ON:

History and Background Social Context Political Context

History and Background

It is unlikely your issue came out of nowhere, so you need to understand the history that led to the current situation and
place your issue within the historic context of where you are from. Remember, in order to ensure sustainable change, you
need to find the root cause of a problem and knowing the history will help you do this. Some of the questions you can ask
are:

What is the issue?

When did this issue begin?

What are some of the things that led to, or may have influenced, this issue?

Who was involved in this issue?

What are some of the social impacts of this issue?

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FACT-FINDING

In addition, reflecting on the history of something also helps you to understand how people feel. Most issues affect people
at a personal level and it is likely there are many different opinions and feelings about your issue. Understanding the history
and background, and specifically how it relates to your community or area, will help you to understand the different opinions
and systems that people have developed over the years – the social context.

Social Context
Understanding the social context of your issue is extremely important. For your cause to be successful, you will need
support from people at different levels. You need to understand the different perspectives and opinions that people have
about your topic, so you can start to work with them and build relationships that contribute towards finding a solution.

Remember, in many cases, there may be strong emotions about a topic. What seems like a simple issue to you could
represent something much bigger to someone else. There may be people strongly for, or against, your cause. Researching
the social and cultural dynamics and understanding how different people relate to your topic will help you navigate the
situation. Some questions you can explore are:

Who are the authorities involved, such as government representatives, school boards, community
leaders, and what has been their engagement so far?

How are decisions made within the community?

Who in the community is involved, either positively or negatively, in the issue?

How do these people relate to each other? Are there good relationships in the community, or is there
tension between groups?

Does religion and/or culture play a role in this issue?

What engagement has there been about the issue in the past?

Am I putting myself at personal risk? Are there any security or safety measures I need to take into
account?

Pay particular attention to the last question. No matter how important your issue is to you, advocating for it should never
put you, or any other person, in danger. In order to keep yourself safe at all times, you need to manage risks. Make sure
you understand the power dynamics, as well as the cultural and political context, of your country. You have the right to be
protected from harm, so be aware of people and places you can turn to for help, if needed.

Remember: bringing about change is central to advocacy. To do this you need to gather support and build relationships.
Forming alliances and working with other passionate young people around your issue is an extremely important and
powerful tool in advocacy. While researching the stakeholders involved, look for any existing youth-friendly platforms, such
as youth organisations or groups, that you could join or collaborate with.
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FACT-FINDING

Another way to build relationships is through intergenerational dialogue, where people of different ages share their
experiences and ideas about how to grow the community. A possible ‘sweet spot’ of youth participation would be where
the wisdom of those who have come before us would be joined by the views and voices of children and youth. Always
engage with people respectfully and kindly, bearing in mind their perspective and context.

Political Context
Every situation, whether it is a school project or community initiative, has a political context. This refers to the processes
and structures in place that define and guide your topic, as well as the people who control these. First, develop a general
understanding of your context by answering these questions:

Who are the ‘rule-makers’ and how are decisions made?

How can people engage with the decision-makers? For example, are there public meetings,
community gatherings, or events you might be able to attend? Do you need to write letters or put
together a formal submission or petition?

How are voices represented within the community? Are there any local structures that represent the
community?

Second, gain a deeper understanding of your context by reading and understanding the existing policies or rules relating to
your issue. Africa is a continent rich with well-developed policies, but unfortunately, weak implementation. It is important
to keep this in mind during your advocacy journey and to use policies as a guideline for action. We will go into more detail
about policy in section 5.

Now that you know what information you need, you need to start gathering it.

THERE ARE TWO MAIN WAYS OF GATHERING INFORMATION:

Desktop research Personal engagement

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FACT-FINDING

Desktop research
Desktop research is essentially when we gather published information about our topic. We could conduct research online,
go to the library to collect books, read newspapers, journals, documents or reports. Using different sources of information
will help us broaden our perspective and build our understanding. Have a system for saving and organising your documents
for future reference. Take notes while reading documents and keep track of different ideas – the process of investigation
and learning is on-going and keeping a record of your ideas and activities will help to clarify your understanding.

How do I know if my source of information is credible?

The internet is a great tool for doing research but it’s important to ensure the credibility of information.
Pay specific attention to what sites you are visiting and make sure you are using official websites,
reputable news agencies, or good academic journals. The strength of your understanding will come
from the strength of your information, so make sure you are using reliable, accurate sources.

A reliable or credible source is one that is unbiased and backed up by evidence. It can be difficult to determine whether
something is credible or not, especially on the Internet, so here are some things to look for:

Who: Who published the information? You should look for authors with a respected
reputation who would be writing from an unbiased view.

What: What is the main idea of the piece and are the claims backed up with evidence?
Look for pieces with supporting information and a list of verifiable resources.

Where: Where did you find the information? Examine the source of your information and
make sure it is reliable. If using a website, look for official sites such as .gov, .ac or .edu.

When: When was the information written? Make sure your information is still relevant, or
if it is an older piece, provides some historical context.

Why: What was the reason behind publishing this piece? Try to identify the agenda or
objective behind the piece and make sure it is not biased.
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FACT-FINDING

Personal Engagement
Another way to gather information is through personal engagement. This is as simple as talking to different stakeholders
to gather opinions and perspectives. This will help you understand how people are affected by, and what they feel about
the issue.

DEFINITION

A stakeholder is any person, group, organisation,

government department, company or institution that has
an interest in the issue or cause you are dealing with.
Some might be more directly linked to the issue than
others, so it could be a good idea to create a map or
diagram of all the groups and people
that could be connected to
your work.

It is important to speak to diverse groups of people, many of which you should have identified in your social context
research. Some examples include:

• Government officials
• Experts and academics
• Community-based organisations (CBOs), non-governmental organisations (NGOs) or international non-
governmental organisation (INGOs)
• Religious groups
• Private sector, such as business
• Peers and colleagues
• Parents, guardians and family members

You can find some tips on engaging with

different community groups on
www.voicesofyouth.org/youthadvocacy

When engaging with people, it is important to be prepared by knowing who you are speaking to and their general
relationship to the issue.
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FACT-FINDING

Prepare a set of questions to ask, for example:

What do they think about the issue and how does it impact them?

How are they involved in the issue and what has been their experience?

What do they see as possible solutions?

Would they be willing to get involved in the issue?

As you engage with people, check if the information you found through your desktop research matches what people are
saying. It is often hard to do, but you must try to distinguish between fact and opinion - it’s important to understand what
is actually happening, versus what people think about what is happening.

#STORY: Listening for Change

When Innocent Mugerwa started university in Uganda, he realised that young people were facing a range of
challenges and often didn’t have the support they needed. “The issues young people were facing ranged from
reproductive health to depression. I saw many boys and girls suffering in silence - they didn’t have anyone to talk
to.”

Innocent noticed that support programmes for university students were limited. He was unsure about what to do,
but he knew that people needed someone to talk to, so he started listening to them. Over time, Innocent developed
a reputation for being a trustworthy confidant and more people started to talk to him.

The more Innocent listened, the more he began to understand some of the difficult life choices people were facing.
He did some fact-finding around HIV/AIDS and other health concerns of young people. He did desktop research, and
spoke to experts, to build on what he was hearing from his fellow students.

Innocent began to understand what the problem was: people didn’t have enough information, knowledge or services
to make good decisions in their lives. He started to think about what he could do to make this information more
accessible to university students.

Innocent decided to start an organisation specifically designed to address these and other issues. PEARL
GENERATION UGANDA offers empowerment programmes and youth public dialogues, where reproductive health
issues are discussed. It also runs a chatroom that offers mentorship and support to students and works to raise
awareness about sexual reproductive health among girls.
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FACT-FINDING

#STORY: Turning Hope into Reality

As a young registered nurse in Lesotho, Mamello Makehele couldn’t figure out why HIV patients weren’t adhering
to their medical treatment plans. She knew all the scientific facts and did research on different treatment
programmes, but this didn’t explain why the people she worked with were not taking their medication regularly.

Eventually, Mamello decided to conduct a different kind of research and started a fact-finding process. She started
talking to community members about their lives and listened to their stories. Mamello learned that patients didn’t
need more awareness-raising campaigns or information about medication. They wanted shorter queues and more
medical professionals to provide them with adequate care. As a result of understaffed facilities, many HIV patients
were going without medication.

Mamello thought about creative ways to address this situation and came up with an idea to develop a medical
app that people could use on their cellphones. She had limited resources and technical expertise, but she kept
looking for ways to make the idea a reality. Eventually, Mamello managed to find the technical help she needed
and developed the MobiHope app. She entered her app into the World Health Organisation (WHO) competition
in health technology and it gained the attention of various organisations, including her own government. She
secured sponsorship to develop the app and it is now set to officially roll out throughout the country, making
healthcare services more accessible to people in need.
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DEVELOPING AN ADVOCACY PLAN

DEVELOPING
AN ADVOCACY PLAN
© UNICEF/UN0267169/Diarassouba

This UNICEF Youth Advocacy Guide was created by young people, for young people. Mohamed Fadiga (l), Aicha Yele Soro (c), and
Christelle Anokoua (r) in Abidjan, Côte d’Ivoire participated in one of the workshops organised to co-create the Guide in 2018.
 UNICEF Youth Advocacy Guide
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DEVELOPING AN ADVOCACY PLAN

CONSOLIDATING IDEAS
By now you would have gathered a lot of information and you need to start consolidating it. One of the best ways to do
this is by writing everything down – you will need this information throughout your advocacy process in different forms.
Consolidate the information into the following topics:

Main problem Brief overview of the main problem, what the impact
or concern: of this is and why it is important.

Overview of the factors leading to this situation

Background and and important considerations about the social
political context: environment you are working in.

Possible An overview of what could be done to address the

solutions: situation.

Possible allies and A list of other young people and organisations you
youth platforms to can collaborate with or learn from.
support your issue:

What you think will be needed to achieve your goal,

Key activities: including the main actors who need to be involved.

At this stage, don’t worry too much about what the writing looks like. The most important thing is to consolidate your ideas
and to make sure you have a fairly good written overview of these main components.
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DEVELOPING AN ADVOCACY PLAN

DEVELOPING A PLAN
As you go through all these steps, it is likely you are beginning to identify actions you can take to help bring about change.
Developing a plan for your advocacy depends on how clearly defined your issue or cause is. For example, if you’re trying to
start a vegetable garden at your school, you need to communicate with the school authorities to get approval and engage
with the students to get their support.

Bearing in mind the information you collected, ask yourself the following:

Who are the main decision-makers I need to engage with and what is the best way of engaging
with them?

How can I influence the decision-making process?

Who influences the decision-makers, such as media or different groups, and how should I engage
with them?

Who of my peers can work with me at this early stage?

What is the best way of gaining support for my cause and how should I engage with people to
encourage this?

Who could influence the outcome of my cause, either positively or negatively, and how should I
engage with them?

What sensitivities should I be aware of when engaging with different people?

Who will I need help or support from?

You may not be able to answer all these questions immediately but keep them in the back of your mind.

It doesn’t matter how clear or blurry your plan may seem at this stage, you just have to start somewhere. Things will
become clearer as you go and the more you engage, the more you will find opportunities to promote your advocacy. Your
plan of action is never fixed or set – it grows and develops as you learn, and you will need to constantly revise your plan
based on the experiences you have.
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DEVELOPING AN ADVOCACY PLAN

Start by developing a structure like the one below:

NARRATIVE MARKERS OF PROGRESS

Goals • What long-term outcome am I • How will I know my goal has been
trying to achieve? achieved?
• What targets will have been
achieved?
• What would have changed?

Key actions • What needs to happen for my goal • What markers will I use to know
to be achieved? that I am on target for reaching my
• Are there any external goal?
stakeholders we require?

ACTIVITIES TO DO LIST RESPONSIBILITY DATE

List the activities that Break down each activity Who from your team should Set deadlines or
should be carried out into individual steps take on this responsibility? timeframes for activities
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DEVELOPING AN ADVOCACY PLAN

You can already identify the goal and you probably have some ideas about the key actions. You’ll notice something
important in this table too – markers of progress.

DEFINITION
Essentially, a marker of progress is a
measurement, something that tells you
whether you are making progress in achieving
your goal or not. Putting markers in place is
important because they set a target for
what you are trying to achieve and
they determine whether you are
on track.

Here’s what we mean. If your goal is the inclusion of girls in schools in your area, how would you know if you were on track
for achieving this? Good markers of progress could be an increase in the number of girls attending school, girls becoming
more confident in their academic work, possibly a change in the school’s policy, or hearing the topic being discussed by
lawmakers. By achieving these things, you would know you are on track for including girls in education.

Markers can also be tricky. In some cases, people set targets that don’t match the goal and as a result, they don’t achieve
the overall goals of their advocacy. For example, if your goal is the inclusion of girls in education, your marker could be
a change in the school’s policy. But the policy might not actually be implemented – so girls are still not attending school.

If you’re at the beginning of your advocacy process, you still might not be clear about what
specific action you can take, and you might not be able to identify the activities. Don’t worry,
this is one of the sections that will be developed as you go, and you will need to come back to
this at various stages of your advocacy process.
 UNICEF Youth Advocacy Guide
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DEVELOPING AN ADVOCACY PLAN

MONITORING ACTIVITIES
In order to achieve our advocacy goals, it’s important that we constantly assess whether we are on track towards achieving
our desired outcome. It’s important to know whether our ideas are working, or if there are things we need to change.

This is what monitoring is about – regularly gathering information to determine the impact our advocacy is having and to
see if we need to do things differently.

Even with the best planning, things don’t always work out the way we expected. Monitoring gives us an opportunity to
reflect on our activities and to constantly find ways of improving what we are doing. Advocacy is difficult and so honest
reflection is key. We will make mistakes. But if we acknowledge them, we will learn, and quickly become better advocates.

Here are some tips on how to monitor a project:

After you engage with people, take Reflect on how people are What feelings and emotions are
a moment to reflect and think. How responding to your initiative. Are arising from the work you do? Are
did they engage with you? What they understanding your message? you learning anything from the
did you learn? What could you have Is there any way you could community that would change the
done better? communicate more effectively? activities you had initially planned?

Remember, monitoring is all about making our advocacy as effective as possible. By regularly reflecting on the process
and impact, we will continue to learn, improve and grow, and our advocacy will be more successful. We can also run into
some risks while advocating and may need to deal with these before continuing our work.

Find some tips on managing risks on

www.voicesofyouth.org/youthadvocacy
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POLICY ENGAGEMENT

POLICY ENGAGEMENT
©UNICEF/UNI88782/Noorani

Collaborating with other young people and sharing experiences is an important part of your advocacy journey. During a radio
listeners’ club meeting, a group of young people discuss child rights in Lilongwe, Malawi.
 UNICEF Youth Advocacy Guide
25

POLICY ENGAGEMENT

A
t the beginning of this guide we noted that youth-focused policies are imperative to realising a sustainable future
and we need to equip ourselves with skills so we can engage with these policies. Engaging with policy may seem
very intimidating but as a youth advocate it is important that you not only try to connect your issue to policy, but
that you engage with the policy process.

As a reminder, a policy is a set of plans or methods to make decisions or achieve a course of action. Many policies may
already exist on your issue or cause on a local, national, regional, or even global level. Finding and reading these policies
might be a challenge, but your actions will be far more effective if you do. Remember, not every advocacy project is
directly linked to a policy. Your action could focus on changing attitudes towards a specific issue, and policy may not be
the most effective object of your actions. But for greater change, policy will always play at least some role.

IDENTIFYING THE RIGHT POLICY

Before you start reading, you need to identify what policy or policies you are looking for and how to access these
documents. Try to determine the following:

What policy aligns with my issue or cause?

At local or national level, which department or ministry is responsible for the issue I am
advocating for?

If you are looking for policies at the international or regional level, which section of the
organisation deals with the issue I am advocating for?

Are these documents accessible on the Internet?

Are these documents accessible in our schools, communities, local government offices,
district offices?

Policies are public documents that should be easily available but you may find it difficult to track them down – consider
turning these into advocacy goals. For example, if you are trying to access a national policy on health but your country
hasn’t made the document available online, you could advocate that your government upload all policy documents online
for public access.
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POLICY ENGAGEMENT

READING AND UNDERSTANDING A POLICY

Let’s be honest, policy documents can be boring or difficult to read. Often they are both. They
are full of technical or complicated language, and even the most experienced advocate can
struggle. As a result, many young people don’t consider reading these documents, meaning that
youth voices are often absent in the policies that affect our lives.

Being able to read, understand and comment on policy is an important skill to develop, and you shouldn’t be discouraged
if you find policy participation difficult. The more you do it the better you will become.

Start by reading through the document to determine if the policy aligns with your issue. Here are some useful steps:

When you come across new or difficult

Begin by reading the table of contents Read the introduction and executive
words, use a dictionary or web search
to get a sense of what is contained in summary – this will give you a good
to improve your understanding. You
the document. overview of what the document is
will be surprised at how much simpler
about.
the document becomes once you
understand key concepts and terms.

01 02 03
Pay special attention to the language
Doing a ‘keyword search’ on the Analyse the sources of the information
used, particularly in the action items. Is
document can be useful to investigate: used in the policy document.
the language committal or non-committal,
1) how often ‘youth’ is mentioned;
for example:
2) how often the subject issue is
“We will eradicate poverty by 2030” or
mentioned, e.g. education, health,
“We encourage the eradication of poverty
gender-based violence; by 2030.”
3) the context in which these are We can hold leaders accountable based
mentioned. on what they have committed to do and not

04 05
what they encourage or motivate.
06
Google key words from the policy Get help. Reach out to other young Once you have understood a policy,
document to see if there are any people, or others from your network to you may also want to conduct further
credible news reports, summaries, or discuss and interrogate the document. research regarding an issue. A policy
additional sources of information on the If the policy document is new it might may have good statistics, provide
topic. be good to gather a group and discuss information about the history of the
it together. subject matter, and which stakeholders
are involved. Make notes and
investigate further.

07 08 09
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POLICY ENGAGEMENT

You may need to read the document several times or ask for help to fully grasp the content. If you notice there are gaps
in the document, or the policy does not effectively speak to the needs of the community, start making notes on how this
can be improved. For example, if the policy document does not mention youth as a stakeholder, or it discriminates against
marginalised groups, these are clear areas that need to be amended.

COMMENTING ON POLICY
Making comments on a policy may seem scary, but you, as a young person, have a voice and should be allowed to engage
with any policy that affects your life.

Begin by finding out how the policy was created and what the rules say about making changes to it. Is there a way for
young people to make comments on the policy? If the process is not open, or if there is no process, it is not the end of
the road. You could partner with other young people and organisations to call for the consultative process to be open or
created for civil society and youth participation. You might also want to consider advocating for a child or youth-friendly
version of an important policy.

It might seem obvious, but before commenting, make sure you have read the whole document. It is easy to spend lots of
time commenting on one section, only to find that your points are addressed in another section later on. Try to read other
policy documents, laws, acts, etc. that are referenced in the document you are reading. Knowing about other connected
policies will help you be aware of potential overlaps or duplication of resources. Finally, many policies are connected to
international agreements that your country made at a global level, and it will make understanding your local policies easier
if you also have knowledge of these agreements.

At this point you’re probably thinking, ‘How am I expected to do all of this?’ Take a deep
breath and take it one step at a time. Changing the world doesn’t happen overnight.

If you are ready, here are a few ways to approach commenting on a policy document:

GENERAL COMMENTS SPECIFIC COMMENTS CHANGES TO THE LANGUAGE

Whether you write a few sentences or a If you feel comfortable moving beyond The language should be committal and
page, try to provide your overall views on general comments, you can then focus on progressive. It should inspire action and
the document. You can provide personal specific sections of the policy document give timelines. Language should also be
comments, but you should also try to refer that are relevant to you and your cause, simple, inclusive, and non-discriminatory.
to your fact-finding research to help you identifying the gaps and weaknesses and Editing the language of a policy is a way
include a wider perspective. General offering ways in which the sections may to strengthen the document and make it
comments can also offer new ideas and be strengthened. more impactful.
solutions, which are not already in the
policy.
UNICEF Youth Advocacy Guide

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POLICY ENGAGEMENT

Generally, the more specific you are, the more useful your comments will be. Make notes of all the thoughts you have while
reading, and the comments you make on the policy document. You will need these when you enter spaces where you can
voice your opinions.

As you can see, there are many ways we can engage around policy. Remember, policies are specific to the institution
they represent, and all these activities can be applied in a school environment, workplace, community setting, or even at
broader national or global levels. You need to identify how your issue relates to policy and engage with it to bring about
long lasting, systematic change.

#STORY: Soaring to Global Heights

Ditebogo Lebea’s advocacy journey began as a child when she regularly visited her family in rural Limpopo, South
Africa. “I noticed how rivers and dams that once were filled with water, now were bone-dry. It was extremely hot,
worse than before, and when it rained, heavy floods would destroy the houses of some of my family members. I
saw the effects of climate change first hand. It was, and continues to be, personal to me. I had to take action.”

Ditebogo began participating in Model United Nations debates and youth participation work through Youth@
SAIIA, and later became a global young reformer through her church. She advocated for churches to educate
people on climate change, and for church policies to acknowledge climate action. Her work, together with other
young reformers, resulted in churches around the globe committing to renewable energy by using solar power
and developing solar cooking projects around Africa.

In 2016, at the age of 19, Ditebogo was invited to attend her first United Nations Climate Change Conference
(COP22) and represent her church in Morocco. She familiarised herself with national policy-making and global
negotiation processes. She attended stakeholder meetings with the South African Department of Environmental
Affairs and was often the youngest person in the room. Ditebogo began to understand how South Africa creates
its national position. She worked with other young South Africans to create a youth statement on climate change
and pushed for formal youth participation in the negotiations.

In 2017 Ditebogo was invited to join the South African delegation to COP23 as the country’s youth delegate.

Ditebogo‘s work continues and when the South African draft Climate Change Bill was released in 2018, she was
part of the team that analysed the draft bill and submitted a youth position. Ditebogo knows policy change takes
time, but she is committed to being part of the fight.
 UNICEF Youth Advocacy Guide
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POLICY ENGAGEMENT

#STORY: Changing National Law

At the age of 17, Loveness Mudzuru from Zimbabwe was already married and expecting her second child. Her
childhood dream of becoming a lawyer was shattered and she was living a life she had not chosen. When her
mother died, Loveness realised that her younger sister would face a similar fate. She decided then and there to
act to end child marriage.

“I had been disturbed by the fact that I was a child bride and I had no way of going back to school. It was difficult
to see people my age going to school every day while I was sweeping the compound.”

Loveness’s sister-in-law introduced her to an organisation that works to end child marriage. There, she met
many like-minded young women, and got involved in campaigns to combat child marriage. Loveness and another
young woman embarked on a journey to change the national policy on the legal age of marriage. After studying
multiple national policies and international agreements, they put together an argument that went all the way to
the Constitutional Court of Zimbabwe. The court ruled in their favour and the law now states that the minimum age
for marriage is 18 years, putting an end to formal child marriage.
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ATTENDING CONFERENCES AND MEETINGS WITH DECISION-MAKERS

ATTENDING
CONFERENCES AND MEETINGS
WITH DECISION-MAKERS
©UNICEF/UNI115991/Pirozzi

Our lived experiences as young people matter, and our voices and views should be heard. A youth activist reads a message in the presence of the
President of the Interim Parliament during the 2010 National Youth Forum on Children’s Rights, held in Niamey, Niger.
 UNICEF Youth Advocacy Guide
31

ATTENDING CONFERENCES AND MEETINGS WITH DECISION-MAKERS

A
ttending and actively participating in key conferences and meetings are important parts of advocacy. Many
people feel like these spaces are closed off to them, but the truth is that many events are happening around you
all the time – you just need to explore a bit.

When attending a stakeholder meeting as a youth advocate, you should engage with various actors about your
issue. You may use the policy documents you researched earlier to support your points and positions. If a policy does not
exist around an issue, this may be a good platform to call for one. You can speak about the strengths and weaknesses of an
existing policy, motivate for more action, or offer your recommendations on what should be done going forward. Overall, it
demonstrates that you are well informed and are valuable to further discussions and consultation around the issue.

You can create a position paper as you prepare to represent

your group. You can complete the template found in the
Youth Advocacy Guide Workbook.

Attending conferences allows you to develop networks with other young people, organisations, and sectors, i.e. allies!
These events will help you learn more about your issue from different perspectives and hopefully introduce you to the
processes and decision-makers ultimately responsible for making the policies and legislation around your issue.

Be careful of becoming a ‘conference hopper’ and losing yourself in the process. You do not want to find yourself going from one
conference or workshop to another, ‘hopping’ around to different events.

Don’t underestimate yourself. Many young people assume they don’t have the necessary
qualifications or skills to attend meetings, workshops or conferences. While you may be just
beginning in your education or career, remember that your experiences and ideas are important.
You might not be the head of an organisation or hold a PhD in Economics, but your lived
experience as a young person today matters, and your voice and views should be heard. Apply
for opportunities, find help to capture your experiences, and don’t be afraid to show up. Being
confident in yourself is a big part of the battle. Show up. Listen. Say something if you feel the
time is right. Make contact with people and put yourself out there.
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ATTENDING CONFERENCES AND MEETINGS WITH DECISION-MAKERS

Tips and Tricks for Getting Invited

• Get on the list. Securing an invitation to a local or national meeting might be as simple as being on
the right mailing list or network. Identify organisations and government sections that work on your
issue and ask about stakeholder meetings and whether you can be added to a list of contacts for
upcoming meetings, or to a general mailing list.

• Use social media. Many decision-makers use social media platforms. If you are on social media,
make sure you are following government officials, government departments, organisations, media,
business, or other stakeholders related to your issue and see if they are sharing information about
meetings, workshops or conferences.
 UNICEF Youth Advocacy Guide
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ATTENDING CONFERENCES AND MEETINGS WITH DECISION-MAKERS

Looking for something to advocate for?

With the increasing need for teachers by 2030, are there any policy points
you can advocate for, or conferences where you can raise this concern?

Number of teachers in 2030 if pupil- Number of additional teachers needed

Number of teachers in 2015 teacher ratio and gross enrolment by 2030 to match the best sub-regional
rate maintained performer in pupil-teacher ratio

AFRICA
Millions
0 2 4 6 8 10 12

5.4
6.7  Gap of 4.5  11.2

TO MEET AN OPTIMAL AFRICAN SUB-REGIONS

PUPIL-TEACHER RATIO IN 2030 Thousands
0 500 1,000 1,500 2,000 2,500 3,000 3,500 4,000

700 more than 2x

Central Africa will need a total of 1.5 million
teachers, or more than double the 2015 number 900  600  1,500

Eastern Africa will need a total of 3.7 million 1400 more than 2.5x
teachers, or more than 2.5 times the 2015
number 1,700  2,000  3,700

Northern Africa will need a total of 1.6 million 900 almost 2x

teachers, or almost double the 2015 number 1,100  500  1,600

Southern Africa will need a total of 1.6 million

800 more than 2x
teachers, or more than double the 2015
number 900  700  1,600

Western Africa will need a total of 2.9 million 1,600 about 1.8x
teachers, or about 1.8 times the 2015 numbers
2,100  800  2,900
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BUILDING MOMENTUM

BUILDING MOMENTUM
©UNICEF/UN0235945/Nybo

Our world is made up of stories - and yours deserves to be heard. Here, Julienne Muhima, a radio presenter and journalist, in Butembo,
Democratic Republic of Congo, presents a series on how to protect yourself from Ebola.
 UNICEF Youth Advocacy Guide
35

BUILDING MOMENTUM

T
hroughout your advocacy process, you will need to build momentum, continuously drawing people together to
support your cause. The way you communicate your ideas and activities will depend on what stage you are at
within the advocacy process. Whether you are just beginning or further down the line, there are some important
points for you to consider.

COMMUNICATING WHAT YOU KNOW AND

RAISING AWARENESS
The first stage of building any kind of momentum for an idea is to communicate what you know, to raise awareness about
the importance of your cause and why action needs to be taken. Awareness-raising activities can be anything from a class
discussion to a national campaign.

Raising awareness involves taking the information you learned during the fact-finding section and turning it into something
people can easily understand. You also need to inspire them to get involved and take action. To do this, you need to know
your audience. Ask yourself these kinds of questions:

What is important to the people I am speaking to?

What do they need to hear to realise the importance of this issue?

Who do they need to hear this message from?

How do I want them to get involved?

What kind of language would be most appropriate?

Spend time developing your story – this is the most powerful way of connecting with people and you want it to be
meaningful. Pay careful attention to the kind of language you use in your message and make sure it is informative, kind,
respectful, and encourages people to get involved. Try to avoid using overly aggressive or provocative language – you are
trying to start a discussion and you want to encourage consultation and compassion in all your communication.

Think about other stories, whether it was something your grandmother told you, or a film you saw, or even a meme. Look
at the stories you thought were powerful and the stories that evoked emotion in you. Our world is made up of stories, so
take time to find the best way to explain your issue through a compelling, human story.
UNICEF Youth Advocacy Guide

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BUILDING MOMENTUM

What makes a good story?

It has a clear structure with a beginning, middle and end.

It is direct and concise, speaking to the point you are trying to make.

It is relevant, drawing on the things that are important to people.

It is personal, appealing to people’s emotions and allowing them to connect with you and
your story.

It is clear about what you want people to do.

Once you have identified your audience and developed your story, you can engage with people to raise awareness about
your issue. There are many things you can do, from writing letters, to shooting a short video or creating a song, to holding
talks or having conversations. Think carefully about the impact you want to achieve, and how best to do this. Go ahead and
find creative ways to share your message!
 UNICEF Youth Advocacy Guide
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BUILDING MOMENTUM

ORGANISING EVENTS
Events are a good way of sharing information, networking with other people, and developing ideas to support your
advocacy process. There are a few important things to keep in mind when organising an event.

PURPOSE AND OBJECTIVE AUDIENCE, SIZE & ACTIVITIES

Before you decide to hold an event, you need to Events can range enormously – it can be a simple
determine what your objective is – what are you gathering in your home, or a large gathering at a
trying to achieve through this event? community hall. You need to think about the activities
people will be doing at the event – will they simply be
Sometimes your objective might be quite general, such
listening to a speaker or is there a different way they will
as simply sharing information, and other times it might be
be engaged? Have a clear idea of who you want to attend
more specific, such as asking for contributions to a policy
and what you want them to do.
document. Understanding your reason behind organising
the event will determine the kind of activities you have, the
people you invite, and the way you communicate with them.

ORGANISATION MEDIA AND SOCIAL MEDIA ENGAGEMENT

All events require organisation – you will need to arrange Building public awareness is an important part of the
a time, venue, information, materials, and activities. Start advocacy process. A good place to start is to identify
by making a list of all the things you will need and how forums in your area where discussions often take place.
you will arrange everything. If your event is large, you may If you live in a rural area, people might gather at clinics or
need other people to help you. community halls, or use notice boards for communication,
they may also have more one-on-one contact with
other people. If you live in a small town, people might
communicate more through a local newspaper or radio,
or social gatherings. If you live in a city with widespread
Internet access, these conversations might take place
online.

HOSTING THE EVENT

Hosting can be both exciting and stressful. Remember, the

most important thing is to stay focused – be clear about what
you are trying to achieve and do your best to help generate
ideas and discussion. Be confident and trust yourself – you
have done the research, you are developing the skills, and you
will become even more effective as you go.
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BUILDING MOMENTUM

ENGAGING WITH MEDIA

Anywhere you live, people will use a form of media to communicate with each other. This could be a school newsletter, a
local newspaper, a radio station or a TV programme. One of the things you could do is engage with a local radio station.
Radio is an excellent way of communicating with a large audience and radio hosts are often looking for interesting topics
to talk about on their shows. If there is a show that discusses issues related to your topic, give the radio station a call and
see if they would be interested in hearing your story.

You could also write something and have it published. This might be an information poster, a short article in a school
newsletter, an opinion piece for a newspaper, or a blog post for a website. The main idea is that you are taking your idea
and putting it into written form. Be creative: why not try to express yourself through poetry, storytelling, or cartoons?
Always make sure your message is strong and clear. You could even call a journalist, make time to sit with them and
explain your issue, your story - good journalists are always looking for good stories to tell.

SOCIAL MEDIA
Social media is a powerful platform to communicate
ideas and raise awareness, but it should be used with
great caution. Research the conversations that are
taking place online around your issue to get a better
understanding of the discussions people are having.
You can join in these conversations or create your own
dialogue and set the narrative, in line with the principles
you are standing for in your advocacy.

Don’t get sucked into the social media trap, of having

arguments with others, or spending hours scrolling
aimlessly though posts. Remember to always check the
reliability of the information you find online. Have a look
at the fact-finding section to make sure the information
you are using and sharing is trustworthy.
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BUILDING MOMENTUM

CREATING A SOCIAL MEDIA CAMPAIGN

Social media campaigns should be designed to encourage broad support and to build momentum around your cause. There
are powerful examples of social media campaigns, such as #FeesMustFall where students in South Africa advocated for
a reduction of university fees and gathered nationwide support. #AfricaMatters is another campaign that has created a
platform to empower African youth to reject indifference and pessimism about the continent.

How to create a social media campaign:

• Create an account on a social media platform such as Facebook, Twitter, Instagram, YouTube, or any platform that
is popular in your area.
• Create a Facebook page and a Facebook group and invite people to join. Facebook groups are a great platform for
quickly and easily connecting with people and for sharing information and ideas. If you need some help starting,
have a look at https://nonprofits.fb.com/
• Identify and create useful hashtags. Hashtags allow people to easily identify your issue and track the discussions
taking place. Catchy hashtags that capture the essence of your campaign can gain attention fast, such as the
#MeToo and #BringBackOurGirls campaigns.
• Produce and share content. Whether it is articles, memes, photos, videos or music, social media is a great way
of sharing content. Make sure what you share speaks to your issue and encourages discussion. Be unique and
creative – there is a lot of competition out there!
• Host live chats, this is an easy way to bring people together to talk about different things.
• Organise a social media thunderclap where many people and organisations post the same message at the same
time. If they are well executed, they can make hashtags and movements go ‘viral’.
• Collaborate with social media ‘influencers’, individuals who have a large following and powerful impact on social
media. These influencers can help gain traction for your advocacy project.
• Identify the best times to post on social media. If you post information when people are using social media, your
ideas are more likely to be seen, liked, and shared. To engage with school pupils, the best time to post would be
before and after school. If you want to engage with adults, early evening might be better. If you want to engage with
decision-makers, during the day might be more effective.
• Respond and communicate. By responding to messages and comments you receive on social media, you create
an important space for dialogue. Engage with people to show your passion and demonstrate commitment to your
cause.
• Protect yourself on social media. There can be a lot of negativity on social media and you should know how to stay
safe. Make sure you have strong passwords and that you protect your accounts, report any inappropriate posts
and maintain a civil and compassionate dialogue with people. Be aware of your country’s social media laws. We
have seen several influencers being taken into custody over tweets or Facebook posts – while online advocacy is
important, always be responsible when using social media.
UNICEF Youth Advocacy Guide

40
VOICES OF YOUTH
RESOURCES
BUILDING MOMENTUM
Did you know UNICEF’s Voices of
Youth website has some great
resources to help you develop
your blog and digital
Other forms of group communication advocacy skills?
While media and social media are the most common forms of engaging with
people, there has been an increase in different communication platforms as
technology has increased. SMS and Whatsapp groups have been very effective at bringing people together and helping
them stay in touch. It might be useful to start your own kind of group, one that provides regular updates and communication
to people who you know are interested.

Looking for something to advocate for?

Have you considered organising an event to raise awareness around the growing need for healthcare
services providers across the continent?

Number of health service Number of health service providers Number of health service providers needed by
providers in 2015 in 2030 if current trends continue 2030 to meet WHO Standard in 2030

AFRICA
Millions
0 1 2 3 4 5 6 7 8

2.4
3.4  Gap of 4.2  7.6

TO MEET THE WHO MINIMUM STANDARD OF AFRICA SUB-REGIONS

4.45 HEALTH SERVICE PROVIDERS IN 2030: Thousands
0 500 1,000 1,500 2,000 2,500

Central Africa will need more than 170 more than 5x

5x as many health workers 370  560  930

390 almost 6x
Eastern Africa will need almost 6x
as many health workers 840  1,430  2,270

Northern Africa will need more 480 more than 2x

than double as many health
610  460  1,070
workers

Southern Africa will need more 440 more than 2x

than double as many health 620  450  1,070
workers

550 more than 4x

Western Africa will need more
1,000  1,280  2,280
than 4x as many health workers
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BUILDING MOMENTUM

#STORIES: Using video to raise social awareness

“Sometimes people don’t have the time or energy to read through a thick document, many people find it easier to
watch a video, which often has more impact. It makes you see what is happening on the ground and it’s an eye-
opener. My video really got people talking, and when they became interested, they wanted to know more.”

Louise Kongolo Kanza was born in the Democratic Republic of Congo and was raised in South Africa, where she
faced xenophobia. People treated her badly because she was from a different country. When xenophobic attacks
spread across South Africa in 2017, Louise and her sister knew they had to raise awareness about the fear and pain
that was being experienced daily.

They formed a group of both South Africans and foreigners and they thought of ways they could share their stories.
They didn’t have a lot of resources, but someone had a camera, so they decided to make a short video about the
impact of the xenophobic attacks. They recorded the film at a house that had been burned down and called the
video #Singabantu. They used their personal social media accounts to share the content, and people were moved
by the story they told.

The video got a lot of attention and it was eventually broadcast on Trace Africa in 18 different countries. In 2017,
#Singabantu won the UN Alliance of Civilizations Plural Plus Award and Louise and the team were invited to several
platforms to raise awareness about xenophobia. After these experiences, Louise began to coordinate the Sophie A
Kanza Foundation, that organises events focused on uniting her community.

See the video here: https://www.youtube.com/watch?v=F4MocQZSrEw

UNICEF Youth Advocacy Guide

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BUILDING MOMENTUM

#STORIES: Turning Tragedy into Triumph

After witnessing the death of her cousin as a result of drug use, Lima Bamba from Côte d’Ivoire understood the
pain and suffering linked to drug addiction. She knew the most important thing to do was share her story and raise
awareness about the danger of addiction. Lima started to engage with children as young as 6, telling them about
drugs and how they can keep themselves safe. She also ran anti-drug workshops for university students.

Lima has since founded the ‘Emergency for Teenagers’ association that raises awareness about drug addiction
and helps monitor and support people in recovery. ‘Emergency for Teenagers’ now collaborates with local NGOs
to combat drug abuse, providing significant support to people in her community. Through this, she is able to reach
a wider audience and strengthen her advocacy. Her story highlights the importance of forging aliances with other
organisations who may be fighting for a similar cause, as you can build on each others’ strengths.
 UNICEF Youth Advocacy Guide
43

BUILDING MOMENTUM

TAKING PERSONAL
ACTION: PUTTING PRINCIPLES
AND POLICIES INTO PRACTICE
© UNICEF/UN0161723/Diarassouba

Changing social behaviour is up to us! We reinforce the principles we stand for in our daily lives. These young U-reporters from
Abidjan, Côte d’Ivoire, organized a community service outing to clean the beach of Petit Bassam, in Port Bouet.
© UNICEF/UN0161723/Diarassouba
UNICEF Youth Advocacy Guide

44

TAKING PERSONAL ACTION

O
ne of the most difficult components of the advocacy process is putting the principles and policies we have advocated
for into practice. When our advocacy ends, when the policy changes have been adopted, or the institution has
agreed to a new set of practices, what happens next? If our advocacy takes a long time, what do we do while
waiting for a decision?

We often think the implementation of policies and practices should be left up to the decision-makers alone, but changing
social behaviour is up to us – we reinforce the principles of what we stand for in different ways every day. We need to
become the change we want to see in the world. Here are some ideas.

FOLLOW UP
It is crucial for the success of your advocacy to follow up with contacts you have established during the process.

If your advocacy process has led to a decision, such as adopting a policy or deciding to put something into action, you
need to follow up with the decision-makers to make sure this is being done. Hold them accountable to their promise to act.

Throughout your advocacy process you will engage with a wide range of people. Establish a relationship with them and
see how you might be able to explore new ideas or get involved in other initiatives. Maintaining a good set of contacts
across a wide range of fields will also be useful in your future activities. Here are some tips:

When attending events, Organise these contacts Send a courtesy message Keep referring back Finally, ensure that
or meeting with potential somewhere, either on the day after meeting, to to this list during your you give feedback to
partners, make sure you paper, or on an excel thank them for meeting, advocacy journey and anyone who has helped
take down their contact sheet. Make note of and to ensure they now contact potential partners you on your journey.
details or take a business where you interacted have your contact details. for collaboration. Keeping your contacts,
card – be it a phone with them and include including peers and
number, email address, or comments on what was those supporting you
social media handle. discussed and how you online, informed on your
could collaborate in the progress is crucial.
future.
 UNICEF Youth Advocacy Guide
45

TAKING PERSONAL ACTION

LIFESTYLE CHOICES
It’s easy to be overwhelmed by the challenges Africa is experiencing and we don’t always know what to do in our daily
lives to address these concerns. But we often underestimate the importance of lifestyle choices. Every day we make
choices about the food we eat, the way we treat people, animals, or our environment. They all reflect the principles we
live by.

Spend some time thinking about this and become aware of your own behaviours and practices and see if there might be a
better way of doing things. It might be as simple as carrying your own shopping bag to the store so you reduce single-use
plastics, or buying food from local farmers in your community. It may be more complex, such as overcoming your own bias
or prejudices, and opening yourself up to understanding other people’s reality.

We are in control of the decisions we make and if we start to think about the consequences of
our decisions in the long-term, we will start to put in place practices that will lead to a better
world.
 UNICEF Youth Advocacy Guide

46

WHAT DO I DO IF I GET STUCK?

WHAT DO I
DO IF I GET STUCK?
©UNICEF/UNI75493/Pirozzi

During an AIDS prevention activity in Cotonou, Benin, young journalists from Radio 3S ADO interview their peers.
©UNICEF/ UNI75493/Pirozzi
 UNICEF Youth Advocacy Guide
47

WHAT DO I DO IF I GET STUCK?

A
t various points throughout the advocacy process you will feel stuck, confused, or demotivated. Do not despair –
this is all part of the process and it is often in these moments that we do our best learning. So, what should you
do if this happens?

FIRST, TRY TO GET SUPPORT.

1
Whether it is a friend, guardian, parent, teacher or colleague, try to find someone
whom you can talk to and share ideas with. Personal support and encouragement
are very important so try to find someone who can support you.

SECOND, REMEMBER THAT YOU ARE NOT ALONE.

2
Sometimes we are the first people to make a path that others can follow, and this
can be a lonely experience. Remember that youth from around the world have
undertaken similar tasks and faced similar challenges. Read other people’s stories,
look for examples similar to yours, and see how other people have handled their
situations. Connect with youth on different platforms to share ideas, whether
through a local community group or an online platform, and as you do so you will
start to develop creative or innovative solutions.

THIRD, DON’T TRY TO DO EVERYTHING BY YOURSELF.

3
You might be the main driver of the cause, or even the main motivation, but you are
not super-human and you cannot do everything by yourself. It’s very easy to take
on too much and to burn out easily, so you need make sure you are looking after
yourself, as well as your cause. Start building a team of people that can help you to
achieve your goals. Remember, everyone has a different set of skills and abilities
and by working with a team, you can start to distribute the workload and engage in
the advocacy process more effectively.

FOURTH, REMEMBER THAT THERE ARE ENDLESS RESOURCES AVAILABLE

4 TO SUPPORT YOU DURING THIS JOURNEY.
UNICEF is here for you! Have a look through our website, The Internet of Good
Things, Voices of Youth and other platforms for inspiration and guidance. Contact
the UNICEF office in your country for support and potential collaboration with other
young people in your country.
 UNICEF Youth Advocacy Guide

48

LAST THOUGHTS

LAST THOUGHTS -
FOR NOW
© UNICEF/UN0275108/E. Ademuyiwa

In Africa, children make up almost half of the population. Our continent is truly full of potential - and students at the Modern Age Academy in Accra, Ghana, clearly agree.
©UNICEF/ UN0235945/Nybo
 UNICEF Youth Advocacy Guide
49

LAST THOUGHTS

DEAR READER...
We have one more confession - we aren’t finished yet.

If you’ve reached this point, you may have realised that advocacy is a continuum, and just when you
think you are done, you may find that you are right back at a new beginning. Along this journey you
will hopefully get to see some wonderful things happen as a result of your work, but just remember
that change is a process and it takes time.

We cannot forget the struggles, sacrifices, and work of those who came before us. We must remember
that they couldn’t imagine we’d be where we are today.

As we turn our eyes to the future, we must be brave to take ambitious steps, and remember that
policies implemented today might only show results when we are speaking to the young people who
come after us. Stay strong, be patient, remember you aren’t alone, and know that you are part of an
amazing generation of Africans, ready and leading.

There is just one thing missing - YOUR story.

Join us?

#YouthAreLeading
 ACKNOWLEDGEMENTS
This Guide is a UNICEF Eastern and Southern Africa Regional Office initiative, led by the Africa Services Unit. It is the result of a series of workshops
and remote engagements with young people across sub-Saharan Africa. It is not only a toolkit filled with valuable, experience-based information
to support youth advocacy; it also contains a collection of stories from youth advocates across the continent who share real-life examples of their
important work.

The UNICEF team thanks all who shared their stories of advocacy and youth engagement and gave so willingly of their time and expertise.

WORKSHOP CONTRIBUTORS
A series of training workshops was held with young people from Côte d’Ivoire, Kenya, Mozambique and Uganda, to gather their experiences and
views on youth advocacy. The workshops were structured using participatory methods, and the youth took part in various activities to share their
experiences related to youth participation and advocacy. This information was used to inform the overall structure and content of the Guide and
selected workshop participants also joined in the co-creation process.

CÔTE D’ I VOIRE MOZAMBIQUE

Christelle Anokoua Keizer Aly
Sarah Bintou Traoré (co-creator) Timothy Harris
Cheick Diallo (co-creator) Júlio Júlia José
Mory Diomandé (co-creator) Mardel Juma
Mohamed Mehdi Fadiga (co-creator) Edmilson Lopes Saveca
Jean Wilfried Koffi Raima Francisco Manjate
Mohamed Lamine Keita Gina Mariana
Nikiema Tara (co-creator) Antonio Mate
Kherann Yao Emily Micas
Aicha Yele Soro Leticia Sitoe
Albertina Zandamela

UGANDA
KENYA
Justin Aduku
Ector Ahabwe Azra Bhanji
Betty Akech James Ewar
Lucky Anyijuka Jabu Issa
Cecilia Aporon Stacy Katua (co-creator)
Regina Chelenangat Brian Koech
Charles Dengel Francisca Ndinda
Dorcus Econi Joseph Ngochi
Fatuma Hassan Napeyok Mercy Nyaboke
Joram Higenyi Valdore Obuya
Marvin Isabirye Happiness Odawa
Barbara Kamukyaya Linda Olango (co-creator)
Abraham Lokeon Ezra Yego
Alfred Lowoton
Jonathan Mseko
Allan Mukama
Fauza Naibara
Latifah Nansubuga
Florence Nawal
Jonathan Nsereko
Achia Nelly Raphael
 STORY CONTRIBUTIONS
This Guide is informed by stories from young people throughout Africa. To capture the real stories of youth advocates, an open call was made, for
young Africans, between 13-25 years old, to share their stories of how they are advocating for change in their communities. Their submissions
informed the content of the Guide, and more of these stories can be found on www.voicesofyouth.org/youthadvocacy

Ahmed Abdi Ali Kenya Letisha Lalbahadur South Africa

Salim Sango Aliyu Cameroon Ditebogo Lebea South Africa
Ibiyinka Amokeodo Nigeria Godfrey Saimon Luvanda Tanzania
Lima Bamba Côte d'Ivoire Noko Mabasa South Africa
Eneless Banda Zambia Hadija Maganga Tanzania
Maïmouna Barry Guinée Mamello Makhele Lesotho
Tameryn-Lee Bezuidenhoudt South Africa Bongani Mantjate South Africa
Alain Binamungu Democratic Republic Omolemo Matseke South Africa
of the Congo Louisa Fidelis Mayombo Tanzania
Eude Kaltani Bokossa Niger Mondli Mhlongo South Africa
Tyler Booth (co-creator) South Africa Mpho Tlhalefo Mogane South Africa
Kobenan Paul Martial Bossian Côte d’Ivoire Bonolo Moikanyane South Africa
Sandile Wellington Cengani South Africa Zoleka Monta South Africa
Linda Ceza South Africa Ella Mossou Côte d'Ivoire
James Chitemo Tanzania Phakamani Sakhile Mpanza South Africa
Aka Christelle Côte d’Ivoire Farai Mubaiwa (co-creator) South Africa
Ahoua Fatim Coulibaly Côte d’Ivoire Loveness Mudzuru Zimbabwe
Irie Ferdinand Dje bi Côte d’Ivoire Innocent Mugerwa Uganda
Dimakatso Dlamini South Africa Herbert Mukisa Uganda
Malachi Dorwu Ghana Shephard Murombo Zimbabwe
Frank Ernest Tanzania Vianney Nduwimana Burundi
Kouassi Sylvain Faithe Côte d’Ivoire Rebecca Nekesa Kenya
Magdalena Goda Tanzania Onditi Emmanuel Nyatichi Kenya
Oumou ahmadou Goundam koï Mali Maïmouna Fatim Ouattara Côte d'Ivoire
David Hariohay Tanzania Koketso Phetla South Africa
Martin Hitimana Burundi Charity Prince Tanzania
Doreen Itabi Tanzania Nonhlanhla Botshelo Pule South Africa
Jackson Kabuu Kenya Gugulethu Resha (co-creator) South Africa
Allen Kaiza Tanzania Edwin Shadrack Tanzania
Louise Kongolo Kanza South Africa/Democratic Hellen Sisya Tanzania
Republic of Congo
Siviwe Somi (co-creator) South Africa
Wedson Kazambwe Malawi
Olarip Tomito Tanzania
Irena mkunde Kinabo Tanzania
Fredéric Yao Côte d'Ivoire
Yendoupangue Kolani Togo
Obin Eric Donald Yapo Côte d'ivoire
Maimouna Kone Côte d’Ivoire
Idene Zaongo Côte d'Ivoire
Charles Emmanuel Kouadio Côte d’Ivoire
Kouamé Yves-Landry Kouakou France

COUNTRY OFFICE SUPPORT

Thank you to UNICEF colleagues in Côte d’Ivoire, Kenya, Mozambique and Uganda for facilitating the 2018 Youth Advocacy Guide workshops.

Thank you to UNICEF colleagues in Eastern and Southern Africa Regional Office, Ethiopia, Kenya, Madagascar, Mozambique, New York,
South Africa, South Sudan, Tanzania, Uganda, Western and Central Africa Regional Office and Zimbabwe for assisting with the call for
stories and editing of the Guide.

UNICEF AFRICA SERVICES UNIT

Lead editor: Nadia Samie-Jacobs (Communication Officer)
Project lead: Maryam Elgoni (Youth Engagement Officer)

THE YOUTH PROGRAMMES AT THE SOUTH AFRICAN INSTITUTE OF INTERNATIONAL AFFAIRS

The implementing partner, working with UNICEF, facilitated the workshops, collected and analysed stories received and compiled this guide.
The main authors are: Desirée Kosciulek, Itumeleng Mphure, Joyce Bonongo, Kiara Worth, and Luanda Mpungose.
NOTES
NOTES
NOTES
Did you know?

You can find additional resources and material on

www.voicesofyouth.org/youthadvocacy
 for every child, a voice
© UNICEF/UNI195618/Batumike