('goodpush_basic_page',0,7,1333,'en',0,'<h4 dir=\"ltr\">About Skateboarding Programs</h4>\r\n\r\n<p dir=\"ltr\">There are a lot of different ways you can run skateboarding programs, from loose&nbsp;sessions with skateboards that kids can borrow (loaner-board sessions), to structured skateboarding lessons focusing on life skills. The way you run your skate programs will depend on the aims of your project or organization, who your participants are, and what resources and infrastructure you have available. If you\'re&nbsp;wondering how to teach skateboarding safely then this is the place to start!</p>\r\n\r\n<p dir=\"ltr\"><strong>Skateboarding programs usually:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Run according to a regular schedule</li>\r\n	<li>Provide teachers or volunteers to support participants</li>\r\n	<li>Maintain and provide skate equipment (as needed) for participants to use</li>\r\n	<li>Make sure the skatepark/location is clean</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety First!</h4>\r\n\r\n<p dir=\"ltr\">Work with children’s comfort levels:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Avoid pushing them too hard</li>\r\n	<li>Give positive feedback and praise for effort</li>\r\n	<li>Encourage students to cheer for each other</li>\r\n	<li>Discourage them from laughing when others fall over,</li>\r\n	<li>Avoid yelling at students, even to get their attention (can use a whistle for group management if needed)</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Other Safety Tips:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Provide helmets and pads for students</li>\r\n	<li>Do a regular inventory &amp; maintenance safety check</li>\r\n	<li>Always have enough staff (at least 1 staff/volunteer per 8 students in skatepark)</li>\r\n	<li>Warm-up before and warm-down after (stretching)</li>\r\n	<li>Always have water available for kids</li>\r\n	<li>No food or drinks on the ramps and skateboards</li>\r\n	<li>Keep skateboards and ramps dry (even during rainy season!)</li>\r\n	<li>Train team in Injury/First Aid procedures</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For more ideas and best practices, check out the <u><a href=\"http://www.goodpush.org/behind-the-scenes/child-protection\" target=\"_blank\">Goodpush Child Protection toolkit</a></u>.</p>\r\n\r\n<p dir=\"ltr\"><strong>Rules</strong></p>\r\n\r\n<p dir=\"ltr\">Each skate projects should have its own rules. The students, staff and visitors have to act according to those rules. The rules should be adapted to whichever community you are working in. Here’s a <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Example_Skatepark%20Rules.pdf\" target=\"_blank\"><u>PDF example of some typical skatepark rules</u>.</a></p>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> Have a whiteboard or other signage where you can post information about your programs, including the session times, emergency service numbers, and contact info for people who want to join.</em></p>\r\n<img alt=\"Skate class Skateistan South Africa\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"2bd765a7-ba7f-40f0-ae38-68fc3b913a80\" data-image-style=\"medium_banner\" height=\"440\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/17__SkateistanSA__NHusain_IMG_8799.jpg?itok=Tsbnt33q\" width=\"726\" />\r\n<h4 dir=\"ltr\"><br />\r\nStructuring Skate Classes</h4>\r\n\r\n<p dir=\"ltr\">Running structured skate sessions can be useful for:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Organizing large numbers of kids with varying abilities</li>\r\n	<li>Managing limited numbers of boards</li>\r\n	<li>Making sure everyone has a chance to learn</li>\r\n	<li>Building life skills</li>\r\n	<li>Reducing injuries</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Remember to have a two-minute huddle with all staff, volunteers and Youth Leaders before each skate session. Use this time to decide how the class will be split into groups after the warm up and what tricks/skills the students will be learning in what group and what area of the park.</p>\r\n\r\n<p dir=\"ltr\">This will make the class far less stressful and chaotic to manage, will utilise the capacity you have with the amount of staff in the skatepark, and create a safer and more managed, structured environment for the kids to learn in.</p>\r\n\r\n<p dir=\"ltr\"><strong>Overview of a typical skate lesson:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety Gear</li>\r\n	<li>Warm up</li>\r\n	<li>Falling Practice</li>\r\n	<li>Stance and Pushing</li>\r\n	<li>Navigation (tic tacs / using the tail)</li>\r\n	<li>Skate games</li>\r\n	<li>Free Skate</li>\r\n	<li>Warm down &amp; reflection</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Check out this <u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Skate%20Lesson%20Plan%20Example.pdf\" target=\"_blank\">example for a 1-hour beginner skateboarding lesson</a></u>. You can adapt this to fit your location and needs.</p>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\"><em><strong>Always remember – If you are bored then so are they!</strong></em></p>\r\n\r\n<h4 dir=\"ltr\">Skate Games</h4>\r\n\r\n<p dir=\"ltr\">Playing games on skateboards make lessons more fun. Games also help participants learn to control their board, balance, and keep an eye out for others around them within the skatepark, which helps reduce crashes and injuries in the long run. Games can help to minimize the chaos during a busy session, for example by having some of the beginners practice on a balance board outside the skatepark.</p>\r\n\r\n<p dir=\"ltr\"><strong>Tip:</strong> Show don’t tell. Act out the game to make sure everyone understands.</p>\r\n<a data-image-style=\"\" href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\" target=\"_blank\" title=\"Link to Skate Games Booklet PDF\"><img alt=\"Goodpush Skate Games Booklet\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"3e98bb00-d827-4ad1-a453-d63be59ce784\" data-image-style=\"\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/IMG_4923-1200px.jpg?itok=jdPb-nPm\" width=\"947\" /></a>\r\n\r\n<p dir=\"ltr\"><br />\r\nOther benefits of playing skate games include:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Participants learn and practice new skate skills without consciously thinking about it</li>\r\n	<li>Games help participants to build other (non-skate) skills like cooperation, teamwork and creativity</li>\r\n	<li>They can make even a flat piece of concrete more interesting and challenging to skate</li>\r\n	<li>Many of these games can be played by almost any level of skater, which encourages skaters of different levels to work together</li>\r\n	<li>Games are energizing and easily fill 10-15 minutes of a skate lesson</li>\r\n</ul>\r\n\r\n<p>The Goodpush Skate Games Booklet features<strong> </strong>20 game ideas that all involve skateboarding somehow.&nbsp;<u><a href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\" target=\"_blank\"><strong>Click here</strong></a></u> to see the <u><strong><a href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\" target=\"_blank\">Skate Games Booklet</a></strong><a href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\">&nbsp;(PDF)</a></u>&nbsp;and use it in your next skate lesson!</p>\r\n\r\n<p>You&nbsp;can also print it yourself using this <u><strong><a href=\"https://drive.google.com/file/d/15HzPF_kOfmR9q-koNLHufKkBxDY80O9i/view?usp=sharing\" target=\"_blank\" title=\"High print quality Skate Games Booklet\">high-quality file (PDF)</a></strong></u>. Show us your skate games in action by tagging @thegoodpush in your social media!</p>\r\n\r\n<p>Other languages available:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><u><a href=\"https://www.goodpush.org/sites/default/files/2019-11/skate%20games%20-%20Danish%20web.pdf\" target=\"_blank\" title=\"Skate Games Booklet in Danish\">Danish</a></u></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20French_Web.pdf\">French</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20German_Web.pdf\">German</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Italian_Web%20%281%29.pdf\">Italian</a></li>\r\n	<li><u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Skate%20Games%20Booklet%20Kurdish_Web.pdf\" target=\"_blank\">Kurdish</a></u></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Malaysian_web.pdf\">Malay</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Persian_web.pdf\">Persian</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Portuguese_web.pdf\">Portuguese</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Turkish_Web.pdf\">Turkish</a></li>\r\n</ul>\r\n\r\n<p>If you\'d like to volunteer to translate the Skate Games Booklet into another language, email goodpush(at)skateistan.org!&nbsp;</p>\r\n<img alt=\"Crabwalking race with SkateQilya\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"51c91f7a-aca5-4281-bd1e-c60d0cf1240b\" data-image-style=\"medium_banner\" height=\"472\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.55.46%20PM.png?itok=y5wod9aS\" width=\"725\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>SkateQilya in Palestine show us how a Crabwalking race is done!</em></p>\r\n\r\n<h4 dir=\"ltr\">Loaner Skateboards</h4>\r\n\r\n<p dir=\"ltr\">While it can be tempting to give away skateboards, these will very likely wear down over time, get stolen, be left in the rain or not be maintained properly. Most skate projects have a limited amount of equipment to work with and want to make the most their boards.</p>\r\n\r\n<p dir=\"ltr\"><strong>Tips for “Loaner” skateboards:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>One approach that works well is having boards for children to borrow and bring back when they finish skating.</li>\r\n	<li>Boards can be stored with community centre manager, in a locked box, locked under-ramp storage area, in a shipping container or similar shelter.</li>\r\n	<li>To make sure boards are returned, an honor system can work, but a more secure option is for skaters to leave their mobile phone with a supervisor/volunteer which they only get back when they return the board (an idea from <a href=\"http://www.makelifeskatelife.org\" target=\"_blank\">Make Life Skate Life</a>’s Suli Skatepark in Iraq!). &nbsp;</li>\r\n	<li>Have 2 or 3 skaters share one board if there are not enough for everyone.</li>\r\n	<li>Spraypaint boards in bright colours with your organization’s name on them. You can also paint a number on them to keep an inventory and track if any go missing.</li>\r\n	<li>To make sure girls also get a chance to participate, try spraypainting or stenciling some boards with a distinct colour or image to make a few “Girls Only” loaner boards.</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Skatepark Maintenance &amp; Storage</h4>\r\n\r\n<p dir=\"ltr\"><strong>Maintenance</strong><br />\r\nRegularly check all the obstacles, pads, helmets, skateboards, and other equipment in the skatepark and make sure they’re not damaged or worn out. If you find anything that is unusable or needs repairs it is crucial to separate them from the rest of the materials in the skatepark and repair or replace them. It’s also worth doing a workshop with participants and volunteers about board maintenance, such as setting up a board, and taking care of it (not getting it wet or letting it launch into walls).</p>\r\n\r\n<p dir=\"ltr\">Skatepark tidiness is also important; it will help make your inventory checks run faster and smoother as well making it safer to skate. If the ramps are damaged and you’re unsure of what steps to take to fix them, ask people who have more experience with carpentry and ramp building.</p>\r\n\r\n<p dir=\"ltr\">If your skate location has movable objects it’s a good idea to mix up the layout of the ramps every month or so to keep the skatepark from getting old and predictable for the skaters.</p>\r\n\r\n<p dir=\"ltr\"><strong>Storage</strong><br />\r\nSkateboards and other equipment should be stored in a secure location. Access to the skateboard storage should be given to the as few people as possible. The risk of items going missing goes up as more people have access and there is less clear accountability for the storage space and contents.</p>\r\n\r\n<p dir=\"ltr\">It’s useful to do regular inventory checks of how many shoes and skateboards you have in the skatepark. Keep it simple: organize shoes by size, and count skateboards by the number of usable set-ups for lessons. Make sure to keep a document on hand that can be easily updated if you need to use any parts within the storage to replace or fix any boards in the skatepark. This will make it easier to track when you need to get new skateboard parts as you will know exactly what you have at all times.</p>\r\n\r\n<h4 dir=\"ltr\">Choosing a Location for Skate Programs</h4>\r\n\r\n<p dir=\"ltr\">In case you haven’t found a good location to run your skate programs yet, here are some ideas.</p>\r\n\r\n<p dir=\"ltr\">Options:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Existing skatepark</li>\r\n	<li>Existing flat space where you can bring obstacles</li>\r\n	<li>Building a skatepark\r\n	<ul>\r\n		<li>Check out the <u><a href=\"https://publicskateparkguide.org/\" target=\"_blank\">Public Skatepark Development Guide</a></u> and our resources list below</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Extra tips:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Depending on weather, you’ll want to consider indoor vs outdoor/covered options.</li>\r\n	<li>Build obstacles that are fun for all levels and allow progression</li>\r\n	<li>Involve volunteers/staff in building of the skatepark (together with expert builders)</li>\r\n</ul>\r\n\r\n<h4>Next Steps</h4>\r\n\r\n<p>1. If you don\'t have any rules yet at your skatepark, organize a session together with the kids where you brainstorm rules together and have kids create posters or a painted sign to put up in the space.&nbsp;</p>\r\n\r\n<p>2.&nbsp;Using our&nbsp;<u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Skate%20Session%20Template.docx\" target=\"_blank\">Skate Session Template</a></u>, design a 1 hour skate session with 20 kids and 3 staff/volunteers. It can be helpful to draw an outline of your skatepark first. Check out this filled in example below from Skateistan Cambodia.&nbsp;</p>\r\n<img alt=\"Filled out skate session template Skateistan Cambodia\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"28e0247d-658b-4ab2-9713-ed8e81d8d070\" data-image-style=\"medium_banner\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/filled%20out%20skate%20session%20template%20cambodia_0.jpg?itok=94zCQZQJ\" width=\"706\" />\r\n<p class=\"text-align-center\">&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,7,1418,'en',0,'<h4 dir=\"ltr\">About Skateboarding Programs</h4>\r\n\r\n<p dir=\"ltr\">There are a lot of different ways you can run skateboarding programs, from loose&nbsp;sessions with skateboards that kids can borrow (loaner-board sessions), to structured skateboarding lessons focusing on life skills. The way you run your skate programs will depend on the aims of your project or organization, who your participants are, and what resources and infrastructure you have available. If you\'re&nbsp;wondering how to teach skateboarding safely then this is the place to start!</p>\r\n\r\n<p dir=\"ltr\"><strong>Skateboarding programs usually:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Run according to a regular schedule</li>\r\n	<li>Provide teachers or volunteers to support participants</li>\r\n	<li>Maintain and provide skate equipment (as needed) for participants to use</li>\r\n	<li>Make sure the skatepark/location is clean</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety First!</h4>\r\n\r\n<p dir=\"ltr\">Work with children’s comfort levels:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Avoid pushing them too hard</li>\r\n	<li>Give positive feedback and praise for effort</li>\r\n	<li>Encourage students to cheer for each other</li>\r\n	<li>Discourage them from laughing when others fall over,</li>\r\n	<li>Avoid yelling at students, even to get their attention (can use a whistle for group management if needed)</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Other Safety Tips:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Provide helmets and pads for students</li>\r\n	<li>Do a regular inventory &amp; maintenance safety check</li>\r\n	<li>Always have enough staff (at least 1 staff/volunteer per 8 students in skatepark)</li>\r\n	<li>Warm-up before and warm-down after (stretching)</li>\r\n	<li>Always have water available for kids</li>\r\n	<li>No food or drinks on the ramps and skateboards</li>\r\n	<li>Keep skateboards and ramps dry (even during rainy season!)</li>\r\n	<li>Train team in Injury/First Aid procedures</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For more ideas and best practices, check out the <u><a href=\"http://www.goodpush.org/behind-the-scenes/child-protection\" target=\"_blank\">Goodpush Child Protection toolkit</a></u>.</p>\r\n\r\n<p dir=\"ltr\"><strong>Rules</strong></p>\r\n\r\n<p dir=\"ltr\">Each skate projects should have its own rules. The students, staff and visitors have to act according to those rules. The rules should be adapted to whichever community you are working in. Here’s a <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Example_Skatepark%20Rules.pdf\" target=\"_blank\"><u>PDF example of some typical skatepark rules</u>.</a></p>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> Have a whiteboard or other signage where you can post information about your programs, including the session times, emergency service numbers, and contact info for people who want to join.</em></p>\r\n<img alt=\"Skate class Skateistan South Africa\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"2bd765a7-ba7f-40f0-ae38-68fc3b913a80\" data-image-style=\"medium_banner\" height=\"440\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/17__SkateistanSA__NHusain_IMG_8799.jpg?itok=Tsbnt33q\" width=\"726\" />\r\n<h4 dir=\"ltr\"><br />\r\nStructuring Skate Classes</h4>\r\n\r\n<p dir=\"ltr\">Running structured skate sessions can be useful for:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Organizing large numbers of kids with varying abilities</li>\r\n	<li>Managing limited numbers of boards</li>\r\n	<li>Making sure everyone has a chance to learn</li>\r\n	<li>Building life skills</li>\r\n	<li>Reducing injuries</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Remember to have a two-minute huddle with all staff, volunteers and Youth Leaders before each skate session. Use this time to decide how the class will be split into groups after the warm up and what tricks/skills the students will be learning in what group and what area of the park.</p>\r\n\r\n<p dir=\"ltr\">This will make the class far less stressful and chaotic to manage, will utilise the capacity you have with the amount of staff in the skatepark, and create a safer and more managed, structured environment for the kids to learn in.</p>\r\n\r\n<p dir=\"ltr\"><strong>Overview of a typical skate lesson:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety Gear</li>\r\n	<li>Warm up</li>\r\n	<li>Falling Practice</li>\r\n	<li>Stance and Pushing</li>\r\n	<li>Navigation (tic tacs / using the tail)</li>\r\n	<li>Skate games</li>\r\n	<li>Free Skate</li>\r\n	<li>Warm down &amp; reflection</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Check out this <u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Skate%20Lesson%20Plan%20Example.pdf\" target=\"_blank\">example for a 1-hour beginner skateboarding lesson</a></u>. You can adapt this to fit your location and needs.</p>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\"><em><strong>Always remember – If you are bored then so are they!</strong></em></p>\r\n\r\n<h4 dir=\"ltr\">Skate Games</h4>\r\n\r\n<p dir=\"ltr\">Playing games on skateboards make lessons more fun. Games also help participants learn to control their board, balance, and keep an eye out for others around them within the skatepark, which helps reduce crashes and injuries in the long run. Games can help to minimize the chaos during a busy session, for example by having some of the beginners practice on a balance board outside the skatepark.</p>\r\n\r\n<p dir=\"ltr\"><strong>Tip:</strong> Show don’t tell. Act out the game to make sure everyone understands.</p>\r\n<a data-image-style=\"\" href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\" target=\"_blank\" title=\"Link to Skate Games Booklet PDF\"><img alt=\"Goodpush Skate Games Booklet\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"3e98bb00-d827-4ad1-a453-d63be59ce784\" data-image-style=\"\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/IMG_4923-1200px.jpg?itok=jdPb-nPm\" width=\"947\" /></a>\r\n\r\n<p dir=\"ltr\"><br />\r\nOther benefits of playing skate games include:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Participants learn and practice new skate skills without consciously thinking about it</li>\r\n	<li>Games help participants to build other (non-skate) skills like cooperation, teamwork and creativity</li>\r\n	<li>They can make even a flat piece of concrete more interesting and challenging to skate</li>\r\n	<li>Many of these games can be played by almost any level of skater, which encourages skaters of different levels to work together</li>\r\n	<li>Games are energizing and easily fill 10-15 minutes of a skate lesson</li>\r\n</ul>\r\n\r\n<p>The Goodpush Skate Games Booklet features<strong> </strong>20 game ideas that all involve skateboarding somehow.&nbsp;<u><a href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\" target=\"_blank\"><strong>Click here</strong></a></u> to see the <u><strong><a href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\" target=\"_blank\">Skate Games Booklet</a></strong><a href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\">&nbsp;(PDF)</a></u>&nbsp;and use it in your next skate lesson!</p>\r\n\r\n<p>You&nbsp;can also print it yourself using this <u><strong><a href=\"https://drive.google.com/file/d/15HzPF_kOfmR9q-koNLHufKkBxDY80O9i/view?usp=sharing\" target=\"_blank\" title=\"High print quality Skate Games Booklet\">high-quality file (PDF)</a></strong></u>. Show us your skate games in action by tagging @thegoodpush in your social media!</p>\r\n\r\n<p>Other languages available:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><u><a href=\"https://www.goodpush.org/sites/default/files/2019-11/skate%20games%20-%20Danish%20web.pdf\" target=\"_blank\" title=\"Skate Games Booklet in Danish\">Danish</a></u></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20French_Web.pdf\">French</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20German_Web.pdf\">German</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Italian_Web%20%281%29.pdf\">Italian</a></li>\r\n	<li><u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Skate%20Games%20Booklet%20Kurdish_Web.pdf\" target=\"_blank\">Kurdish</a></u></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Malaysian_web.pdf\">Malay</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Persian_web.pdf\">Persian</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Portuguese_web.pdf\">Portuguese</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Turkish_Web.pdf\">Turkish</a></li>\r\n</ul>\r\n\r\n<p>If you\'d like to volunteer to translate the Skate Games Booklet into another language, email goodpush(at)skateistan.org!&nbsp;</p>\r\n<img alt=\"Crabwalking race with SkateQilya\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"51c91f7a-aca5-4281-bd1e-c60d0cf1240b\" data-image-style=\"medium_banner\" height=\"472\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.55.46%20PM.png?itok=y5wod9aS\" width=\"725\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>SkateQilya in Palestine show us how a Crabwalking race is done!</em></p>\r\n\r\n<h4 dir=\"ltr\">Loaner Skateboards</h4>\r\n\r\n<p dir=\"ltr\">While it can be tempting to give away skateboards, these will very likely wear down over time, get stolen, be left in the rain or not be maintained properly. Most skate projects have a limited amount of equipment to work with and want to make the most their boards.</p>\r\n\r\n<p dir=\"ltr\"><strong>Tips for “Loaner” skateboards:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>One approach that works well is having boards for children to borrow and bring back when they finish skating.</li>\r\n	<li>Boards can be stored with community centre manager, in a locked box, locked under-ramp storage area, in a shipping container or similar shelter.</li>\r\n	<li>To make sure boards are returned, an honor system can work, but a more secure option is for skaters to leave their mobile phone with a supervisor/volunteer which they only get back when they return the board (an idea from <a href=\"http://www.makelifeskatelife.org\" target=\"_blank\">Make Life Skate Life</a>’s Suli Skatepark in Iraq!). &nbsp;</li>\r\n	<li>Have 2 or 3 skaters share one board if there are not enough for everyone.</li>\r\n	<li>Spraypaint boards in bright colours with your organization’s name on them. You can also paint a number on them to keep an inventory and track if any go missing.</li>\r\n	<li>To make sure girls also get a chance to participate, try spraypainting or stenciling some boards with a distinct colour or image to make a few “Girls Only” loaner boards.</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Skatepark Maintenance &amp; Storage</h4>\r\n\r\n<p dir=\"ltr\"><strong>Maintenance</strong><br />\r\nRegularly check all the obstacles, pads, helmets, skateboards, and other equipment in the skatepark and make sure they’re not damaged or worn out. If you find anything that is unusable or needs repairs it is crucial to separate them from the rest of the materials in the skatepark and repair or replace them. It’s also worth doing a workshop with participants and volunteers about board maintenance, such as setting up a board, and taking care of it (not getting it wet or letting it launch into walls).</p>\r\n\r\n<p dir=\"ltr\">Skatepark tidiness is also important; it will help make your inventory checks run faster and smoother as well making it safer to skate. If the ramps are damaged and you’re unsure of what steps to take to fix them, ask people who have more experience with carpentry and ramp building.</p>\r\n\r\n<p dir=\"ltr\">If your skate location has movable objects it’s a good idea to mix up the layout of the ramps every month or so to keep the skatepark from getting old and predictable for the skaters.</p>\r\n\r\n<p dir=\"ltr\"><strong>Storage</strong><br />\r\nSkateboards and other equipment should be stored in a secure location. Access to the skateboard storage should be given to the as few people as possible. The risk of items going missing goes up as more people have access and there is less clear accountability for the storage space and contents.</p>\r\n\r\n<p dir=\"ltr\">It’s useful to do regular inventory checks of how many shoes and skateboards you have in the skatepark. Keep it simple: organize shoes by size, and count skateboards by the number of usable set-ups for lessons. Make sure to keep a document on hand that can be easily updated if you need to use any parts within the storage to replace or fix any boards in the skatepark. This will make it easier to track when you need to get new skateboard parts as you will know exactly what you have at all times.</p>\r\n\r\n<h4 dir=\"ltr\">Choosing a Location for Skate Programs</h4>\r\n\r\n<p dir=\"ltr\">In case you haven’t found a good location to run your skate programs yet, here are some ideas.</p>\r\n\r\n<p dir=\"ltr\">Options:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Existing skatepark</li>\r\n	<li>Existing flat space where you can bring obstacles</li>\r\n	<li>Building a skatepark\r\n	<ul>\r\n		<li>Check out the <u><a href=\"https://publicskateparkguide.org/\" target=\"_blank\">Public Skatepark Development Guide</a></u> and our resources list below</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Extra tips:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Depending on weather, you’ll want to consider indoor vs outdoor/covered options.</li>\r\n	<li>Build obstacles that are fun for all levels and allow progression</li>\r\n	<li>Involve volunteers/staff in building of the skatepark (together with expert builders)</li>\r\n</ul>\r\n\r\n<h4>Next Steps</h4>\r\n\r\n<p>1. If you don\'t have any rules yet at your skatepark, organize a session together with the kids where you brainstorm rules together and have kids create posters or a painted sign to put up in the space.&nbsp;</p>\r\n\r\n<p>2.&nbsp;Using our&nbsp;<u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Skate%20Session%20Template.docx\" target=\"_blank\">Skate Session Template</a></u>, design a 1 hour skate session with 20 kids and 3 staff/volunteers. It can be helpful to draw an outline of your skatepark first. Check out this filled in example below from Skateistan Cambodia.&nbsp;</p>\r\n<img alt=\"Filled out skate session template Skateistan Cambodia\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"28e0247d-658b-4ab2-9713-ed8e81d8d070\" data-image-style=\"medium_banner\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/filled%20out%20skate%20session%20template%20cambodia_0.jpg?itok=94zCQZQJ\" width=\"706\" />\r\n<p class=\"text-align-center\">&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,7,1419,'en',0,'<h4 dir=\"ltr\">About Skateboarding Programs</h4>\r\n\r\n<p dir=\"ltr\">There are a lot of different ways you can run skateboarding programs, from loose&nbsp;sessions with skateboards that kids can borrow (loaner-board sessions), to structured skateboarding lessons focusing on life skills. The way you run your skate programs will depend on the aims of your project or organization, who your participants are, and what resources and infrastructure you have available. If you\'re&nbsp;wondering how to teach skateboarding safely then this is the place to start!</p>\r\n\r\n<p dir=\"ltr\"><strong>Skateboarding programs usually:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Run according to a regular schedule</li>\r\n	<li>Provide teachers or volunteers to support participants</li>\r\n	<li>Maintain and provide skate equipment (as needed) for participants to use</li>\r\n	<li>Make sure the skatepark/location is clean</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety First!</h4>\r\n\r\n<p dir=\"ltr\">Work with children’s comfort levels:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Avoid pushing them too hard</li>\r\n	<li>Give positive feedback and praise for effort</li>\r\n	<li>Encourage students to cheer for each other</li>\r\n	<li>Discourage them from laughing when others fall over,</li>\r\n	<li>Avoid yelling at students, even to get their attention (can use a whistle for group management if needed)</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Other Safety Tips:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Provide helmets and pads for students</li>\r\n	<li>Do a regular inventory &amp; maintenance safety check</li>\r\n	<li>Always have enough staff (at least 1 staff/volunteer per 8 students in skatepark)</li>\r\n	<li>Warm-up before and warm-down after (stretching)</li>\r\n	<li>Always have water available for kids</li>\r\n	<li>No food or drinks on the ramps and skateboards</li>\r\n	<li>Keep skateboards and ramps dry (even during rainy season!)</li>\r\n	<li>Train team in Injury/First Aid procedures</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For more ideas and best practices, check out the <u><a href=\"http://www.goodpush.org/behind-the-scenes/child-protection\" target=\"_blank\">Goodpush Child Protection toolkit</a></u>.</p>\r\n\r\n<p dir=\"ltr\"><strong>Rules</strong></p>\r\n\r\n<p dir=\"ltr\">Each skate projects should have its own rules. The students, staff and visitors have to act according to those rules. The rules should be adapted to whichever community you are working in. Here’s a <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Example_Skatepark%20Rules.pdf\" target=\"_blank\"><u>PDF example of some typical skatepark rules</u>.</a></p>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> Have a whiteboard or other signage where you can post information about your programs, including the session times, emergency service numbers, and contact info for people who want to join.</em></p>\r\n<img alt=\"Skate class Skateistan South Africa\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"2bd765a7-ba7f-40f0-ae38-68fc3b913a80\" data-image-style=\"medium_banner\" height=\"440\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/17__SkateistanSA__NHusain_IMG_8799.jpg?itok=Tsbnt33q\" width=\"726\" />\r\n<h4 dir=\"ltr\"><br />\r\nStructuring Skate Classes</h4>\r\n\r\n<p dir=\"ltr\">Running structured skate sessions can be useful for:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Organizing large numbers of kids with varying abilities</li>\r\n	<li>Managing limited numbers of boards</li>\r\n	<li>Making sure everyone has a chance to learn</li>\r\n	<li>Building life skills</li>\r\n	<li>Reducing injuries</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Remember to have a two-minute huddle with all staff, volunteers and Youth Leaders before each skate session. Use this time to decide how the class will be split into groups after the warm up and what tricks/skills the students will be learning in what group and what area of the park.</p>\r\n\r\n<p dir=\"ltr\">This will make the class far less stressful and chaotic to manage, will utilise the capacity you have with the amount of staff in the skatepark, and create a safer and more managed, structured environment for the kids to learn in.</p>\r\n\r\n<p dir=\"ltr\"><strong>Overview of a typical skate lesson:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety Gear</li>\r\n	<li>Warm up</li>\r\n	<li>Falling Practice</li>\r\n	<li>Stance and Pushing</li>\r\n	<li>Navigation (tic tacs / using the tail)</li>\r\n	<li>Skate games</li>\r\n	<li>Free Skate</li>\r\n	<li>Warm down &amp; reflection</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Check out this <u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Skate%20Lesson%20Plan%20Example.pdf\" target=\"_blank\">example for a 1-hour beginner skateboarding lesson</a></u>. You can adapt this to fit your location and needs.</p>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\"><em><strong>Always remember – If you are bored then so are they!</strong></em></p>\r\n\r\n<h4 dir=\"ltr\">Skate Games</h4>\r\n\r\n<p dir=\"ltr\">Playing games on skateboards make lessons more fun. Games also help participants learn to control their board, balance, and keep an eye out for others around them within the skatepark, which helps reduce crashes and injuries in the long run. Games can help to minimize the chaos during a busy session, for example by having some of the beginners practice on a balance board outside the skatepark.</p>\r\n\r\n<p dir=\"ltr\"><strong>Tip:</strong> Show don’t tell. Act out the game to make sure everyone understands.</p>\r\n<a data-image-style=\"\" href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\" target=\"_blank\" title=\"Link to Skate Games Booklet PDF\"><img alt=\"Goodpush Skate Games Booklet\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"3e98bb00-d827-4ad1-a453-d63be59ce784\" data-image-style=\"\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/IMG_4923-1200px.jpg?itok=jdPb-nPm\" width=\"947\" /></a>\r\n\r\n<p dir=\"ltr\"><br />\r\nOther benefits of playing skate games include:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Participants learn and practice new skate skills without consciously thinking about it</li>\r\n	<li>Games help participants to build other (non-skate) skills like cooperation, teamwork and creativity</li>\r\n	<li>They can make even a flat piece of concrete more interesting and challenging to skate</li>\r\n	<li>Many of these games can be played by almost any level of skater, which encourages skaters of different levels to work together</li>\r\n	<li>Games are energizing and easily fill 10-15 minutes of a skate lesson</li>\r\n</ul>\r\n\r\n<p>The Goodpush Skate Games Booklet features<strong> </strong>20 game ideas that all involve skateboarding somehow.&nbsp;<u><a href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\" target=\"_blank\"><strong>Click here</strong></a></u> to see the <u><strong><a href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\" target=\"_blank\">Skate Games Booklet</a></strong><a href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\">&nbsp;(PDF)</a></u>&nbsp;and use it in your next skate lesson!</p>\r\n\r\n<p>You&nbsp;can also print it yourself using this <u><strong><a href=\"https://drive.google.com/file/d/15HzPF_kOfmR9q-koNLHufKkBxDY80O9i/view?usp=sharing\" target=\"_blank\" title=\"High print quality Skate Games Booklet\">high-quality file (PDF)</a></strong></u>. Show us your skate games in action by tagging @thegoodpush in your social media!</p>\r\n\r\n<p>Other languages available:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><u><a href=\"https://www.goodpush.org/sites/default/files/2019-11/skate%20games%20-%20Danish%20web.pdf\" target=\"_blank\" title=\"Skate Games Booklet in Danish\">Danish</a></u></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20French_Web.pdf\">French</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20German_Web.pdf\">German</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Italian_Web%20%281%29.pdf\">Italian</a></li>\r\n	<li><u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Skate%20Games%20Booklet%20Kurdish_Web.pdf\" target=\"_blank\">Kurdish</a></u></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Malaysian_web.pdf\">Malay</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Persian_web.pdf\">Persian</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Portuguese_web.pdf\">Portuguese</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Turkish_Web.pdf\">Turkish</a></li>\r\n</ul>\r\n\r\n<p>If you\'d like to volunteer to translate the Skate Games Booklet into another language, email goodpush(at)skateistan.org!&nbsp;</p>\r\n<img alt=\"Crabwalking race with SkateQilya\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"51c91f7a-aca5-4281-bd1e-c60d0cf1240b\" data-image-style=\"medium_banner\" height=\"472\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.55.46%20PM.png?itok=y5wod9aS\" width=\"725\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>SkateQilya in Palestine show us how a Crabwalking race is done!</em></p>\r\n\r\n<h4 dir=\"ltr\">Loaner Skateboards</h4>\r\n\r\n<p dir=\"ltr\">While it can be tempting to give away skateboards, these will very likely wear down over time, get stolen, be left in the rain or not be maintained properly. Most skate projects have a limited amount of equipment to work with and want to make the most their boards.</p>\r\n\r\n<p dir=\"ltr\"><strong>Tips for “Loaner” skateboards:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>One approach that works well is having boards for children to borrow and bring back when they finish skating.</li>\r\n	<li>Boards can be stored with community centre manager, in a locked box, locked under-ramp storage area, in a shipping container or similar shelter.</li>\r\n	<li>To make sure boards are returned, an honor system can work, but a more secure option is for skaters to leave their mobile phone with a supervisor/volunteer which they only get back when they return the board (an idea from <a href=\"http://www.makelifeskatelife.org\" target=\"_blank\">Make Life Skate Life</a>’s Suli Skatepark in Iraq!). &nbsp;</li>\r\n	<li>Have 2 or 3 skaters share one board if there are not enough for everyone.</li>\r\n	<li>Spraypaint boards in bright colours with your organization’s name on them. You can also paint a number on them to keep an inventory and track if any go missing.</li>\r\n	<li>To make sure girls also get a chance to participate, try spraypainting or stenciling some boards with a distinct colour or image to make a few “Girls Only” loaner boards.</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Skatepark Maintenance &amp; Storage</h4>\r\n\r\n<p dir=\"ltr\"><strong>Maintenance</strong><br />\r\nRegularly check all the obstacles, pads, helmets, skateboards, and other equipment in the skatepark and make sure they’re not damaged or worn out. If you find anything that is unusable or needs repairs it is crucial to separate them from the rest of the materials in the skatepark and repair or replace them. It’s also worth doing a workshop with participants and volunteers about board maintenance, such as setting up a board, and taking care of it (not getting it wet or letting it launch into walls).</p>\r\n\r\n<p dir=\"ltr\">Skatepark tidiness is also important; it will help make your inventory checks run faster and smoother as well making it safer to skate. If the ramps are damaged and you’re unsure of what steps to take to fix them, ask people who have more experience with carpentry and ramp building.</p>\r\n\r\n<p dir=\"ltr\">If your skate location has movable objects it’s a good idea to mix up the layout of the ramps every month or so to keep the skatepark from getting old and predictable for the skaters.</p>\r\n\r\n<p dir=\"ltr\"><strong>Storage</strong><br />\r\nSkateboards and other equipment should be stored in a secure location. Access to the skateboard storage should be given to the as few people as possible. The risk of items going missing goes up as more people have access and there is less clear accountability for the storage space and contents.</p>\r\n\r\n<p dir=\"ltr\">It’s useful to do regular inventory checks of how many shoes and skateboards you have in the skatepark. Keep it simple: organize shoes by size, and count skateboards by the number of usable set-ups for lessons. Make sure to keep a document on hand that can be easily updated if you need to use any parts within the storage to replace or fix any boards in the skatepark. This will make it easier to track when you need to get new skateboard parts as you will know exactly what you have at all times.</p>\r\n\r\n<h4 dir=\"ltr\">Choosing a Location for Skate Programs</h4>\r\n\r\n<p dir=\"ltr\">In case you haven’t found a good location to run your skate programs yet, here are some ideas.</p>\r\n\r\n<p dir=\"ltr\">Options:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Existing skatepark</li>\r\n	<li>Existing flat space where you can bring obstacles</li>\r\n	<li>Building a skatepark\r\n	<ul>\r\n		<li>Check out the <u><a href=\"https://publicskateparkguide.org/\" target=\"_blank\">Public Skatepark Development Guide</a></u> and our resources list below</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Extra tips:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Depending on weather, you’ll want to consider indoor vs outdoor/covered options.</li>\r\n	<li>Build obstacles that are fun for all levels and allow progression</li>\r\n	<li>Involve volunteers/staff in building of the skatepark (together with expert builders)</li>\r\n</ul>\r\n\r\n<h4>Next Steps</h4>\r\n\r\n<p>1. If you don\'t have any rules yet at your skatepark, organize a session together with the kids where you brainstorm rules together and have kids create posters or a painted sign to put up in the space.&nbsp;</p>\r\n\r\n<p>2.&nbsp;Using our&nbsp;<u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Skate%20Session%20Template.docx\" target=\"_blank\">Skate Session Template</a></u>, design a 1 hour skate session with 20 kids and 3 staff/volunteers. It can be helpful to draw an outline of your skatepark first. Check out this filled in example below from Skateistan Cambodia.&nbsp;</p>\r\n<img alt=\"Filled out skate session template Skateistan Cambodia\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"28e0247d-658b-4ab2-9713-ed8e81d8d070\" data-image-style=\"medium_banner\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/filled%20out%20skate%20session%20template%20cambodia_0.jpg?itok=94zCQZQJ\" width=\"706\" />\r\n<p class=\"text-align-center\">&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,7,1420,'en',0,'<h4 dir=\"ltr\">About Skateboarding Programs</h4>\r\n\r\n<p dir=\"ltr\">There are a lot of different ways you can run skateboarding programs, from loose&nbsp;sessions with skateboards that kids can borrow (loaner-board sessions), to structured skateboarding lessons focusing on life skills. The way you run your skate programs will depend on the aims of your project or organization, who your participants are, and what resources and infrastructure you have available. If you\'re&nbsp;wondering how to teach skateboarding safely then this is the place to start!</p>\r\n\r\n<p dir=\"ltr\"><strong>Skateboarding programs usually:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Run according to a regular schedule</li>\r\n	<li>Provide teachers or volunteers to support participants</li>\r\n	<li>Maintain and provide skate equipment (as needed) for participants to use</li>\r\n	<li>Make sure the skatepark/location is clean</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety First!</h4>\r\n\r\n<p dir=\"ltr\">Work with children’s comfort levels:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Avoid pushing them too hard</li>\r\n	<li>Give positive feedback and praise for effort</li>\r\n	<li>Encourage students to cheer for each other</li>\r\n	<li>Discourage them from laughing when others fall over,</li>\r\n	<li>Avoid yelling at students, even to get their attention (can use a whistle for group management if needed)</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Other Safety Tips:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Provide helmets and pads for students</li>\r\n	<li>Do a regular inventory &amp; maintenance safety check</li>\r\n	<li>Always have enough staff (at least 1 staff/volunteer per 8 students in skatepark)</li>\r\n	<li>Warm-up before and warm-down after (stretching)</li>\r\n	<li>Always have water available for kids</li>\r\n	<li>No food or drinks on the ramps and skateboards</li>\r\n	<li>Keep skateboards and ramps dry (even during rainy season!)</li>\r\n	<li>Train team in Injury/First Aid procedures</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For more ideas and best practices, check out the <u><a href=\"http://www.goodpush.org/behind-the-scenes/child-protection\" target=\"_blank\">Goodpush Child Protection toolkit</a></u>.</p>\r\n\r\n<p dir=\"ltr\"><strong>Rules</strong></p>\r\n\r\n<p dir=\"ltr\">Each skate projects should have its own rules. The students, staff and visitors have to act according to those rules. The rules should be adapted to whichever community you are working in. Here’s a <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Example_Skatepark%20Rules.pdf\" target=\"_blank\"><u>PDF example of some typical skatepark rules</u>.</a></p>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> Have a whiteboard or other signage where you can post information about your programs, including the session times, emergency service numbers, and contact info for people who want to join.</em></p>\r\n<img alt=\"Skate class Skateistan South Africa\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"2bd765a7-ba7f-40f0-ae38-68fc3b913a80\" data-image-style=\"medium_banner\" height=\"440\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/17__SkateistanSA__NHusain_IMG_8799.jpg?itok=Tsbnt33q\" width=\"726\" />\r\n<h4 dir=\"ltr\"><br />\r\nStructuring Skate Classes</h4>\r\n\r\n<p dir=\"ltr\">Running structured skate sessions can be useful for:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Organizing large numbers of kids with varying abilities</li>\r\n	<li>Managing limited numbers of boards</li>\r\n	<li>Making sure everyone has a chance to learn</li>\r\n	<li>Building life skills</li>\r\n	<li>Reducing injuries</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Remember to have a two-minute huddle with all staff, volunteers and Youth Leaders before each skate session. Use this time to decide how the class will be split into groups after the warm up and what tricks/skills the students will be learning in what group and what area of the park.</p>\r\n\r\n<p dir=\"ltr\">This will make the class far less stressful and chaotic to manage, will utilise the capacity you have with the amount of staff in the skatepark, and create a safer and more managed, structured environment for the kids to learn in.</p>\r\n\r\n<p dir=\"ltr\"><strong>Overview of a typical skate lesson:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety Gear</li>\r\n	<li>Warm up</li>\r\n	<li>Falling Practice</li>\r\n	<li>Stance and Pushing</li>\r\n	<li>Navigation (tic tacs / using the tail)</li>\r\n	<li>Skate games</li>\r\n	<li>Free Skate</li>\r\n	<li>Warm down &amp; reflection</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Check out this <u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Skate%20Lesson%20Plan%20Example.pdf\" target=\"_blank\">example for a 1-hour beginner skateboarding lesson</a></u>. You can adapt this to fit your location and needs.</p>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\"><em><strong>Always remember – If you are bored then so are they!</strong></em></p>\r\n\r\n<h4 dir=\"ltr\">Skate Games</h4>\r\n\r\n<p dir=\"ltr\">Playing games on skateboards make lessons more fun. Games also help participants learn to control their board, balance, and keep an eye out for others around them within the skatepark, which helps reduce crashes and injuries in the long run. Games can help to minimize the chaos during a busy session, for example by having some of the beginners practice on a balance board outside the skatepark.</p>\r\n\r\n<p dir=\"ltr\"><strong>Tip:</strong> Show don’t tell. Act out the game to make sure everyone understands.</p>\r\n<a data-image-style=\"\" href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\" target=\"_blank\" title=\"Link to Skate Games Booklet PDF\"><img alt=\"Goodpush Skate Games Booklet\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"3e98bb00-d827-4ad1-a453-d63be59ce784\" data-image-style=\"\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/IMG_4923-1200px.jpg?itok=jdPb-nPm\" width=\"947\" /></a>\r\n\r\n<p dir=\"ltr\"><br />\r\nOther benefits of playing skate games include:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Participants learn and practice new skate skills without consciously thinking about it</li>\r\n	<li>Games help participants to build other (non-skate) skills like cooperation, teamwork and creativity</li>\r\n	<li>They can make even a flat piece of concrete more interesting and challenging to skate</li>\r\n	<li>Many of these games can be played by almost any level of skater, which encourages skaters of different levels to work together</li>\r\n	<li>Games are energizing and easily fill 10-15 minutes of a skate lesson</li>\r\n</ul>\r\n\r\n<p>The Goodpush Skate Games Booklet features<strong> </strong>20 game ideas that all involve skateboarding somehow.&nbsp;<u><a href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\" target=\"_blank\"><strong>Click here</strong></a></u> to see the <u><strong><a href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\" target=\"_blank\">Skate Games Booklet</a></strong><a href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\">&nbsp;(PDF)</a></u>&nbsp;and use it in your next skate lesson!</p>\r\n\r\n<p>You&nbsp;can also print it yourself using this <u><strong><a href=\"https://drive.google.com/file/d/15HzPF_kOfmR9q-koNLHufKkBxDY80O9i/view?usp=sharing\" target=\"_blank\" title=\"High print quality Skate Games Booklet\">high-quality file (PDF)</a></strong></u>. Show us your skate games in action by tagging @thegoodpush in your social media!</p>\r\n\r\n<p>Other languages available:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><u><a href=\"https://www.goodpush.org/sites/default/files/2019-11/skate%20games%20-%20Danish%20web.pdf\" target=\"_blank\" title=\"Skate Games Booklet in Danish\">Danish</a></u></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20French_Web.pdf\">French</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20German_Web.pdf\">German</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Italian_Web%20%281%29.pdf\">Italian</a></li>\r\n	<li><u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Skate%20Games%20Booklet%20Kurdish_Web.pdf\" target=\"_blank\">Kurdish</a></u></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Malaysian_web.pdf\">Malay</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Persian_web.pdf\">Persian</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Portuguese_web.pdf\">Portuguese</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Turkish_Web.pdf\">Turkish</a></li>\r\n</ul>\r\n\r\n<p>If you\'d like to volunteer to translate the Skate Games Booklet into another language, email goodpush(at)skateistan.org!&nbsp;</p>\r\n<img alt=\"Crabwalking race with SkateQilya\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"51c91f7a-aca5-4281-bd1e-c60d0cf1240b\" data-image-style=\"medium_banner\" height=\"472\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.55.46%20PM.png?itok=y5wod9aS\" width=\"725\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>SkateQilya in Palestine show us how a Crabwalking race is done!</em></p>\r\n\r\n<h4 dir=\"ltr\">Loaner Skateboards</h4>\r\n\r\n<p dir=\"ltr\">While it can be tempting to give away skateboards, these will very likely wear down over time, get stolen, be left in the rain or not be maintained properly. Most skate projects have a limited amount of equipment to work with and want to make the most their boards.</p>\r\n\r\n<p dir=\"ltr\"><strong>Tips for “Loaner” skateboards:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>One approach that works well is having boards for children to borrow and bring back when they finish skating.</li>\r\n	<li>Boards can be stored with community centre manager, in a locked box, locked under-ramp storage area, in a shipping container or similar shelter.</li>\r\n	<li>To make sure boards are returned, an honor system can work, but a more secure option is for skaters to leave their mobile phone with a supervisor/volunteer which they only get back when they return the board (an idea from <a href=\"http://www.makelifeskatelife.org\" target=\"_blank\">Make Life Skate Life</a>’s Suli Skatepark in Iraq!). &nbsp;</li>\r\n	<li>Have 2 or 3 skaters share one board if there are not enough for everyone.</li>\r\n	<li>Spraypaint boards in bright colours with your organization’s name on them. You can also paint a number on them to keep an inventory and track if any go missing.</li>\r\n	<li>To make sure girls also get a chance to participate, try spraypainting or stenciling some boards with a distinct colour or image to make a few “Girls Only” loaner boards.</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Skatepark Maintenance &amp; Storage</h4>\r\n\r\n<p dir=\"ltr\"><strong>Maintenance</strong><br />\r\nRegularly check all the obstacles, pads, helmets, skateboards, and other equipment in the skatepark and make sure they’re not damaged or worn out. If you find anything that is unusable or needs repairs it is crucial to separate them from the rest of the materials in the skatepark and repair or replace them. It’s also worth doing a workshop with participants and volunteers about board maintenance, such as setting up a board, and taking care of it (not getting it wet or letting it launch into walls).</p>\r\n\r\n<p dir=\"ltr\">Skatepark tidiness is also important; it will help make your inventory checks run faster and smoother as well making it safer to skate. If the ramps are damaged and you’re unsure of what steps to take to fix them, ask people who have more experience with carpentry and ramp building.</p>\r\n\r\n<p dir=\"ltr\">If your skate location has movable objects it’s a good idea to mix up the layout of the ramps every month or so to keep the skatepark from getting old and predictable for the skaters.</p>\r\n\r\n<p dir=\"ltr\"><strong>Storage</strong><br />\r\nSkateboards and other equipment should be stored in a secure location. Access to the skateboard storage should be given to the as few people as possible. The risk of items going missing goes up as more people have access and there is less clear accountability for the storage space and contents.</p>\r\n\r\n<p dir=\"ltr\">It’s useful to do regular inventory checks of how many shoes and skateboards you have in the skatepark. Keep it simple: organize shoes by size, and count skateboards by the number of usable set-ups for lessons. Make sure to keep a document on hand that can be easily updated if you need to use any parts within the storage to replace or fix any boards in the skatepark. This will make it easier to track when you need to get new skateboard parts as you will know exactly what you have at all times.</p>\r\n\r\n<h4 dir=\"ltr\">Choosing a Location for Skate Programs</h4>\r\n\r\n<p dir=\"ltr\">In case you haven’t found a good location to run your skate programs yet, here are some ideas.</p>\r\n\r\n<p dir=\"ltr\">Options:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Existing skatepark</li>\r\n	<li>Existing flat space where you can bring obstacles</li>\r\n	<li>Building a skatepark\r\n	<ul>\r\n		<li>Check out the <u><a href=\"https://publicskateparkguide.org/\" target=\"_blank\">Public Skatepark Development Guide</a></u> and our resources list below</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Extra tips:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Depending on weather, you’ll want to consider indoor vs outdoor/covered options.</li>\r\n	<li>Build obstacles that are fun for all levels and allow progression</li>\r\n	<li>Involve volunteers/staff in building of the skatepark (together with expert builders)</li>\r\n</ul>\r\n\r\n<h4>Next Steps</h4>\r\n\r\n<p>1. If you don\'t have any rules yet at your skatepark, organize a session together with the kids where you brainstorm rules together and have kids create posters or a painted sign to put up in the space.&nbsp;</p>\r\n\r\n<p>2.&nbsp;Using our&nbsp;<u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Skate%20Session%20Template.docx\" target=\"_blank\">Skate Session Template</a></u>, design a 1 hour skate session with 20 kids and 3 staff/volunteers. It can be helpful to draw an outline of your skatepark first. Check out this filled in example below from Skateistan Cambodia.&nbsp;</p>\r\n<img alt=\"Filled out skate session template Skateistan Cambodia\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"28e0247d-658b-4ab2-9713-ed8e81d8d070\" data-image-style=\"medium_banner\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/filled%20out%20skate%20session%20template%20cambodia_0.jpg?itok=94zCQZQJ\" width=\"706\" />\r\n<p class=\"text-align-center\">&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,7,3270,'en',0,'<h4 dir=\"ltr\">About Skateboarding Programs</h4>\r\n\r\n<p dir=\"ltr\">There are a lot of different ways you can run skateboarding programs, from loose&nbsp;sessions with skateboards that kids can borrow (loaner-board sessions), to structured skateboarding lessons focusing on life skills. The way you run your skate programs will depend on the aims of your project or organization, who your participants are, and what resources and infrastructure you have available. If you\'re&nbsp;wondering how to teach skateboarding safely then this is the place to start!</p>\r\n\r\n<p dir=\"ltr\"><strong>Skateboarding programs usually:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Run according to a regular schedule</li>\r\n	<li>Provide teachers or volunteers to support participants</li>\r\n	<li>Maintain and provide skate equipment (as needed) for participants to use</li>\r\n	<li>Make sure the skatepark/location is clean</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety First!</h4>\r\n\r\n<p dir=\"ltr\">Work with children’s comfort levels:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Avoid pushing them too hard</li>\r\n	<li>Give positive feedback and praise for effort</li>\r\n	<li>Encourage students to cheer for each other</li>\r\n	<li>Discourage them from laughing when others fall over,</li>\r\n	<li>Avoid yelling at students, even to get their attention (can use a whistle for group management if needed)</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Other Safety Tips:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Provide helmets and pads for students</li>\r\n	<li>Do a regular inventory &amp; maintenance safety check</li>\r\n	<li>Always have enough staff (at least 1 staff/volunteer per 8 students in skatepark)</li>\r\n	<li>Warm-up before and warm-down after (stretching)</li>\r\n	<li>Always have water available for kids</li>\r\n	<li>No food or drinks on the ramps and skateboards</li>\r\n	<li>Keep skateboards and ramps dry (even during rainy season!)</li>\r\n	<li>Train team in Injury/First Aid procedures</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For more ideas and best practices, check out the <u><a href=\"http://www.goodpush.org/behind-the-scenes/child-protection\" target=\"_blank\">Goodpush Child Protection toolkit</a></u>.</p>\r\n\r\n<p dir=\"ltr\"><strong>Rules</strong></p>\r\n\r\n<p dir=\"ltr\">Each skate projects should have its own rules. The students, staff and visitors have to act according to those rules. The rules should be adapted to whichever community you are working in. Here’s a <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Example_Skatepark%20Rules.pdf\" target=\"_blank\"><u>PDF example of some typical skatepark rules</u>.</a></p>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> Have a whiteboard or other signage where you can post information about your programs, including the session times, emergency service numbers, and contact info for people who want to join.</em></p>\r\n<img alt=\"Skate class Skateistan South Africa\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"2bd765a7-ba7f-40f0-ae38-68fc3b913a80\" data-image-style=\"medium_banner\" height=\"440\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/17__SkateistanSA__NHusain_IMG_8799.jpg?itok=Tsbnt33q\" width=\"726\" />\r\n<h4 dir=\"ltr\"><br />\r\nStructuring Skate Classes</h4>\r\n\r\n<p dir=\"ltr\">Running structured skate sessions can be useful for:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Organizing large numbers of kids with varying abilities</li>\r\n	<li>Managing limited numbers of boards</li>\r\n	<li>Making sure everyone has a chance to learn</li>\r\n	<li>Building life skills</li>\r\n	<li>Reducing injuries</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Remember to have a two-minute huddle with all staff, volunteers and Youth Leaders before each skate session. Use this time to decide how the class will be split into groups after the warm up and what tricks/skills the students will be learning in what group and what area of the park.</p>\r\n\r\n<p dir=\"ltr\">This will make the class far less stressful and chaotic to manage, will utilise the capacity you have with the amount of staff in the skatepark, and create a safer and more managed, structured environment for the kids to learn in.</p>\r\n\r\n<p dir=\"ltr\"><strong>Overview of a typical skate lesson:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety Gear</li>\r\n	<li>Warm up</li>\r\n	<li>Falling Practice</li>\r\n	<li>Stance and Pushing</li>\r\n	<li>Navigation (tic tacs / using the tail)</li>\r\n	<li>Skate games</li>\r\n	<li>Free Skate</li>\r\n	<li>Warm down &amp; reflection</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Check out this <u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Skate%20Lesson%20Plan%20Example.pdf\" target=\"_blank\">example for a 1-hour beginner skateboarding lesson</a></u>. You can adapt this to fit your location and needs.</p>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\"><em><strong>Always remember – If you are bored then so are they!</strong></em></p>\r\n\r\n<h4 dir=\"ltr\">Skate Games</h4>\r\n\r\n<p dir=\"ltr\">Playing games on skateboards make lessons more fun. Games also help participants learn to control their board, balance, and keep an eye out for others around them within the skatepark, which helps reduce crashes and injuries in the long run. Games can help to minimize the chaos during a busy session, for example by having some of the beginners practice on a balance board outside the skatepark.</p>\r\n\r\n<p dir=\"ltr\"><strong>Tip:</strong> Show don’t tell. Act out the game to make sure everyone understands.</p>\r\n<a data-image-style=\"\" href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\" target=\"_blank\" title=\"Link to Skate Games Booklet PDF\"><img alt=\"Goodpush Skate Games Booklet\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"3e98bb00-d827-4ad1-a453-d63be59ce784\" data-image-style=\"\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/IMG_4923-1200px.jpg?itok=jdPb-nPm\" width=\"947\" /></a>\r\n\r\n<p dir=\"ltr\"><br />\r\nOther benefits of playing skate games include:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Participants learn and practice new skate skills without consciously thinking about it</li>\r\n	<li>Games help participants to build other (non-skate) skills like cooperation, teamwork and creativity</li>\r\n	<li>They can make even a flat piece of concrete more interesting and challenging to skate</li>\r\n	<li>Many of these games can be played by almost any level of skater, which encourages skaters of different levels to work together</li>\r\n	<li>Games are energizing and easily fill 10-15 minutes of a skate lesson</li>\r\n</ul>\r\n\r\n<p>The Goodpush Skate Games Booklet features<strong> </strong>20 game ideas that all involve skateboarding somehow.&nbsp;<u><a href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\" target=\"_blank\"><strong>Click here</strong></a></u> to see the <u><strong><a href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\" target=\"_blank\">Skate Games Booklet</a></strong><a href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\">&nbsp;(PDF)</a></u>&nbsp;and use it in your next skate lesson!</p>\r\n\r\n<p>You&nbsp;can also print it yourself using this <u><strong><a href=\"https://drive.google.com/file/d/15HzPF_kOfmR9q-koNLHufKkBxDY80O9i/view?usp=sharing\" target=\"_blank\" title=\"High print quality Skate Games Booklet\">high-quality file (PDF)</a></strong></u>. Show us your skate games in action by tagging @thegoodpush in your social media!</p>\r\n\r\n<p>Other languages available:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><u><a href=\"https://www.goodpush.org/sites/default/files/2019-11/skate%20games%20-%20Danish%20web.pdf\" target=\"_blank\" title=\"Skate Games Booklet in Danish\">Danish</a></u></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20French_Web.pdf\">French</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20German_Web.pdf\">German</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Italian_Web%20%281%29.pdf\">Italian</a></li>\r\n	<li><u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Skate%20Games%20Booklet%20Kurdish_Web.pdf\" target=\"_blank\">Kurdish</a></u></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Malaysian_web.pdf\">Malay</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Persian_web.pdf\">Persian</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Portuguese_web.pdf\">Portuguese</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Turkish_Web.pdf\">Turkish</a></li>\r\n</ul>\r\n\r\n<p>If you\'d like to volunteer to translate the Skate Games Booklet into another language, email goodpush(at)skateistan.org!&nbsp;</p>\r\n<img alt=\"Crabwalking race with SkateQilya\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"51c91f7a-aca5-4281-bd1e-c60d0cf1240b\" data-image-style=\"medium_banner\" height=\"472\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.55.46%20PM.png?itok=y5wod9aS\" width=\"725\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>SkateQilya in Palestine show us how a Crabwalking race is done!</em></p>\r\n\r\n<h4 dir=\"ltr\">Loaner Skateboards</h4>\r\n\r\n<p dir=\"ltr\">While it can be tempting to give away skateboards, these will very likely wear down over time, get stolen, be left in the rain or not be maintained properly. Most skate projects have a limited amount of equipment to work with and want to make the most their boards.</p>\r\n\r\n<p dir=\"ltr\"><strong>Tips for “Loaner” skateboards:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>One approach that works well is having boards for children to borrow and bring back when they finish skating.</li>\r\n	<li>Boards can be stored with community centre manager, in a locked box, locked under-ramp storage area, in a shipping container or similar shelter.</li>\r\n	<li>To make sure boards are returned, an honor system can work, but a more secure option is for skaters to leave their mobile phone with a supervisor/volunteer which they only get back when they return the board (an idea from <a href=\"http://www.makelifeskatelife.org\" target=\"_blank\">Make Life Skate Life</a>’s Suli Skatepark in Iraq!). &nbsp;</li>\r\n	<li>Have 2 or 3 skaters share one board if there are not enough for everyone.</li>\r\n	<li>Spraypaint boards in bright colours with your organization’s name on them. You can also paint a number on them to keep an inventory and track if any go missing.</li>\r\n	<li>To make sure girls also get a chance to participate, try spraypainting or stenciling some boards with a distinct colour or image to make a few “Girls Only” loaner boards.</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Skatepark Maintenance &amp; Storage</h4>\r\n\r\n<p dir=\"ltr\"><strong>Maintenance</strong><br />\r\nRegularly check all the obstacles, pads, helmets, skateboards, and other equipment in the skatepark and make sure they’re not damaged or worn out. If you find anything that is unusable or needs repairs it is crucial to separate them from the rest of the materials in the skatepark and repair or replace them. It’s also worth doing a workshop with participants and volunteers about board maintenance, such as setting up a board, and taking care of it (not getting it wet or letting it launch into walls).</p>\r\n\r\n<p dir=\"ltr\">Skatepark tidiness is also important; it will help make your inventory checks run faster and smoother as well making it safer to skate. If the ramps are damaged and you’re unsure of what steps to take to fix them, ask people who have more experience with carpentry and ramp building.</p>\r\n\r\n<p dir=\"ltr\">If your skate location has movable objects it’s a good idea to mix up the layout of the ramps every month or so to keep the skatepark from getting old and predictable for the skaters.</p>\r\n\r\n<p dir=\"ltr\"><strong>Storage</strong><br />\r\nSkateboards and other equipment should be stored in a secure location. Access to the skateboard storage should be given to the as few people as possible. The risk of items going missing goes up as more people have access and there is less clear accountability for the storage space and contents.</p>\r\n\r\n<p dir=\"ltr\">It’s useful to do regular inventory checks of how many shoes and skateboards you have in the skatepark. Keep it simple: organize shoes by size, and count skateboards by the number of usable set-ups for lessons. Make sure to keep a document on hand that can be easily updated if you need to use any parts within the storage to replace or fix any boards in the skatepark. This will make it easier to track when you need to get new skateboard parts as you will know exactly what you have at all times.</p>\r\n\r\n<h4 dir=\"ltr\">Choosing a Location for Skate Programs</h4>\r\n\r\n<p dir=\"ltr\">In case you haven’t found a good location to run your skate programs yet, here are some ideas.</p>\r\n\r\n<p dir=\"ltr\">Options:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Existing skatepark</li>\r\n	<li>Existing flat space where you can bring obstacles</li>\r\n	<li>Building a skatepark\r\n	<ul>\r\n		<li>Check out the <u><a href=\"https://publicskateparkguide.org/\" target=\"_blank\">Public Skatepark Development Guide</a></u> and our resources list below</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Extra tips:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Depending on weather, you’ll want to consider indoor vs outdoor/covered options.</li>\r\n	<li>Build obstacles that are fun for all levels and allow progression</li>\r\n	<li>Involve volunteers/staff in building of the skatepark (together with expert builders)</li>\r\n</ul>\r\n\r\n<h4>Next Steps</h4>\r\n\r\n<p>1. If you don\'t have any rules yet at your skatepark, organize a session together with the kids where you brainstorm rules together and have kids create posters or a painted sign to put up in the space.&nbsp;</p>\r\n\r\n<p>2.&nbsp;Using our&nbsp;<u><a href=\"https://www.goodpush.org/node/731\" target=\"_blank\">Skate Session Template</a></u>, design a 1 hour skate session with 20 kids and 3 staff/volunteers. It can be helpful to draw an outline of your skatepark first. Check out this filled in example below from Skateistan Cambodia.&nbsp;</p>\r\n<img alt=\"Filled out skate session template Skateistan Cambodia\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"28e0247d-658b-4ab2-9713-ed8e81d8d070\" data-image-style=\"medium_banner\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/filled%20out%20skate%20session%20template%20cambodia_0.jpg?itok=94zCQZQJ\" width=\"706\" />\r\n<p class=\"text-align-center\">&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,7,4229,'en',0,'<h4 dir=\"ltr\">About Skateboarding Programs</h4>\r\n\r\n<p dir=\"ltr\">There are a lot of different ways you can run skateboarding programs, from loose&nbsp;sessions with skateboards that kids can borrow (loaner-board sessions), to structured skateboarding lessons focusing on life skills. The way you run your skate programs will depend on the aims of your project or organization, who your participants are, and what resources and infrastructure you have available. If you\'re&nbsp;wondering how to teach skateboarding safely then this is the place to start!</p>\r\n\r\n<p dir=\"ltr\"><strong>Skateboarding programs usually:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Run according to a regular schedule</li>\r\n	<li>Provide teachers or volunteers to support participants</li>\r\n	<li>Maintain and provide skate equipment (as needed) for participants to use</li>\r\n	<li>Make sure the skatepark/location is clean</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety First!</h4>\r\n\r\n<p dir=\"ltr\">Work with children’s comfort levels:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Avoid pushing them too hard</li>\r\n	<li>Give positive feedback and praise for effort</li>\r\n	<li>Encourage students to cheer for each other</li>\r\n	<li>Discourage them from laughing when others fall over,</li>\r\n	<li>Avoid yelling at students, even to get their attention (can use a whistle for group management if needed)</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Other Safety Tips:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Provide helmets and pads for students</li>\r\n	<li>Do a regular inventory &amp; maintenance safety check</li>\r\n	<li>Always have enough staff (at least 1 staff/volunteer per 8 students in skatepark)</li>\r\n	<li>Warm-up before and warm-down after (stretching)</li>\r\n	<li>Always have water available for kids</li>\r\n	<li>No food or drinks on the ramps and skateboards</li>\r\n	<li>Keep skateboards and ramps dry (even during rainy season!)</li>\r\n	<li>Train team in Injury/First Aid procedures</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For more ideas and best practices, check out the <u><a href=\"http://www.goodpush.org/behind-the-scenes/child-protection\" target=\"_blank\">Goodpush Child Protection toolkit</a></u>.</p>\r\n\r\n<p dir=\"ltr\"><strong>Rules</strong></p>\r\n\r\n<p dir=\"ltr\">Each skate projects should have its own rules. The students, staff and visitors have to act according to those rules. The rules should be adapted to whichever community you are working in. Here’s a <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Example_Skatepark%20Rules.pdf\" target=\"_blank\"><u>PDF example of some typical skatepark rules</u>.</a></p>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> Have a whiteboard or other signage where you can post information about your programs, including the session times, emergency service numbers, and contact info for people who want to join.</em></p>\r\n<img alt=\"Skate class Skateistan South Africa\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"2bd765a7-ba7f-40f0-ae38-68fc3b913a80\" data-image-style=\"medium_banner\" height=\"440\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/17__SkateistanSA__NHusain_IMG_8799.jpg?itok=Tsbnt33q\" width=\"726\" />\r\n<h4 dir=\"ltr\"><br />\r\nStructuring Skate Classes</h4>\r\n\r\n<p dir=\"ltr\">Running structured skate sessions can be useful for:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Organizing large numbers of kids with varying abilities</li>\r\n	<li>Managing limited numbers of boards</li>\r\n	<li>Making sure everyone has a chance to learn</li>\r\n	<li>Building life skills</li>\r\n	<li>Reducing injuries</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Remember to have a two-minute huddle with all staff, volunteers and Youth Leaders before each skate session. Use this time to decide how the class will be split into groups after the warm up and what tricks/skills the students will be learning in what group and what area of the park.</p>\r\n\r\n<p dir=\"ltr\">This will make the class far less stressful and chaotic to manage, will utilise the capacity you have with the amount of staff in the skatepark, and create a safer and more managed, structured environment for the kids to learn in.</p>\r\n\r\n<p dir=\"ltr\"><strong>Overview of a typical skate lesson:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety Gear</li>\r\n	<li>Warm up</li>\r\n	<li>Falling Practice</li>\r\n	<li>Stance and Pushing</li>\r\n	<li>Navigation (tic tacs / using the tail)</li>\r\n	<li>Skate games</li>\r\n	<li>Free Skate</li>\r\n	<li>Warm down &amp; reflection</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Check out this <u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Skate%20Lesson%20Plan%20Example.pdf\" target=\"_blank\">example for a 1-hour beginner skateboarding lesson</a></u>. You can adapt this to fit your location and needs.</p>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\"><em><strong>Always remember – If you are bored then so are they!</strong></em></p>\r\n\r\n<h4 dir=\"ltr\">Skate Games</h4>\r\n\r\n<p dir=\"ltr\">Playing games on skateboards make lessons more fun. Games also help participants learn to control their board, balance, and keep an eye out for others around them within the skatepark, which helps reduce crashes and injuries in the long run. Games can help to minimize the chaos during a busy session, for example by having some of the beginners practice on a balance board outside the skatepark.</p>\r\n\r\n<p dir=\"ltr\"><strong>Tip:</strong> Show don’t tell. Act out the game to make sure everyone understands.</p>\r\n<a data-image-style=\"\" href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\" target=\"_blank\" title=\"Link to Skate Games Booklet PDF\"><img alt=\"Goodpush Skate Games Booklet\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"3e98bb00-d827-4ad1-a453-d63be59ce784\" data-image-style=\"\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/IMG_4923-1200px.jpg?itok=jdPb-nPm\" width=\"947\" /></a>\r\n\r\n<p dir=\"ltr\"><br />\r\nOther benefits of playing skate games include:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Participants learn and practice new skate skills without consciously thinking about it</li>\r\n	<li>Games help participants to build other (non-skate) skills like cooperation, teamwork and creativity</li>\r\n	<li>They can make even a flat piece of concrete more interesting and challenging to skate</li>\r\n	<li>Many of these games can be played by almost any level of skater, which encourages skaters of different levels to work together</li>\r\n	<li>Games are energizing and easily fill 10-15 minutes of a skate lesson</li>\r\n</ul>\r\n\r\n<p>The Goodpush Skate Games Booklet features<strong> </strong>20 game ideas that all involve skateboarding somehow.&nbsp;<u><a href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\" target=\"_blank\"><strong>Click here</strong></a></u> to see the <u><strong><a href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\" target=\"_blank\">Skate Games Booklet</a></strong><a href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\">&nbsp;(PDF)</a></u>&nbsp;and use it in your next skate lesson!</p>\r\n\r\n<p>You&nbsp;can also print it yourself using this <u><strong><a href=\"https://drive.google.com/file/d/15HzPF_kOfmR9q-koNLHufKkBxDY80O9i/view?usp=sharing\" target=\"_blank\" title=\"High print quality Skate Games Booklet\">high-quality file (PDF)</a></strong></u>. Show us your skate games in action by tagging @thegoodpush in your social media!</p>\r\n\r\n<p>Other languages available:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><u><a href=\"https://www.goodpush.org/sites/default/files/2019-11/skate%20games%20-%20Danish%20web.pdf\" target=\"_blank\" title=\"Skate Games Booklet in Danish\">Danish</a></u></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20French_Web.pdf\">French</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20German_Web.pdf\">German</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Italian_Web%20%281%29.pdf\">Italian</a></li>\r\n	<li><u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Skate%20Games%20Booklet%20Kurdish_Web.pdf\" target=\"_blank\">Kurdish</a></u></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Malaysian_web.pdf\">Malay</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Persian_web.pdf\">Persian</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Portuguese_web.pdf\">Portuguese</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Turkish_Web.pdf\">Turkish</a></li>\r\n</ul>\r\n\r\n<p>If you\'d like to volunteer to translate the Skate Games Booklet into another language, email goodpush(at)skateistan.org!&nbsp;</p>\r\n<img alt=\"Crabwalking race with SkateQilya\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"51c91f7a-aca5-4281-bd1e-c60d0cf1240b\" data-image-style=\"medium_banner\" height=\"472\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.55.46%20PM.png?itok=y5wod9aS\" width=\"725\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>SkateQilya in Palestine show us how a Crabwalking race is done!</em></p>\r\n\r\n<h4 dir=\"ltr\">Loaner Skateboards</h4>\r\n\r\n<p dir=\"ltr\">While it can be tempting to give away skateboards, these will very likely wear down over time, get stolen, be left in the rain or not be maintained properly. Most skate projects have a limited amount of equipment to work with and want to make the most their boards.</p>\r\n\r\n<p dir=\"ltr\"><strong>Tips for “Loaner” skateboards:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>One approach that works well is having boards for children to borrow and bring back when they finish skating.</li>\r\n	<li>Boards can be stored with community centre manager, in a locked box, locked under-ramp storage area, in a shipping container or similar shelter.</li>\r\n	<li>To make sure boards are returned, an honor system can work, but a more secure option is for skaters to leave their mobile phone with a supervisor/volunteer which they only get back when they return the board (an idea from <a href=\"http://www.makelifeskatelife.org\" target=\"_blank\">Make Life Skate Life</a>’s Suli Skatepark in Iraq!). &nbsp;</li>\r\n	<li>Have 2 or 3 skaters share one board if there are not enough for everyone.</li>\r\n	<li>Spraypaint boards in bright colours with your organization’s name on them. You can also paint a number on them to keep an inventory and track if any go missing.</li>\r\n	<li>To make sure girls also get a chance to participate, try spraypainting or stenciling some boards with a distinct colour or image to make a few “Girls Only” loaner boards.</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Skatepark Maintenance &amp; Storage</h4>\r\n\r\n<p dir=\"ltr\"><strong>Maintenance</strong><br />\r\nRegularly check all the obstacles, pads, helmets, skateboards, and other equipment in the skatepark and make sure they’re not damaged or worn out. If you find anything that is unusable or needs repairs it is crucial to separate them from the rest of the materials in the skatepark and repair or replace them. It’s also worth doing a workshop with participants and volunteers about board maintenance, such as setting up a board, and taking care of it (not getting it wet or letting it launch into walls).</p>\r\n\r\n<p dir=\"ltr\">Skatepark tidiness is also important; it will help make your inventory checks run faster and smoother as well making it safer to skate. If the ramps are damaged and you’re unsure of what steps to take to fix them, ask people who have more experience with carpentry and ramp building.</p>\r\n\r\n<p dir=\"ltr\">If your skate location has movable objects it’s a good idea to mix up the layout of the ramps every month or so to keep the skatepark from getting old and predictable for the skaters.</p>\r\n\r\n<p dir=\"ltr\"><strong>Storage</strong><br />\r\nSkateboards and other equipment should be stored in a secure location. Access to the skateboard storage should be given to the as few people as possible. The risk of items going missing goes up as more people have access and there is less clear accountability for the storage space and contents.</p>\r\n\r\n<p dir=\"ltr\">It’s useful to do regular inventory checks of how many shoes and skateboards you have in the skatepark. Keep it simple: organize shoes by size, and count skateboards by the number of usable set-ups for lessons. Make sure to keep a document on hand that can be easily updated if you need to use any parts within the storage to replace or fix any boards in the skatepark. This will make it easier to track when you need to get new skateboard parts as you will know exactly what you have at all times.</p>\r\n\r\n<h4 dir=\"ltr\">Choosing a Location for Skate Programs</h4>\r\n\r\n<p dir=\"ltr\">In case you haven’t found a good location to run your skate programs yet, here are some ideas.</p>\r\n\r\n<p dir=\"ltr\">Options:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Existing skatepark</li>\r\n	<li>Existing flat space where you can bring obstacles</li>\r\n	<li>Building a skatepark\r\n	<ul>\r\n		<li>Check out the <u><a href=\"https://publicskateparkguide.org/\" target=\"_blank\">Public Skatepark Development Guide</a></u> and our resources list below</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Extra tips:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Depending on weather, you’ll want to consider indoor vs outdoor/covered options.</li>\r\n	<li>Build obstacles that are fun for all levels and allow progression</li>\r\n	<li>Involve volunteers/staff in building of the skatepark (together with expert builders)</li>\r\n</ul>\r\n\r\n<h4>Next Steps</h4>\r\n\r\n<p>1. If you don\'t have any rules yet at your skatepark, <strong>organize a session together</strong> with the kids where you brainstorm rules together and have kids create posters or a painted sign to put up in the space.&nbsp;</p>\r\n\r\n<p>2.&nbsp;Using our&nbsp;<u><a href=\"https://www.goodpush.org/node/731\" target=\"_blank\">Skate Session Template</a></u>, <strong>design a 1 hour skate session</strong> with 20 kids and 3 staff/volunteers. It can be helpful to draw an outline of your skatepark first. Check out this filled in example below from Skateistan Cambodia.&nbsp;</p>\r\n\r\n<p><strong>3. Learn more! </strong>Now that you know the basics of running a skateboarding program, check out our&nbsp;new (and free)&nbsp;Goodpush E-Course&nbsp;on <a href=\"https://www.goodpush.org/node/1319\">Trauma-Informed Programs</a>. It\'s a great introduction to running safe programs which acknowledge the intricacies of working with vulnerable youth.<br />\r\n&nbsp;</p>\r\n<img alt=\"Filled out skate session template Skateistan Cambodia\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"28e0247d-658b-4ab2-9713-ed8e81d8d070\" data-image-style=\"medium_banner\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/filled%20out%20skate%20session%20template%20cambodia_0.jpg?itok=94zCQZQJ\" width=\"706\" />\r\n<p class=\"text-align-center\">&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,7,4231,'en',0,'<h4 dir=\"ltr\">About Skateboarding Programs</h4>\r\n\r\n<p dir=\"ltr\">There are a lot of different ways you can run skateboarding programs, from loose&nbsp;sessions with skateboards that kids can borrow (loaner-board sessions), to structured skateboarding lessons focusing on life skills. The way you run your skate programs will depend on the aims of your project or organization, who your participants are, and what resources and infrastructure you have available. If you\'re&nbsp;wondering how to teach skateboarding safely then this is the place to start!</p>\r\n\r\n<p dir=\"ltr\"><strong>Skateboarding programs usually:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Run according to a regular schedule</li>\r\n	<li>Provide teachers or volunteers to support participants</li>\r\n	<li>Maintain and provide skate equipment (as needed) for participants to use</li>\r\n	<li>Make sure the skatepark/location is clean</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety First!</h4>\r\n\r\n<p dir=\"ltr\">Work with children’s comfort levels:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Avoid pushing them too hard</li>\r\n	<li>Give positive feedback and praise for effort</li>\r\n	<li>Encourage students to cheer for each other</li>\r\n	<li>Discourage them from laughing when others fall over,</li>\r\n	<li>Avoid yelling at students, even to get their attention (can use a whistle for group management if needed)</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Other Safety Tips:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Provide helmets and pads for students</li>\r\n	<li>Do a regular inventory &amp; maintenance safety check</li>\r\n	<li>Always have enough staff (at least 1 staff/volunteer per 8 students in skatepark)</li>\r\n	<li>Warm-up before and warm-down after (stretching)</li>\r\n	<li>Always have water available for kids</li>\r\n	<li>No food or drinks on the ramps and skateboards</li>\r\n	<li>Keep skateboards and ramps dry (even during rainy season!)</li>\r\n	<li>Train team in Injury/First Aid procedures</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For more ideas and best practices, check out the <u><a href=\"http://www.goodpush.org/behind-the-scenes/child-protection\" target=\"_blank\">Goodpush Child Protection toolkit</a></u>.</p>\r\n\r\n<p dir=\"ltr\"><strong>Rules</strong></p>\r\n\r\n<p dir=\"ltr\">Each skate projects should have its own rules. The students, staff and visitors have to act according to those rules. The rules should be adapted to whichever community you are working in. Here’s a <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Example_Skatepark%20Rules.pdf\" target=\"_blank\"><u>PDF example of some typical skatepark rules</u>.</a></p>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> Have a whiteboard or other signage where you can post information about your programs, including the session times, emergency service numbers, and contact info for people who want to join.</em></p>\r\n<img alt=\"Skate class Skateistan South Africa\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"2bd765a7-ba7f-40f0-ae38-68fc3b913a80\" data-image-style=\"medium_banner\" height=\"440\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/17__SkateistanSA__NHusain_IMG_8799.jpg?itok=Tsbnt33q\" width=\"726\" />\r\n<h4 dir=\"ltr\"><br />\r\nStructuring Skate Classes</h4>\r\n\r\n<p dir=\"ltr\">Running structured skate sessions can be useful for:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Organizing large numbers of kids with varying abilities</li>\r\n	<li>Managing limited numbers of boards</li>\r\n	<li>Making sure everyone has a chance to learn</li>\r\n	<li>Building life skills</li>\r\n	<li>Reducing injuries</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Remember to have a two-minute huddle with all staff, volunteers and Youth Leaders before each skate session. Use this time to decide how the class will be split into groups after the warm up and what tricks/skills the students will be learning in what group and what area of the park.</p>\r\n\r\n<p dir=\"ltr\">This will make the class far less stressful and chaotic to manage, will utilise the capacity you have with the amount of staff in the skatepark, and create a safer and more managed, structured environment for the kids to learn in.</p>\r\n\r\n<p dir=\"ltr\"><strong>Overview of a typical skate lesson:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety Gear</li>\r\n	<li>Warm up</li>\r\n	<li>Falling Practice</li>\r\n	<li>Stance and Pushing</li>\r\n	<li>Navigation (tic tacs / using the tail)</li>\r\n	<li>Skate games</li>\r\n	<li>Free Skate</li>\r\n	<li>Warm down &amp; reflection</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Check out this <u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Skate%20Lesson%20Plan%20Example.pdf\" target=\"_blank\">example for a 1-hour beginner skateboarding lesson</a></u>. You can adapt this to fit your location and needs.</p>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\"><em><strong>Always remember – If you are bored then so are they!</strong></em></p>\r\n\r\n<h4 dir=\"ltr\">Skate Games</h4>\r\n\r\n<p dir=\"ltr\">Playing games on skateboards make lessons more fun. Games also help participants learn to control their board, balance, and keep an eye out for others around them within the skatepark, which helps reduce crashes and injuries in the long run. Games can help to minimize the chaos during a busy session, for example by having some of the beginners practice on a balance board outside the skatepark.</p>\r\n\r\n<p dir=\"ltr\"><strong>Tip:</strong> Show don’t tell. Act out the game to make sure everyone understands.</p>\r\n<a data-image-style=\"\" href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\" target=\"_blank\" title=\"Link to Skate Games Booklet PDF\"><img alt=\"Goodpush Skate Games Booklet\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"3e98bb00-d827-4ad1-a453-d63be59ce784\" data-image-style=\"\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/IMG_4923-1200px.jpg?itok=jdPb-nPm\" width=\"947\" /></a>\r\n\r\n<p dir=\"ltr\"><br />\r\nOther benefits of playing skate games include:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Participants learn and practice new skate skills without consciously thinking about it</li>\r\n	<li>Games help participants to build other (non-skate) skills like cooperation, teamwork and creativity</li>\r\n	<li>They can make even a flat piece of concrete more interesting and challenging to skate</li>\r\n	<li>Many of these games can be played by almost any level of skater, which encourages skaters of different levels to work together</li>\r\n	<li>Games are energizing and easily fill 10-15 minutes of a skate lesson</li>\r\n</ul>\r\n\r\n<p>The Goodpush Skate Games Booklet features<strong> </strong>20 game ideas that all involve skateboarding somehow.&nbsp;<u><a href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\" target=\"_blank\"><strong>Click here</strong></a></u> to see the <u><strong><a href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\" target=\"_blank\">Skate Games Booklet</a></strong><a href=\"/sites/default/files/inline-files/Goodpush_SkateGames_Booklet__web.pdf\">&nbsp;(PDF)</a></u>&nbsp;and use it in your next skate lesson!</p>\r\n\r\n<p>You&nbsp;can also print it yourself using this <u><strong><a href=\"https://drive.google.com/file/d/15HzPF_kOfmR9q-koNLHufKkBxDY80O9i/view?usp=sharing\" target=\"_blank\" title=\"High print quality Skate Games Booklet\">high-quality file (PDF)</a></strong></u>. Show us your skate games in action by tagging @thegoodpush in your social media!</p>\r\n\r\n<p>Other languages available:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><u><a href=\"https://www.goodpush.org/sites/default/files/2019-11/skate%20games%20-%20Danish%20web.pdf\" target=\"_blank\" title=\"Skate Games Booklet in Danish\">Danish</a></u></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20French_Web.pdf\">French</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20German_Web.pdf\">German</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Italian_Web%20%281%29.pdf\">Italian</a></li>\r\n	<li><u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Skate%20Games%20Booklet%20Kurdish_Web.pdf\" target=\"_blank\">Kurdish</a></u></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Malaysian_web.pdf\">Malay</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Persian_web.pdf\">Persian</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Portuguese_web.pdf\">Portuguese</a></li>\r\n	<li><a href=\"https://www.goodpush.org/sites/default/files/2020-04/skate%20games%20-%20Turkish_Web.pdf\">Turkish</a></li>\r\n</ul>\r\n\r\n<p>If you\'d like to volunteer to translate the Skate Games Booklet into another language, email goodpush(at)skateistan.org!&nbsp;</p>\r\n<img alt=\"Crabwalking race with SkateQilya\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"51c91f7a-aca5-4281-bd1e-c60d0cf1240b\" data-image-style=\"medium_banner\" height=\"472\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.55.46%20PM.png?itok=y5wod9aS\" width=\"725\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>SkateQilya in Palestine show us how a Crabwalking race is done!</em></p>\r\n\r\n<h4 dir=\"ltr\">Loaner Skateboards</h4>\r\n\r\n<p dir=\"ltr\">While it can be tempting to give away skateboards, these will very likely wear down over time, get stolen, be left in the rain or not be maintained properly. Most skate projects have a limited amount of equipment to work with and want to make the most their boards.</p>\r\n\r\n<p dir=\"ltr\"><strong>Tips for “Loaner” skateboards:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>One approach that works well is having boards for children to borrow and bring back when they finish skating.</li>\r\n	<li>Boards can be stored with community centre manager, in a locked box, locked under-ramp storage area, in a shipping container or similar shelter.</li>\r\n	<li>To make sure boards are returned, an honor system can work, but a more secure option is for skaters to leave their mobile phone with a supervisor/volunteer which they only get back when they return the board (an idea from <a href=\"http://www.makelifeskatelife.org\" target=\"_blank\">Make Life Skate Life</a>’s Suli Skatepark in Iraq!). &nbsp;</li>\r\n	<li>Have 2 or 3 skaters share one board if there are not enough for everyone.</li>\r\n	<li>Spraypaint boards in bright colours with your organization’s name on them. You can also paint a number on them to keep an inventory and track if any go missing.</li>\r\n	<li>To make sure girls also get a chance to participate, try spraypainting or stenciling some boards with a distinct colour or image to make a few “Girls Only” loaner boards.</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Skatepark Maintenance &amp; Storage</h4>\r\n\r\n<p dir=\"ltr\"><strong>Maintenance</strong><br />\r\nRegularly check all the obstacles, pads, helmets, skateboards, and other equipment in the skatepark and make sure they’re not damaged or worn out. If you find anything that is unusable or needs repairs it is crucial to separate them from the rest of the materials in the skatepark and repair or replace them. It’s also worth doing a workshop with participants and volunteers about board maintenance, such as setting up a board, and taking care of it (not getting it wet or letting it launch into walls).</p>\r\n\r\n<p dir=\"ltr\">Skatepark tidiness is also important; it will help make your inventory checks run faster and smoother as well making it safer to skate. If the ramps are damaged and you’re unsure of what steps to take to fix them, ask people who have more experience with carpentry and ramp building.</p>\r\n\r\n<p dir=\"ltr\">If your skate location has movable objects it’s a good idea to mix up the layout of the ramps every month or so to keep the skatepark from getting old and predictable for the skaters.</p>\r\n\r\n<p dir=\"ltr\"><strong>Storage</strong><br />\r\nSkateboards and other equipment should be stored in a secure location. Access to the skateboard storage should be given to the as few people as possible. The risk of items going missing goes up as more people have access and there is less clear accountability for the storage space and contents.</p>\r\n\r\n<p dir=\"ltr\">It’s useful to do regular inventory checks of how many shoes and skateboards you have in the skatepark. Keep it simple: organize shoes by size, and count skateboards by the number of usable set-ups for lessons. Make sure to keep a document on hand that can be easily updated if you need to use any parts within the storage to replace or fix any boards in the skatepark. This will make it easier to track when you need to get new skateboard parts as you will know exactly what you have at all times.</p>\r\n\r\n<h4 dir=\"ltr\">Choosing a Location for Skate Programs</h4>\r\n\r\n<p dir=\"ltr\">In case you haven’t found a good location to run your skate programs yet, here are some ideas.</p>\r\n\r\n<p dir=\"ltr\">Options:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Existing skatepark</li>\r\n	<li>Existing flat space where you can bring obstacles</li>\r\n	<li>Building a skatepark\r\n	<ul>\r\n		<li>Check out the <u><a href=\"https://publicskateparkguide.org/\" target=\"_blank\">Public Skatepark Development Guide</a></u> and our resources list below</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Extra tips:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Depending on weather, you’ll want to consider indoor vs outdoor/covered options.</li>\r\n	<li>Build obstacles that are fun for all levels and allow progression</li>\r\n	<li>Involve volunteers/staff in building of the skatepark (together with expert builders)</li>\r\n</ul>\r\n\r\n<h4>Next Steps</h4>\r\n\r\n<p>1. If you don\'t have any rules yet at your skatepark, <strong>organize a session together</strong> with the kids where you brainstorm rules together and have kids create posters or a painted sign to put up in the space.&nbsp;</p>\r\n\r\n<p>2.&nbsp;Using our&nbsp;<u><a href=\"https://www.goodpush.org/node/731\" target=\"_blank\">Skate Session Template</a></u>, <strong>design a 1 hour skate session</strong> with 20 kids and 3 staff/volunteers. It can be helpful to draw an outline of your skatepark first. Check out this filled in example below from Skateistan Cambodia.&nbsp;</p>\r\n\r\n<p>3. <strong>Learn more! </strong>Now that you know the basics of running a skateboarding program, check out our&nbsp;new (and free)&nbsp;Goodpush E-Course&nbsp;on <a href=\"https://www.goodpush.org/node/1319\">Trauma-Informed Programs</a>. It\'s a great introduction to running safe programs which acknowledge the intricacies of working with vulnerable youth.&nbsp;</p>\r\n\r\n<p>4.<strong> If you\'re not tired yet!</strong> You can finish with our E-Course on <a href=\"https://www.goodpush.org/node/1274\">Mental Health and Wellbeing in skateboarding programs</a>. This online module provides an introduction and background to the topics of mental health and youth program design. It was designed specifically with sport for development programs in mind, but can be useful for anyone working with children and young people.&nbsp;</p>\r\n\r\n<p>&nbsp;</p>\r\n<img alt=\"Filled out skate session template Skateistan Cambodia\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"28e0247d-658b-4ab2-9713-ed8e81d8d070\" data-image-style=\"medium_banner\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/filled%20out%20skate%20session%20template%20cambodia_0.jpg?itok=94zCQZQJ\" width=\"706\" />\r\n<p class=\"text-align-center\">&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,8,79,'en',0,'<h4>What is “Creative Education”?</h4>\r\n\r\n<p>(Definition)</p>\r\n\r\n<p>Guiding principles:</p>\r\n\r\n<ul>\r\n	<li>Informal education\r\n	<ul>\r\n		<li>Using art to explore a larger topic, not (usually) just art for arts-sake.&nbsp;</li>\r\n	</ul>\r\n	</li>\r\n	<li>Each lesson plan should be accessible for all students (take into account literacy, educational background, age, abilities)</li>\r\n	<li>As interactive and hands-on as possible:&nbsp;\r\n	<ul>\r\n		<li>Promoting creativity over “rote learning”</li>\r\n	</ul>\r\n	</li>\r\n	<li>Provide participants with new perspectives, including these elements:\r\n	<ul>\r\n		<li>Guest speaker(s)</li>\r\n		<li>Field trip(s)</li>\r\n		<li>Multimedia or video exchange</li>\r\n		<li>Connection with another Skateistan site or other school outside of your city</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4>Benefits of Combining Arts with Education</h4>\r\n\r\n<p>Students explore various themes using artistic mediums. They learn self-expression and creativity. Art classes can be simple crafts, or have a broad scope. Art can be used to explore almost any topic – safety, community health, the environment, friendship, family, etc. Class themes need to be decided on with input from staff who have an excellent understanding of the cultural context. Art can also include gardening, and other creative activities.</p>\r\n\r\n<p>These classes are an opportunity to reach students who are less interested in skating, as well as a chance for children to develop and show a variety of talents.</p>\r\n\r\n<p>(List examples of art mediums and how they were used:)</p>\r\n\r\n<p>Example: Skateistan’s “Skate and Create” program</p>\r\n\r\n<ul>\r\n	<li>kids to spend same amount of time in the classroom as the skatepark.&nbsp;</li>\r\n	<li>We quickly realized that arts were, like skateboarding, more of a level playing field than formal education</li>\r\n	<li>Covers topics related to:\r\n	<ul>\r\n		<li>Wellness</li>\r\n		<li>Human Rights</li>\r\n		<li>Creative Expression</li>\r\n		<li>Science &amp; Technology</li>\r\n		<li>Thinking Global, Acting Local</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4>Mixing Skateboarding with Creative Education</h4>\r\n\r\n<p>Skate and create can also be combined –&nbsp;Lots of lessons can bridge over into the skatepark or vice versa.</p>\r\n\r\n<p>Since skating is the hook for a lot of kids, this can be a fun way to first introduce the creative educational programming as they’ll be super interested in anything related to skateboarding!</p>\r\n\r\n<p>Examples: decorating boards, designing obstacles, board maintenance, making posters for the rules, navigation, mapping</p>\r\n\r\n<h4>Multimedia &amp; Cultural Exchanges</h4>\r\n\r\n<p><strong>Why do them?</strong></p>\r\n\r\n<p>Cultural exchange, to learn about different parts of the world (especially for kids who don’t get to travel), to build trust/understanding between cultures, to practice english, to help create a positive image of your community</p>\r\n\r\n<p>Format: There are many different options, such as video calls, pre-recorded videos, photo stories, blog posts, emails, drawings&nbsp;</p>\r\n\r\n<p>→ Can use multiple with one exchange partner</p>\r\n\r\n<p>→ Depends on skill level and capacity that you have</p>\r\n\r\n<p><strong>What to think about when planning an exchange:</strong></p>\r\n\r\n<ul>\r\n	<li>Age: the age of the exchange partner’s youth should be similar to your participants</li>\r\n	<li>Gender: depending on context, might be most appropriate and easiest to organize exchanges between boys and girls separately.</li>\r\n	<li>Time difference: for exchanges such as video conferences the time difference should be checked in advance.</li>\r\n	<li>Language: if the exchange partner speaks another language than your participants, the exchange material has to be translated which takes extra time</li>\r\n	<li>Privacy: Should the content be password-protected so only exchange partners can see, or is content fine to share publically?</li>\r\n	<li>Appropriate content:&nbsp;\r\n	<ul>\r\n		<li>Lots of options but exchanges about skateboarding, language or culture are always good starting points.&nbsp;</li>\r\n		<li>Content has to be appropriate to the age, gender, economic status, education level (literate or illiterate) and cultures of the students. &nbsp;&nbsp;</li>\r\n		<li>As a facilitator, be ready for questions/discussions about politics, religion or culture that can be sensitive to navigate.&nbsp;</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p><strong>Choosing Exchange Partners:</strong></p>\r\n\r\n<p>Be aware that multimedia exchanges can be pretty time consuming. It is very important to choose exchange partners. Connect with those where it is worth the time/effort and which show real interest in the exchange. Before deciding if you want to go ahead with an exchange, try to get as much information as possible about the potential exchange partner and what their expectations are. Here are some key things to keep in mind:</p>\r\n\r\n<ul>\r\n	<li>Establish expectations early</li>\r\n	<li>Set goal and timeline</li>\r\n	<li>Ensure genuine interest</li>\r\n	<li>Look for reliability</li>\r\n	<li>Get feedback from participants</li>\r\n</ul>\r\n\r\n<h4>De-brief</h4>\r\n\r\n<p>At end then of every educational activity you do, take 5-10 minutes to ask participants how the lesson or exchange went for them. This feedback can help you to make future lessons better, and encourages participants to reflect on what they’ve learned. You can ask questions like:</p>\r\n\r\n<ul>\r\n	<li>What did you learn?</li>\r\n	<li>What did you like best about the lesson/exchange?</li>\r\n	<li>What didn’t you expect?</li>\r\n	<li>Did you have fun?&nbsp;</li>\r\n	<li>Would you like to learn more about this topic (or a specific artistic skill, ie. photography)?</li>\r\n</ul>\r\n\r\n<h4>Preparing and Running Lessons</h4>\r\n\r\n<p><strong>Planning Lessons</strong></p>\r\n\r\n<ul>\r\n	<li>Classroom activities can focus on any social theme or environmental issue, or can be used for the sake of self-expression or learning a new skill.&nbsp;</li>\r\n	<li>Curriculum should be planned out to meet particular learning goals, with a rough timeline in mind.</li>\r\n	<li>Make sure students are being challenged</li>\r\n	<li>Tailor activities to varying abilities</li>\r\n	<li>Have weekly instructor meetings to discuss new ideas and what is or is not working</li>\r\n</ul>\r\n\r\n<p><br />\r\n<strong>Teaching Tips</strong></p>\r\n\r\n<p>Everyone has an approach that works best for them when it comes to teaching. There is no single best approach – some like to be stricter and some are okay with a bit of chaos. Whatever your style, these pointers below are good guidelines to start off with:</p>\r\n\r\n<ul>\r\n	<li>For classroom activities clearly introduce the topic and the agenda for the day, to help keep students engaged and on track.</li>\r\n	<li>It takes time to build the relationship between student and teacher, and it should be worked at from the beginning. Be aware of possible issues or power dynamics. eg. female staff when possible for female groups, use skateboard in new ways with disabled class, etc.</li>\r\n	<li>Be aware of the needs of each group by checking in with staff from partner NGOs, and be willing to adapt.&nbsp;</li>\r\n	<li>Adapt to the situation of each student</li>\r\n	<li>Always encourage them and be sweet&nbsp;</li>\r\n	<li>Be very clear with the students, don’t give complicated directions or talk too much, let them learn at their pace.</li>\r\n	<li>Encourage everyone equally no matter the level</li>\r\n	<li>Teaching style adapts to the student and teacher&nbsp;</li>\r\n	<li>Being firm and having high expectations can help motivate students</li>\r\n	<li>Listen to students’ feedback for what they are interested in learning</li>\r\n	<li>Be flexible in the classroom, feel free to move to a new activity if the class isn’t engaged, or extend a project if it seems to be working well.</li>\r\n</ul>\r\n\r\n<h4>Getting Community Buy-In</h4>\r\n\r\n<p>Many parents would like their children to get free English or Computer lessons and don’t see the value initially in arts-based education lessons, often because they don’t know what their kids are actually are learning.</p>\r\n\r\n<p><strong>How can you get support for your creative education programs from parents/community?</strong></p>\r\n\r\n<p>Tips:</p>\r\n\r\n<ul>\r\n	<li>Show parents what their kids are learning:\r\n	<ul>\r\n		<li>At registration: explain what the Create classes are and why they are beneficial (problem-solving, confidence, life skills)</li>\r\n		<li>Each semester, send a letter home&nbsp;</li>\r\n		<li>Include arts projects where participants are able to take their work home (plants, photos, drawings, puppets)</li>\r\n		<li>Host regular where parents and other community members are invited.</li>\r\n	</ul>\r\n	</li>\r\n	<li>Include community input (suggestions/needs): topics, challenges, arts activities they’re interested in</li>\r\n</ul>\r\n\r\n<p>Ideally you are connecting with community members regularly anyways, and taking those opportunities to share information on the creative education lessons you are doing with participants. See the Community Engagement Toolkit for more info.&nbsp;</p>\r\n\r\n<h4>Next steps:</h4>\r\n\r\n<ol>\r\n	<li>Ask your participants what they’d be interested to learn about.&nbsp;</li>\r\n	<li>Make two lists:&nbsp;\r\n	<ol>\r\n		<li>The challenges facing the community you work in</li>\r\n		<li>Resources you have access to</li>\r\n	</ol>\r\n	</li>\r\n	<li>Make your own Creative lesson plan! Use our Lesson Plan template.</li>\r\n</ol>\r\n','','full_html'),('goodpush_basic_page',0,8,80,'en',0,'<h4>What is “Creative Education”?</h4>\r\n\r\n<p>(Definition)</p>\r\n\r\n<p>Guiding principles:</p>\r\n\r\n<ul>\r\n	<li>Informal education\r\n	<ul>\r\n		<li>Using art to explore a larger topic, not (usually) just art for arts-sake.&nbsp;</li>\r\n	</ul>\r\n	</li>\r\n	<li>Each lesson plan should be accessible for all students (take into account literacy, educational background, age, abilities)</li>\r\n	<li>As interactive and hands-on as possible:&nbsp;\r\n	<ul>\r\n		<li>Promoting creativity over “rote learning”</li>\r\n	</ul>\r\n	</li>\r\n	<li>Provide participants with new perspectives, including these elements:\r\n	<ul>\r\n		<li>Guest speaker(s)</li>\r\n		<li>Field trip(s)</li>\r\n		<li>Multimedia or video exchange</li>\r\n		<li>Connection with another Skateistan site or other school outside of your city</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4>Benefits of Combining Arts with Education</h4>\r\n\r\n<p>Students explore various themes using artistic mediums. They learn self-expression and creativity. Art classes can be simple crafts, or have a broad scope. Art can be used to explore almost any topic – safety, community health, the environment, friendship, family, etc. Class themes need to be decided on with input from staff who have an excellent understanding of the cultural context. Art can also include gardening, and other creative activities.</p>\r\n\r\n<p>These classes are an opportunity to reach students who are less interested in skating, as well as a chance for children to develop and show a variety of talents.</p>\r\n\r\n<p>(List examples of art mediums and how they were used:)</p>\r\n\r\n<p>Example: Skateistan’s “Skate and Create” program</p>\r\n\r\n<ul>\r\n	<li>kids to spend same amount of time in the classroom as the skatepark.&nbsp;</li>\r\n	<li>We quickly realized that arts were, like skateboarding, more of a level playing field than formal education</li>\r\n	<li>Covers topics related to:\r\n	<ul>\r\n		<li>Wellness</li>\r\n		<li>Human Rights</li>\r\n		<li>Creative Expression</li>\r\n		<li>Science &amp; Technology</li>\r\n		<li>Thinking Global, Acting Local</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4>Mixing Skateboarding with Creative Education</h4>\r\n\r\n<p>Skate and create can also be combined –&nbsp;Lots of lessons can bridge over into the skatepark or vice versa.</p>\r\n\r\n<p>Since skating is the hook for a lot of kids, this can be a fun way to first introduce the creative educational programming as they’ll be super interested in anything related to skateboarding!</p>\r\n\r\n<p>Examples: decorating boards, designing obstacles, board maintenance, making posters for the rules, navigation, mapping</p>\r\n\r\n<h4>Multimedia &amp; Cultural Exchanges</h4>\r\n\r\n<p><strong>Why do them?</strong></p>\r\n\r\n<p>Cultural exchange, to learn about different parts of the world (especially for kids who don’t get to travel), to build trust/understanding between cultures, to practice english, to help create a positive image of your community</p>\r\n\r\n<p>Format: There are many different options, such as video calls, pre-recorded videos, photo stories, blog posts, emails, drawings&nbsp;</p>\r\n\r\n<p>→ Can use multiple with one exchange partner</p>\r\n\r\n<p>→ Depends on skill level and capacity that you have</p>\r\n\r\n<p><strong>What to think about when planning an exchange:</strong></p>\r\n\r\n<ul>\r\n	<li>Age: the age of the exchange partner’s youth should be similar to your participants</li>\r\n	<li>Gender: depending on context, might be most appropriate and easiest to organize exchanges between boys and girls separately.</li>\r\n	<li>Time difference: for exchanges such as video conferences the time difference should be checked in advance.</li>\r\n	<li>Language: if the exchange partner speaks another language than your participants, the exchange material has to be translated which takes extra time</li>\r\n	<li>Privacy: Should the content be password-protected so only exchange partners can see, or is content fine to share publically?</li>\r\n	<li>Appropriate content:&nbsp;\r\n	<ul>\r\n		<li>Lots of options but exchanges about skateboarding, language or culture are always good starting points.&nbsp;</li>\r\n		<li>Content has to be appropriate to the age, gender, economic status, education level (literate or illiterate) and cultures of the students. &nbsp;&nbsp;</li>\r\n		<li>As a facilitator, be ready for questions/discussions about politics, religion or culture that can be sensitive to navigate.&nbsp;</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p><strong>Choosing Exchange Partners:</strong></p>\r\n\r\n<p>Be aware that multimedia exchanges can be pretty time consuming. It is very important to choose exchange partners. Connect with those where it is worth the time/effort and which show real interest in the exchange. Before deciding if you want to go ahead with an exchange, try to get as much information as possible about the potential exchange partner and what their expectations are. Here are some key things to keep in mind:</p>\r\n\r\n<ul>\r\n	<li>Establish expectations early</li>\r\n	<li>Set goal and timeline</li>\r\n	<li>Ensure genuine interest</li>\r\n	<li>Look for reliability</li>\r\n	<li>Get feedback from participants</li>\r\n</ul>\r\n\r\n<h4>De-brief</h4>\r\n\r\n<p>At end then of every educational activity you do, take 5-10 minutes to ask participants how the lesson or exchange went for them. This feedback can help you to make future lessons better, and encourages participants to reflect on what they’ve learned. You can ask questions like:</p>\r\n\r\n<ul>\r\n	<li>What did you learn?</li>\r\n	<li>What did you like best about the lesson/exchange?</li>\r\n	<li>What didn’t you expect?</li>\r\n	<li>Did you have fun?&nbsp;</li>\r\n	<li>Would you like to learn more about this topic (or a specific artistic skill, ie. photography)?</li>\r\n</ul>\r\n\r\n<h4>Preparing and Running Lessons</h4>\r\n\r\n<p><strong>Planning Lessons</strong></p>\r\n\r\n<ul>\r\n	<li>Classroom activities can focus on any social theme or environmental issue, or can be used for the sake of self-expression or learning a new skill.&nbsp;</li>\r\n	<li>Curriculum should be planned out to meet particular learning goals, with a rough timeline in mind.</li>\r\n	<li>Make sure students are being challenged</li>\r\n	<li>Tailor activities to varying abilities</li>\r\n	<li>Have weekly instructor meetings to discuss new ideas and what is or is not working</li>\r\n</ul>\r\n\r\n<p><br />\r\n<strong>Teaching Tips</strong></p>\r\n\r\n<p>Everyone has an approach that works best for them when it comes to teaching. There is no single best approach – some like to be stricter and some are okay with a bit of chaos. Whatever your style, these pointers below are good guidelines to start off with:</p>\r\n\r\n<ul>\r\n	<li>For classroom activities clearly introduce the topic and the agenda for the day, to help keep students engaged and on track.</li>\r\n	<li>It takes time to build the relationship between student and teacher, and it should be worked at from the beginning. Be aware of possible issues or power dynamics. eg. female staff when possible for female groups, use skateboard in new ways with disabled class, etc.</li>\r\n	<li>Be aware of the needs of each group by checking in with staff from partner NGOs, and be willing to adapt.&nbsp;</li>\r\n	<li>Adapt to the situation of each student</li>\r\n	<li>Always encourage them and be sweet&nbsp;</li>\r\n	<li>Be very clear with the students, don’t give complicated directions or talk too much, let them learn at their pace.</li>\r\n	<li>Encourage everyone equally no matter the level</li>\r\n	<li>Teaching style adapts to the student and teacher&nbsp;</li>\r\n	<li>Being firm and having high expectations can help motivate students</li>\r\n	<li>Listen to students’ feedback for what they are interested in learning</li>\r\n	<li>Be flexible in the classroom, feel free to move to a new activity if the class isn’t engaged, or extend a project if it seems to be working well.</li>\r\n</ul>\r\n\r\n<h4>Getting Community Buy-In</h4>\r\n\r\n<p>Many parents would like their children to get free English or Computer lessons and don’t see the value initially in arts-based education lessons, often because they don’t know what their kids are actually are learning.</p>\r\n\r\n<p><strong>How can you get support for your creative education programs from parents/community?</strong></p>\r\n\r\n<p>Tips:</p>\r\n\r\n<ul>\r\n	<li>Show parents what their kids are learning:\r\n	<ul>\r\n		<li>At registration: explain what the Create classes are and why they are beneficial (problem-solving, confidence, life skills)</li>\r\n		<li>Each semester, send a letter home&nbsp;</li>\r\n		<li>Include arts projects where participants are able to take their work home (plants, photos, drawings, puppets)</li>\r\n		<li>Host regular where parents and other community members are invited.</li>\r\n	</ul>\r\n	</li>\r\n	<li>Include community input (suggestions/needs): topics, challenges, arts activities they’re interested in</li>\r\n</ul>\r\n\r\n<p>Ideally you are connecting with community members regularly anyways, and taking those opportunities to share information on the creative education lessons you are doing with participants. See the Community Engagement Toolkit for more info.&nbsp;</p>\r\n\r\n<h4>Next steps:</h4>\r\n\r\n<ol>\r\n	<li>Ask your participants what they’d be interested to learn about.&nbsp;</li>\r\n	<li>Make two lists:&nbsp;\r\n	<ol>\r\n		<li>The challenges facing the community you work in</li>\r\n		<li>Resources you have access to</li>\r\n	</ol>\r\n	</li>\r\n	<li>Make your own Creative lesson plan! Use our Lesson Plan template.</li>\r\n</ol>\r\n','','full_html'),('goodpush_basic_page',0,8,103,'en',0,'<h4>What is “Creative Education”?</h4>\r\n\r\n<p>(Definition)</p>\r\n\r\n<p>Guiding principles:</p>\r\n\r\n<ul>\r\n	<li>Informal education\r\n	<ul>\r\n		<li>Using art to explore a larger topic, not (usually) just art for arts-sake.&nbsp;</li>\r\n	</ul>\r\n	</li>\r\n	<li>Each lesson plan should be accessible for all students (take into account literacy, educational background, age, abilities)</li>\r\n	<li>As interactive and hands-on as possible:&nbsp;\r\n	<ul>\r\n		<li>Promoting creativity over “rote learning”</li>\r\n	</ul>\r\n	</li>\r\n	<li>Provide participants with new perspectives, including these elements:\r\n	<ul>\r\n		<li>Guest speaker(s)</li>\r\n		<li>Field trip(s)</li>\r\n		<li>Multimedia or video exchange</li>\r\n		<li>Connection with another Skateistan site or other school outside of your city</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4>Benefits of Combining Arts with Education</h4>\r\n\r\n<p>Students explore various themes using artistic mediums. They learn self-expression and creativity. Art classes can be simple crafts, or have a broad scope. Art can be used to explore almost any topic – safety, community health, the environment, friendship, family, etc. Class themes need to be decided on with input from staff who have an excellent understanding of the cultural context. Art can also include gardening, and other creative activities.</p>\r\n\r\n<p>These classes are an opportunity to reach students who are less interested in skating, as well as a chance for children to develop and show a variety of talents.</p>\r\n\r\n<p>(List examples of art mediums and how they were used:)</p>\r\n\r\n<p>Example: Skateistan’s “Skate and Create” program</p>\r\n\r\n<ul>\r\n	<li>kids to spend same amount of time in the classroom as the skatepark.&nbsp;</li>\r\n	<li>We quickly realized that arts were, like skateboarding, more of a level playing field than formal education</li>\r\n	<li>Covers topics related to:\r\n	<ul>\r\n		<li>Wellness</li>\r\n		<li>Human Rights</li>\r\n		<li>Creative Expression</li>\r\n		<li>Science &amp; Technology</li>\r\n		<li>Thinking Global, Acting Local</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4>Mixing Skateboarding with Creative Education</h4>\r\n\r\n<p>Skate and create can also be combined –&nbsp;Lots of lessons can bridge over into the skatepark or vice versa.</p>\r\n\r\n<p>Since skating is the hook for a lot of kids, this can be a fun way to first introduce the creative educational programming as they’ll be super interested in anything related to skateboarding!</p>\r\n\r\n<p>Examples: decorating boards, designing obstacles, board maintenance, making posters for the rules, navigation, mapping</p>\r\n\r\n<h4>Multimedia &amp; Cultural Exchanges</h4>\r\n\r\n<p><strong>Why do them?</strong></p>\r\n\r\n<p>Cultural exchange, to learn about different parts of the world (especially for kids who don’t get to travel), to build trust/understanding between cultures, to practice english, to help create a positive image of your community</p>\r\n\r\n<p>Format: There are many different options, such as video calls, pre-recorded videos, photo stories, blog posts, emails, drawings&nbsp;</p>\r\n\r\n<p>→ Can use multiple with one exchange partner</p>\r\n\r\n<p>→ Depends on skill level and capacity that you have</p>\r\n\r\n<p><strong>What to think about when planning an exchange:</strong></p>\r\n\r\n<ul>\r\n	<li>Age: the age of the exchange partner’s youth should be similar to your participants</li>\r\n	<li>Gender: depending on context, might be most appropriate and easiest to organize exchanges between boys and girls separately.</li>\r\n	<li>Time difference: for exchanges such as video conferences the time difference should be checked in advance.</li>\r\n	<li>Language: if the exchange partner speaks another language than your participants, the exchange material has to be translated which takes extra time</li>\r\n	<li>Privacy: Should the content be password-protected so only exchange partners can see, or is content fine to share publically?</li>\r\n	<li>Appropriate content:&nbsp;\r\n	<ul>\r\n		<li>Lots of options but exchanges about skateboarding, language or culture are always good starting points.&nbsp;</li>\r\n		<li>Content has to be appropriate to the age, gender, economic status, education level (literate or illiterate) and cultures of the students. &nbsp;&nbsp;</li>\r\n		<li>As a facilitator, be ready for questions/discussions about politics, religion or culture that can be sensitive to navigate.&nbsp;</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p><strong>Choosing Exchange Partners:</strong></p>\r\n\r\n<p>Be aware that multimedia exchanges can be pretty time consuming. It is very important to choose exchange partners. Connect with those where it is worth the time/effort and which show real interest in the exchange. Before deciding if you want to go ahead with an exchange, try to get as much information as possible about the potential exchange partner and what their expectations are. Here are some key things to keep in mind:</p>\r\n\r\n<ul>\r\n	<li>Establish expectations early</li>\r\n	<li>Set goal and timeline</li>\r\n	<li>Ensure genuine interest</li>\r\n	<li>Look for reliability</li>\r\n	<li>Get feedback from participants</li>\r\n</ul>\r\n\r\n<h4>De-brief</h4>\r\n\r\n<p>At end then of every educational activity you do, take 5-10 minutes to ask participants how the lesson or exchange went for them. This feedback can help you to make future lessons better, and encourages participants to reflect on what they’ve learned. You can ask questions like:</p>\r\n\r\n<ul>\r\n	<li>What did you learn?</li>\r\n	<li>What did you like best about the lesson/exchange?</li>\r\n	<li>What didn’t you expect?</li>\r\n	<li>Did you have fun?&nbsp;</li>\r\n	<li>Would you like to learn more about this topic (or a specific artistic skill, ie. photography)?</li>\r\n</ul>\r\n\r\n<h4>Preparing and Running Lessons</h4>\r\n\r\n<p><strong>Planning Lessons</strong></p>\r\n\r\n<ul>\r\n	<li>Classroom activities can focus on any social theme or environmental issue, or can be used for the sake of self-expression or learning a new skill.&nbsp;</li>\r\n	<li>Curriculum should be planned out to meet particular learning goals, with a rough timeline in mind.</li>\r\n	<li>Make sure students are being challenged</li>\r\n	<li>Tailor activities to varying abilities</li>\r\n	<li>Have weekly instructor meetings to discuss new ideas and what is or is not working</li>\r\n</ul>\r\n\r\n<p><br />\r\n<strong>Teaching Tips</strong></p>\r\n\r\n<p>Everyone has an approach that works best for them when it comes to teaching. There is no single best approach – some like to be stricter and some are okay with a bit of chaos. Whatever your style, these pointers below are good guidelines to start off with:</p>\r\n\r\n<ul>\r\n	<li>For classroom activities clearly introduce the topic and the agenda for the day, to help keep students engaged and on track.</li>\r\n	<li>It takes time to build the relationship between student and teacher, and it should be worked at from the beginning. Be aware of possible issues or power dynamics. eg. female staff when possible for female groups, use skateboard in new ways with disabled class, etc.</li>\r\n	<li>Be aware of the needs of each group by checking in with staff from partner NGOs, and be willing to adapt.&nbsp;</li>\r\n	<li>Adapt to the situation of each student</li>\r\n	<li>Always encourage them and be sweet&nbsp;</li>\r\n	<li>Be very clear with the students, don’t give complicated directions or talk too much, let them learn at their pace.</li>\r\n	<li>Encourage everyone equally no matter the level</li>\r\n	<li>Teaching style adapts to the student and teacher&nbsp;</li>\r\n	<li>Being firm and having high expectations can help motivate students</li>\r\n	<li>Listen to students’ feedback for what they are interested in learning</li>\r\n	<li>Be flexible in the classroom, feel free to move to a new activity if the class isn’t engaged, or extend a project if it seems to be working well.</li>\r\n</ul>\r\n\r\n<h4>Getting Community Buy-In</h4>\r\n\r\n<p>Many parents would like their children to get free English or Computer lessons and don’t see the value initially in arts-based education lessons, often because they don’t know what their kids are actually are learning.</p>\r\n\r\n<p><strong>How can you get support for your creative education programs from parents/community?</strong></p>\r\n\r\n<p>Tips:</p>\r\n\r\n<ul>\r\n	<li>Show parents what their kids are learning:\r\n	<ul>\r\n		<li>At registration: explain what the Create classes are and why they are beneficial (problem-solving, confidence, life skills)</li>\r\n		<li>Each semester, send a letter home&nbsp;</li>\r\n		<li>Include arts projects where participants are able to take their work home (plants, photos, drawings, puppets)</li>\r\n		<li>Host regular where parents and other community members are invited.</li>\r\n	</ul>\r\n	</li>\r\n	<li>Include community input (suggestions/needs): topics, challenges, arts activities they’re interested in</li>\r\n</ul>\r\n\r\n<p>Ideally you are connecting with community members regularly anyways, and taking those opportunities to share information on the creative education lessons you are doing with participants. See the Community Engagement Toolkit for more info.&nbsp;</p>\r\n\r\n<h4>Next steps:</h4>\r\n\r\n<ol>\r\n	<li>Ask your participants what they’d be interested to learn about.&nbsp;</li>\r\n	<li>Make two lists:&nbsp;\r\n	<ol>\r\n		<li>The challenges facing the community you work in</li>\r\n		<li>Resources you have access to</li>\r\n	</ol>\r\n	</li>\r\n	<li>Make your own Creative lesson plan! Use our Lesson Plan template.</li>\r\n</ol>\r\n','','full_html'),('goodpush_basic_page',0,8,122,'en',0,'<h4 dir=\"ltr\">About “Creative Education” Programs</h4>\r\n\r\n<p dir=\"ltr\">Creative education encourages people to gain knowledge and abilities through creative processes. Since skateboarding and art have had a long history of connection and overlap, many skate projects have naturally undertaken various creative educational activities. This toolkit gives an overview and ideas for starting or building up your creative educational program.</p>\r\n\r\n<p dir=\"ltr\"><strong>Guiding principles:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Non-formal education\r\n	<ul>\r\n		<li>Using art to explore a larger topic, not (usually) just art for arts-sake.</li>\r\n		<li>Does not lead to specific credentials, is not accredited</li>\r\n		<li>Exploratory learning outside of the public school curriculum</li>\r\n	</ul>\r\n	</li>\r\n	<li>Each lesson plan should be accessible for all students (take into account literacy, educational background, age, abilities)</li>\r\n	<li>As interactive and hands-on as possible:\r\n	<ul>\r\n		<li>Promoting creativity over “rote learning”</li>\r\n	</ul>\r\n	</li>\r\n	<li>Provide participants with new perspectives, including these elements:\r\n	<ul>\r\n		<li>Guest speaker(s)</li>\r\n		<li>Field trip(s)</li>\r\n		<li>Multimedia or video exchange</li>\r\n		<li>Connection with another project &nbsp;or other school outside of your city</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Benefits of Combining Arts with Education</h4>\r\n\r\n<p dir=\"ltr\">Students can explore various themes using artistic mediums, like painting, theatre, photography and sculpture. They learn self-expression and creativity. Art classes can be simple crafts, or have a broad scope. Art can be used to explore almost any topic – safety, community health, the environment, friendship, family, etc. Art can also include gardening, and other creative activities.</p>\r\n\r\n<p dir=\"ltr\">These classes are an opportunity to reach students who are less interested in skating, as well as a chance for children to develop and show a variety of talents. Note: Class themes should be decided on with input from staff who have an excellent understanding of the cultural context.</p>\r\n\r\n<p dir=\"ltr\"><strong>Skateistan’s “Skate and Create” program</strong><br />\r\nIn 2009, Skateistan’s Skate School in Kabul began running what is now called the Skate and Create program. The original concept, however, was simply that students would spend the same amount of time learning in a classroom as they would in the skatepark. This evolved over time:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>The problem:</u> During the early lessons Skateistan teachers tried out various topics and activities, and it became clear that the huge range in educational background of our students meant that some of them were literate in multiple languages while others had never held a pen before.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>The solution</u>: Skateistan realized that arts were, like skateboarding, more of a level playing field than formal education, and decided that Skate and Create classes would require no literacy.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>Current status</u>: Each year, Skateistan runs four semesters that cover topics related to Wellness, Human Rights, Science &amp; Technology, and/or Thinking Global, Acting Local.</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Watch our presentation above for some examples of Skate and Create lessons and more information.</p>\r\n\r\n<h4 dir=\"ltr\">Mixing Skateboarding with Creative Education</h4>\r\n\r\n<p dir=\"ltr\">Skateboarding and creative learning can also be combined –&nbsp;lots of lessons can bridge over into the skatepark or vice versa. Since skating is the hook for a lot of kids, this can be a fun way to first introduce the creative educational programming as they’ll be super interested in anything related to skateboarding!</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Examples: decorating boards, designing obstacles, board maintenance, making posters for the rules, navigation, mapping</p>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Running a Create Lesson</h4>\r\n\r\n<p dir=\"ltr\"><strong>Planning Lessons</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Classroom activities can focus on any social theme or environmental issue, or can be used for the sake of self-expression or learning a new skill.</li>\r\n	<li>Curriculum should be planned out to meet particular learning goals, with a rough timeline in mind.</li>\r\n	<li>Make sure students are being challenged</li>\r\n	<li>Tailor activities to varying abilities</li>\r\n	<li>Have weekly instructor meetings to discuss new ideas and even do the hands-on activities together to make sure all teachers are comfortable running the activities.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Teaching Tips</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Look for opportunities to make use of the space and resources around you. If there’s a pile of old tires nearby, collect them to teach about recycling and make sculptures!</li>\r\n	<li>Invite guest teachers with specific artistic skills to help design and run your lessons as volunteers. This will help to build up the skills in your team and will be exciting for your participants.</li>\r\n	<li>Use a range of teaching tools to reflect the fact that everyone learns differently. Include visuals, audio, hands-on activities, group work, and individual reflection.</li>\r\n	<li>Listen to students’ feedback for what they are interested in learning</li>\r\n	<li>Be flexible in the classroom, feel free to move to a new activity if the class isn’t engaged, or extend a project if it seems to be working well.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>De-brief</strong><br />\r\nAt end then of every educational activity you do, take 5-10 minutes to ask participants how the lesson or exchange went for them. This feedback can help you to make future lessons better, and encourages participants to reflect on what they’ve learned. You can ask questions like:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>What did you learn?</li>\r\n	<li>What did you like best about the lesson/exchange?</li>\r\n	<li>What didn’t you expect?</li>\r\n	<li>Did you have fun?</li>\r\n	<li>Would you like to learn more about this topic (or a specific artistic skill, ie. photography)?</li>\r\n</ul>\r\n\r\n<h4>Getting Community Buy-In</h4>\r\n\r\n<p dir=\"ltr\">Many parents don’t see the value initially in arts-based education lessons, often because they don’t know what their kids are actually are learning.</p>\r\n\r\n<p dir=\"ltr\">Tips to get support for your creative education programs</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Show parents what their children are learning:\r\n	<ul>\r\n		<li>At registration: explain what the Create classes are and why they are beneficial (problem-solving, confidence, life skills)</li>\r\n		<li>Each semester, send a letter home explaining past and future class activities</li>\r\n		<li>Include arts projects where participants are able to take their work home (plants, photos, drawings, puppets)</li>\r\n		<li>Host regular where parents and other community members are invited.</li>\r\n	</ul>\r\n	</li>\r\n	<li>Include community input: topics, local challenges, arts activities they’re interested in</li>\r\n</ul>\r\n\r\n<p>Ideally you are connecting with community members regularly anyways, and taking those opportunities to share information on the creative education lessons you are doing with participants. See the <a href=\"http://www.goodpush.org/community/engagement\">Community Engagement Toolkit</a> for more info.</p>\r\n\r\n<h4 dir=\"ltr\">Next steps:</h4>\r\n\r\n<p dir=\"ltr\">1. Ask your participants what they are interested to learn about.</p>\r\n\r\n<p dir=\"ltr\">2. Make two lists:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">The challenges facing the community you work in</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">The resources you have access to (spaces, people, supplies)</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">3. Make your own Creative lesson plan! Use our <a href=\"https://drive.google.com/open?id=1fMzG3-3980IvnWNmnH8h7FVYQkjkxIq6\">Lesson Plan template</a>.</p>\r\n','','full_html'),('goodpush_basic_page',0,8,123,'en',0,'<h4 dir=\"ltr\">About “Creative Education” Programs</h4>\r\n\r\n<p dir=\"ltr\">Creative education encourages people to gain knowledge and abilities through creative processes. Since skateboarding and art have had a long history of connection and overlap, many skate projects have naturally undertaken various creative educational activities. This toolkit gives an overview and ideas for starting or building up your creative educational program.</p>\r\n\r\n<p dir=\"ltr\"><strong>Guiding principles:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Non-formal education\r\n	<ul>\r\n		<li>Using art to explore a larger topic, not (usually) just art for arts-sake.</li>\r\n		<li>Does not lead to specific credentials, is not accredited</li>\r\n		<li>Exploratory learning outside of the public school curriculum</li>\r\n	</ul>\r\n	</li>\r\n	<li>Each lesson plan should be accessible for all students (take into account literacy, educational background, age, abilities)</li>\r\n	<li>As interactive and hands-on as possible:\r\n	<ul>\r\n		<li>Promoting creativity over “rote learning”</li>\r\n	</ul>\r\n	</li>\r\n	<li>Provide participants with new perspectives, including these elements:\r\n	<ul>\r\n		<li>Guest speaker(s)</li>\r\n		<li>Field trip(s)</li>\r\n		<li>Multimedia or video exchange</li>\r\n		<li>Connection with another project &nbsp;or other school outside of your city</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Benefits of Combining Arts with Education</h4>\r\n\r\n<p dir=\"ltr\">Students can explore various themes using artistic mediums, like painting, theatre, photography and sculpture. They learn self-expression and creativity. Art classes can be simple crafts, or have a broad scope. Art can be used to explore almost any topic – safety, community health, the environment, friendship, family, etc. Art can also include gardening, and other creative activities.</p>\r\n\r\n<p dir=\"ltr\">These classes are an opportunity to reach students who are less interested in skating, as well as a chance for children to develop and show a variety of talents. Note: Class themes should be decided on with input from staff who have an excellent understanding of the cultural context.</p>\r\n\r\n<p dir=\"ltr\"><strong>Skateistan’s “Skate and Create” program</strong><br />\r\nIn 2009, Skateistan’s Skate School in Kabul began running what is now called the Skate and Create program. The original concept, however, was simply that students would spend the same amount of time learning in a classroom as they would in the skatepark. This evolved over time:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>The problem:</u> During the early lessons Skateistan teachers tried out various topics and activities, and it became clear that the huge range in educational background of our students meant that some of them were literate in multiple languages while others had never held a pen before.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>The solution</u>: Skateistan realized that arts were, like skateboarding, more of a level playing field than formal education, and decided that Skate and Create classes would require no literacy.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>Current status</u>: Each year, Skateistan runs four semesters that cover topics related to Wellness, Human Rights, Science &amp; Technology, and/or Thinking Global, Acting Local.</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Watch our presentation above for some examples of Skate and Create lessons and more information.</p>\r\n\r\n<h4 dir=\"ltr\">Mixing Skateboarding with Creative Education</h4>\r\n\r\n<p dir=\"ltr\">Skateboarding and creative learning can also be combined –&nbsp;lots of lessons can bridge over into the skatepark or vice versa. Since skating is the hook for a lot of kids, this can be a fun way to first introduce the creative educational programming as they’ll be super interested in anything related to skateboarding!</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Examples: decorating boards, designing obstacles, board maintenance, making posters for the rules, navigation, mapping</p>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Running a Create Lesson</h4>\r\n\r\n<p dir=\"ltr\"><strong>Planning Lessons</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Classroom activities can focus on any social theme or environmental issue, or can be used for the sake of self-expression or learning a new skill.</li>\r\n	<li>Curriculum should be planned out to meet particular learning goals, with a rough timeline in mind.</li>\r\n	<li>Make sure students are being challenged</li>\r\n	<li>Tailor activities to varying abilities</li>\r\n	<li>Have weekly instructor meetings to discuss new ideas and even do the hands-on activities together to make sure all teachers are comfortable running the activities.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Teaching Tips</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Look for opportunities to make use of the space and resources around you. If there’s a pile of old tires nearby, collect them to teach about recycling and make sculptures!</li>\r\n	<li>Invite guest teachers with specific artistic skills to help design and run your lessons as volunteers. This will help to build up the skills in your team and will be exciting for your participants.</li>\r\n	<li>Use a range of teaching tools to reflect the fact that everyone learns differently. Include visuals, audio, hands-on activities, group work, and individual reflection.</li>\r\n	<li>Listen to students’ feedback for what they are interested in learning</li>\r\n	<li>Be flexible in the classroom, feel free to move to a new activity if the class isn’t engaged, or extend a project if it seems to be working well.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>De-brief</strong><br />\r\nAt end then of every educational activity you do, take 5-10 minutes to ask participants how the lesson or exchange went for them. This feedback can help you to make future lessons better, and encourages participants to reflect on what they’ve learned. You can ask questions like:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>What did you learn?</li>\r\n	<li>What did you like best about the lesson/exchange?</li>\r\n	<li>What didn’t you expect?</li>\r\n	<li>Did you have fun?</li>\r\n	<li>Would you like to learn more about this topic (or a specific artistic skill, ie. photography)?</li>\r\n</ul>\r\n\r\n<h4>Getting Community Buy-In</h4>\r\n\r\n<p dir=\"ltr\">Many parents don’t see the value initially in arts-based education lessons, often because they don’t know what their kids are actually are learning.</p>\r\n\r\n<p dir=\"ltr\">Tips to get support for your creative education programs</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Show parents what their children are learning:\r\n	<ul>\r\n		<li>At registration: explain what the Create classes are and why they are beneficial (problem-solving, confidence, life skills)</li>\r\n		<li>Each semester, send a letter home explaining past and future class activities</li>\r\n		<li>Include arts projects where participants are able to take their work home (plants, photos, drawings, puppets)</li>\r\n		<li>Host regular where parents and other community members are invited.</li>\r\n	</ul>\r\n	</li>\r\n	<li>Include community input: topics, local challenges, arts activities they’re interested in</li>\r\n</ul>\r\n\r\n<p>Ideally you are connecting with community members regularly anyways, and taking those opportunities to share information on the creative education lessons you are doing with participants. See the <a href=\"http://www.goodpush.org/community/engagement\">Community Engagement Toolkit</a> for more info.</p>\r\n\r\n<h4 dir=\"ltr\">Next steps:</h4>\r\n\r\n<p dir=\"ltr\">1. Ask your participants what they are interested to learn about.</p>\r\n\r\n<p dir=\"ltr\">2. Make two lists:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">The challenges facing the community you work in</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">The resources you have access to (spaces, people, supplies)</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">3. Make your own Creative lesson plan! Use our <a href=\"https://drive.google.com/open?id=1fMzG3-3980IvnWNmnH8h7FVYQkjkxIq6\">Lesson Plan template</a>.</p>\r\n','','full_html'),('goodpush_basic_page',0,8,124,'en',0,'<h4 dir=\"ltr\">About “Creative Education” Programs</h4>\r\n\r\n<p dir=\"ltr\">Creative education encourages people to gain knowledge and abilities through creative processes. Since skateboarding and art have had a long history of connection and overlap, many skate projects have naturally undertaken various creative educational activities. This toolkit gives an overview and ideas for starting or building up your creative educational program.</p>\r\n\r\n<p dir=\"ltr\"><strong>Guiding principles:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Non-formal education\r\n	<ul>\r\n		<li>Using art to explore a larger topic, not (usually) just art for arts-sake.</li>\r\n		<li>Does not lead to specific credentials, is not accredited</li>\r\n		<li>Exploratory learning outside of the public school curriculum</li>\r\n	</ul>\r\n	</li>\r\n	<li>Each lesson plan should be accessible for all students (take into account literacy, educational background, age, abilities)</li>\r\n	<li>As interactive and hands-on as possible:\r\n	<ul>\r\n		<li>Promoting creativity over “rote learning”</li>\r\n	</ul>\r\n	</li>\r\n	<li>Provide participants with new perspectives, including these elements:\r\n	<ul>\r\n		<li>Guest speaker(s)</li>\r\n		<li>Field trip(s)</li>\r\n		<li>Multimedia or video exchange</li>\r\n		<li>Connection with another project &nbsp;or other school outside of your city</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Benefits of Combining Arts with Education</h4>\r\n\r\n<p dir=\"ltr\">Students can explore various themes using artistic mediums, like painting, theatre, photography and sculpture. They learn self-expression and creativity. Art classes can be simple crafts, or have a broad scope. Art can be used to explore almost any topic – safety, community health, the environment, friendship, family, etc. Art can also include gardening, and other creative activities.</p>\r\n\r\n<p dir=\"ltr\">These classes are an opportunity to reach students who are less interested in skating, as well as a chance for children to develop and show a variety of talents. Note: Class themes should be decided on with input from staff who have an excellent understanding of the cultural context.</p>\r\n\r\n<p dir=\"ltr\"><strong>Skateistan’s “Skate and Create” program</strong><br />\r\nIn 2009, Skateistan’s Skate School in Kabul began running what is now called the Skate and Create program. The original concept, however, was simply that students would spend the same amount of time learning in a classroom as they would in the skatepark. This evolved over time:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>The problem:</u> During the early lessons Skateistan teachers tried out various topics and activities, and it became clear that the huge range in educational background of our students meant that some of them were literate in multiple languages while others had never held a pen before.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>The solution</u>: Skateistan realized that arts were, like skateboarding, more of a level playing field than formal education, and decided that Skate and Create classes would require no literacy.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>Current status</u>: Each year, Skateistan runs four semesters that cover topics related to Wellness, Human Rights, Science &amp; Technology, and/or Thinking Global, Acting Local.</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Watch our presentation above for some examples of Skate and Create lessons and more information.</p>\r\n\r\n<h4 dir=\"ltr\">Mixing Skateboarding with Creative Education</h4>\r\n\r\n<p dir=\"ltr\">Skateboarding and creative learning can also be combined –&nbsp;lots of lessons can bridge over into the skatepark or vice versa. Since skating is the hook for a lot of kids, this can be a fun way to first introduce the creative educational programming as they’ll be super interested in anything related to skateboarding!</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Examples: decorating boards, designing obstacles, board maintenance, making posters for the rules, navigation, mapping</p>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Running a Create Lesson</h4>\r\n\r\n<p dir=\"ltr\"><strong>Planning Lessons</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Classroom activities can focus on any social theme or environmental issue, or can be used for the sake of self-expression or learning a new skill.</li>\r\n	<li>Curriculum should be planned out to meet particular learning goals, with a rough timeline in mind.</li>\r\n	<li>Make sure students are being challenged</li>\r\n	<li>Tailor activities to varying abilities</li>\r\n	<li>Have weekly instructor meetings to discuss new ideas and even do the hands-on activities together to make sure all teachers are comfortable running the activities.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Teaching Tips</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Look for opportunities to make use of the space and resources around you. If there’s a pile of old tires nearby, collect them to teach about recycling and make sculptures!</li>\r\n	<li>Invite guest teachers with specific artistic skills to help design and run your lessons as volunteers. This will help to build up the skills in your team and will be exciting for your participants.</li>\r\n	<li>Use a range of teaching tools to reflect the fact that everyone learns differently. Include visuals, audio, hands-on activities, group work, and individual reflection.</li>\r\n	<li>Listen to students’ feedback for what they are interested in learning</li>\r\n	<li>Be flexible in the classroom, feel free to move to a new activity if the class isn’t engaged, or extend a project if it seems to be working well.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>De-brief</strong><br />\r\nAt end then of every educational activity you do, take 5-10 minutes to ask participants how the lesson or exchange went for them. This feedback can help you to make future lessons better, and encourages participants to reflect on what they’ve learned. You can ask questions like:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>What did you learn?</li>\r\n	<li>What did you like best about the lesson/exchange?</li>\r\n	<li>What didn’t you expect?</li>\r\n	<li>Did you have fun?</li>\r\n	<li>Would you like to learn more about this topic (or a specific artistic skill, ie. photography)?</li>\r\n</ul>\r\n\r\n<h4>Getting Community Buy-In</h4>\r\n\r\n<p dir=\"ltr\">Many parents don’t see the value initially in arts-based education lessons, often because they don’t know what their kids are actually are learning.</p>\r\n\r\n<p dir=\"ltr\">Tips to get support for your creative education programs</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Show parents what their children are learning:\r\n	<ul>\r\n		<li>At registration: explain what the Create classes are and why they are beneficial (problem-solving, confidence, life skills)</li>\r\n		<li>Each semester, send a letter home explaining past and future class activities</li>\r\n		<li>Include arts projects where participants are able to take their work home (plants, photos, drawings, puppets)</li>\r\n		<li>Host regular where parents and other community members are invited.</li>\r\n	</ul>\r\n	</li>\r\n	<li>Include community input: topics, local challenges, arts activities they’re interested in</li>\r\n</ul>\r\n\r\n<p>Ideally you are connecting with community members regularly anyways, and taking those opportunities to share information on the creative education lessons you are doing with participants. See the <a href=\"http://www.goodpush.org/community/engagement\" target=\"_blank\">Community Engagement Toolkit</a> for more info.</p>\r\n\r\n<h4 dir=\"ltr\">Next steps:</h4>\r\n\r\n<p dir=\"ltr\">1. Ask your participants what they are interested to learn about.</p>\r\n\r\n<p dir=\"ltr\">2. Make two lists:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">The challenges facing the community you work in</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">The resources you have access to (spaces, people, supplies)</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">3. Make your own Creative lesson plan! Use our <a href=\"http://www.goodpush.org/sites/default/files/2019-01/LESSON%20PLAN%20Template%20GoodPush.docx\" target=\"_blank\">Lesson Plan template</a>.</p>\r\n','','full_html'),('goodpush_basic_page',0,8,151,'en',0,'<h4 dir=\"ltr\">About “Creative Education” Programs</h4>\r\n\r\n<p dir=\"ltr\">Creative education encourages people to gain knowledge and abilities through creative processes. Since skateboarding and art have had a long history of connection and overlap, many skate projects have naturally undertaken various creative educational activities. This toolkit gives an overview and ideas for starting or building up your creative educational program.</p>\r\n\r\n<p dir=\"ltr\"><strong>Guiding principles:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Non-formal education\r\n	<ul>\r\n		<li>Using art to explore a larger topic, not (usually) just art for arts-sake.</li>\r\n		<li>Does not lead to specific credentials, is not accredited</li>\r\n		<li>Exploratory learning outside of the public school curriculum</li>\r\n	</ul>\r\n	</li>\r\n	<li>Each lesson plan should be accessible for all students (take into account literacy, educational background, age, abilities)</li>\r\n	<li>As interactive and hands-on as possible:\r\n	<ul>\r\n		<li>Promoting creativity over “rote learning”</li>\r\n	</ul>\r\n	</li>\r\n	<li>Provide participants with new perspectives, including these elements:\r\n	<ul>\r\n		<li>Guest speaker(s)</li>\r\n		<li>Field trip(s)</li>\r\n		<li>Multimedia or video exchange</li>\r\n		<li>Connection with another project &nbsp;or other school outside of your city</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Benefits of Combining Arts with Education</h4>\r\n\r\n<p dir=\"ltr\">Students can explore various themes using artistic mediums, like painting, theatre, photography and sculpture. They learn self-expression and creativity. Art classes can be simple crafts, or have a broad scope. Art can be used to explore almost any topic – safety, community health, the environment, friendship, family, etc. Art can also include gardening, and other creative activities.</p>\r\n\r\n<p dir=\"ltr\">These classes are an opportunity to reach students who are less interested in skating, as well as a chance for children to develop and show a variety of talents. Note: Class themes should be decided on with input from staff who have an excellent understanding of the cultural context.</p>\r\n\r\n<p dir=\"ltr\"><strong>Skateistan’s “Skate and Create” program</strong><br />\r\nIn 2009, Skateistan’s Skate School in Kabul began running what is now called the Skate and Create program. The original concept, however, was simply that students would spend the same amount of time learning in a classroom as they would in the skatepark. This evolved over time:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>The problem:</u> During the early lessons Skateistan teachers tried out various topics and activities, and it became clear that the huge range in educational background of our students meant that some of them were literate in multiple languages while others had never held a pen before.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>The solution</u>: Skateistan realized that arts were, like skateboarding, more of a level playing field than formal education, and decided that Skate and Create classes would require no literacy.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>Current status</u>: Each year, Skateistan runs four semesters that cover topics related to Wellness, Human Rights, Science &amp; Technology, and/or Thinking Global, Acting Local.</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Watch our presentation above for some examples of Skate and Create lessons and more information.</p>\r\n\r\n<h4 dir=\"ltr\">Mixing Skateboarding with Creative Education</h4>\r\n\r\n<p dir=\"ltr\">Skateboarding and creative learning can also be combined –&nbsp;lots of lessons can bridge over into the skatepark or vice versa. Since skating is the hook for a lot of kids, this can be a fun way to first introduce the creative educational programming as they’ll be super interested in anything related to skateboarding!</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Examples: decorating boards, designing obstacles, board maintenance, making posters for the rules, navigation, mapping</p>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Running a Create Lesson</h4>\r\n\r\n<p dir=\"ltr\"><strong>Planning Lessons</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Classroom activities can focus on any social theme or environmental issue, or can be used for the sake of self-expression or learning a new skill.</li>\r\n	<li>Curriculum should be planned out to meet particular learning goals, with a rough timeline in mind.</li>\r\n	<li>Make sure students are being challenged</li>\r\n	<li>Tailor activities to varying abilities</li>\r\n	<li>Have weekly instructor meetings to discuss new ideas and even do the hands-on activities together to make sure all teachers are comfortable running the activities.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Teaching Tips</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Look for opportunities to make use of the space and resources around you. If there’s a pile of old tires nearby, collect them to teach about recycling and make sculptures!</li>\r\n	<li>Invite guest teachers with specific artistic skills to help design and run your lessons as volunteers. This will help to build up the skills in your team and will be exciting for your participants.</li>\r\n	<li>Use a range of teaching tools to reflect the fact that everyone learns differently. Include visuals, audio, hands-on activities, group work, and individual reflection.</li>\r\n	<li>Listen to students’ feedback for what they are interested in learning</li>\r\n	<li>Be flexible in the classroom, feel free to move to a new activity if the class isn’t engaged, or extend a project if it seems to be working well.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>De-brief</strong><br />\r\nAt end then of every educational activity you do, take 5-10 minutes to ask participants how the lesson or exchange went for them. This feedback can help you to make future lessons better, and encourages participants to reflect on what they’ve learned. You can ask questions like:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>What did you learn?</li>\r\n	<li>What did you like best about the lesson/exchange?</li>\r\n	<li>What didn’t you expect?</li>\r\n	<li>Did you have fun?</li>\r\n	<li>Would you like to learn more about this topic (or a specific artistic skill, ie. photography)?</li>\r\n</ul>\r\n\r\n<h4>Getting Community Buy-In</h4>\r\n\r\n<p dir=\"ltr\">Many parents don’t see the value initially in arts-based education lessons, often because they don’t know what their kids are actually are learning.</p>\r\n\r\n<p dir=\"ltr\">Tips to get support for your creative education programs</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Show parents what their children are learning:\r\n	<ul>\r\n		<li>At registration: explain what the Create classes are and why they are beneficial (problem-solving, confidence, life skills)</li>\r\n		<li>Each semester, send a letter home explaining past and future class activities</li>\r\n		<li>Include arts projects where participants are able to take their work home (plants, photos, drawings, puppets)</li>\r\n		<li>Host regular where parents and other community members are invited.</li>\r\n	</ul>\r\n	</li>\r\n	<li>Include community input: topics, local challenges, arts activities they’re interested in</li>\r\n</ul>\r\n\r\n<p>Ideally you are connecting with community members regularly anyways, and taking those opportunities to share information on the creative education lessons you are doing with participants. See the <a href=\"http://www.goodpush.org/community/engagement\" target=\"_blank\">Community Engagement Toolkit</a> for more info.</p>\r\n\r\n<h4 dir=\"ltr\">Next steps:</h4>\r\n\r\n<p dir=\"ltr\">1. Ask your participants what they are interested to learn about.</p>\r\n\r\n<p dir=\"ltr\">2. Make two lists:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">The challenges facing the community you work in</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">The resources you have access to (spaces, people, supplies)</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">3. Make your own Creative lesson plan! Use our <a href=\"http://www.goodpush.org/sites/default/files/2019-01/LESSON%20PLAN%20Template%20GoodPush.docx\" target=\"_blank\">Lesson Plan template</a>.</p>\r\n','','full_html'),('goodpush_basic_page',0,8,152,'en',0,'<h4 dir=\"ltr\">About “Creative Education” Programs</h4>\r\n\r\n<p dir=\"ltr\">Creative education encourages people to gain knowledge and abilities through creative processes. Since skateboarding and art have had a long history of connection and overlap, many skate projects have naturally undertaken various creative educational activities. This toolkit gives an overview and ideas for starting or building up your creative educational program.</p>\r\n\r\n<p dir=\"ltr\"><strong>Guiding principles:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Non-formal education\r\n	<ul>\r\n		<li>Using art to explore a larger topic, not (usually) just art for arts-sake.</li>\r\n		<li>Does not lead to specific credentials, is not accredited</li>\r\n		<li>Exploratory learning outside of the public school curriculum</li>\r\n	</ul>\r\n	</li>\r\n	<li>Each lesson plan should be accessible for all students (take into account literacy, educational background, age, abilities)</li>\r\n	<li>As interactive and hands-on as possible:\r\n	<ul>\r\n		<li>Promoting creativity over “rote learning”</li>\r\n	</ul>\r\n	</li>\r\n	<li>Provide participants with new perspectives, including these elements:\r\n	<ul>\r\n		<li>Guest speaker(s)</li>\r\n		<li>Field trip(s)</li>\r\n		<li>Multimedia or video exchange</li>\r\n		<li>Connection with another project &nbsp;or other school outside of your city</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n<img alt=\"Creative Education class at Skateistan South Africa\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"1461b430-d136-4f04-a8c4-260bc800c420\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/SA_%20Skate%20and%20Create%20_%20Streetlight%20Schools%20_Jan%202016%20_%20%C2%A9Nidaa%20Husain%20for%20Skateistan.jpg?itok=H2WPNpBL\" width=\"900\" />\r\n<h4 dir=\"ltr\"><br />\r\nBenefits of Combining Arts with Education</h4>\r\n\r\n<p dir=\"ltr\">Students can explore various themes using artistic mediums, like painting, theatre, photography and sculpture. They learn self-expression and creativity. Art classes can be simple crafts, or have a broad scope. Art can be used to explore almost any topic – safety, community health, the environment, friendship, family, etc. Art can also include gardening, and other creative activities.</p>\r\n\r\n<p dir=\"ltr\">These classes are an opportunity to reach students who are less interested in skating, as well as a chance for children to develop and show a variety of talents. Note: Class themes should be decided on with input from staff who have an excellent understanding of the cultural context.</p>\r\n\r\n<p dir=\"ltr\"><strong>Skateistan’s “Skate and Create” program</strong><br />\r\nIn 2009, Skateistan’s Skate School in Kabul began running what is now called the Skate and Create program. The original concept, however, was simply that students would spend the same amount of time learning in a classroom as they would in the skatepark. This evolved over time:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>The problem:</u> During the early lessons Skateistan teachers tried out various topics and activities, and it became clear that the huge range in educational background of our students meant that some of them were literate in multiple languages while others had never held a pen before.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>The solution</u>: Skateistan realized that arts were, like skateboarding, more of a level playing field than formal education, and decided that Skate and Create classes would require no literacy.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>Current status</u>: Each year, Skateistan runs four semesters that cover topics related to Wellness, Human Rights, Science &amp; Technology, and/or Thinking Global, Acting Local.</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Watch our presentation above for some examples of Skate and Create lessons and more information.</p>\r\n<img alt=\"Girls painting on skateboards at Skateistan Afghanistan\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"bf927b97-bc59-4f01-86da-6d3021798521\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Art%20skateboards.jpg?itok=OewTmQOj\" width=\"759\" />\r\n<h4 dir=\"ltr\">Mixing Skateboarding with Creative Education</h4>\r\n\r\n<p dir=\"ltr\">Skateboarding and creative learning can also be combined –&nbsp;lots of lessons can bridge over into the skatepark or vice versa. Since skating is the hook for a lot of kids, this can be a fun way to first introduce the creative educational programming as they’ll be super interested in anything related to skateboarding!</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Examples: decorating boards, designing obstacles, board maintenance, making posters for the rules, navigation, mapping</p>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Running a Create Lesson</h4>\r\n\r\n<p dir=\"ltr\"><strong>Planning Lessons</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Classroom activities can focus on any social theme or environmental issue, or can be used for the sake of self-expression or learning a new skill.</li>\r\n	<li>Curriculum should be planned out to meet particular learning goals, with a rough timeline in mind.</li>\r\n	<li>Make sure students are being challenged</li>\r\n	<li>Tailor activities to varying abilities</li>\r\n	<li>Have weekly instructor meetings to discuss new ideas and even do the hands-on activities together to make sure all teachers are comfortable running the activities.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Teaching Tips</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Look for opportunities to make use of the space and resources around you. If there’s a pile of old tires nearby, collect them to teach about recycling and make sculptures!</li>\r\n	<li>Invite guest teachers with specific artistic skills to help design and run your lessons as volunteers. This will help to build up the skills in your team and will be exciting for your participants.</li>\r\n	<li>Use a range of teaching tools to reflect the fact that everyone learns differently. Include visuals, audio, hands-on activities, group work, and individual reflection.</li>\r\n	<li>Listen to students’ feedback for what they are interested in learning</li>\r\n	<li>Be flexible in the classroom, feel free to move to a new activity if the class isn’t engaged, or extend a project if it seems to be working well.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>De-brief</strong><br />\r\nAt end then of every educational activity you do, take 5-10 minutes to ask participants how the lesson or exchange went for them. This feedback can help you to make future lessons better, and encourages participants to reflect on what they’ve learned. You can ask questions like:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>What did you learn?</li>\r\n	<li>What did you like best about the lesson/exchange?</li>\r\n	<li>What didn’t you expect?</li>\r\n	<li>Did you have fun?</li>\r\n	<li>Would you like to learn more about this topic (or a specific artistic skill, ie. photography)?</li>\r\n</ul>\r\n\r\n<h4>Getting Community Buy-In</h4>\r\n\r\n<p dir=\"ltr\">Many parents don’t see the value initially in arts-based education lessons, often because they don’t know what their kids are actually are learning.</p>\r\n\r\n<p dir=\"ltr\">Tips to get support for your creative education programs</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Show parents what their children are learning:\r\n	<ul>\r\n		<li>At registration: explain what the Create classes are and why they are beneficial (problem-solving, confidence, life skills)</li>\r\n		<li>Each semester, send a letter home explaining past and future class activities</li>\r\n		<li>Include arts projects where participants are able to take their work home (plants, photos, drawings, puppets)</li>\r\n		<li>Host regular where parents and other community members are invited.</li>\r\n	</ul>\r\n	</li>\r\n	<li>Include community input: topics, local challenges, arts activities they’re interested in</li>\r\n</ul>\r\n\r\n<p>Ideally you are connecting with community members regularly anyways, and taking those opportunities to share information on the creative education lessons you are doing with participants. See the <a href=\"http://www.goodpush.org/community/engagement\" target=\"_blank\">Community Engagement Toolkit</a> for more info.</p>\r\n\r\n<h4 dir=\"ltr\">Next steps:</h4>\r\n\r\n<p dir=\"ltr\">1. Ask your participants what they are interested to learn about.</p>\r\n\r\n<p dir=\"ltr\">2. Make two lists:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">The challenges facing the community you work in</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">The resources you have access to (spaces, people, supplies)</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">3. Make your own Creative lesson plan! Use our <a href=\"http://www.goodpush.org/sites/default/files/2019-01/LESSON%20PLAN%20Template%20GoodPush.docx\" target=\"_blank\">Lesson Plan template</a>.</p>\r\n','','full_html'),('goodpush_basic_page',0,8,153,'en',0,'<h4 dir=\"ltr\">About “Creative Education” Programs</h4>\r\n\r\n<p dir=\"ltr\">Creative education encourages people to gain knowledge and abilities through creative processes. Since skateboarding and art have had a long history of connection and overlap, many skate projects have naturally undertaken various creative educational activities. This toolkit gives an overview and ideas for starting or building up your creative educational program.</p>\r\n\r\n<p dir=\"ltr\"><strong>Guiding principles:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Non-formal education\r\n	<ul>\r\n		<li>Using art to explore a larger topic, not (usually) just art for arts-sake.</li>\r\n		<li>Does not lead to specific credentials, is not accredited</li>\r\n		<li>Exploratory learning outside of the public school curriculum</li>\r\n	</ul>\r\n	</li>\r\n	<li>Each lesson plan should be accessible for all students (take into account literacy, educational background, age, abilities)</li>\r\n	<li>As interactive and hands-on as possible:\r\n	<ul>\r\n		<li>Promoting creativity over “rote learning”</li>\r\n	</ul>\r\n	</li>\r\n	<li>Provide participants with new perspectives, including these elements:\r\n	<ul>\r\n		<li>Guest speaker(s)</li>\r\n		<li>Field trip(s)</li>\r\n		<li>Multimedia or video exchange</li>\r\n		<li>Connection with another project &nbsp;or other school outside of your city</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n<img alt=\"Creative Education class at Skateistan South Africa\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"1461b430-d136-4f04-a8c4-260bc800c420\" data-image-style=\"medium_banner\" height=\"518\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/SA_%20Skate%20and%20Create%20_%20Streetlight%20Schools%20_Jan%202016%20_%20%C2%A9Nidaa%20Husain%20for%20Skateistan.jpg?itok=H2WPNpBL\" width=\"924\" />\r\n<h4 dir=\"ltr\"><br />\r\nBenefits of Combining Arts with Education</h4>\r\n\r\n<p dir=\"ltr\">Students can explore various themes using artistic mediums, like painting, theatre, photography and sculpture. They learn self-expression and creativity. Art classes can be simple crafts, or have a broad scope. Art can be used to explore almost any topic – safety, community health, the environment, friendship, family, etc. Art can also include gardening, and other creative activities.</p>\r\n\r\n<p dir=\"ltr\">These classes are an opportunity to reach students who are less interested in skating, as well as a chance for children to develop and show a variety of talents. Note: Class themes should be decided on with input from staff who have an excellent understanding of the cultural context.</p>\r\n\r\n<p dir=\"ltr\"><strong>Skateistan’s “Skate and Create” program</strong><br />\r\nIn 2009, Skateistan’s Skate School in Kabul began running what is now called the Skate and Create program. The original concept, however, was simply that students would spend the same amount of time learning in a classroom as they would in the skatepark. This evolved over time:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>The problem:</u> During the early lessons Skateistan teachers tried out various topics and activities, and it became clear that the huge range in educational background of our students meant that some of them were literate in multiple languages while others had never held a pen before.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>The solution</u>: Skateistan realized that arts were, like skateboarding, more of a level playing field than formal education, and decided that Skate and Create classes would require no literacy.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>Current status</u>: Each year, Skateistan runs four semesters that cover topics related to Wellness, Human Rights, Science &amp; Technology, and/or Thinking Global, Acting Local.</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Watch our presentation above for some examples of Skate and Create lessons and more information.</p>\r\n<img alt=\"Girls painting on skateboards at Skateistan Afghanistan\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"d2e5b2e7-654b-491a-8fbf-e2dd9e875227\" data-image-style=\"medium_banner\" height=\"615\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/IMG_2855-small.jpg?itok=c23PNt8n\" width=\"923\" />\r\n<h4 dir=\"ltr\"><br />\r\nMixing Skateboarding with Creative Education</h4>\r\n\r\n<p dir=\"ltr\">Skateboarding and creative learning can also be combined –&nbsp;lots of lessons can bridge over into the skatepark or vice versa. Since skating is the hook for a lot of kids, this can be a fun way to first introduce the creative educational programming as they’ll be super interested in anything related to skateboarding!</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Examples: decorating boards, designing obstacles, board maintenance, making posters for the rules, navigation, mapping</p>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Running a Create Lesson</h4>\r\n\r\n<p dir=\"ltr\"><strong>Planning Lessons</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Classroom activities can focus on any social theme or environmental issue, or can be used for the sake of self-expression or learning a new skill.</li>\r\n	<li>Curriculum should be planned out to meet particular learning goals, with a rough timeline in mind.</li>\r\n	<li>Make sure students are being challenged</li>\r\n	<li>Tailor activities to varying abilities</li>\r\n	<li>Have weekly instructor meetings to discuss new ideas and even do the hands-on activities together to make sure all teachers are comfortable running the activities.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Teaching Tips</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Look for opportunities to make use of the space and resources around you. If there’s a pile of old tires nearby, collect them to teach about recycling and make sculptures!</li>\r\n	<li>Invite guest teachers with specific artistic skills to help design and run your lessons as volunteers. This will help to build up the skills in your team and will be exciting for your participants.</li>\r\n	<li>Use a range of teaching tools to reflect the fact that everyone learns differently. Include visuals, audio, hands-on activities, group work, and individual reflection.</li>\r\n	<li>Listen to students’ feedback for what they are interested in learning</li>\r\n	<li>Be flexible in the classroom, feel free to move to a new activity if the class isn’t engaged, or extend a project if it seems to be working well.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>De-brief</strong><br />\r\nAt end then of every educational activity you do, take 5-10 minutes to ask participants how the lesson or exchange went for them. This feedback can help you to make future lessons better, and encourages participants to reflect on what they’ve learned. You can ask questions like:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>What did you learn?</li>\r\n	<li>What did you like best about the lesson/exchange?</li>\r\n	<li>What didn’t you expect?</li>\r\n	<li>Did you have fun?</li>\r\n	<li>Would you like to learn more about this topic (or a specific artistic skill, ie. photography)?</li>\r\n</ul>\r\n<img alt=\"Skate and create mapping lesson at Skateistan Cambodia\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"646fd3be-8b48-46be-88ab-d1ecba4b6280\" data-image-style=\"medium_banner\" height=\"443\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/skatecreate-pushing-mapping.png?itok=Z6U2tWZv\" width=\"925\" />\r\n<h4><br />\r\n<br />\r\nGetting Community Buy-In</h4>\r\n\r\n<p dir=\"ltr\">Many parents don’t see the value initially in arts-based education lessons, often because they don’t know what their kids are actually are learning.</p>\r\n\r\n<p dir=\"ltr\">Tips to get support for your creative education programs</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Show parents what their children are learning:\r\n	<ul>\r\n		<li>At registration: explain what the Create classes are and why they are beneficial (problem-solving, confidence, life skills)</li>\r\n		<li>Each semester, send a letter home explaining past and future class activities</li>\r\n		<li>Include arts projects where participants are able to take their work home (plants, photos, drawings, puppets)</li>\r\n		<li>Host regular where parents and other community members are invited.</li>\r\n	</ul>\r\n	</li>\r\n	<li>Include community input: topics, local challenges, arts activities they’re interested in</li>\r\n</ul>\r\n\r\n<p>Ideally you are connecting with community members regularly anyways, and taking those opportunities to share information on the creative education lessons you are doing with participants. See the <a href=\"http://www.goodpush.org/community/engagement\" target=\"_blank\">Community Engagement Toolkit</a> for more info.</p>\r\n\r\n<h4 dir=\"ltr\">Next steps:</h4>\r\n\r\n<p dir=\"ltr\">1. Ask your participants what they are interested to learn about.</p>\r\n\r\n<p dir=\"ltr\">2. Make two lists:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">The challenges facing the community you work in</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">The resources you have access to (spaces, people, supplies)</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">3. Make your own Creative lesson plan! Use our <a href=\"http://www.goodpush.org/sites/default/files/2019-01/LESSON%20PLAN%20Template%20GoodPush.docx\" target=\"_blank\">Lesson Plan template</a>.</p>\r\n','','full_html'),('goodpush_basic_page',0,8,219,'en',0,'<h4 dir=\"ltr\">About “Creative Education” Programs</h4>\r\n\r\n<p dir=\"ltr\">Creative education encourages people to gain knowledge and abilities through creative processes. Since skateboarding and art have had a long history of connection and overlap, many skate projects have naturally undertaken various creative educational activities. This toolkit gives an overview and ideas for starting or building up your creative educational program.</p>\r\n\r\n<p dir=\"ltr\"><strong>Guiding principles:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Non-formal education\r\n	<ul>\r\n		<li>Using art to explore a larger topic, not (usually) just art for arts-sake.</li>\r\n		<li>Does not lead to specific credentials, is not accredited</li>\r\n		<li>Exploratory learning outside of the public school curriculum</li>\r\n	</ul>\r\n	</li>\r\n	<li>Each lesson plan should be accessible for all students (take into account literacy, educational background, age, abilities)</li>\r\n	<li>As interactive and hands-on as possible:\r\n	<ul>\r\n		<li>Promoting creativity over “rote learning”</li>\r\n	</ul>\r\n	</li>\r\n	<li>Provide participants with new perspectives, including these elements:\r\n	<ul>\r\n		<li>Guest speaker(s)</li>\r\n		<li>Field trip(s)</li>\r\n		<li>Multimedia or video exchange</li>\r\n		<li>Connection with another project &nbsp;or other school outside of your city</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n<img alt=\"Creative Education class at Skateistan South Africa\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"1461b430-d136-4f04-a8c4-260bc800c420\" data-image-style=\"medium_banner\" height=\"518\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/SA_%20Skate%20and%20Create%20_%20Streetlight%20Schools%20_Jan%202016%20_%20%C2%A9Nidaa%20Husain%20for%20Skateistan.jpg?itok=H2WPNpBL\" width=\"924\" />\r\n<h4 dir=\"ltr\"><br />\r\nBenefits of Combining Arts with Education</h4>\r\n\r\n<p dir=\"ltr\">Students can explore various themes using artistic mediums, like painting, theatre, photography and sculpture. They learn self-expression and creativity. Art classes can be simple crafts, or have a broad scope. Art can be used to explore almost any topic – safety, community health, the environment, friendship, family, etc. Art can also include gardening, and other creative activities.</p>\r\n\r\n<p dir=\"ltr\">These classes are an opportunity to reach students who are less interested in skating, as well as a chance for children to develop and show a variety of talents. Note: Class themes should be decided on with input from staff who have an excellent understanding of the cultural context.</p>\r\n\r\n<p dir=\"ltr\"><strong>Skateistan’s “Skate and Create” program</strong><br />\r\nIn 2009, Skateistan’s Skate School in Kabul began running what is now called the Skate and Create program. The original concept, however, was simply that students would spend the same amount of time learning in a classroom as they would in the skatepark. This evolved over time:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>The problem:</u> During the early lessons Skateistan teachers tried out various topics and activities, and it became clear that the huge range in educational background of our students meant that some of them were literate in multiple languages while others had never held a pen before.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>The solution</u>: Skateistan realized that arts were, like skateboarding, more of a level playing field than formal education, and decided that Skate and Create classes would require no literacy.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>Current status</u>: Each year, Skateistan runs four semesters that cover topics related to Wellness, Human Rights, Science &amp; Technology, and/or Thinking Global, Acting Local.</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><a href=\"https://www.youtube.com/watch?v=kTXlrf2k6WQ\" target=\"_blank\">Watch our presentation</a> above for some examples of Skate and Create lessons and more information.</p>\r\n<img alt=\"Girls painting on skateboards at Skateistan Afghanistan\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"d2e5b2e7-654b-491a-8fbf-e2dd9e875227\" data-image-style=\"medium_banner\" height=\"615\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/IMG_2855-small.jpg?itok=c23PNt8n\" width=\"923\" />\r\n<h4 dir=\"ltr\"><br />\r\nMixing Skateboarding with Creative Education</h4>\r\n\r\n<p dir=\"ltr\">Skateboarding and creative learning can also be combined –&nbsp;lots of lessons can bridge over into the skatepark or vice versa. Since skating is the hook for a lot of kids, this can be a fun way to first introduce the creative educational programming as they’ll be super interested in anything related to skateboarding!</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Examples: decorating boards, designing obstacles, board maintenance, making posters for the rules, navigation, mapping</p>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Running a Create Lesson</h4>\r\n\r\n<p dir=\"ltr\"><strong>Planning Lessons</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Classroom activities can focus on any social theme or environmental issue, or can be used for the sake of self-expression or learning a new skill.</li>\r\n	<li>Curriculum should be planned out to meet particular learning goals, with a rough timeline in mind.</li>\r\n	<li>Make sure students are being challenged</li>\r\n	<li>Tailor activities to varying abilities</li>\r\n	<li>Have weekly instructor meetings to discuss new ideas and even do the hands-on activities together to make sure all teachers are comfortable running the activities.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Teaching Tips</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Look for opportunities to make use of the space and resources around you. If there’s a pile of old tires nearby, collect them to teach about recycling and make sculptures!</li>\r\n	<li>Invite guest teachers with specific artistic skills to help design and run your lessons as volunteers. This will help to build up the skills in your team and will be exciting for your participants.</li>\r\n	<li>Use a range of teaching tools to reflect the fact that everyone learns differently. Include visuals, audio, hands-on activities, group work, and individual reflection.</li>\r\n	<li>Listen to students’ feedback for what they are interested in learning</li>\r\n	<li>Be flexible in the classroom, feel free to move to a new activity if the class isn’t engaged, or extend a project if it seems to be working well.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>De-brief</strong><br />\r\nAt end then of every educational activity you do, take 5-10 minutes to ask participants how the lesson or exchange went for them. This feedback can help you to make future lessons better, and encourages participants to reflect on what they’ve learned. You can ask questions like:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>What did you learn?</li>\r\n	<li>What did you like best about the lesson/exchange?</li>\r\n	<li>What didn’t you expect?</li>\r\n	<li>Did you have fun?</li>\r\n	<li>Would you like to learn more about this topic (or a specific artistic skill, ie. photography)?</li>\r\n</ul>\r\n<img alt=\"Skate and create mapping lesson at Skateistan Cambodia\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"646fd3be-8b48-46be-88ab-d1ecba4b6280\" data-image-style=\"medium_banner\" height=\"443\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/skatecreate-pushing-mapping.png?itok=Z6U2tWZv\" width=\"925\" />\r\n<p class=\"text-align-center\"><em>Skateistan Cambodia students learn about map-reading</em></p>\r\n\r\n<h4>Getting Community Buy-In</h4>\r\n\r\n<p dir=\"ltr\">Many parents don’t see the value initially in arts-based education lessons, often because they don’t know what their kids are actually are learning.</p>\r\n\r\n<p dir=\"ltr\"><em><strong>Tips to get support for your creative education programs:</strong></em></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Show parents what their children are learning:\r\n	<ul>\r\n		<li>At registration: explain what the Create classes are and why they are beneficial (problem-solving, confidence, life skills)</li>\r\n		<li>Each semester, send a letter home explaining past and future class activities</li>\r\n		<li>Include arts projects where participants are able to take their work home (plants, photos, drawings, puppets)</li>\r\n		<li>Host regular where parents and other community members are invited.</li>\r\n	</ul>\r\n	</li>\r\n	<li>Include community input: topics, local challenges, arts activities they’re interested in</li>\r\n</ul>\r\n\r\n<p>Ideally you are connecting with community members regularly anyways, and taking those opportunities to share information on the creative education lessons you are doing with participants. See the <a href=\"http://www.goodpush.org/community/engagement\" target=\"_blank\">Community Engagement Toolkit</a> for more info.</p>\r\n\r\n<h4 dir=\"ltr\">Next steps:</h4>\r\n\r\n<p dir=\"ltr\">1. Ask your participants what they are interested to learn about.</p>\r\n\r\n<p dir=\"ltr\">2. Make two lists:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">The challenges facing the community you work in</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">The resources you have access to (spaces, people, supplies)</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">3. Make your own Creative lesson plan! Use our <a href=\"http://www.goodpush.org/sites/default/files/2019-01/LESSON%20PLAN%20Template%20GoodPush.docx\" target=\"_blank\">Lesson Plan template</a>.</p>\r\n','','full_html'),('goodpush_basic_page',0,8,3057,'en',0,'<h4 dir=\"ltr\">About “Creative Education” Programs</h4>\r\n\r\n<p dir=\"ltr\">Creative education encourages people to gain knowledge and abilities through creative processes. Since skateboarding and art have had a long history of connection and overlap, many skate projects have naturally undertaken various creative educational activities. This toolkit gives an overview and ideas for starting or building up your creative educational program.</p>\r\n\r\n<p dir=\"ltr\"><strong>Guiding principles:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Non-formal education\r\n	<ul>\r\n		<li>Using art to explore a larger topic, not (usually) just art for arts-sake.</li>\r\n		<li>Does not lead to specific credentials, is not accredited</li>\r\n		<li>Exploratory learning outside of the public school curriculum</li>\r\n	</ul>\r\n	</li>\r\n	<li>Each lesson plan should be accessible for all students (take into account literacy, educational background, age, abilities)</li>\r\n	<li>As interactive and hands-on as possible:\r\n	<ul>\r\n		<li>Promoting creativity over “rote learning”</li>\r\n	</ul>\r\n	</li>\r\n	<li>Provide participants with new perspectives, including these elements:\r\n	<ul>\r\n		<li>Guest speaker(s)</li>\r\n		<li>Field trip(s)</li>\r\n		<li>Multimedia or video exchange</li>\r\n		<li>Connection with another project &nbsp;or other school outside of your city</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n<img alt=\"Creative Education class at Skateistan South Africa\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"1461b430-d136-4f04-a8c4-260bc800c420\" data-image-style=\"medium_banner\" height=\"518\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/SA_%20Skate%20and%20Create%20_%20Streetlight%20Schools%20_Jan%202016%20_%20%C2%A9Nidaa%20Husain%20for%20Skateistan.jpg?itok=H2WPNpBL\" width=\"924\" />\r\n<h4 dir=\"ltr\"><br />\r\nBenefits of Combining Arts with Education</h4>\r\n\r\n<p dir=\"ltr\">Students can explore various themes using artistic mediums, like painting, theatre, photography and sculpture. They learn self-expression and creativity. Art classes can be simple crafts, or have a broad scope. Art can be used to explore almost any topic – safety, community health, the environment, friendship, family, etc. Art can also include gardening, and other creative activities.</p>\r\n\r\n<p dir=\"ltr\">These classes are an opportunity to reach students who are less interested in skating, as well as a chance for children to develop and show a variety of talents. Note: Class themes should be decided on with input from staff who have an excellent understanding of the cultural context.</p>\r\n\r\n<p dir=\"ltr\"><strong>Skateistan’s “Skate and Create” program</strong><br />\r\nIn 2009, Skateistan’s Skate School in Kabul began running what is now called the Skate and Create program. The original concept, however, was simply that students would spend the same amount of time learning in a classroom as they would in the skatepark. This evolved over time:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>The problem:</u> During the early lessons Skateistan teachers tried out various topics and activities, and it became clear that the huge range in educational background of our students meant that some of them were literate in multiple languages while others had never held a pen before.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>The solution</u>: Skateistan realized that arts were, like skateboarding, more of a level playing field than formal education, and decided that Skate and Create classes would require no literacy.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>Current status</u>: Each year, Skateistan runs four semesters that cover topics related to Wellness, Human Rights, Science &amp; Technology, and/or Thinking Global, Acting Local.</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><a href=\"https://www.youtube.com/watch?v=kTXlrf2k6WQ\" target=\"_blank\">Watch our presentation</a> above for some examples of Skate and Create lessons and more information.</p>\r\n<img alt=\"Girls painting on skateboards at Skateistan Afghanistan\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"d2e5b2e7-654b-491a-8fbf-e2dd9e875227\" data-image-style=\"medium_banner\" height=\"615\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/IMG_2855-small.jpg?itok=c23PNt8n\" width=\"923\" />\r\n<h4 dir=\"ltr\"><br />\r\nMixing Skateboarding with Creative Education</h4>\r\n\r\n<p dir=\"ltr\">Skateboarding and creative learning can also be combined –&nbsp;lots of lessons can bridge over into the skatepark or vice versa. Since skating is the hook for a lot of kids, this can be a fun way to first introduce the creative educational programming as they’ll be super interested in anything related to skateboarding!</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Examples: decorating boards, designing obstacles, board maintenance, making posters for the rules, navigation, mapping</p>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Running a Create Lesson</h4>\r\n\r\n<p dir=\"ltr\"><strong>Planning Lessons</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Classroom activities can focus on any social theme or environmental issue, or can be used for the sake of self-expression or learning a new skill.</li>\r\n	<li>Curriculum should be planned out to meet particular learning goals, with a rough timeline in mind.</li>\r\n	<li>Make sure students are being challenged</li>\r\n	<li>Tailor activities to varying abilities</li>\r\n	<li>Have weekly instructor meetings to discuss new ideas and even do the hands-on activities together to make sure all teachers are comfortable running the activities.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Teaching Tips</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Look for opportunities to make use of the space and resources around you. If there’s a pile of old tires nearby, collect them to teach about recycling and make sculptures!</li>\r\n	<li>Invite guest teachers with specific artistic skills to help design and run your lessons as volunteers. This will help to build up the skills in your team and will be exciting for your participants.</li>\r\n	<li>Use a range of teaching tools to reflect the fact that everyone learns differently. Include visuals, audio, hands-on activities, group work, and individual reflection.</li>\r\n	<li>Listen to students’ feedback for what they are interested in learning</li>\r\n	<li>Be flexible in the classroom, feel free to move to a new activity if the class isn’t engaged, or extend a project if it seems to be working well.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>De-brief</strong><br />\r\nAt end then of every educational activity you do, take 5-10 minutes to ask participants how the lesson or exchange went for them. This feedback can help you to make future lessons better, and encourages participants to reflect on what they’ve learned. You can ask questions like:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>What did you learn?</li>\r\n	<li>What did you like best about the lesson/exchange?</li>\r\n	<li>What didn’t you expect?</li>\r\n	<li>Did you have fun?</li>\r\n	<li>Would you like to learn more about this topic (or a specific artistic skill, ie. photography)?</li>\r\n</ul>\r\n<img alt=\"Skate and create mapping lesson at Skateistan Cambodia\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"646fd3be-8b48-46be-88ab-d1ecba4b6280\" data-image-style=\"medium_banner\" height=\"443\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/skatecreate-pushing-mapping.png?itok=Z6U2tWZv\" width=\"925\" />\r\n<p class=\"text-align-center\"><em>Skateistan Cambodia students learn about map-reading</em></p>\r\n\r\n<h4>Getting Community Buy-In</h4>\r\n\r\n<p dir=\"ltr\">Many parents don’t see the value initially in arts-based education lessons, often because they don’t know what their kids are actually are learning.</p>\r\n\r\n<p dir=\"ltr\"><em><strong>Tips to get support for your creative education programs:</strong></em></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Show parents what their children are learning:\r\n	<ul>\r\n		<li>At registration: explain what the Create classes are and why they are beneficial (problem-solving, confidence, life skills)</li>\r\n		<li>Each semester, send a letter home explaining past and future class activities</li>\r\n		<li>Include arts projects where participants are able to take their work home (plants, photos, drawings, puppets)</li>\r\n		<li>Host regular where parents and other community members are invited.</li>\r\n	</ul>\r\n	</li>\r\n	<li>Include community input: topics, local challenges, arts activities they’re interested in</li>\r\n</ul>\r\n\r\n<p>Ideally you are connecting with community members regularly anyways, and taking those opportunities to share information on the creative education lessons you are doing with participants. See the <a href=\"http://www.goodpush.org/community/engagement\" target=\"_blank\">Community Engagement Toolkit</a> for more info.</p>\r\n\r\n<h4 dir=\"ltr\">Next steps:</h4>\r\n\r\n<p dir=\"ltr\">1. Ask your participants what they are interested to learn about.</p>\r\n\r\n<p dir=\"ltr\">2. Make two lists:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">The challenges facing the community you work in</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">The resources you have access to (spaces, people, supplies)</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">3. Make your own Creative lesson plan! Use our <a href=\"http://www.goodpush.org/sites/default/files/2019-01/LESSON%20PLAN%20Template%20GoodPush.docx\" target=\"_blank\">Lesson Plan template</a>.</p>\r\n','','full_html'),('goodpush_basic_page',0,8,3058,'en',0,'<h4 dir=\"ltr\">About “Creative Education” Programs</h4>\r\n\r\n<p dir=\"ltr\">Creative education encourages people to gain knowledge and abilities through creative processes. Since skateboarding and art have had a long history of connection and overlap, many skate projects have naturally undertaken various creative educational activities. This toolkit gives an overview and ideas for starting or building up your creative educational program.</p>\r\n\r\n<p dir=\"ltr\"><strong>Guiding principles:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Non-formal education\r\n	<ul>\r\n		<li>Using art to explore a larger topic, not (usually) just art for arts-sake.</li>\r\n		<li>Does not lead to specific credentials, is not accredited</li>\r\n		<li>Exploratory learning outside of the public school curriculum</li>\r\n	</ul>\r\n	</li>\r\n	<li>Each lesson plan should be accessible for all students (take into account literacy, educational background, age, abilities)</li>\r\n	<li>As interactive and hands-on as possible:\r\n	<ul>\r\n		<li>Promoting creativity over “rote learning”</li>\r\n	</ul>\r\n	</li>\r\n	<li>Provide participants with new perspectives, including these elements:\r\n	<ul>\r\n		<li>Guest speaker(s)</li>\r\n		<li>Field trip(s)</li>\r\n		<li>Multimedia or video exchange</li>\r\n		<li>Connection with another project &nbsp;or other school outside of your city</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n<img alt=\"Creative Education class at Skateistan South Africa\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"1461b430-d136-4f04-a8c4-260bc800c420\" data-image-style=\"medium_banner\" height=\"518\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/SA_%20Skate%20and%20Create%20_%20Streetlight%20Schools%20_Jan%202016%20_%20%C2%A9Nidaa%20Husain%20for%20Skateistan.jpg?itok=H2WPNpBL\" width=\"924\" />\r\n<h4 dir=\"ltr\"><br />\r\nBenefits of Combining Arts with Education</h4>\r\n\r\n<p dir=\"ltr\">Students can explore various themes using artistic mediums, like painting, theatre, photography and sculpture. They learn self-expression and creativity. Art classes can be simple crafts, or have a broad scope. Art can be used to explore almost any topic – safety, community health, the environment, friendship, family, etc. Art can also include gardening, and other creative activities.</p>\r\n\r\n<p dir=\"ltr\">These classes are an opportunity to reach students who are less interested in skating, as well as a chance for children to develop and show a variety of talents. Note: Class themes should be decided on with input from staff who have an excellent understanding of the cultural context.</p>\r\n\r\n<p dir=\"ltr\"><strong>Skateistan’s “Skate and Create” program</strong><br />\r\nIn 2009, Skateistan’s Skate School in Kabul began running what is now called the Skate and Create program. The original concept, however, was simply that students would spend the same amount of time learning in a classroom as they would in the skatepark. This evolved over time:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>The problem:</u> During the early lessons Skateistan teachers tried out various topics and activities, and it became clear that the huge range in educational background of our students meant that some of them were literate in multiple languages while others had never held a pen before.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>The solution</u>: Skateistan realized that arts were, like skateboarding, more of a level playing field than formal education, and decided that Skate and Create classes would require no literacy.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>Current status</u>: Each year, Skateistan runs four semesters that cover topics related to Wellness, Human Rights, Science &amp; Technology, and/or Thinking Global, Acting Local.</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><a href=\"https://www.youtube.com/watch?v=kTXlrf2k6WQ\" target=\"_blank\">Watch our presentation</a> above for some examples of Skate and Create lessons and more information.</p>\r\n<img alt=\"Girls painting on skateboards at Skateistan Afghanistan\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"d2e5b2e7-654b-491a-8fbf-e2dd9e875227\" data-image-style=\"medium_banner\" height=\"615\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/IMG_2855-small.jpg?itok=c23PNt8n\" width=\"923\" />\r\n<h4 dir=\"ltr\"><br />\r\nMixing Skateboarding with Creative Education</h4>\r\n\r\n<p dir=\"ltr\">Skateboarding and creative learning can also be combined –&nbsp;lots of lessons can bridge over into the skatepark or vice versa. Since skating is the hook for a lot of kids, this can be a fun way to first introduce the creative educational programming as they’ll be super interested in anything related to skateboarding!</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Examples: decorating boards, designing obstacles, board maintenance, making posters for the rules, navigation, mapping</p>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Running a Create Lesson</h4>\r\n\r\n<p dir=\"ltr\"><strong>Planning Lessons</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Classroom activities can focus on any social theme or environmental issue, or can be used for the sake of self-expression or learning a new skill.</li>\r\n	<li>Curriculum should be planned out to meet particular learning goals, with a rough timeline in mind.</li>\r\n	<li>Make sure students are being challenged</li>\r\n	<li>Tailor activities to varying abilities</li>\r\n	<li>Have weekly instructor meetings to discuss new ideas and even do the hands-on activities together to make sure all teachers are comfortable running the activities.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Teaching Tips</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Look for opportunities to make use of the space and resources around you. If there’s a pile of old tires nearby, collect them to teach about recycling and make sculptures!</li>\r\n	<li>Invite guest teachers with specific artistic skills to help design and run your lessons as volunteers. This will help to build up the skills in your team and will be exciting for your participants.</li>\r\n	<li>Use a range of teaching tools to reflect the fact that everyone learns differently. Include visuals, audio, hands-on activities, group work, and individual reflection.</li>\r\n	<li>Listen to students’ feedback for what they are interested in learning</li>\r\n	<li>Be flexible in the classroom, feel free to move to a new activity if the class isn’t engaged, or extend a project if it seems to be working well.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>De-brief</strong><br />\r\nAt end then of every educational activity you do, take 5-10 minutes to ask participants how the lesson or exchange went for them. This feedback can help you to make future lessons better, and encourages participants to reflect on what they’ve learned. You can ask questions like:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>What did you learn?</li>\r\n	<li>What did you like best about the lesson/exchange?</li>\r\n	<li>What didn’t you expect?</li>\r\n	<li>Did you have fun?</li>\r\n	<li>Would you like to learn more about this topic (or a specific artistic skill, ie. photography)?</li>\r\n</ul>\r\n<img alt=\"Skate and create mapping lesson at Skateistan Cambodia\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"646fd3be-8b48-46be-88ab-d1ecba4b6280\" data-image-style=\"medium_banner\" height=\"443\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/skatecreate-pushing-mapping.png?itok=Z6U2tWZv\" width=\"925\" />\r\n<p class=\"text-align-center\"><em>Skateistan Cambodia students learn about map-reading</em></p>\r\n\r\n<h4>Getting Community Buy-In</h4>\r\n\r\n<p dir=\"ltr\">Many parents don’t see the value initially in arts-based education lessons, often because they don’t know what their kids are actually are learning.</p>\r\n\r\n<p dir=\"ltr\"><em><strong>Tips to get support for your creative education programs:</strong></em></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Show parents what their children are learning:\r\n	<ul>\r\n		<li>At registration: explain what the Create classes are and why they are beneficial (problem-solving, confidence, life skills)</li>\r\n		<li>Each semester, send a letter home explaining past and future class activities</li>\r\n		<li>Include arts projects where participants are able to take their work home (plants, photos, drawings, puppets)</li>\r\n		<li>Host regular where parents and other community members are invited.</li>\r\n	</ul>\r\n	</li>\r\n	<li>Include community input: topics, local challenges, arts activities they’re interested in</li>\r\n</ul>\r\n\r\n<p>Ideally you are connecting with community members regularly anyways, and taking those opportunities to share information on the creative education lessons you are doing with participants. See the <a href=\"http://www.goodpush.org/community/engagement\" target=\"_blank\">Community Engagement Toolkit</a> for more info.</p>\r\n\r\n<h4 dir=\"ltr\">Next steps:</h4>\r\n\r\n<p dir=\"ltr\">1. Ask your participants what they are interested to learn about.</p>\r\n\r\n<p dir=\"ltr\">2. Make two lists:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">The challenges facing the community you work in</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">The resources you have access to (spaces, people, supplies)</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">3. Make your own Creative lesson plan! Use our <a href=\"http://www.goodpush.org/sites/default/files/2019-01/LESSON%20PLAN%20Template%20GoodPush.docx\" target=\"_blank\">Lesson Plan template</a>.</p>\r\n','','full_html'),('goodpush_basic_page',0,8,4232,'en',0,'<h4 dir=\"ltr\">About “Creative Education” Programs</h4>\r\n\r\n<p dir=\"ltr\">Creative education encourages people to gain knowledge and abilities through creative processes. Since skateboarding and art have had a long history of connection and overlap, many skate projects have naturally undertaken various creative educational activities. This toolkit gives an overview and ideas for starting or building up your creative educational program.</p>\r\n\r\n<p dir=\"ltr\"><strong>Guiding principles:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Non-formal education\r\n	<ul>\r\n		<li>Using art to explore a larger topic, not (usually) just art for arts-sake.</li>\r\n		<li>Does not lead to specific credentials, is not accredited</li>\r\n		<li>Exploratory learning outside of the public school curriculum</li>\r\n	</ul>\r\n	</li>\r\n	<li>Each lesson plan should be accessible for all students (take into account literacy, educational background, age, abilities)</li>\r\n	<li>As interactive and hands-on as possible:\r\n	<ul>\r\n		<li>Promoting creativity over “rote learning”</li>\r\n	</ul>\r\n	</li>\r\n	<li>Provide participants with new perspectives, including these elements:\r\n	<ul>\r\n		<li>Guest speaker(s)</li>\r\n		<li>Field trip(s)</li>\r\n		<li>Multimedia or video exchange</li>\r\n		<li>Connection with another project &nbsp;or other school outside of your city</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n<img alt=\"Creative Education class at Skateistan South Africa\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"1461b430-d136-4f04-a8c4-260bc800c420\" data-image-style=\"medium_banner\" height=\"518\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/SA_%20Skate%20and%20Create%20_%20Streetlight%20Schools%20_Jan%202016%20_%20%C2%A9Nidaa%20Husain%20for%20Skateistan.jpg?itok=H2WPNpBL\" width=\"924\" />\r\n<h4 dir=\"ltr\"><br />\r\nBenefits of Combining Arts with Education</h4>\r\n\r\n<p dir=\"ltr\">Students can explore various themes using artistic mediums, like painting, theatre, photography and sculpture. They learn self-expression and creativity. Art classes can be simple crafts, or have a broad scope. Art can be used to explore almost any topic – safety, community health, the environment, friendship, family, etc. Art can also include gardening, and other creative activities.</p>\r\n\r\n<p dir=\"ltr\">These classes are an opportunity to reach students who are less interested in skating, as well as a chance for children to develop and show a variety of talents. Note: Class themes should be decided on with input from staff who have an excellent understanding of the cultural context.</p>\r\n\r\n<p dir=\"ltr\"><strong>Skateistan’s “Skate and Create” program</strong><br />\r\nIn 2009, Skateistan’s Skate School in Kabul began running what is now called the Skate and Create program. The original concept, however, was simply that students would spend the same amount of time learning in a classroom as they would in the skatepark. This evolved over time:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>The problem:</u> During the early lessons Skateistan teachers tried out various topics and activities, and it became clear that the huge range in educational background of our students meant that some of them were literate in multiple languages while others had never held a pen before.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>The solution</u>: Skateistan realized that arts were, like skateboarding, more of a level playing field than formal education, and decided that Skate and Create classes would require no literacy.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><u>Current status</u>: Each year, Skateistan runs four semesters that cover topics related to Wellness, Human Rights, Science &amp; Technology, and/or Thinking Global, Acting Local.</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><a href=\"https://www.youtube.com/watch?v=kTXlrf2k6WQ\" target=\"_blank\">Watch our presentation</a> above for some examples of Skate and Create lessons and more information.</p>\r\n<img alt=\"Girls painting on skateboards at Skateistan Afghanistan\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"d2e5b2e7-654b-491a-8fbf-e2dd9e875227\" data-image-style=\"medium_banner\" height=\"615\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/IMG_2855-small.jpg?itok=c23PNt8n\" width=\"923\" />\r\n<h4 dir=\"ltr\"><br />\r\nMixing Skateboarding with Creative Education</h4>\r\n\r\n<p dir=\"ltr\">Skateboarding and creative learning can also be combined –&nbsp;lots of lessons can bridge over into the skatepark or vice versa. Since skating is the hook for a lot of kids, this can be a fun way to first introduce the creative educational programming as they’ll be super interested in anything related to skateboarding!</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Examples: decorating boards, designing obstacles, board maintenance, making posters for the rules, navigation, mapping</p>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Running a Create Lesson</h4>\r\n\r\n<p dir=\"ltr\"><strong>Planning Lessons</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Classroom activities can focus on any social theme or environmental issue, or can be used for the sake of self-expression or learning a new skill.</li>\r\n	<li>Curriculum should be planned out to meet particular learning goals, with a rough timeline in mind.</li>\r\n	<li>Make sure students are being challenged</li>\r\n	<li>Tailor activities to varying abilities</li>\r\n	<li>Have weekly instructor meetings to discuss new ideas and even do the hands-on activities together to make sure all teachers are comfortable running the activities.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Teaching Tips</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Look for opportunities to make use of the space and resources around you. If there’s a pile of old tires nearby, collect them to teach about recycling and make sculptures!</li>\r\n	<li>Invite guest teachers with specific artistic skills to help design and run your lessons as volunteers. This will help to build up the skills in your team and will be exciting for your participants.</li>\r\n	<li>Use a range of teaching tools to reflect the fact that everyone learns differently. Include visuals, audio, hands-on activities, group work, and individual reflection.</li>\r\n	<li>Listen to students’ feedback for what they are interested in learning</li>\r\n	<li>Be flexible in the classroom, feel free to move to a new activity if the class isn’t engaged, or extend a project if it seems to be working well.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>De-brief</strong><br />\r\nAt end then of every educational activity you do, take 5-10 minutes to ask participants how the lesson or exchange went for them. This feedback can help you to make future lessons better, and encourages participants to reflect on what they’ve learned. You can ask questions like:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>What did you learn?</li>\r\n	<li>What did you like best about the lesson/exchange?</li>\r\n	<li>What didn’t you expect?</li>\r\n	<li>Did you have fun?</li>\r\n	<li>Would you like to learn more about this topic (or a specific artistic skill, ie. photography)?</li>\r\n</ul>\r\n<img alt=\"Skate and create mapping lesson at Skateistan Cambodia\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"646fd3be-8b48-46be-88ab-d1ecba4b6280\" data-image-style=\"medium_banner\" height=\"443\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/skatecreate-pushing-mapping.png?itok=Z6U2tWZv\" width=\"925\" />\r\n<p class=\"text-align-center\"><em>Skateistan Cambodia students learn about map-reading</em></p>\r\n\r\n<h4>Getting Community Buy-In</h4>\r\n\r\n<p dir=\"ltr\">Many parents don’t see the value initially in arts-based education lessons, often because they don’t know what their kids are actually are learning.</p>\r\n\r\n<p dir=\"ltr\"><em><strong>Tips to get support for your creative education programs:</strong></em></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Show parents what their children are learning:\r\n	<ul>\r\n		<li>At registration: explain what the Create classes are and why they are beneficial (problem-solving, confidence, life skills)</li>\r\n		<li>Each semester, send a letter home explaining past and future class activities</li>\r\n		<li>Include arts projects where participants are able to take their work home (plants, photos, drawings, puppets)</li>\r\n		<li>Host regular where parents and other community members are invited.</li>\r\n	</ul>\r\n	</li>\r\n	<li>Include community input: topics, local challenges, arts activities they’re interested in</li>\r\n</ul>\r\n\r\n<p>Ideally you are connecting with community members regularly anyways, and taking those opportunities to share information on the creative education lessons you are doing with participants. See the <a href=\"http://www.goodpush.org/community/engagement\" target=\"_blank\">Community Engagement Toolkit</a> for more info.</p>\r\n\r\n<h4 dir=\"ltr\">Next steps:</h4>\r\n\r\n<p dir=\"ltr\">1. Ask your participants what they are interested to learn about.</p>\r\n\r\n<p dir=\"ltr\">2. Make two lists:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">The challenges facing the community you work in</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">The resources you have access to (spaces, people, supplies)</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">3. Make your own Creative lesson plan! Use our <a href=\"http://www.goodpush.org/sites/default/files/2019-01/LESSON%20PLAN%20Template%20GoodPush.docx\" target=\"_blank\">Lesson Plan template</a>.</p>\r\n\r\n<p dir=\"ltr\">4. Keep learning! Complete our new (and free!) Goodpush E-Course on <a href=\"https://www.goodpush.org/node/1320\">Building Life Skills Through Creative Education</a> to explore&nbsp;how you can start running creative educational activities with children and young people.</p>\r\n','','full_html'),('goodpush_basic_page',0,9,125,'en',0,'<h4 dir=\"ltr\">Running a Youth Leadership Program</h4>\r\n\r\n<p dir=\"ltr\">“Youth leadership development” means giving young people the skills and experiences they need to become change agents in their communities. Definitions of “youth” differ between communities and organizations, however the United Nations (UN) defines youth as those aged 15-24.</p>\r\n\r\n<p dir=\"ltr\">Youth Leadership programs typically include activities such as travel, intercultural exchange, outdoor education, organizing events, sports, intergenerational knowledge exchange, work experience, public speaking, and life skills development. For skateboarding programs, a youth leadership program can provide motivated young people with the chance to take ownership. Often an important part of youth leadership is volunteering to run skate sessions and other program elements.</p>\r\n\r\n<p dir=\"ltr\"><strong>Benefits of Youth Leadership Programs</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Help when there is a lack of resources → youth volunteers can help run activities at low-cost</li>\r\n	<li>Developing role models for your program and the community</li>\r\n	<li>Builds a sense of ownership for your project among participants</li>\r\n	<li>Skill-building for youth to explore interests and prepare for the workforce</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><em><u><strong>Tip:</strong></u> Be careful to distinguish between adult volunteers and students/participants (under 18) who are volunteering</em></p>\r\n\r\n<ul>\r\n	<li>Children under 18 are there to learn as a top priority, not to work.</li>\r\n	<li>Define their responsibilities.</li>\r\n	<li>Think about how you’ll support the personal development of younger volunteers</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Getting started</h4>\r\n\r\n<p dir=\"ltr\"><strong>Set goals!</strong><br />\r\nBefore you start to set up a Youth Leadership program, make sure you have a clear idea of how participants will contribute to your organization’s mission and goals. How will youth leaders improve your activities, and what benefits will they themselves gain from the experience? Note: If you’re more interested in having a basic volunteer model focusing on adult participants, many of the suggestions below will still be relevant.</p>\r\n\r\n<p dir=\"ltr\"><strong>How to choose and recruit potential youth leaders:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>First decide how many youth you have space for – it’s a good idea to start small with 4-5</li>\r\n	<li>Consider aiming for 50% female youth leaders (this will help build your girls’ participation overall)</li>\r\n	<li>Choose an age range for your program – for example, 14-18, or 16-25</li>\r\n	<li>Have they already attended your programs? This experience will be very useful!</li>\r\n	<li>Ensure there are opportunities for disabled youth to participate</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Time commitment:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Volunteers/youth leaders should commit to a minimum amount of time (ie. 6 months) – this reduces turnover rates of teachers, which can be disruptive for your participants</li>\r\n	<li>Volunteers/youth leaders ideally will commit to a set schedule to give your project stability</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Interview/application process:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Your management team should prepare a set of interview questions (<a href=\"https://drive.google.com/open?id=1G-QK7VNRTwiFzccznEHeOgWnVlRi5ekJ\">see example at end of this document</a>)</li>\r\n	<li>Interview/application should be accessible for youth with low/no literacy</li>\r\n	<li>Ensure participants under 18 have permission from their parents/guardians to be a volunteer/Youth Leader</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Training</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Plan basic trainings: Child protection, First Aid, Media skills, Skate teaching, etc.</li>\r\n	<li>Provide ongoing opportunities for development</li>\r\n</ul>\r\n\r\n<h4>Volunteers Overall: What to Think About</h4>\r\n\r\n<p dir=\"ltr\"><strong>Types of volunteers:</strong></p>\r\n\r\n<ul>\r\n	<li>Student volunteers (ie. youth leaders)</li>\r\n	<li>Adult volunteers</li>\r\n	<li>Local vs international\r\n	<ul>\r\n		<li>Each case has different considerations</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p><strong>Recruitment:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Set criteria:\r\n	<ul>\r\n		<li>Skills</li>\r\n		<li>Can they be a role model? Attitude, respectfulness, interest in teaching, motivation</li>\r\n	</ul>\r\n	</li>\r\n	<li>Set regular times to come and a volunteer placement limit when they can leave or renew (prevents burnout and awkward situations)\r\n	<ul>\r\n		<li>All volunteers should sign an agreement, even just a simple one</li>\r\n	</ul>\r\n	</li>\r\n	<li>Have a point person for all volunteers</li>\r\n	<li>Make clear what expectations you have, as well as what they can expect</li>\r\n	<li>Keeping volunteers motivated:\r\n	<ul>\r\n		<li>Mark success: certificates, social media “thank you” posts</li>\r\n		<li>Incentives: extra skate sessions, trips, skateboard gear, trainings (ie. video editing), future job opportunities, references</li>\r\n		<li>Provide small stipend or cover transport costs</li>\r\n		<li>Say THANK YOU!</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Child Protection Issues</h4>\r\n\r\n<p dir=\"ltr\">Here are a few basic suggestions to make your volunteer program safer for participants. Check out our <a href=\"http://www.goodpush.org/behind-the-scenes/child-protection\">Child Protection toolkit </a>for many more tips on safe staffing and recruitment.</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Adults:\r\n	<ul>\r\n		<li>Set and follow screening policies: interviews, references, background check</li>\r\n	</ul>\r\n	</li>\r\n	<li>Volunteers under age of 18:\r\n	<ul>\r\n		<li>Supervision: Always have staff/coordinator present</li>\r\n		<li>1 staff and student can’t be alone together</li>\r\n		<li>Keep it professional (staff as role models not going partying together)</li>\r\n		<li>Media policy: rules about how/when volunteers can share posts from your project</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Cross-Cultural Considerations</h4>\r\n\r\n<p dir=\"ltr\">For various reasons, your project may plan to or already involve international volunteers who are not from the country where your project is based. Here are some things to consider:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Do they bring skills that aren’t available among local volunteers?</li>\r\n	<li>Costs (ie. flights, housing) and who will cover these\r\n	<ul>\r\n		<li>Clarify expectations early on</li>\r\n	</ul>\r\n	</li>\r\n	<li>Is there a plan of support for and handover to local staff/volunteers?</li>\r\n	<li>Language barriers → can the volunteers speak the same language as the participants?</li>\r\n	<li>Cultural sensitivity → protecting your community reputation\r\n	<ul>\r\n		<li>Volunteers who come from abroad should participate in cultural awareness training</li>\r\n	</ul>\r\n	</li>\r\n	<li>Sustainability → what is the long-term plan after the international volunteers leave?</li>\r\n	<li>If international volunteers are involved in your skate program design, be sure to include input of the local community throughout all aspects of the program</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps</h4>\r\n\r\n<p dir=\"ltr\">If you want to launch or assess your own volunteer or youth leadership program, take a few minutes to fill out <a href=\"https://drive.google.com/open?id=1lSPyuCruqhyXuBA8TsLWXxYuKihPKrgf\">this 1-page Questionnaire</a>, ideally together with others in your team. It will help you figure out the purpose, needs, benefits, risks and costs associated with involving volunteers in your program. &nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,9,126,'en',0,'<h4 dir=\"ltr\">Running a Youth Leadership Program</h4>\r\n\r\n<p dir=\"ltr\">“Youth leadership development” means giving young people the skills and experiences they need to become change agents in their communities. Definitions of “youth” differ between communities and organizations, however the United Nations (UN) defines youth as those aged 15-24.</p>\r\n\r\n<p dir=\"ltr\">Youth Leadership programs typically include activities such as travel, intercultural exchange, outdoor education, organizing events, sports, intergenerational knowledge exchange, work experience, public speaking, and life skills development. For skateboarding programs, a youth leadership program can provide motivated young people with the chance to take ownership. Often an important part of youth leadership is volunteering to run skate sessions and other program elements.</p>\r\n\r\n<p dir=\"ltr\"><strong>Benefits of Youth Leadership Programs</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Help when there is a lack of resources → youth volunteers can help run activities at low-cost</li>\r\n	<li>Developing role models for your program and the community</li>\r\n	<li>Builds a sense of ownership for your project among participants</li>\r\n	<li>Skill-building for youth to explore interests and prepare for the workforce</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> Be careful to distinguish between adult volunteers and students/participants (under 18) who are volunteering</em></p>\r\n\r\n<ul>\r\n	<li>Children under 18 are there to learn as a top priority, not to work.</li>\r\n	<li>Define their responsibilities.</li>\r\n	<li>Think about how you’ll support the personal development of younger volunteers</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Getting started</h4>\r\n\r\n<p dir=\"ltr\"><strong>Set goals!</strong><br />\r\nBefore you start to set up a Youth Leadership program, make sure you have a clear idea of how participants will contribute to your organization’s mission and goals. How will youth leaders improve your activities, and what benefits will they themselves gain from the experience? Note: If you’re more interested in having a basic volunteer model focusing on adult participants, many of the suggestions below will still be relevant.</p>\r\n\r\n<p dir=\"ltr\"><strong>How to choose and recruit potential youth leaders:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>First decide how many youth you have space for – it’s a good idea to start small with 4-5</li>\r\n	<li>Consider aiming for 50% female youth leaders (this will help build your girls’ participation overall)</li>\r\n	<li>Choose an age range for your program – for example, 14-18, or 16-25</li>\r\n	<li>Have they already attended your programs? This experience will be very useful!</li>\r\n	<li>Ensure there are opportunities for disabled youth to participate</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Time commitment:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Volunteers/youth leaders should commit to a minimum amount of time (ie. 6 months) – this reduces turnover rates of teachers, which can be disruptive for your participants</li>\r\n	<li>Volunteers/youth leaders ideally will commit to a set schedule to give your project stability</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Interview/application process:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Your management team should prepare a set of interview questions (<a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush%20Volunteer%20Selection%20and%20Interview.pdf\" target=\"_blank\">see example at end of this document</a>)</li>\r\n	<li>Interview/application should be accessible for youth with low/no literacy</li>\r\n	<li>Ensure participants under 18 have permission from their parents/guardians to be a volunteer/Youth Leader</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Training</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Plan basic trainings: Child protection, First Aid, Media skills, Skate teaching, etc.</li>\r\n	<li>Provide ongoing opportunities for development</li>\r\n</ul>\r\n\r\n<h4>Volunteers Overall: What to Think About</h4>\r\n\r\n<p dir=\"ltr\"><strong>Types of volunteers:</strong></p>\r\n\r\n<ul>\r\n	<li>Student volunteers (ie. youth leaders)</li>\r\n	<li>Adult volunteers</li>\r\n	<li>Local vs international\r\n	<ul>\r\n		<li>Each case has different considerations</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p><strong>Recruitment:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Set criteria:\r\n	<ul>\r\n		<li>Skills</li>\r\n		<li>Can they be a role model? Attitude, respectfulness, interest in teaching, motivation</li>\r\n	</ul>\r\n	</li>\r\n	<li>Set regular times to come and a volunteer placement limit when they can leave or renew (prevents burnout and awkward situations)\r\n	<ul>\r\n		<li>All volunteers should sign an agreement, even just a simple one</li>\r\n	</ul>\r\n	</li>\r\n	<li>Have a point person for all volunteers</li>\r\n	<li>Make clear what expectations you have, as well as what they can expect</li>\r\n	<li>Keeping volunteers motivated:\r\n	<ul>\r\n		<li>Mark success: certificates, social media “thank you” posts</li>\r\n		<li>Incentives: extra skate sessions, trips, skateboard gear, trainings (ie. video editing), future job opportunities, references</li>\r\n		<li>Provide small stipend or cover transport costs</li>\r\n		<li>Say THANK YOU!</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Child Protection Issues</h4>\r\n\r\n<p dir=\"ltr\">Here are a few basic suggestions to make your volunteer program safer for participants. Check out our <a href=\"http://www.goodpush.org/behind-the-scenes/child-protection\" target=\"_blank\">Child Protection toolkit </a>for many more tips on safe staffing and recruitment.</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Adults:\r\n	<ul>\r\n		<li>Set and follow screening policies: interviews, references, background check</li>\r\n	</ul>\r\n	</li>\r\n	<li>Volunteers under age of 18:\r\n	<ul>\r\n		<li>Supervision: Always have staff/coordinator present</li>\r\n		<li>1 staff and student can’t be alone together</li>\r\n		<li>Keep it professional (staff as role models not going partying together)</li>\r\n		<li>Media policy: rules about how/when volunteers can share posts from your project</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Cross-Cultural Considerations</h4>\r\n\r\n<p dir=\"ltr\">For various reasons, your project may plan to or already involve international volunteers who are not from the country where your project is based. Here are some things to consider:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Do they bring skills that aren’t available among local volunteers?</li>\r\n	<li>Costs (ie. flights, housing) and who will cover these\r\n	<ul>\r\n		<li>Clarify expectations early on</li>\r\n	</ul>\r\n	</li>\r\n	<li>Is there a plan of support for and handover to local staff/volunteers?</li>\r\n	<li>Language barriers → can the volunteers speak the same language as the participants?</li>\r\n	<li>Cultural sensitivity → protecting your community reputation\r\n	<ul>\r\n		<li>Volunteers who come from abroad should participate in cultural awareness training</li>\r\n	</ul>\r\n	</li>\r\n	<li>Sustainability → what is the long-term plan after the international volunteers leave?</li>\r\n	<li>If international volunteers are involved in your skate program design, be sure to include input of the local community throughout all aspects of the program</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps</h4>\r\n\r\n<p dir=\"ltr\">If you want to launch or assess your own volunteer or youth leadership program, take a few minutes to fill out <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Starting%20a%20Volunteer%20Program%20%281%29.pdf\" target=\"_blank\">this 1-page Questionnaire</a>, ideally together with others in your team. It will help you figure out the purpose, needs, benefits, risks and costs associated with involving volunteers in your program. &nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,9,175,'en',0,'<h4 dir=\"ltr\">Running a Youth Leadership Program</h4>\r\n\r\n<p dir=\"ltr\">“Youth leadership development” means giving young people the skills and experiences they need to become change agents in their communities. Definitions of “youth” differ between communities and organizations, however the United Nations (UN) defines youth as those aged 15-24.</p>\r\n\r\n<p dir=\"ltr\">Youth Leadership programs typically include activities such as travel, intercultural exchange, outdoor education, organizing events, sports, intergenerational knowledge exchange, work experience, public speaking, and life skills development. For skateboarding programs, a youth leadership program can provide motivated young people with the chance to take ownership. Often an important part of youth leadership is volunteering to run skate sessions and other program elements.</p>\r\n\r\n<p dir=\"ltr\"><strong>Benefits of Youth Leadership Programs</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Help when there is a lack of resources → youth volunteers can help run activities at low-cost</li>\r\n	<li>Developing role models for your program and the community</li>\r\n	<li>Builds a sense of ownership for your project among participants</li>\r\n	<li>Skill-building for youth to explore interests and prepare for the workforce</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> Be careful to distinguish between adult volunteers and students/participants (under 18) who are volunteering</em></p>\r\n\r\n<ul>\r\n	<li>Children under 18 are there to learn as a top priority, not to work.</li>\r\n	<li>Define their responsibilities.</li>\r\n	<li>Think about how you’ll support the personal development of younger volunteers</li>\r\n</ul>\r\n<img alt=\"Female youth leaders at Skateistan Kabul 2010\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"873dccb7-9534-44d9-ad04-7eccd18406a0\" data-image-style=\"medium_banner\" height=\"616\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/wahila%20fazilla.jpg?itok=DUAgsWig\" width=\"925\" />\r\n<h4 dir=\"ltr\"><br />\r\nGetting started</h4>\r\n\r\n<p dir=\"ltr\"><strong>Set goals!</strong><br />\r\nBefore you start to set up a Youth Leadership program, make sure you have a clear idea of how participants will contribute to your organization’s mission and goals. How will youth leaders improve your activities, and what benefits will they themselves gain from the experience? Note: If you’re more interested in having a basic volunteer model focusing on adult participants, many of the suggestions below will still be relevant.</p>\r\n\r\n<p dir=\"ltr\"><strong>How to choose and recruit potential youth leaders:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>First decide how many youth you have space for – it’s a good idea to start small with 4-5</li>\r\n	<li>Consider aiming for 50% female youth leaders (this will help build your girls’ participation overall)</li>\r\n	<li>Choose an age range for your program – for example, 14-18, or 16-25</li>\r\n	<li>Have they already attended your programs? This experience will be very useful!</li>\r\n	<li>Ensure there are opportunities for disabled youth to participate</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Time commitment:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Volunteers/youth leaders should commit to a minimum amount of time (ie. 6 months) – this reduces turnover rates of teachers, which can be disruptive for your participants</li>\r\n	<li>Volunteers/youth leaders ideally will commit to a set schedule to give your project stability</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Interview/application process:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Your management team should prepare a set of interview questions (<a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush%20Volunteer%20Selection%20and%20Interview.pdf\" target=\"_blank\">see example at end of this document</a>)</li>\r\n	<li>Interview/application should be accessible for youth with low/no literacy</li>\r\n	<li>Ensure participants under 18 have permission from their parents/guardians to be a volunteer/Youth Leader</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Training</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Plan basic trainings: Child protection, First Aid, Media skills, Skate teaching, etc.</li>\r\n	<li>Provide ongoing opportunities for development</li>\r\n</ul>\r\n<img alt=\"Teaching skateboarding Joburg Skateistan South Africa\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"ffbb12df-b81f-4987-85f3-e32027eb4b28\" data-image-style=\"medium_banner\" height=\"565\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/_HEADER%20PROGRAMS_114__SkateistanSA__NHusain_IMG_0324.jpg?itok=5R-kUrXV\" width=\"923\" />\r\n<h4><br />\r\nVolunteers Overall: What to Think About</h4>\r\n\r\n<p dir=\"ltr\"><strong>Types of volunteers:</strong></p>\r\n\r\n<ul>\r\n	<li>Student volunteers (ie. youth leaders)</li>\r\n	<li>Adult volunteers</li>\r\n	<li>Local vs international\r\n	<ul>\r\n		<li>Each case has different considerations</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p><strong>Recruitment:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Set criteria:\r\n	<ul>\r\n		<li>Skills</li>\r\n		<li>Can they be a role model? Attitude, respectfulness, interest in teaching, motivation</li>\r\n	</ul>\r\n	</li>\r\n	<li>Set regular times to come and a volunteer placement limit when they can leave or renew (prevents burnout and awkward situations)\r\n	<ul>\r\n		<li>All volunteers should sign an agreement, even just a simple one</li>\r\n	</ul>\r\n	</li>\r\n	<li>Have a point person for all volunteers</li>\r\n	<li>Make clear what expectations you have, as well as what they can expect</li>\r\n	<li>Keeping volunteers motivated:\r\n	<ul>\r\n		<li>Mark success: certificates, social media “thank you” posts</li>\r\n		<li>Incentives: extra skate sessions, trips, skateboard gear, trainings (ie. video editing), future job opportunities, references</li>\r\n		<li>Provide small stipend or cover transport costs</li>\r\n		<li>Say THANK YOU!</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Child Protection Issues</h4>\r\n\r\n<p dir=\"ltr\">Here are a few basic suggestions to make your volunteer program safer for participants. Check out our <a href=\"http://www.goodpush.org/behind-the-scenes/child-protection\" target=\"_blank\">Child Protection toolkit </a>for many more tips on safe staffing and recruitment.</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Adults:\r\n	<ul>\r\n		<li>Set and follow screening policies: interviews, references, background check</li>\r\n	</ul>\r\n	</li>\r\n	<li>Volunteers under age of 18:\r\n	<ul>\r\n		<li>Supervision: Always have staff/coordinator present</li>\r\n		<li>1 staff and student can’t be alone together</li>\r\n		<li>Keep it professional (staff as role models not going partying together)</li>\r\n		<li>Media policy: rules about how/when volunteers can share posts from your project</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n<img alt=\"Volunteers and Skateistan students in Mekroyan Kabul 2010\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"5389a1d7-74aa-4de3-a996-8ea7a0c98274\" data-image-style=\"medium_banner\" height=\"549\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%205.45.12%20PM.png?itok=7cwV9l16\" width=\"920\" />\r\n<h4 dir=\"ltr\"><br />\r\nCross-Cultural Considerations</h4>\r\n\r\n<p dir=\"ltr\">For various reasons, your project may plan to or already involve international volunteers who are not from the country where your project is based. Here are some things to consider:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Do they bring skills that aren’t available among local volunteers?</li>\r\n	<li>Costs (ie. flights, housing) and who will cover these\r\n	<ul>\r\n		<li>Clarify expectations early on</li>\r\n	</ul>\r\n	</li>\r\n	<li>Is there a plan of support for and handover to local staff/volunteers?</li>\r\n	<li>Language barriers → can the volunteers speak the same language as the participants?</li>\r\n	<li>Cultural sensitivity → protecting your community reputation\r\n	<ul>\r\n		<li>Volunteers who come from abroad should participate in cultural awareness training</li>\r\n	</ul>\r\n	</li>\r\n	<li>Sustainability → what is the long-term plan after the international volunteers leave?</li>\r\n	<li>If international volunteers are involved in your skate program design, be sure to include input of the local community throughout all aspects of the program</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps</h4>\r\n\r\n<p dir=\"ltr\">If you want to launch or assess your own volunteer or youth leadership program, take a few minutes to fill out <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Starting%20a%20Volunteer%20Program%20%281%29.pdf\" target=\"_blank\">this 1-page Questionnaire</a>, ideally together with others in your team. It will help you figure out the purpose, needs, benefits, risks and costs associated with involving volunteers in your program. &nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,9,211,'en',0,'<h4 dir=\"ltr\">Running a Youth Leadership Program</h4>\r\n\r\n<p dir=\"ltr\">“Youth leadership development” means giving young people the skills and experiences they need to become change agents in their communities. Definitions of “youth” differ between communities and organizations, however the United Nations (UN) defines youth as those aged 15-24.</p>\r\n\r\n<p dir=\"ltr\">Youth Leadership programs typically include activities such as travel, intercultural exchange, outdoor education, organizing events, sports, intergenerational knowledge exchange, work experience, public speaking, and life skills development. For skateboarding programs, a youth leadership program can provide motivated young people with the chance to take ownership. Often an important part of youth leadership is volunteering to run skate sessions and other program elements.</p>\r\n\r\n<p dir=\"ltr\"><strong>Benefits of Youth Leadership Programs</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Help when there is a lack of resources → youth volunteers can help run activities at low-cost</li>\r\n	<li>Developing role models for your program and the community</li>\r\n	<li>Builds a sense of ownership for your project among participants</li>\r\n	<li>Skill-building for youth to explore interests and prepare for the workforce</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> Be careful to distinguish between adult volunteers and students/participants (under 18) who are volunteering</em></p>\r\n\r\n<ul>\r\n	<li>Children under 18 are there to learn as a top priority, not to work.</li>\r\n	<li>Define their responsibilities.</li>\r\n	<li>Think about how you’ll support the personal development of younger volunteers</li>\r\n</ul>\r\n<img alt=\"Female youth leaders at Skateistan Kabul 2010\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"873dccb7-9534-44d9-ad04-7eccd18406a0\" data-image-style=\"medium_banner\" height=\"616\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/wahila%20fazilla.jpg?itok=DUAgsWig\" width=\"925\" />\r\n<h4 dir=\"ltr\"><br />\r\nGetting started</h4>\r\n\r\n<p dir=\"ltr\"><strong>Set goals!</strong><br />\r\nBefore you start to set up a Youth Leadership program, make sure you have a clear idea of how participants will contribute to your organization’s mission and goals. How will youth leaders improve your activities, and what benefits will they themselves gain from the experience? Note: If you’re more interested in having a basic volunteer model focusing on adult participants, many of the suggestions below will still be relevant.</p>\r\n\r\n<p dir=\"ltr\"><strong>How to choose and recruit potential youth leaders:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>First decide how many youth you have space for – it’s a good idea to start small with 4-5</li>\r\n	<li>Consider aiming for 50% female youth leaders (this will help build your girls’ participation overall)</li>\r\n	<li>Choose an age range for your program – for example, 14-18, or 16-25</li>\r\n	<li>Have they already attended your programs? This experience will be very useful!</li>\r\n	<li>Ensure there are opportunities for disabled youth to participate</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Time commitment:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Volunteers/youth leaders should commit to a minimum amount of time (ie. 6 months) – this reduces turnover rates of teachers, which can be disruptive for your participants</li>\r\n	<li>Volunteers/youth leaders ideally will commit to a set schedule to give your project stability</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Interview/application process:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Your management team should prepare a set of interview questions (<a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush%20Volunteer%20Selection%20and%20Interview.pdf\" target=\"_blank\">see example at end of this document</a>)</li>\r\n	<li>Interview/application should be accessible for youth with low/no literacy</li>\r\n	<li>Ensure participants under 18 have permission from their parents/guardians to be a volunteer/Youth Leader</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Training</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Plan basic trainings: Child protection, First Aid, Media skills, Skate teaching, etc.</li>\r\n	<li>Provide ongoing opportunities for development</li>\r\n</ul>\r\n<img alt=\"Teaching skateboarding Joburg Skateistan South Africa\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"ffbb12df-b81f-4987-85f3-e32027eb4b28\" data-image-style=\"medium_banner\" height=\"565\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/_HEADER%20PROGRAMS_114__SkateistanSA__NHusain_IMG_0324.jpg?itok=5R-kUrXV\" width=\"923\" />\r\n<h4><br />\r\nVolunteers Overall: What to Think About</h4>\r\n\r\n<p dir=\"ltr\"><strong>Types of volunteers:</strong></p>\r\n\r\n<ul>\r\n	<li>Student volunteers (ie. youth leaders)</li>\r\n	<li>Adult volunteers</li>\r\n	<li>Local vs international\r\n	<ul>\r\n		<li>Each case has different considerations</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p><strong>Recruitment:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Set criteria:\r\n	<ul>\r\n		<li>Skills</li>\r\n		<li>Can they be a role model? Attitude, respectfulness, interest in teaching, motivation</li>\r\n	</ul>\r\n	</li>\r\n	<li>Set regular times to come and a volunteer placement limit when they can leave or renew (prevents burnout and awkward situations)\r\n	<ul>\r\n		<li>All volunteers should sign an agreement, even just a simple one</li>\r\n	</ul>\r\n	</li>\r\n	<li>Have a point person for all volunteers</li>\r\n	<li>Make clear what expectations you have, as well as what they can expect</li>\r\n	<li>Keeping volunteers motivated:\r\n	<ul>\r\n		<li>Mark success: certificates, social media “thank you” posts</li>\r\n		<li>Incentives: extra skate sessions, trips, skateboard gear, trainings (ie. video editing), future job opportunities, references</li>\r\n		<li>Provide small stipend or cover transport costs</li>\r\n		<li>Say THANK YOU!</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Child Protection Issues</h4>\r\n\r\n<p dir=\"ltr\">Here are a few basic suggestions to make your volunteer program safer for participants. Check out our <a href=\"http://www.goodpush.org/behind-the-scenes/child-protection\" target=\"_blank\">Child Protection toolkit </a>for many more tips on safe staffing and recruitment.</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Adults:\r\n	<ul>\r\n		<li>Set and follow screening policies: interviews, references, background check</li>\r\n	</ul>\r\n	</li>\r\n	<li>Volunteers under age of 18:\r\n	<ul>\r\n		<li>Supervision: Always have staff/coordinator present</li>\r\n		<li>1 staff and student can’t be alone together</li>\r\n		<li>Keep it professional (staff as role models not going partying together)</li>\r\n		<li>Media policy: rules about how/when volunteers can share posts from your project</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n<img alt=\"Volunteers and Skateistan students in Mekroyan Kabul 2010\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"5389a1d7-74aa-4de3-a996-8ea7a0c98274\" data-image-style=\"medium_banner\" height=\"549\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%205.45.12%20PM.png?itok=7cwV9l16\" width=\"920\" />\r\n<h4 dir=\"ltr\"><br />\r\nCross-Cultural Considerations</h4>\r\n\r\n<p dir=\"ltr\">For various reasons, your project may plan to or already involve international volunteers who are not from the country where your project is based. Here are some things to consider:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Do they bring skills that aren’t available among local volunteers?</li>\r\n	<li>Costs (ie. flights, housing) and who will cover these\r\n	<ul>\r\n		<li>Clarify expectations early on</li>\r\n	</ul>\r\n	</li>\r\n	<li>Is there a plan of support for and handover to local staff/volunteers?</li>\r\n	<li>Language barriers → can the volunteers speak the same language as the participants?</li>\r\n	<li>Cultural sensitivity → protecting your community reputation\r\n	<ul>\r\n		<li>Volunteers who come from abroad should participate in cultural awareness training</li>\r\n	</ul>\r\n	</li>\r\n	<li>Sustainability → what is the long-term plan after the international volunteers leave?</li>\r\n	<li>If international volunteers are involved in your skate program design, be sure to include input of the local community throughout all aspects of the program</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps</h4>\r\n\r\n<p dir=\"ltr\">If you want to launch or assess your own volunteer or youth leadership program, take a few minutes to fill out <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Starting%20a%20Volunteer%20Program%20%281%29.pdf\" target=\"_blank\">this 1-page Questionnaire</a>, ideally together with others in your team. It will help you figure out the purpose, needs, benefits, risks and costs associated with involving volunteers in your program. &nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,9,212,'en',0,'<h4 dir=\"ltr\">Running a Youth Leadership Program</h4>\r\n\r\n<p dir=\"ltr\">“Youth leadership development” means giving young people the skills and experiences they need to become change agents in their communities. Definitions of “youth” differ between communities and organizations, however the United Nations (UN) defines youth as those aged 15-24.</p>\r\n\r\n<p dir=\"ltr\">Youth Leadership programs typically include activities such as travel, intercultural exchange, outdoor education, organizing events, sports, intergenerational knowledge exchange, work experience, public speaking, and life skills development. For skateboarding programs, a youth leadership program can provide motivated young people with the chance to take ownership. Often an important part of youth leadership is volunteering to run skate sessions and other program elements.</p>\r\n\r\n<p dir=\"ltr\"><strong>Benefits of Youth Leadership Programs</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Help when there is a lack of resources → youth volunteers can help run activities at low-cost</li>\r\n	<li>Developing role models for your program and the community</li>\r\n	<li>Builds a sense of ownership for your project among participants</li>\r\n	<li>Skill-building for youth to explore interests and prepare for the workforce</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> Be careful to distinguish between adult volunteers and students/participants (under 18) who are volunteering</em></p>\r\n\r\n<ul>\r\n	<li>Children under 18 are there to learn as a top priority, not to work.</li>\r\n	<li>Define their responsibilities.</li>\r\n	<li>Think about how you’ll support the personal development of younger volunteers</li>\r\n</ul>\r\n<img alt=\"Female youth leaders at Skateistan Kabul 2010\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"873dccb7-9534-44d9-ad04-7eccd18406a0\" data-image-style=\"medium_banner\" height=\"616\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/wahila%20fazilla.jpg?itok=DUAgsWig\" width=\"925\" />\r\n<h4 dir=\"ltr\"><br />\r\nGetting started</h4>\r\n\r\n<p dir=\"ltr\"><strong>Set goals!</strong><br />\r\nBefore you start to set up a Youth Leadership program, make sure you have a clear idea of how participants will contribute to your organization’s mission and goals. How will youth leaders improve your activities, and what benefits will they themselves gain from the experience? Note: If you’re more interested in having a basic volunteer model focusing on adult participants, many of the suggestions below will still be relevant.</p>\r\n\r\n<p dir=\"ltr\"><strong>How to choose and recruit potential youth leaders:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>First decide how many youth you have space for – it’s a good idea to start small with 4-5</li>\r\n	<li>Consider aiming for 50% female youth leaders (this will help build your girls’ participation overall)</li>\r\n	<li>Choose an age range for your program – for example, 14-18, or 16-25</li>\r\n	<li>Have they already attended your programs? This experience will be very useful!</li>\r\n	<li>Ensure there are opportunities for disabled youth to participate</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Time commitment:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Volunteers/youth leaders should commit to a minimum amount of time (ie. 6 months) – this reduces turnover rates of teachers, which can be disruptive for your participants</li>\r\n	<li>Volunteers/youth leaders ideally will commit to a set schedule to give your project stability</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Interview/application process:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Your management team should prepare a set of interview questions (<a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush%20Volunteer%20Selection%20and%20Interview.pdf\" target=\"_blank\">see example at end of this document</a>)</li>\r\n	<li>Interview/application should be accessible for youth with low/no literacy</li>\r\n	<li>Ensure participants under 18 have permission from their parents/guardians to be a volunteer/Youth Leader</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Training</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Plan basic trainings: Child protection, First Aid, Media skills, Skate teaching, etc.</li>\r\n	<li>Provide ongoing opportunities for development</li>\r\n</ul>\r\n<img alt=\"Teaching skateboarding Joburg Skateistan South Africa\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"ffbb12df-b81f-4987-85f3-e32027eb4b28\" data-image-style=\"medium_banner\" height=\"565\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/_HEADER%20PROGRAMS_114__SkateistanSA__NHusain_IMG_0324.jpg?itok=5R-kUrXV\" width=\"923\" />\r\n<h4><br />\r\nVolunteers Overall: What to Think About</h4>\r\n\r\n<p dir=\"ltr\"><strong>Types of volunteers:</strong></p>\r\n\r\n<ul>\r\n	<li>Student volunteers (ie. youth leaders)</li>\r\n	<li>Adult volunteers</li>\r\n	<li>Local vs international\r\n	<ul>\r\n		<li>Each case has different considerations</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p><strong>Recruitment:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Set criteria:\r\n	<ul>\r\n		<li>Skills</li>\r\n		<li>Can they be a role model? Attitude, respectfulness, interest in teaching, motivation</li>\r\n	</ul>\r\n	</li>\r\n	<li>Set regular times to come and a volunteer placement limit when they can leave or renew (prevents burnout and awkward situations)\r\n	<ul>\r\n		<li>All volunteers should sign an agreement, even just a simple one</li>\r\n	</ul>\r\n	</li>\r\n	<li>Have a point person for all volunteers</li>\r\n	<li>Make clear what expectations you have, as well as what they can expect</li>\r\n	<li>Keeping volunteers motivated:\r\n	<ul>\r\n		<li>Mark success: certificates, social media “thank you” posts</li>\r\n		<li>Incentives: extra skate sessions, trips, skateboard gear, trainings (ie. video editing), future job opportunities, references</li>\r\n		<li>Provide small stipend or cover transport costs</li>\r\n		<li>Say THANK YOU!</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Child Protection Issues</h4>\r\n\r\n<p dir=\"ltr\">Here are a few basic suggestions to make your volunteer program safer for participants. Check out our <a href=\"http://www.goodpush.org/behind-the-scenes/child-protection\" target=\"_blank\">Child Protection toolkit </a>for many more tips on safe staffing and recruitment.</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Adults:\r\n	<ul>\r\n		<li>Set and follow screening policies: interviews, references, background check</li>\r\n	</ul>\r\n	</li>\r\n	<li>Volunteers under age of 18:\r\n	<ul>\r\n		<li>Supervision: Always have staff/coordinator present</li>\r\n		<li>1 staff and student can’t be alone together</li>\r\n		<li>Keep it professional (staff as role models not going partying together)</li>\r\n		<li>Media policy: rules about how/when volunteers can share posts from your project</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n<img alt=\"Volunteers and Skateistan students in Mekroyan Kabul 2010\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"5389a1d7-74aa-4de3-a996-8ea7a0c98274\" data-image-style=\"medium_banner\" height=\"549\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%205.45.12%20PM.png?itok=7cwV9l16\" width=\"920\" />\r\n<h4 dir=\"ltr\"><br />\r\nCross-Cultural Considerations</h4>\r\n\r\n<p dir=\"ltr\">For various reasons, your project may plan to or already involve international volunteers who are not from the country where your project is based. Here are some things to consider:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Do they bring skills that aren’t available among local volunteers?</li>\r\n	<li>Costs (ie. flights, housing) and who will cover these\r\n	<ul>\r\n		<li>Clarify expectations early on</li>\r\n	</ul>\r\n	</li>\r\n	<li>Is there a plan of support for and handover to local staff/volunteers?</li>\r\n	<li>Language barriers → can the volunteers speak the same language as the participants?</li>\r\n	<li>Cultural sensitivity → protecting your community reputation\r\n	<ul>\r\n		<li>Volunteers who come from abroad should participate in cultural awareness training</li>\r\n	</ul>\r\n	</li>\r\n	<li>Sustainability → what is the long-term plan after the international volunteers leave?</li>\r\n	<li>If international volunteers are involved in your skate program design, be sure to include input of the local community throughout all aspects of the program</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps</h4>\r\n\r\n<p dir=\"ltr\">If you want to launch or assess your own volunteer or youth leadership program, take a few minutes to fill out <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Starting%20a%20Volunteer%20Program%20%281%29.pdf\" target=\"_blank\">this 1-page Questionnaire</a>, ideally together with others in your team. It will help you figure out the purpose, needs, benefits, risks and costs associated with involving volunteers in your program. &nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,10,65,'en',0,'<h4>Why do Community Engagement?</h4>\r\n\r\n<p>Having regular interaction with the community you’re working in is essential for building up your project’s reach, quality and reputation. Community engagement includes outreach, events, meetings, and partnerships. It offers the chance to assess community needs, let people know about the programs you offer, and build local support for your skateboarding-based activities.&nbsp;</p>\r\n\r\n<p><strong>Quality:</strong> Include the community in defining goals and regularly check that your project activities are making the change you hope for.</p>\r\n\r\n<p><strong>Reach:</strong> Find out if the people you want to reach are interested and able to join your activities.</p>\r\n\r\n<p><strong>Reputation:</strong> Build up a positive image of skateboarding and gain trust in the community. This is especially important in communities where skateboarding is a new activity.</p>\r\n\r\n<h4>Who’s your Community?</h4>\r\n\r\n<p>High-quality programs for youth require people from various parts of the community and from diverse organizations to work together.&nbsp;</p>\r\n\r\n<p>But your community is never just the skaters that you are working with – as your activities grow over time, the support and input of many others will be needed to set up activities that are valued and impactful. &nbsp;</p>\r\n\r\n<p>Examples of community members can include:</p>\r\n\r\n<ul>\r\n	<li>Participants (ie. youth/skaters)</li>\r\n	<li>Families of participants</li>\r\n	<li>Community leaders (ie. religious leaders)</li>\r\n	<li>Local skateboarders, skate shops</li>\r\n	<li>Nonprofits and schools working with the same communities (current/potential partners)</li>\r\n	<li>Officials and ministries</li>\r\n	<li>Security services (ie. police)</li>\r\n	<li>Local businesses</li>\r\n</ul>\r\n\r\n<h4>Methods</h4>\r\n\r\n<p>Here’s a list of some community engagement approaches you can use:</p>\r\n\r\n<ul>\r\n	<li>Outreach at skate spots, skate shops, youth centres</li>\r\n	<li>Canvassing (walking around a community with flyers)</li>\r\n	<li>Home visits and letters to connect with families</li>\r\n	<li>Phone calls and meetings with families or partners</li>\r\n	<li>Tours/visits of your program for families, community leaders, officials</li>\r\n	<li>Can also do video tours or live streams</li>\r\n	<li>Events: skate demos/contests, art shows by participants, info booth or speech at external events&nbsp;</li>\r\n	<li>Local press coverage</li>\r\n	<li>Social media</li>\r\n</ul>\r\n\r\n<p>Some of these might seem old school, but face-to-face contact builds trust and relationships more effectively than other types of contact. Use the tools that feel natural for your community.</p>\r\n\r\n<h4>Needs Assessments</h4>\r\n\r\n<p>Imagine you’re planning to start a new skate project. How do you decide where to do it? What time to run activities? How to set it up in a way to reach the participants you have in mind?&nbsp;</p>\r\n\r\n<p>This is where needs assessments come in handy. If you take a bit of extra time to ask questions and plan in advance, you can avoid a lot of headaches and extra work later on.</p>\r\n\r\n<p><strong>Why do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>To decide which communities to work with (ie. which ages, which neighbourhoods)</li>\r\n	<li>To find locations to work in (ie. land for own skatepark, schools, public parks, community centres, other nonprofits)</li>\r\n	<li>To find key stakeholders that will help you do your work (ie. local skaters, officials, schools)</li>\r\n	<li>To learn about potential risks and security issues (ie. areas where girls feel unsafe)</li>\r\n	<li>To learn about helpful strengths of the community (ie. organizing events, word-of-mouth)</li>\r\n	<li>To ensure you aren’t doubling up on the efforts of other nonprofits in the area</li>\r\n	<li>To meet donor requirements&nbsp;</li>\r\n	<li>To shape the programs you offer\r\n	<ul>\r\n		<li>Does it need to be walking distance or have transport provided?</li>\r\n		<li>What other recreational opportunities are available?</li>\r\n		<li>Are kids interested in skateboarding?</li>\r\n		<li>Are there any potential cultural or logistical barriers to take into account?</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p><strong>When to do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>Before starting a new project location or activity</li>\r\n	<li>Anytime mid-project to find out how well your program’s working</li>\r\n</ul>\r\n\r\n<h4>Getting Support for a Skateboarding Program</h4>\r\n\r\n<p>Even before you start your program, it’s important to clearly communicate what your project aims and activities will be – for example “We want to give children a positive outlet through skateboarding and theatre classes”. Also share your message regularly once programs get rolling. Below are a few tips for communicating to students, families, and community leaders on your organization’s programs goals.&nbsp;</p>\r\n\r\n<p>1. Highlight the positive effects of your program and skateboarding to parents and community leaders:</p>\r\n\r\n<ul>\r\n	<li>Ie. Better behavior of youth; confidence; physical exercise; friendship (mental health).&nbsp;</li>\r\n</ul>\r\n\r\n<p>2. Use regular community events to showcase your activities and what your participants have learned.&nbsp;</p>\r\n\r\n<ul>\r\n	<li>Ie. Skate demos, art shows, video screenings, theatre performances</li>\r\n</ul>\r\n\r\n<p>3. Link skateboarding to activities that the community already values, such as youth-led neighbourhood clean-ups and learn-to-skate days, art projects, joining existing cultural events, or providing educational programs. Incorporate local cultural influences into everything from t-shirts to skatepark design!&nbsp;</p>\r\n\r\n<p>4. Calculate the cost to your organization for each child to attend and frame it as a scholarship.</p>\r\n\r\n<ul>\r\n	<li>Ie. “Congratulations! Your child is selected to receive a one-year scholarship to ____ program, with a value of $200.”</li>\r\n</ul>\r\n\r\n<h4>Partnerships</h4>\r\n\r\n<p>One very effective way of engaging with the community is to set up partnerships. This means working together with another organization toward a shared goal. A partnership with another nonprofit or a school, for example, could involve sharing the responsibilities and costs of a program (ie. transport, food, venue, volunteers, event-planning, equipment, infrastructure maintenance). A partnership with government, donors, or businesses involves them supporting your mission by giving money in the form of a grant, or donating goods or services required to run your programs, such as skateboards, shoes or helmets. Your project can offer visibility, recognition and shareable content to partners, sponsors and donors.</p>\r\n\r\n<p>A strong and strategic partnership can help to fix gaps in quality, strengthen community relationships, and reach the people in need of your services. They can also provide exciting opportunities. On the other hand, the wrong partnership can create risk and have negative consequences to your work. To lower the risks, take time to explore and evaluate potential partners before deciding to work with a new partner.&nbsp;</p>\r\n','','basic_html'),('goodpush_basic_page',0,10,66,'en',0,'<h4>Why do Community Engagement?</h4>\r\n\r\n<p>Having regular interaction with the community you’re working in is essential for building up your project’s reach, quality and reputation. Community engagement includes outreach, events, meetings, and partnerships. It offers the chance to assess community needs, let people know about the programs you offer, and build local support for your skateboarding-based activities.&nbsp;</p>\r\n\r\n<p><strong>Quality:</strong> Include the community in defining goals and regularly check that your project activities are making the change you hope for.</p>\r\n\r\n<p><strong>Reach:</strong> Find out if the people you want to reach are interested and able to join your activities.</p>\r\n\r\n<p><strong>Reputation:</strong> Build up a positive image of skateboarding and gain trust in the community. This is especially important in communities where skateboarding is a new activity.</p>\r\n\r\n<h4>Who’s your Community?</h4>\r\n\r\n<p>High-quality programs for youth require people from various parts of the community and from diverse organizations to work together.&nbsp;</p>\r\n\r\n<p>But your community is never just the skaters that you are working with – as your activities grow over time, the support and input of many others will be needed to set up activities that are valued and impactful. &nbsp;</p>\r\n\r\n<p>Examples of community members can include:</p>\r\n\r\n<ul>\r\n	<li>Participants (ie. youth/skaters)</li>\r\n	<li>Families of participants</li>\r\n	<li>Community leaders (ie. religious leaders)</li>\r\n	<li>Local skateboarders, skate shops</li>\r\n	<li>Nonprofits and schools working with the same communities (current/potential partners)</li>\r\n	<li>Officials and ministries</li>\r\n	<li>Security services (ie. police)</li>\r\n	<li>Local businesses</li>\r\n</ul>\r\n\r\n<h4>Methods</h4>\r\n\r\n<p>Here’s a list of some community engagement approaches you can use:</p>\r\n\r\n<ul>\r\n	<li>Outreach at skate spots, skate shops, youth centres</li>\r\n	<li>Canvassing (walking around a community with flyers)</li>\r\n	<li>Home visits and letters to connect with families</li>\r\n	<li>Phone calls and meetings with families or partners</li>\r\n	<li>Tours/visits of your program for families, community leaders, officials</li>\r\n	<li>Can also do video tours or live streams</li>\r\n	<li>Events: skate demos/contests, art shows by participants, info booth or speech at external events&nbsp;</li>\r\n	<li>Local press coverage</li>\r\n	<li>Social media</li>\r\n</ul>\r\n\r\n<p>Some of these might seem old school, but face-to-face contact builds trust and relationships more effectively than other types of contact. Use the tools that feel natural for your community.</p>\r\n\r\n<h4>Needs Assessments</h4>\r\n\r\n<p>Imagine you’re planning to start a new skate project. How do you decide where to do it? What time to run activities? How to set it up in a way to reach the participants you have in mind?&nbsp;</p>\r\n\r\n<p>This is where needs assessments come in handy. If you take a bit of extra time to ask questions and plan in advance, you can avoid a lot of headaches and extra work later on.</p>\r\n\r\n<p><strong>Why do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>To decide which communities to work with (ie. which ages, which neighbourhoods)</li>\r\n	<li>To find locations to work in (ie. land for own skatepark, schools, public parks, community centres, other nonprofits)</li>\r\n	<li>To find key stakeholders that will help you do your work (ie. local skaters, officials, schools)</li>\r\n	<li>To learn about potential risks and security issues (ie. areas where girls feel unsafe)</li>\r\n	<li>To learn about helpful strengths of the community (ie. organizing events, word-of-mouth)</li>\r\n	<li>To ensure you aren’t doubling up on the efforts of other nonprofits in the area</li>\r\n	<li>To meet donor requirements&nbsp;</li>\r\n	<li>To shape the programs you offer\r\n	<ul>\r\n		<li>Does it need to be walking distance or have transport provided?</li>\r\n		<li>What other recreational opportunities are available?</li>\r\n		<li>Are kids interested in skateboarding?</li>\r\n		<li>Are there any potential cultural or logistical barriers to take into account?</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p><strong>When to do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>Before starting a new project location or activity</li>\r\n	<li>Anytime mid-project to find out how well your program’s working</li>\r\n</ul>\r\n\r\n<h4>Getting Support for a Skateboarding Program</h4>\r\n\r\n<p>Even before you start your program, it’s important to clearly communicate what your project aims and activities will be – for example “We want to give children a positive outlet through skateboarding and theatre classes”. Also share your message regularly once programs get rolling. Below are a few tips for communicating to students, families, and community leaders on your organization’s programs goals.&nbsp;</p>\r\n\r\n<p>1. Highlight the positive effects of your program and skateboarding to parents and community leaders:</p>\r\n\r\n<ul>\r\n	<li>Ie. Better behavior of youth; confidence; physical exercise; friendship (mental health).&nbsp;</li>\r\n</ul>\r\n\r\n<p>2. Use regular community events to showcase your activities and what your participants have learned.&nbsp;</p>\r\n\r\n<ul>\r\n	<li>Ie. Skate demos, art shows, video screenings, theatre performances</li>\r\n</ul>\r\n\r\n<p>3. Link skateboarding to activities that the community already values, such as youth-led neighbourhood clean-ups and learn-to-skate days, art projects, joining existing cultural events, or providing educational programs. Incorporate local cultural influences into everything from t-shirts to skatepark design!&nbsp;</p>\r\n\r\n<p>4. Calculate the cost to your organization for each child to attend and frame it as a scholarship.</p>\r\n\r\n<ul>\r\n	<li>Ie. “Congratulations! Your child is selected to receive a one-year scholarship to ____ program, with a value of $200.”</li>\r\n</ul>\r\n\r\n<h4>Partnerships</h4>\r\n\r\n<p>One very effective way of engaging with the community is to set up partnerships. This means working together with another organization toward a shared goal. A partnership with another nonprofit or a school, for example, could involve sharing the responsibilities and costs of a program (ie. transport, food, venue, volunteers, event-planning, equipment, infrastructure maintenance). A partnership with government, donors, or businesses involves them supporting your mission by giving money in the form of a grant, or donating goods or services required to run your programs, such as skateboards, shoes or helmets. Your project can offer visibility, recognition and shareable content to partners, sponsors and donors.</p>\r\n\r\n<p>A strong and strategic partnership can help to fix gaps in quality, strengthen community relationships, and reach the people in need of your services. They can also provide exciting opportunities. On the other hand, the wrong partnership can create risk and have negative consequences to your work. To lower the risks, take time to explore and evaluate potential partners before deciding to work with a new partner.&nbsp;</p>\r\n','','basic_html'),('goodpush_basic_page',0,10,67,'en',0,'<h4>Why do Community Engagement?</h4>\r\n\r\n<p>Having regular interaction with the community you’re working in is essential for building up your project’s reach, quality and reputation. Community engagement includes outreach, events, meetings, and partnerships. It offers the chance to assess community needs, let people know about the programs you offer, and build local support for your skateboarding-based activities.&nbsp;</p>\r\n\r\n<p><strong>Quality:</strong> Include the community in defining goals and regularly check that your project activities are making the change you hope for.</p>\r\n\r\n<p><strong>Reach:</strong> Find out if the people you want to reach are interested and able to join your activities.</p>\r\n\r\n<p><strong>Reputation:</strong> Build up a positive image of skateboarding and gain trust in the community. This is especially important in communities where skateboarding is a new activity.</p>\r\n\r\n<h4>Who’s your Community?</h4>\r\n\r\n<p>High-quality programs for youth require people from various parts of the community and from diverse organizations to work together.&nbsp;</p>\r\n\r\n<p>But your community is never just the skaters that you are working with – as your activities grow over time, the support and input of many others will be needed to set up activities that are valued and impactful. &nbsp;</p>\r\n\r\n<p>Examples of community members can include:</p>\r\n\r\n<ul>\r\n	<li>Participants (ie. youth/skaters)</li>\r\n	<li>Families of participants</li>\r\n	<li>Community leaders (ie. religious leaders)</li>\r\n	<li>Local skateboarders, skate shops</li>\r\n	<li>Nonprofits and schools working with the same communities (current/potential partners)</li>\r\n	<li>Officials and ministries</li>\r\n	<li>Security services (ie. police)</li>\r\n	<li>Local businesses</li>\r\n</ul>\r\n\r\n<h4>Methods</h4>\r\n\r\n<p>Here’s a list of some community engagement approaches you can use:</p>\r\n\r\n<ul>\r\n	<li>Outreach at skate spots, skate shops, youth centres</li>\r\n	<li>Canvassing (walking around a community with flyers)</li>\r\n	<li>Home visits and letters to connect with families</li>\r\n	<li>Phone calls and meetings with families or partners</li>\r\n	<li>Tours/visits of your program for families, community leaders, officials</li>\r\n	<li>Can also do video tours or live streams</li>\r\n	<li>Events: skate demos/contests, art shows by participants, info booth or speech at external events&nbsp;</li>\r\n	<li>Local press coverage</li>\r\n	<li>Social media</li>\r\n</ul>\r\n\r\n<p>Some of these might seem old school, but face-to-face contact builds trust and relationships more effectively than other types of contact. Use the tools that feel natural for your community.</p>\r\n\r\n<h4>Needs Assessments</h4>\r\n\r\n<p>Imagine you’re planning to start a new skate project. How do you decide where to do it? What time to run activities? How to set it up in a way to reach the participants you have in mind?&nbsp;</p>\r\n\r\n<p>This is where needs assessments come in handy. If you take a bit of extra time to ask questions and plan in advance, you can avoid a lot of headaches and extra work later on.</p>\r\n\r\n<p><strong>Why do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>To decide which communities to work with (ie. which ages, which neighbourhoods)</li>\r\n	<li>To find locations to work in (ie. land for own skatepark, schools, public parks, community centres, other nonprofits)</li>\r\n	<li>To find key stakeholders that will help you do your work (ie. local skaters, officials, schools)</li>\r\n	<li>To learn about potential risks and security issues (ie. areas where girls feel unsafe)</li>\r\n	<li>To learn about helpful strengths of the community (ie. organizing events, word-of-mouth)</li>\r\n	<li>To ensure you aren’t doubling up on the efforts of other nonprofits in the area</li>\r\n	<li>To meet donor requirements&nbsp;</li>\r\n	<li>To shape the programs you offer\r\n	<ul>\r\n		<li>Does it need to be walking distance or have transport provided?</li>\r\n		<li>What other recreational opportunities are available?</li>\r\n		<li>Are kids interested in skateboarding?</li>\r\n		<li>Are there any potential cultural or logistical barriers to take into account?</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p><strong>When to do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>Before starting a new project location or activity</li>\r\n	<li>Anytime mid-project to find out how well your program’s working</li>\r\n</ul>\r\n\r\n<h4>Getting Support for a Skateboarding Program</h4>\r\n\r\n<p>Even before you start your program, it’s important to clearly communicate what your project aims and activities will be – for example “We want to give children a positive outlet through skateboarding and theatre classes”. Also share your message regularly once programs get rolling. Below are a few tips for communicating to students, families, and community leaders on your organization’s programs goals.&nbsp;</p>\r\n\r\n<p>1. Highlight the positive effects of your program and skateboarding to parents and community leaders:</p>\r\n\r\n<ul>\r\n	<li>Ie. Better behavior of youth; confidence; physical exercise; friendship (mental health).&nbsp;</li>\r\n</ul>\r\n\r\n<p>2. Use regular community events to showcase your activities and what your participants have learned.&nbsp;</p>\r\n\r\n<ul>\r\n	<li>Ie. Skate demos, art shows, video screenings, theatre performances</li>\r\n</ul>\r\n\r\n<p>3. Link skateboarding to activities that the community already values, such as youth-led neighbourhood clean-ups and learn-to-skate days, art projects, joining existing cultural events, or providing educational programs. Incorporate local cultural influences into everything from t-shirts to skatepark design!&nbsp;</p>\r\n\r\n<p>4. Calculate the cost to your organization for each child to attend and frame it as a scholarship.</p>\r\n\r\n<ul>\r\n	<li>Ie. “Congratulations! Your child is selected to receive a one-year scholarship to ____ program, with a value of $200.”</li>\r\n</ul>\r\n\r\n<h4>Partnerships</h4>\r\n\r\n<p>One very effective way of engaging with the community is to set up partnerships. This means working together with another organization toward a shared goal. A partnership with another nonprofit or a school, for example, could involve sharing the responsibilities and costs of a program (ie. transport, food, venue, volunteers, event-planning, equipment, infrastructure maintenance). A partnership with government, donors, or businesses involves them supporting your mission by giving money in the form of a grant, or donating goods or services required to run your programs, such as skateboards, shoes or helmets. Your project can offer visibility, recognition and shareable content to partners, sponsors and donors.</p>\r\n\r\n<p>A strong and strategic partnership can help to fix gaps in quality, strengthen community relationships, and reach the people in need of your services. They can also provide exciting opportunities. On the other hand, the wrong partnership can create risk and have negative consequences to your work. To lower the risks, take time to explore and evaluate potential partners before deciding to work with a new partner.&nbsp;</p>\r\n','','basic_html'),('goodpush_basic_page',0,10,68,'en',0,'<h4>Why do Community Engagement?</h4>\r\n\r\n<p>Having regular interaction with the community you’re working in is essential for building up your project’s reach, quality and reputation. Community engagement includes outreach, events, meetings, and partnerships. It offers the chance to assess community needs, let people know about the programs you offer, and build local support for your skateboarding-based activities.&nbsp;</p>\r\n\r\n<p><strong>Quality:</strong> Include the community in defining goals and regularly check that your project activities are making the change you hope for.</p>\r\n\r\n<p><strong>Reach:</strong> Find out if the people you want to reach are interested and able to join your activities.</p>\r\n\r\n<p><strong>Reputation:</strong> Build up a positive image of skateboarding and gain trust in the community. This is especially important in communities where skateboarding is a new activity.</p>\r\n\r\n<h4>Who’s your Community?</h4>\r\n\r\n<p>High-quality programs for youth require people from various parts of the community and from diverse organizations to work together.&nbsp;</p>\r\n\r\n<p>But your community is never just the skaters that you are working with – as your activities grow over time, the support and input of many others will be needed to set up activities that are valued and impactful. &nbsp;</p>\r\n\r\n<p>Examples of community members can include:</p>\r\n\r\n<ul>\r\n	<li>Participants (ie. youth/skaters)</li>\r\n	<li>Families of participants</li>\r\n	<li>Community leaders (ie. religious leaders)</li>\r\n	<li>Local skateboarders, skate shops</li>\r\n	<li>Nonprofits and schools working with the same communities (current/potential partners)</li>\r\n	<li>Officials and ministries</li>\r\n	<li>Security services (ie. police)</li>\r\n	<li>Local businesses</li>\r\n</ul>\r\n\r\n<h4>Methods</h4>\r\n\r\n<p>Here’s a list of some community engagement approaches you can use:</p>\r\n\r\n<ul>\r\n	<li>Outreach at skate spots, skate shops, youth centres</li>\r\n	<li>Canvassing (walking around a community with flyers)</li>\r\n	<li>Home visits and letters to connect with families</li>\r\n	<li>Phone calls and meetings with families or partners</li>\r\n	<li>Tours/visits of your program for families, community leaders, officials</li>\r\n	<li>Can also do video tours or live streams</li>\r\n	<li>Events: skate demos/contests, art shows by participants, info booth or speech at external events&nbsp;</li>\r\n	<li>Local press coverage</li>\r\n	<li>Social media</li>\r\n</ul>\r\n\r\n<p>Some of these might seem old school, but face-to-face contact builds trust and relationships more effectively than other types of contact. Use the tools that feel natural for your community.</p>\r\n\r\n<h4>Needs Assessments</h4>\r\n\r\n<p>Imagine you’re planning to start a new skate project. How do you decide where to do it? What time to run activities? How to set it up in a way to reach the participants you have in mind?&nbsp;</p>\r\n\r\n<p>This is where needs assessments come in handy. If you take a bit of extra time to ask questions and plan in advance, you can avoid a lot of headaches and extra work later on.</p>\r\n\r\n<p><strong>Why do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>To decide which communities to work with (ie. which ages, which neighbourhoods)</li>\r\n	<li>To find locations to work in (ie. land for own skatepark, schools, public parks, community centres, other nonprofits)</li>\r\n	<li>To find key stakeholders that will help you do your work (ie. local skaters, officials, schools)</li>\r\n	<li>To learn about potential risks and security issues (ie. areas where girls feel unsafe)</li>\r\n	<li>To learn about helpful strengths of the community (ie. organizing events, word-of-mouth)</li>\r\n	<li>To ensure you aren’t doubling up on the efforts of other nonprofits in the area</li>\r\n	<li>To meet donor requirements&nbsp;</li>\r\n	<li>To shape the programs you offer\r\n	<ul>\r\n		<li>Does it need to be walking distance or have transport provided?</li>\r\n		<li>What other recreational opportunities are available?</li>\r\n		<li>Are kids interested in skateboarding?</li>\r\n		<li>Are there any potential cultural or logistical barriers to take into account?</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p><strong>When to do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>Before starting a new project location or activity</li>\r\n	<li>Anytime mid-project to find out how well your program’s working</li>\r\n</ul>\r\n\r\n<h4>Getting Support for a Skateboarding Program</h4>\r\n\r\n<p>Even before you start your program, it’s important to clearly communicate what your project aims and activities will be – for example “We want to give children a positive outlet through skateboarding and theatre classes”. Also share your message regularly once programs get rolling. Below are a few tips for communicating to students, families, and community leaders on your organization’s programs goals.&nbsp;</p>\r\n\r\n<p>1. Highlight the positive effects of your program and skateboarding to parents and community leaders:</p>\r\n\r\n<ul>\r\n	<li>Ie. Better behavior of youth; confidence; physical exercise; friendship (mental health).&nbsp;</li>\r\n</ul>\r\n\r\n<p>2. Use regular community events to showcase your activities and what your participants have learned.&nbsp;</p>\r\n\r\n<ul>\r\n	<li>Ie. Skate demos, art shows, video screenings, theatre performances</li>\r\n</ul>\r\n\r\n<p>3. Link skateboarding to activities that the community already values, such as youth-led neighbourhood clean-ups and learn-to-skate days, art projects, joining existing cultural events, or providing educational programs. Incorporate local cultural influences into everything from t-shirts to skatepark design!&nbsp;</p>\r\n\r\n<p>4. Calculate the cost to your organization for each child to attend and frame it as a scholarship.</p>\r\n\r\n<ul>\r\n	<li>Ie. “Congratulations! Your child is selected to receive a one-year scholarship to ____ program, with a value of $200.”</li>\r\n</ul>\r\n\r\n<h4>Partnerships</h4>\r\n\r\n<p>One very effective way of engaging with the community is to set up partnerships. This means working together with another organization toward a shared goal. A partnership with another nonprofit or a school, for example, could involve sharing the responsibilities and costs of a program (ie. transport, food, venue, volunteers, event-planning, equipment, infrastructure maintenance). A partnership with government, donors, or businesses involves them supporting your mission by giving money in the form of a grant, or donating goods or services required to run your programs, such as skateboards, shoes or helmets. Your project can offer visibility, recognition and shareable content to partners, sponsors and donors.</p>\r\n\r\n<p>A strong and strategic partnership can help to fix gaps in quality, strengthen community relationships, and reach the people in need of your services. They can also provide exciting opportunities. On the other hand, the wrong partnership can create risk and have negative consequences to your work. To lower the risks, take time to explore and evaluate potential partners before deciding to work with a new partner.&nbsp;</p>\r\n','','basic_html'),('goodpush_basic_page',0,10,69,'en',0,'<h4>Why do Community Engagement?</h4>\r\n\r\n<p>Having regular interaction with the community you’re working in is essential for building up your project’s reach, quality and reputation. Community engagement includes outreach, events, meetings, and partnerships. It offers the chance to assess community needs, let people know about the programs you offer, and build local support for your skateboarding-based activities.&nbsp;</p>\r\n\r\n<p><strong>Quality:</strong> Include the community in defining goals and regularly check that your project activities are making the change you hope for.</p>\r\n\r\n<p><strong>Reach:</strong> Find out if the people you want to reach are interested and able to join your activities.</p>\r\n\r\n<p><strong>Reputation:</strong> Build up a positive image of skateboarding and gain trust in the community. This is especially important in communities where skateboarding is a new activity.</p>\r\n\r\n<h4>Who’s your Community?</h4>\r\n\r\n<p>High-quality programs for youth require people from various parts of the community and from diverse organizations to work together.&nbsp;</p>\r\n\r\n<p>But your community is never just the skaters that you are working with – as your activities grow over time, the support and input of many others will be needed to set up activities that are valued and impactful. &nbsp;</p>\r\n\r\n<p>Examples of community members can include:</p>\r\n\r\n<ul>\r\n	<li>Participants (ie. youth/skaters)</li>\r\n	<li>Families of participants</li>\r\n	<li>Community leaders (ie. religious leaders)</li>\r\n	<li>Local skateboarders, skate shops</li>\r\n	<li>Nonprofits and schools working with the same communities (current/potential partners)</li>\r\n	<li>Officials and ministries</li>\r\n	<li>Security services (ie. police)</li>\r\n	<li>Local businesses</li>\r\n</ul>\r\n\r\n<h4>Methods</h4>\r\n\r\n<p>Here’s a list of some community engagement approaches you can use:</p>\r\n\r\n<ul>\r\n	<li>Outreach at skate spots, skate shops, youth centres</li>\r\n	<li>Canvassing (walking around a community with flyers)</li>\r\n	<li>Home visits and letters to connect with families</li>\r\n	<li>Phone calls and meetings with families or partners</li>\r\n	<li>Tours/visits of your program for families, community leaders, officials</li>\r\n	<li>Can also do video tours or live streams</li>\r\n	<li>Events: skate demos/contests, art shows by participants, info booth or speech at external events&nbsp;</li>\r\n	<li>Local press coverage</li>\r\n	<li>Social media</li>\r\n</ul>\r\n\r\n<p>Some of these might seem old school, but face-to-face contact builds trust and relationships more effectively than other types of contact. Use the tools that feel natural for your community.</p>\r\n\r\n<h4>Needs Assessments</h4>\r\n\r\n<p>Imagine you’re planning to start a new skate project. How do you decide where to do it? What time to run activities? How to set it up in a way to reach the participants you have in mind?&nbsp;</p>\r\n\r\n<p>This is where needs assessments come in handy. If you take a bit of extra time to ask questions and plan in advance, you can avoid a lot of headaches and extra work later on.</p>\r\n\r\n<p><strong>Why do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>To decide which communities to work with (ie. which ages, which neighbourhoods)</li>\r\n	<li>To find locations to work in (ie. land for own skatepark, schools, public parks, community centres, other nonprofits)</li>\r\n	<li>To find key stakeholders that will help you do your work (ie. local skaters, officials, schools)</li>\r\n	<li>To learn about potential risks and security issues (ie. areas where girls feel unsafe)</li>\r\n	<li>To learn about helpful strengths of the community (ie. organizing events, word-of-mouth)</li>\r\n	<li>To ensure you aren’t doubling up on the efforts of other nonprofits in the area</li>\r\n	<li>To meet donor requirements&nbsp;</li>\r\n	<li>To shape the programs you offer\r\n	<ul>\r\n		<li>Does it need to be walking distance or have transport provided?</li>\r\n		<li>What other recreational opportunities are available?</li>\r\n		<li>Are kids interested in skateboarding?</li>\r\n		<li>Are there any potential cultural or logistical barriers to take into account?</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p><strong>When to do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>Before starting a new project location or activity</li>\r\n	<li>Anytime mid-project to find out how well your program’s working</li>\r\n</ul>\r\n\r\n<h4>Getting Support for a Skateboarding Program</h4>\r\n\r\n<p>Even before you start your program, it’s important to clearly communicate what your project aims and activities will be – for example “We want to give children a positive outlet through skateboarding and theatre classes”. Also share your message regularly once programs get rolling. Below are a few tips for communicating to students, families, and community leaders on your organization’s programs goals.&nbsp;</p>\r\n\r\n<p>1. Highlight the positive effects of your program and skateboarding to parents and community leaders:</p>\r\n\r\n<ul>\r\n	<li>Ie. Better behavior of youth; confidence; physical exercise; friendship (mental health).&nbsp;</li>\r\n</ul>\r\n\r\n<p>2. Use regular community events to showcase your activities and what your participants have learned.&nbsp;</p>\r\n\r\n<ul>\r\n	<li>Ie. Skate demos, art shows, video screenings, theatre performances</li>\r\n</ul>\r\n\r\n<p>3. Link skateboarding to activities that the community already values, such as youth-led neighbourhood clean-ups and learn-to-skate days, art projects, joining existing cultural events, or providing educational programs. Incorporate local cultural influences into everything from t-shirts to skatepark design!&nbsp;</p>\r\n\r\n<p>4. Calculate the cost to your organization for each child to attend and frame it as a scholarship.</p>\r\n\r\n<ul>\r\n	<li>Ie. “Congratulations! Your child is selected to receive a one-year scholarship to ____ program, with a value of $200.”</li>\r\n</ul>\r\n\r\n<h4>Partnerships</h4>\r\n\r\n<p>One very effective way of engaging with the community is to set up partnerships. This means working together with another organization toward a shared goal. A partnership with another nonprofit or a school, for example, could involve sharing the responsibilities and costs of a program (ie. transport, food, venue, volunteers, event-planning, equipment, infrastructure maintenance). A partnership with government, donors, or businesses involves them supporting your mission by giving money in the form of a grant, or donating goods or services required to run your programs, such as skateboards, shoes or helmets. Your project can offer visibility, recognition and shareable content to partners, sponsors and donors.</p>\r\n\r\n<p>A strong and strategic partnership can help to fix gaps in quality, strengthen community relationships, and reach the people in need of your services. They can also provide exciting opportunities. On the other hand, the wrong partnership can create risk and have negative consequences to your work. To lower the risks, take time to explore and evaluate potential partners before deciding to work with a new partner.&nbsp;</p>\r\n','','basic_html'),('goodpush_basic_page',0,10,90,'en',0,'<h4>Why do Community Engagement?</h4>\r\n\r\n<p>Having regular interaction with the community you’re working in is essential for building up your project’s reach, quality and reputation. Community engagement includes outreach, events, meetings, and partnerships. It offers the chance to assess community needs, let people know about the programs you offer, and build local support for your skateboarding-based activities.&nbsp;</p>\r\n\r\n<p><strong>Quality:</strong> Include the community in defining goals and regularly check that your project activities are making the change you hope for.</p>\r\n\r\n<p><strong>Reach:</strong> Find out if the people you want to reach are interested and able to join your activities.</p>\r\n\r\n<p><strong>Reputation:</strong> Build up a positive image of skateboarding and gain trust in the community. This is especially important in communities where skateboarding is a new activity.</p>\r\n\r\n<h4>Who’s your Community?</h4>\r\n\r\n<p>High-quality programs for youth require people from various parts of the community and from diverse organizations to work together.&nbsp;</p>\r\n\r\n<p>But your community is never just the skaters that you are working with – as your activities grow over time, the support and input of many others will be needed to set up activities that are valued and impactful. &nbsp;</p>\r\n\r\n<p>Examples of community members can include:</p>\r\n\r\n<ul>\r\n	<li>Participants (ie. youth/skaters)</li>\r\n	<li>Families of participants</li>\r\n	<li>Community leaders (ie. religious leaders)</li>\r\n	<li>Local skateboarders, skate shops</li>\r\n	<li>Nonprofits and schools working with the same communities (current/potential partners)</li>\r\n	<li>Officials and ministries</li>\r\n	<li>Security services (ie. police)</li>\r\n	<li>Local businesses</li>\r\n</ul>\r\n\r\n<h4>Methods</h4>\r\n\r\n<p>Here’s a list of some community engagement approaches you can use:</p>\r\n\r\n<ul>\r\n	<li>Outreach at skate spots, skate shops, youth centres</li>\r\n	<li>Canvassing (walking around a community with flyers)</li>\r\n	<li>Home visits and letters to connect with families</li>\r\n	<li>Phone calls and meetings with families or partners</li>\r\n	<li>Tours/visits of your program for families, community leaders, officials</li>\r\n	<li>Can also do video tours or live streams</li>\r\n	<li>Events: skate demos/contests, art shows by participants, info booth or speech at external events&nbsp;</li>\r\n	<li>Local press coverage</li>\r\n	<li>Social media</li>\r\n</ul>\r\n\r\n<p>Some of these might seem old school, but face-to-face contact builds trust and relationships more effectively than other types of contact. Use the tools that feel natural for your community.</p>\r\n<img alt=\"Early days Skateistan Cambodia (kids in front of car)\" data-align=\"center\" data-caption=\"This is a text caption\" data-entity-type=\"file\" data-entity-uuid=\"6620c3fb-653d-45c7-a308-895df2e09252\" src=\"/sites/default/files/inline-images/PHOTO_-_2011_-_EARLY_CAMBODIA-16ba48d1.jpg\" />\r\n<h4>Needs Assessments</h4>\r\n\r\n<p>Imagine you’re planning to start a new skate project. How do you decide where to do it? What time to run activities? How to set it up in a way to reach the participants you have in mind?&nbsp;</p>\r\n\r\n<p>This is where needs assessments come in handy. If you take a bit of extra time to ask questions and plan in advance, you can avoid a lot of headaches and extra work later on.</p>\r\n\r\n<p><strong>Why do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>To decide which communities to work with (ie. which ages, which neighbourhoods)</li>\r\n	<li>To find locations to work in (ie. land for own skatepark, schools, public parks, community centres, other nonprofits)</li>\r\n	<li>To find key stakeholders that will help you do your work (ie. local skaters, officials, schools)</li>\r\n	<li>To learn about potential risks and security issues (ie. areas where girls feel unsafe)</li>\r\n	<li>To learn about helpful strengths of the community (ie. organizing events, word-of-mouth)</li>\r\n	<li>To ensure you aren’t doubling up on the efforts of other nonprofits in the area</li>\r\n	<li>To meet donor requirements&nbsp;</li>\r\n	<li>To shape the programs you offer\r\n	<ul>\r\n		<li>Does it need to be walking distance or have transport provided?</li>\r\n		<li>What other recreational opportunities are available?</li>\r\n		<li>Are kids interested in skateboarding?</li>\r\n		<li>Are there any potential cultural or logistical barriers to take into account?</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p><strong>When to do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>Before starting a new project location or activity</li>\r\n	<li>Anytime mid-project to find out how well your program’s working</li>\r\n</ul>\r\n\r\n<h4>Getting Support for a Skateboarding Program</h4>\r\n\r\n<p>Even before you start your program, it’s important to clearly communicate what your project aims and activities will be – for example “We want to give children a positive outlet through skateboarding and theatre classes”. Also share your message regularly once programs get rolling. Below are a few tips for communicating to students, families, and community leaders on your organization’s programs goals.&nbsp;</p>\r\n\r\n<p>1. Highlight the positive effects of your program and skateboarding to parents and community leaders:</p>\r\n\r\n<ul>\r\n	<li>Ie. Better behavior of youth; confidence; physical exercise; friendship (mental health).&nbsp;</li>\r\n</ul>\r\n\r\n<p>2. Use regular community events to showcase your activities and what your participants have learned.&nbsp;</p>\r\n\r\n<ul>\r\n	<li>Ie. Skate demos, art shows, video screenings, theatre performances</li>\r\n</ul>\r\n\r\n<p>3. Link skateboarding to activities that the community already values, such as youth-led neighbourhood clean-ups and learn-to-skate days, art projects, joining existing cultural events, or providing educational programs. Incorporate local cultural influences into everything from t-shirts to skatepark design!&nbsp;</p>\r\n\r\n<p>4. Calculate the cost to your organization for each child to attend and frame it as a scholarship.</p>\r\n\r\n<ul>\r\n	<li>Ie. “Congratulations! Your child is selected to receive a one-year scholarship to ____ program, with a value of $200.”</li>\r\n</ul>\r\n\r\n<h4>Partnerships</h4>\r\n\r\n<p>One very effective way of engaging with the community is to set up partnerships. This means working together with another organization toward a shared goal. A partnership with another nonprofit or a school, for example, could involve sharing the responsibilities and costs of a program (ie. transport, food, venue, volunteers, event-planning, equipment, infrastructure maintenance). A partnership with government, donors, or businesses involves them supporting your mission by giving money in the form of a grant, or donating goods or services required to run your programs, such as skateboards, shoes or helmets. Your project can offer visibility, recognition and shareable content to partners, sponsors and donors.</p>\r\n\r\n<p>A strong and strategic partnership can help to fix gaps in quality, strengthen community relationships, and reach the people in need of your services. They can also provide exciting opportunities. On the other hand, the wrong partnership can create risk and have negative consequences to your work. To lower the risks, take time to explore and evaluate potential partners before deciding to work with a new partner.&nbsp;</p>\r\n','','basic_html'),('goodpush_basic_page',0,10,91,'en',0,'<h4>Why do Community Engagement?</h4>\r\n\r\n<p><img alt=\"Skateistan Outreach logo\" data-align=\"left\" data-entity-type=\"file\" data-entity-uuid=\"41c56e65-1621-4b51-8668-9788c4ef8d5b\" height=\"491\" src=\"/sites/default/files/inline-images/outreach%20icon.png\" width=\"536\" />Having regular interaction with the community you’re working in is essential for building up your project’s reach, quality and reputation. Community engagement includes outreach, events, meetings, and partnerships. It offers the chance to assess community needs, let people know about the programs you offer, and build local support for your skateboarding-based activities.&nbsp;</p>\r\n\r\n<p><strong>Quality:</strong> Include the community in defining goals and regularly check that your project activities are making the change you hope for.</p>\r\n\r\n<p><strong>Reach:</strong> Find out if the people you want to reach are interested and able to join your activities.</p>\r\n\r\n<p><strong>Reputation:</strong> Build up a positive image of skateboarding and gain trust in the community. This is especially important in communities where skateboarding is a new activity.</p>\r\n\r\n<h4>Who’s your Community?</h4>\r\n\r\n<p>High-quality programs for youth require people from various parts of the community and from diverse organizations to work together.&nbsp;</p>\r\n\r\n<p>But your community is never just the skaters that you are working with – as your activities grow over time, the support and input of many others will be needed to set up activities that are valued and impactful. &nbsp;</p>\r\n\r\n<p>Examples of community members can include:</p>\r\n\r\n<ul>\r\n	<li>Participants (ie. youth/skaters)</li>\r\n	<li>Families of participants</li>\r\n	<li>Community leaders (ie. religious leaders)</li>\r\n	<li>Local skateboarders, skate shops</li>\r\n	<li>Nonprofits and schools working with the same communities (current/potential partners)</li>\r\n	<li>Officials and ministries</li>\r\n	<li>Security services (ie. police)</li>\r\n	<li>Local businesses</li>\r\n</ul>\r\n\r\n<h4>Methods</h4>\r\n\r\n<p>Here’s a list of some community engagement approaches you can use:</p>\r\n\r\n<ul>\r\n	<li>Outreach at skate spots, skate shops, youth centres</li>\r\n	<li>Canvassing (walking around a community with flyers)</li>\r\n	<li>Home visits and letters to connect with families</li>\r\n	<li>Phone calls and meetings with families or partners</li>\r\n	<li>Tours/visits of your program for families, community leaders, officials</li>\r\n	<li>Can also do video tours or live streams</li>\r\n	<li>Events: skate demos/contests, art shows by participants, info booth or speech at external events&nbsp;</li>\r\n	<li>Local press coverage</li>\r\n	<li>Social media</li>\r\n</ul>\r\n\r\n<p>Some of these might seem old school, but face-to-face contact builds trust and relationships more effectively than other types of contact. Use the tools that feel natural for your community.</p>\r\n<img alt=\"Early days Skateistan Cambodia (kids in front of car)\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"6620c3fb-653d-45c7-a308-895df2e09252\" src=\"/sites/default/files/inline-images/PHOTO_-_2011_-_EARLY_CAMBODIA-16ba48d1.jpg\" />\r\n<h4>Needs Assessments</h4>\r\n\r\n<p>Imagine you’re planning to start a new skate project. How do you decide where to do it? What time to run activities? How to set it up in a way to reach the participants you have in mind?&nbsp;</p>\r\n\r\n<p>This is where needs assessments come in handy. If you take a bit of extra time to ask questions and plan in advance, you can avoid a lot of headaches and extra work later on.</p>\r\n\r\n<p><strong>Why do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>To decide which communities to work with (ie. which ages, which neighbourhoods)</li>\r\n	<li>To find locations to work in (ie. land for own skatepark, schools, public parks, community centres, other nonprofits)</li>\r\n	<li>To find key stakeholders that will help you do your work (ie. local skaters, officials, schools)</li>\r\n	<li>To learn about potential risks and security issues (ie. areas where girls feel unsafe)</li>\r\n	<li>To learn about helpful strengths of the community (ie. organizing events, word-of-mouth)</li>\r\n	<li>To ensure you aren’t doubling up on the efforts of other nonprofits in the area</li>\r\n	<li>To meet donor requirements&nbsp;</li>\r\n	<li>To shape the programs you offer\r\n	<ul>\r\n		<li>Does it need to be walking distance or have transport provided?</li>\r\n		<li>What other recreational opportunities are available?</li>\r\n		<li>Are kids interested in skateboarding?</li>\r\n		<li>Are there any potential cultural or logistical barriers to take into account?</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p><strong>When to do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>Before starting a new project location or activity</li>\r\n	<li>Anytime mid-project to find out how well your program’s working</li>\r\n</ul>\r\n\r\n<h4>Getting Support for a Skateboarding Program</h4>\r\n\r\n<p>Even before you start your program, it’s important to clearly communicate what your project aims and activities will be – for example “We want to give children a positive outlet through skateboarding and theatre classes”. Also share your message regularly once programs get rolling. Below are a few tips for communicating to students, families, and community leaders on your organization’s programs goals.&nbsp;</p>\r\n\r\n<p>1. Highlight the positive effects of your program and skateboarding to parents and community leaders:</p>\r\n\r\n<ul>\r\n	<li>Ie. Better behavior of youth; confidence; physical exercise; friendship (mental health).&nbsp;</li>\r\n</ul>\r\n\r\n<p>2. Use regular community events to showcase your activities and what your participants have learned.&nbsp;</p>\r\n\r\n<ul>\r\n	<li>Ie. Skate demos, art shows, video screenings, theatre performances</li>\r\n</ul>\r\n\r\n<p>3. Link skateboarding to activities that the community already values, such as youth-led neighbourhood clean-ups and learn-to-skate days, art projects, joining existing cultural events, or providing educational programs. Incorporate local cultural influences into everything from t-shirts to skatepark design!&nbsp;</p>\r\n\r\n<p>4. Calculate the cost to your organization for each child to attend and frame it as a scholarship.</p>\r\n\r\n<ul>\r\n	<li>Ie. “Congratulations! Your child is selected to receive a one-year scholarship to ____ program, with a value of $200.”</li>\r\n</ul>\r\n\r\n<h4>Partnerships</h4>\r\n\r\n<p>One very effective way of engaging with the community is to set up partnerships. This means working together with another organization toward a shared goal. A partnership with another nonprofit or a school, for example, could involve sharing the responsibilities and costs of a program (ie. transport, food, venue, volunteers, event-planning, equipment, infrastructure maintenance). A partnership with government, donors, or businesses involves them supporting your mission by giving money in the form of a grant, or donating goods or services required to run your programs, such as skateboards, shoes or helmets. Your project can offer visibility, recognition and shareable content to partners, sponsors and donors.</p>\r\n\r\n<p>A strong and strategic partnership can help to fix gaps in quality, strengthen community relationships, and reach the people in need of your services. They can also provide exciting opportunities. On the other hand, the wrong partnership can create risk and have negative consequences to your work. To lower the risks, take time to explore and evaluate potential partners before deciding to work with a new partner.&nbsp;</p>\r\n','','basic_html'),('goodpush_basic_page',0,10,92,'en',0,'<h4>Why do Community Engagement?</h4>\r\n\r\n<p><img alt=\"Sulaiman skates rocket ramp\" data-align=\"left\" data-entity-type=\"file\" data-entity-uuid=\"27257f89-c3f6-4022-9aff-f4b64b9f6a55\" height=\"386\" src=\"/sites/default/files/inline-images/Screen%20Shot%202019-01-11%20at%2010.44.38%20AM.png\" width=\"345\" />Having regular interaction with the community you’re working in is essential for building up your project’s reach, quality and reputation. Community engagement includes outreach, events, meetings, and partnerships. It offers the chance to assess community needs, let people know about the programs you offer, and build local support for your skateboarding-based activities.&nbsp;</p>\r\n\r\n<p><strong>Quality:</strong> Include the community in defining goals and regularly check that your project activities are making the change you hope for.</p>\r\n\r\n<p><strong>Reach:</strong> Find out if the people you want to reach are interested and able to join your activities.</p>\r\n\r\n<p><strong>Reputation:</strong> Build up a positive image of skateboarding and gain trust in the community. This is especially important in communities where skateboarding is a new activity.</p>\r\n\r\n<h4>Who’s your Community?</h4>\r\n\r\n<p>High-quality programs for youth require people from various parts of the community and from diverse organizations to work together.&nbsp;</p>\r\n\r\n<p>But your community is never just the skaters that you are working with – as your activities grow over time, the support and input of many others will be needed to set up activities that are valued and impactful. &nbsp;</p>\r\n\r\n<p>Examples of community members can include:</p>\r\n\r\n<ul>\r\n	<li>Participants (ie. youth/skaters)</li>\r\n	<li>Families of participants</li>\r\n	<li>Community leaders (ie. religious leaders)</li>\r\n	<li>Local skateboarders, skate shops</li>\r\n	<li>Nonprofits and schools working with the same communities (current/potential partners)</li>\r\n	<li>Officials and ministries</li>\r\n	<li>Security services (ie. police)</li>\r\n	<li>Local businesses</li>\r\n</ul>\r\n\r\n<h4>Methods</h4>\r\n\r\n<p>Here’s a list of some community engagement approaches you can use:</p>\r\n\r\n<ul>\r\n	<li>Outreach at skate spots, skate shops, youth centres</li>\r\n	<li>Canvassing (walking around a community with flyers)</li>\r\n	<li>Home visits and letters to connect with families</li>\r\n	<li>Phone calls and meetings with families or partners</li>\r\n	<li>Tours/visits of your program for families, community leaders, officials</li>\r\n	<li>Can also do video tours or live streams</li>\r\n	<li>Events: skate demos/contests, art shows by participants, info booth or speech at external events&nbsp;</li>\r\n	<li>Local press coverage</li>\r\n	<li>Social media</li>\r\n</ul>\r\n\r\n<p>Some of these might seem old school, but face-to-face contact builds trust and relationships more effectively than other types of contact. Use the tools that feel natural for your community.</p>\r\n<img alt=\"Early days Skateistan Cambodia (kids in front of car)\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"6620c3fb-653d-45c7-a308-895df2e09252\" src=\"/sites/default/files/inline-images/PHOTO_-_2011_-_EARLY_CAMBODIA-16ba48d1.jpg\" />\r\n<h4>Needs Assessments</h4>\r\n\r\n<p>Imagine you’re planning to start a new skate project. How do you decide where to do it? What time to run activities? How to set it up in a way to reach the participants you have in mind?&nbsp;</p>\r\n\r\n<p>This is where needs assessments come in handy. If you take a bit of extra time to ask questions and plan in advance, you can avoid a lot of headaches and extra work later on.</p>\r\n\r\n<p><strong>Why do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>To decide which communities to work with (ie. which ages, which neighbourhoods)</li>\r\n	<li>To find locations to work in (ie. land for own skatepark, schools, public parks, community centres, other nonprofits)</li>\r\n	<li>To find key stakeholders that will help you do your work (ie. local skaters, officials, schools)</li>\r\n	<li>To learn about potential risks and security issues (ie. areas where girls feel unsafe)</li>\r\n	<li>To learn about helpful strengths of the community (ie. organizing events, word-of-mouth)</li>\r\n	<li>To ensure you aren’t doubling up on the efforts of other nonprofits in the area</li>\r\n	<li>To meet donor requirements&nbsp;</li>\r\n	<li>To shape the programs you offer\r\n	<ul>\r\n		<li>Does it need to be walking distance or have transport provided?</li>\r\n		<li>What other recreational opportunities are available?</li>\r\n		<li>Are kids interested in skateboarding?</li>\r\n		<li>Are there any potential cultural or logistical barriers to take into account?</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p><strong>When to do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>Before starting a new project location or activity</li>\r\n	<li>Anytime mid-project to find out how well your program’s working</li>\r\n</ul>\r\n\r\n<h4>Getting Support for a Skateboarding Program</h4>\r\n\r\n<p>Even before you start your program, it’s important to clearly communicate what your project aims and activities will be – for example “We want to give children a positive outlet through skateboarding and theatre classes”. Also share your message regularly once programs get rolling. Below are a few tips for communicating to students, families, and community leaders on your organization’s programs goals.&nbsp;</p>\r\n\r\n<p>1. Highlight the positive effects of your program and skateboarding to parents and community leaders:</p>\r\n\r\n<ul>\r\n	<li>Ie. Better behavior of youth; confidence; physical exercise; friendship (mental health).&nbsp;</li>\r\n</ul>\r\n\r\n<p>2. Use regular community events to showcase your activities and what your participants have learned.&nbsp;</p>\r\n\r\n<ul>\r\n	<li>Ie. Skate demos, art shows, video screenings, theatre performances</li>\r\n</ul>\r\n\r\n<p>3. Link skateboarding to activities that the community already values, such as youth-led neighbourhood clean-ups and learn-to-skate days, art projects, joining existing cultural events, or providing educational programs. Incorporate local cultural influences into everything from t-shirts to skatepark design!&nbsp;</p>\r\n\r\n<p>4. Calculate the cost to your organization for each child to attend and frame it as a scholarship.</p>\r\n\r\n<ul>\r\n	<li>Ie. “Congratulations! Your child is selected to receive a one-year scholarship to ____ program, with a value of $200.”</li>\r\n</ul>\r\n\r\n<h4>Partnerships</h4>\r\n\r\n<p>One very effective way of engaging with the community is to set up partnerships. This means working together with another organization toward a shared goal. A partnership with another nonprofit or a school, for example, could involve sharing the responsibilities and costs of a program (ie. transport, food, venue, volunteers, event-planning, equipment, infrastructure maintenance). A partnership with government, donors, or businesses involves them supporting your mission by giving money in the form of a grant, or donating goods or services required to run your programs, such as skateboards, shoes or helmets. Your project can offer visibility, recognition and shareable content to partners, sponsors and donors.</p>\r\n\r\n<p>A strong and strategic partnership can help to fix gaps in quality, strengthen community relationships, and reach the people in need of your services. They can also provide exciting opportunities. On the other hand, the wrong partnership can create risk and have negative consequences to your work. To lower the risks, take time to explore and evaluate potential partners before deciding to work with a new partner.&nbsp;</p>\r\n','','basic_html'),('goodpush_basic_page',0,10,105,'en',0,'<h4>Why do Community Engagement?</h4>\r\n\r\n<p><img alt=\"Sulaiman skates rocket ramp\" data-align=\"left\" data-entity-type=\"file\" data-entity-uuid=\"27257f89-c3f6-4022-9aff-f4b64b9f6a55\" height=\"386\" src=\"/sites/default/files/inline-images/Screen%20Shot%202019-01-11%20at%2010.44.38%20AM.png\" width=\"345\" />Having regular interaction with the community you’re working in is essential for building up your project’s reach, quality and reputation. Community engagement includes outreach, events, meetings, and partnerships. It offers the chance to assess community needs, let people know about the programs you offer, and build local support for your skateboarding-based activities.&nbsp;</p>\r\n\r\n<p><strong>Quality:</strong> Include the community in defining goals and regularly check that your project activities are making the change you hope for.</p>\r\n\r\n<p><strong>Reach:</strong> Find out if the people you want to reach are interested and able to join your activities.</p>\r\n\r\n<p><strong>Reputation:</strong> Build up a positive image of skateboarding and gain trust in the community. This is especially important in communities where skateboarding is a new activity.</p>\r\n\r\n<h4>Who’s your Community?</h4>\r\n\r\n<p>High-quality programs for youth require people from various parts of the community and from diverse organizations to work together.&nbsp;</p>\r\n\r\n<p>But your community is never just the skaters that you are working with – as your activities grow over time, the support and input of many others will be needed to set up activities that are valued and impactful. &nbsp;</p>\r\n\r\n<p>Examples of community members can include:</p>\r\n\r\n<ul>\r\n	<li>Participants (ie. youth/skaters)</li>\r\n	<li>Families of participants</li>\r\n	<li>Community leaders (ie. religious leaders)</li>\r\n	<li>Local skateboarders, skate shops</li>\r\n	<li>Nonprofits and schools working with the same communities (current/potential partners)</li>\r\n	<li>Officials and ministries</li>\r\n	<li>Security services (ie. police)</li>\r\n	<li>Local businesses</li>\r\n</ul>\r\n\r\n<h4>Methods</h4>\r\n\r\n<p>Here’s a list of some community engagement approaches you can use:</p>\r\n\r\n<ul>\r\n	<li>Outreach at skate spots, skate shops, youth centres</li>\r\n	<li>Canvassing (walking around a community with flyers)</li>\r\n	<li>Home visits and letters to connect with families</li>\r\n	<li>Phone calls and meetings with families or partners</li>\r\n	<li>Tours/visits of your program for families, community leaders, officials</li>\r\n	<li>Can also do video tours or live streams</li>\r\n	<li>Events: skate demos/contests, art shows by participants, info booth or speech at external events&nbsp;</li>\r\n	<li>Local press coverage</li>\r\n	<li>Social media</li>\r\n</ul>\r\n\r\n<p>Some of these might seem old school, but face-to-face contact builds trust and relationships more effectively than other types of contact. Use the tools that feel natural for your community.</p>\r\n<img alt=\"Early days Skateistan Cambodia (kids in front of car)\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"6620c3fb-653d-45c7-a308-895df2e09252\" src=\"/sites/default/files/inline-images/PHOTO_-_2011_-_EARLY_CAMBODIA-16ba48d1.jpg\" />\r\n<h4>Needs Assessments</h4>\r\n\r\n<p>Imagine you’re planning to start a new skate project. How do you decide where to do it? What time to run activities? How to set it up in a way to reach the participants you have in mind?&nbsp;</p>\r\n\r\n<p>This is where needs assessments come in handy. If you take a bit of extra time to ask questions and plan in advance, you can avoid a lot of headaches and extra work later on.</p>\r\n\r\n<p><strong>Why do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>To decide which communities to work with (ie. which ages, which neighbourhoods)</li>\r\n	<li>To find locations to work in (ie. land for own skatepark, schools, public parks, community centres, other nonprofits)</li>\r\n	<li>To find key stakeholders that will help you do your work (ie. local skaters, officials, schools)</li>\r\n	<li>To learn about potential risks and security issues (ie. areas where girls feel unsafe)</li>\r\n	<li>To learn about helpful strengths of the community (ie. organizing events, word-of-mouth)</li>\r\n	<li>To ensure you aren’t doubling up on the efforts of other nonprofits in the area</li>\r\n	<li>To meet donor requirements&nbsp;</li>\r\n	<li>To shape the programs you offer\r\n	<ul>\r\n		<li>Does it need to be walking distance or have transport provided?</li>\r\n		<li>What other recreational opportunities are available?</li>\r\n		<li>Are kids interested in skateboarding?</li>\r\n		<li>Are there any potential cultural or logistical barriers to take into account?</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p><strong>When to do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>Before starting a new project location or activity</li>\r\n	<li>Anytime mid-project to find out how well your program’s working</li>\r\n</ul>\r\n\r\n<h4>Getting Support for a Skateboarding Program</h4>\r\n\r\n<p>Even before you start your program, it’s important to clearly communicate what your project aims and activities will be – for example “We want to give children a positive outlet through skateboarding and theatre classes”. Also share your message regularly once programs get rolling. Below are a few tips for communicating to students, families, and community leaders on your organization’s programs goals.&nbsp;</p>\r\n\r\n<p>1. Highlight the positive effects of your program and skateboarding to parents and community leaders:</p>\r\n\r\n<ul>\r\n	<li>Ie. Better behavior of youth; confidence; physical exercise; friendship (mental health).&nbsp;</li>\r\n</ul>\r\n\r\n<p>2. Use regular community events to showcase your activities and what your participants have learned.&nbsp;</p>\r\n\r\n<ul>\r\n	<li>Ie. Skate demos, art shows, video screenings, theatre performances</li>\r\n</ul>\r\n\r\n<p>3. Link skateboarding to activities that the community already values, such as youth-led neighbourhood clean-ups and learn-to-skate days, art projects, joining existing cultural events, or providing educational programs. Incorporate local cultural influences into everything from t-shirts to skatepark design!&nbsp;</p>\r\n\r\n<p>4. Calculate the cost to your organization for each child to attend and frame it as a scholarship.</p>\r\n\r\n<ul>\r\n	<li>Ie. “Congratulations! Your child is selected to receive a one-year scholarship to ____ program, with a value of $200.”</li>\r\n</ul>\r\n\r\n<h4>Partnerships</h4>\r\n\r\n<p>One very effective way of engaging with the community is to set up partnerships. This means working together with another organization toward a shared goal. A partnership with another nonprofit or a school, for example, could involve sharing the responsibilities and costs of a program (ie. transport, food, venue, volunteers, event-planning, equipment, infrastructure maintenance). A partnership with government, donors, or businesses involves them supporting your mission by giving money in the form of a grant, or donating goods or services required to run your programs, such as skateboards, shoes or helmets. Your project can offer visibility, recognition and shareable content to partners, sponsors and donors.</p>\r\n\r\n<p>A strong and strategic partnership can help to fix gaps in quality, strengthen community relationships, and reach the people in need of your services. They can also provide exciting opportunities. On the other hand, the wrong partnership can create risk and have negative consequences to your work. To lower the risks, take time to explore and evaluate potential partners before deciding to work with a new partner.&nbsp;</p>\r\n','','basic_html'),('goodpush_basic_page',0,10,138,'en',0,'<h4 dir=\"ltr\">Why do Community Engagement?</h4>\r\n\r\n<p dir=\"ltr\">Having regular interaction with the community you’re working in is essential for building up your project’s reach, quality and reputation. Community engagement includes outreach, events, meetings, and partnerships. It offers the chance to assess community needs, let people know about the programs you offer, and build local support for your skateboarding-based activities.</p>\r\n\r\n<p dir=\"ltr\"><strong>Quality: </strong>Include the community in defining goals and regularly check that your project activities are making the change you hope for.</p>\r\n\r\n<p dir=\"ltr\"><strong>Reach: </strong>Find out if the people you want to reach are interested and able to join your activities.</p>\r\n\r\n<p dir=\"ltr\"><strong>Reputation:</strong> Build up a positive image of skateboarding and gain trust in the community. This is especially important in communities where skateboarding is a new activity.</p>\r\n\r\n<h4 dir=\"ltr\">Who’s your Community?</h4>\r\n\r\n<p dir=\"ltr\">High-quality programs for youth require people from various parts of the community and from diverse organizations to work together.</p>\r\n\r\n<p dir=\"ltr\">But your community is never just the skaters that you are working with – as your activities grow over time, the support and input of many others will be needed to set up activities that are valued and impactful. &nbsp;</p>\r\n\r\n<p dir=\"ltr\">Examples of community members can include:</p>\r\n\r\n<ul>\r\n	<li>Participants (ie. youth/skaters)</li>\r\n	<li>Families of participants</li>\r\n	<li>Community leaders (ie. religious leaders)</li>\r\n	<li>Local skateboarders, skate shops</li>\r\n	<li>Nonprofits and schools working with the same communities (current/potential partners)</li>\r\n	<li>Officials and ministries</li>\r\n	<li>Security services (ie. police)</li>\r\n	<li>Local businesses</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Methods of Engagement</h4>\r\n\r\n<p dir=\"ltr\">Here’s a list of some community engagement approaches you can use:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Outreach at skate spots, skate shops, youth centres</li>\r\n	<li>Canvassing (walking around a community with flyers)</li>\r\n	<li>Home visits and letters to connect with families</li>\r\n	<li>Phone calls and meetings with families or partners</li>\r\n	<li>Tours/visits of your program for families, community leaders, officials\r\n	<ul>\r\n		<li>Can also do video tours or live streams</li>\r\n	</ul>\r\n	</li>\r\n	<li>Events: skate demos/contests, art shows by participants, info booth or speech at external events</li>\r\n	<li>Local press coverage</li>\r\n	<li>Social media</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Some of these might seem old school, but face-to-face contact builds trust and relationships more effectively than other types of contact. Use the tools that feel natural for your community.</p>\r\n\r\n<h4 dir=\"ltr\">Needs Assessments</h4>\r\n\r\n<p dir=\"ltr\">Imagine you’re planning to start a new skate project. How do you decide where to do it? What time to run activities? How to set it up in a way to reach the participants you have in mind?</p>\r\n\r\n<p dir=\"ltr\">This is where needs assessments come in handy. If you take a bit of extra time to ask questions and plan in advance, you can avoid a lot of headaches and extra work later on.</p>\r\n\r\n<p dir=\"ltr\"><strong>Why do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>To decide which communities to work with (ie. which ages, which neighbourhoods)</li>\r\n	<li>To find locations to work in (ie. land for own skatepark, schools, public parks, community centres, other nonprofits)</li>\r\n	<li>To find key stakeholders that will help you do your work (ie. local skaters, officials, schools)</li>\r\n	<li>To learn about potential risks and security issues (ie. areas where girls feel unsafe)</li>\r\n	<li>To learn about helpful strengths of the community (ie. organizing events, word-of-mouth)</li>\r\n	<li>To ensure you aren’t doubling up on the efforts of other nonprofits in the area</li>\r\n	<li>To meet donor requirements</li>\r\n	<li>To shape the programs you offer\r\n	<ul>\r\n		<li>Does it need to be walking distance or have transport provided?</li>\r\n		<li>What other recreational opportunities are available?</li>\r\n		<li>Are kids interested in skateboarding?</li>\r\n		<li>Are there any potential cultural or logistical barriers to take into account?</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>When to do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>Before starting a new project location or activity</li>\r\n	<li>Anytime mid-project to find out how well your program’s working</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Getting Support for a Skateboarding Program</h4>\r\n\r\n<p dir=\"ltr\">Even before you start your program, it’s important to clearly communicate what your project aims and activities will be – for example “We want to give children a positive outlet through skateboarding and theatre classes”. Also share your message regularly once programs get rolling. Below are a few tips for communicating to students, families, and community leaders on your organization’s programs goals.</p>\r\n\r\n<p dir=\"ltr\">1. Highlight the positive effects of your program and skateboarding to parents and community leaders:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. Better behavior of youth; confidence; physical exercise; friendship (mental health).</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">2. Use regular community events to showcase your activities and what your participants have learned.</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. Skate demos, art shows, video screenings, theatre performances</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">3. Link skateboarding to activities that the community already values, such as youth-led neighbourhood clean-ups and learn-to-skate days, art projects, joining existing cultural events, or providing educational programs. Incorporate local cultural influences into everything from t-shirts to skatepark design!</p>\r\n\r\n<p dir=\"ltr\">4. Calculate the cost to your organization for each child to attend and frame it as a scholarship.</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. “Congratulations! Your child is selected to receive a one-year scholarship to ____ program, with a value of $200.”</p>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Partnerships</h4>\r\n\r\n<p dir=\"ltr\">One very effective way of engaging with the community is to set up partnerships. This means working together with another organization toward a shared goal. A partnership with another nonprofit or a school, for example, could involve sharing the responsibilities and costs of a program (ie. transport, food, venue, volunteers, event-planning, equipment, infrastructure maintenance). A partnership with government, donors, or businesses involves them supporting your mission by giving money in the form of a grant, or donating goods or services required to run your programs, such as skateboards, shoes or helmets. Your project can offer visibility, recognition and shareable content to partners, sponsors and donors.</p>\r\n\r\n<p dir=\"ltr\">A strong and strategic partnership can help to fix gaps in quality, strengthen community relationships, and reach the people in need of your services. They can also provide exciting opportunities. On the other hand, the wrong partnership can create risk and have negative consequences to your work. To lower the risks, take time to explore and <a href=\"https://drive.google.com/open?id=18P-_Mi8WFxtSxjt6fzVYyeNC43hwRJ3P\">evaluate potential partners</a> before deciding to work with a new partner.</p>\r\n\r\n<h4 dir=\"ltr\">Next Steps</h4>\r\n\r\n<p dir=\"ltr\">Take a look at our&nbsp;<a href=\"https://drive.google.com/open?id=1aLF4ytqq2YYhPIHKcm4SMS_9hTub-Pb9\">Needs Assessment guideline</a>.&nbsp;</p>\r\n<img alt=\"Early days Skateistan Cambodia (kids in front of car)\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"6620c3fb-653d-45c7-a308-895df2e09252\" src=\"/sites/default/files/inline-images/PHOTO_-_2011_-_EARLY_CAMBODIA-16ba48d1.jpg\" />\r\n<h4>&nbsp;</h4>\r\n','','basic_html'),('goodpush_basic_page',0,10,139,'en',0,'<h4 dir=\"ltr\">Why do Community Engagement?</h4>\r\n\r\n<p dir=\"ltr\">Having regular interaction with the community you’re working in is essential for building up your project’s reach, quality and reputation. Community engagement includes outreach, events, meetings, and partnerships. It offers the chance to assess community needs, let people know about the programs you offer, and build local support for your skateboarding-based activities.</p>\r\n\r\n<p dir=\"ltr\"><strong>Quality: </strong>Include the community in defining goals and regularly check that your project activities are making the change you hope for.</p>\r\n\r\n<p dir=\"ltr\"><strong>Reach: </strong>Find out if the people you want to reach are interested and able to join your activities.</p>\r\n\r\n<p dir=\"ltr\"><strong>Reputation:</strong> Build up a positive image of skateboarding and gain trust in the community. This is especially important in communities where skateboarding is a new activity.</p>\r\n\r\n<h4 dir=\"ltr\">Who’s your Community?</h4>\r\n\r\n<p dir=\"ltr\">High-quality programs for youth require people from various parts of the community and from diverse organizations to work together.</p>\r\n\r\n<p dir=\"ltr\">But your community is never just the skaters that you are working with – as your activities grow over time, the support and input of many others will be needed to set up activities that are valued and impactful. &nbsp;</p>\r\n\r\n<p dir=\"ltr\">Examples of community members can include:</p>\r\n\r\n<ul>\r\n	<li>Participants (ie. youth/skaters)</li>\r\n	<li>Families of participants</li>\r\n	<li>Community leaders (ie. religious leaders)</li>\r\n	<li>Local skateboarders, skate shops</li>\r\n	<li>Nonprofits and schools working with the same communities (current/potential partners)</li>\r\n	<li>Officials and ministries</li>\r\n	<li>Security services (ie. police)</li>\r\n	<li>Local businesses&nbsp;</li>\r\n</ul>\r\n<img alt=\"Early days Skateistan Cambodia (kids in front of car)\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"6620c3fb-653d-45c7-a308-895df2e09252\" src=\"/sites/default/files/inline-images/PHOTO_-_2011_-_EARLY_CAMBODIA-16ba48d1.jpg\" />\r\n<h4 dir=\"ltr\">Methods of Engagement</h4>\r\n\r\n<p dir=\"ltr\">Here’s a list of some community engagement approaches you can use:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Outreach at skate spots, skate shops, youth centres</li>\r\n	<li>Canvassing (walking around a community with flyers)</li>\r\n	<li>Home visits and letters to connect with families</li>\r\n	<li>Phone calls and meetings with families or partners</li>\r\n	<li>Tours/visits of your program for families, community leaders, officials\r\n	<ul>\r\n		<li>Can also do video tours or live streams</li>\r\n	</ul>\r\n	</li>\r\n	<li>Events: skate demos/contests, art shows by participants, info booth or speech at external events</li>\r\n	<li>Local press coverage</li>\r\n	<li>Social media</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Some of these might seem old school, but face-to-face contact builds trust and relationships more effectively than other types of contact. Use the tools that feel natural for your community.</p>\r\n\r\n<h4 dir=\"ltr\">Needs Assessments</h4>\r\n\r\n<p dir=\"ltr\">Imagine you’re planning to start a new skate project. How do you decide where to do it? What time to run activities? How to set it up in a way to reach the participants you have in mind?</p>\r\n\r\n<p dir=\"ltr\">This is where needs assessments come in handy. If you take a bit of extra time to ask questions and plan in advance, you can avoid a lot of headaches and extra work later on.</p>\r\n\r\n<p dir=\"ltr\"><strong>Why do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>To decide which communities to work with (ie. which ages, which neighbourhoods)</li>\r\n	<li>To find locations to work in (ie. land for own skatepark, schools, public parks, community centres, other nonprofits)</li>\r\n	<li>To find key stakeholders that will help you do your work (ie. local skaters, officials, schools)</li>\r\n	<li>To learn about potential risks and security issues (ie. areas where girls feel unsafe)</li>\r\n	<li>To learn about helpful strengths of the community (ie. organizing events, word-of-mouth)</li>\r\n	<li>To ensure you aren’t doubling up on the efforts of other nonprofits in the area</li>\r\n	<li>To meet donor requirements</li>\r\n	<li>To shape the programs you offer\r\n	<ul>\r\n		<li>Does it need to be walking distance or have transport provided?</li>\r\n		<li>What other recreational opportunities are available?</li>\r\n		<li>Are kids interested in skateboarding?</li>\r\n		<li>Are there any potential cultural or logistical barriers to take into account?</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>When to do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>Before starting a new project location or activity</li>\r\n	<li>Anytime mid-project to find out how well your program’s working</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Getting Support for a Skateboarding Program</h4>\r\n\r\n<p dir=\"ltr\">Even before you start your program, it’s important to clearly communicate what your project aims and activities will be – for example “We want to give children a positive outlet through skateboarding and theatre classes”. Also share your message regularly once programs get rolling. Below are a few tips for communicating to students, families, and community leaders on your organization’s programs goals.</p>\r\n\r\n<p dir=\"ltr\">1. Highlight the positive effects of your program and skateboarding to parents and community leaders:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. Better behavior of youth; confidence; physical exercise; friendship (mental health).</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">2. Use regular community events to showcase your activities and what your participants have learned.</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. Skate demos, art shows, video screenings, theatre performances</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">3. Link skateboarding to activities that the community already values, such as youth-led neighbourhood clean-ups and learn-to-skate days, art projects, joining existing cultural events, or providing educational programs. Incorporate local cultural influences into everything from t-shirts to skatepark design!</p>\r\n\r\n<p dir=\"ltr\">4. Calculate the cost to your organization for each child to attend and frame it as a scholarship.</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. “Congratulations! Your child is selected to receive a one-year scholarship to ____ program, with a value of $200.”</p>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Partnerships</h4>\r\n\r\n<p dir=\"ltr\">One very effective way of engaging with the community is to set up partnerships. This means working together with another organization toward a shared goal. A partnership with another nonprofit or a school, for example, could involve sharing the responsibilities and costs of a program (ie. transport, food, venue, volunteers, event-planning, equipment, infrastructure maintenance). A partnership with government, donors, or businesses involves them supporting your mission by giving money in the form of a grant, or donating goods or services required to run your programs, such as skateboards, shoes or helmets. Your project can offer visibility, recognition and shareable content to partners, sponsors and donors.</p>\r\n\r\n<p dir=\"ltr\">A strong and strategic partnership can help to fix gaps in quality, strengthen community relationships, and reach the people in need of your services. They can also provide exciting opportunities. On the other hand, the wrong partnership can create risk and have negative consequences to your work. To lower the risks, take time to explore and <a href=\"https://drive.google.com/open?id=18P-_Mi8WFxtSxjt6fzVYyeNC43hwRJ3P\">evaluate potential partners</a> before deciding to work with a new partner.</p>\r\n\r\n<h4 dir=\"ltr\">Next Steps</h4>\r\n\r\n<p dir=\"ltr\">1. Make a list of community partners that you\'d like to involve more in your programs and plan how you will reach out to each of them (ie. meeting, phone call, invitation to event or session).</p>\r\n\r\n<p dir=\"ltr\">2. If you\'re planning to start a new project location, a new program, or simply want to learn more about where you are working, do a Needs Assessment using&nbsp;our&nbsp;<a href=\"https://drive.google.com/open?id=1aLF4ytqq2YYhPIHKcm4SMS_9hTub-Pb9\">Needs Assessment guideline</a>.&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,10,140,'en',0,'<h4 dir=\"ltr\">Why do Community Engagement?</h4>\r\n\r\n<p dir=\"ltr\">Having regular interaction with the community you’re working in is essential for building up your project’s reach, quality and reputation. Community engagement includes outreach, events, meetings, and partnerships. It offers the chance to assess community needs, let people know about the programs you offer, and build local support for your skateboarding-based activities.</p>\r\n\r\n<p dir=\"ltr\"><strong>Quality: </strong>Include the community in defining goals and regularly check that your project activities are making the change you hope for.</p>\r\n\r\n<p dir=\"ltr\"><strong>Reach: </strong>Find out if the people you want to reach are interested and able to join your activities.</p>\r\n\r\n<p dir=\"ltr\"><strong>Reputation:</strong> Build up a positive image of skateboarding and gain trust in the community. This is especially important in communities where skateboarding is a new activity.</p>\r\n\r\n<h4 dir=\"ltr\">Who’s your Community?</h4>\r\n\r\n<p dir=\"ltr\">High-quality programs for youth require people from various parts of the community and from diverse organizations to work together.</p>\r\n\r\n<p dir=\"ltr\">But your community is never just the skaters that you are working with – as your activities grow over time, the support and input of many others will be needed to set up activities that are valued and impactful. &nbsp;</p>\r\n\r\n<p dir=\"ltr\">Examples of community members can include:</p>\r\n\r\n<ul>\r\n	<li>Participants (ie. youth/skaters)</li>\r\n	<li>Families of participants</li>\r\n	<li>Community leaders (ie. religious leaders)</li>\r\n	<li>Local skateboarders, skate shops</li>\r\n	<li>Nonprofits and schools working with the same communities (current/potential partners)</li>\r\n	<li>Officials and ministries</li>\r\n	<li>Security services (ie. police)</li>\r\n	<li>Local businesses&nbsp;</li>\r\n</ul>\r\n<img alt=\"Early days Skateistan Cambodia (kids in front of car)\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"6620c3fb-653d-45c7-a308-895df2e09252\" src=\"/sites/default/files/inline-images/PHOTO_-_2011_-_EARLY_CAMBODIA-16ba48d1.jpg\" />\r\n<h4 dir=\"ltr\">Methods of Engagement</h4>\r\n\r\n<p dir=\"ltr\">Here’s a list of some community engagement approaches you can use:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Outreach at skate spots, skate shops, youth centres</li>\r\n	<li>Canvassing (walking around a community with flyers)</li>\r\n	<li>Home visits and letters to connect with families</li>\r\n	<li>Phone calls and meetings with families or partners</li>\r\n	<li>Tours/visits of your program for families, community leaders, officials\r\n	<ul>\r\n		<li>Can also do video tours or live streams</li>\r\n	</ul>\r\n	</li>\r\n	<li>Events: skate demos/contests, art shows by participants, info booth or speech at external events</li>\r\n	<li>Local press coverage</li>\r\n	<li>Social media</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Some of these might seem old school, but face-to-face contact builds trust and relationships more effectively than other types of contact. Use the tools that feel natural for your community.</p>\r\n\r\n<h4 dir=\"ltr\">Needs Assessments</h4>\r\n\r\n<p dir=\"ltr\">Imagine you’re planning to start a new skate project. How do you decide where to do it? What time to run activities? How to set it up in a way to reach the participants you have in mind?</p>\r\n\r\n<p dir=\"ltr\">This is where needs assessments come in handy. If you take a bit of extra time to ask questions and plan in advance, you can avoid a lot of headaches and extra work later on.</p>\r\n\r\n<p dir=\"ltr\"><strong>Why do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>To decide which communities to work with (ie. which ages, which neighbourhoods)</li>\r\n	<li>To find locations to work in (ie. land for own skatepark, schools, public parks, community centres, other nonprofits)</li>\r\n	<li>To find key stakeholders that will help you do your work (ie. local skaters, officials, schools)</li>\r\n	<li>To learn about potential risks and security issues (ie. areas where girls feel unsafe)</li>\r\n	<li>To learn about helpful strengths of the community (ie. organizing events, word-of-mouth)</li>\r\n	<li>To ensure you aren’t doubling up on the efforts of other nonprofits in the area</li>\r\n	<li>To meet donor requirements</li>\r\n	<li>To shape the programs you offer\r\n	<ul>\r\n		<li>Does it need to be walking distance or have transport provided?</li>\r\n		<li>What other recreational opportunities are available?</li>\r\n		<li>Are kids interested in skateboarding?</li>\r\n		<li>Are there any potential cultural or logistical barriers to take into account?</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>When to do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>Before starting a new project location or activity</li>\r\n	<li>Anytime mid-project to find out how well your program’s working</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Getting Support for a Skateboarding Program</h4>\r\n\r\n<p dir=\"ltr\">Even before you start your program, it’s important to clearly communicate what your project aims and activities will be – for example “We want to give children a positive outlet through skateboarding and theatre classes”. Also share your message regularly once programs get rolling. Below are a few tips for communicating to students, families, and community leaders on your organization’s programs goals.</p>\r\n\r\n<p dir=\"ltr\">1. Highlight the positive effects of your program and skateboarding to parents and community leaders:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. Better behavior of youth; confidence; physical exercise; friendship (mental health).</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">2. Use regular community events to showcase your activities and what your participants have learned.</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. Skate demos, art shows, video screenings, theatre performances</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">3. Link skateboarding to activities that the community already values, such as youth-led neighbourhood clean-ups and learn-to-skate days, art projects, joining existing cultural events, or providing educational programs. Incorporate local cultural influences into everything from t-shirts to skatepark design!</p>\r\n\r\n<p dir=\"ltr\">4. Calculate the cost to your organization for each child to attend and frame it as a scholarship.</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. “Congratulations! Your child is selected to receive a one-year scholarship to ____ program, with a value of $200.”</p>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Partnerships</h4>\r\n\r\n<p dir=\"ltr\">One very effective way of engaging with the community is to set up partnerships. This means working together with another organization toward a shared goal. A partnership with another nonprofit or a school, for example, could involve sharing the responsibilities and costs of a program (ie. transport, food, venue, volunteers, event-planning, equipment, infrastructure maintenance). A partnership with government, donors, or businesses involves them supporting your mission by giving money in the form of a grant, or donating goods or services required to run your programs, such as skateboards, shoes or helmets. Your project can offer visibility, recognition and shareable content to partners, sponsors and donors.</p>\r\n\r\n<p dir=\"ltr\">A strong and strategic partnership can help to fix gaps in quality, strengthen community relationships, and reach the people in need of your services. They can also provide exciting opportunities. On the other hand, the wrong partnership can create risk and have negative consequences to your work. To lower the risks, take time to explore and <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Partnership_Evaluation_Tool.pdf\" target=\"_blank\">evaluate potential partners</a> before deciding to work with a new partner.</p>\r\n\r\n<h4 dir=\"ltr\">Next Steps</h4>\r\n\r\n<p dir=\"ltr\">1. Make a list of community partners that you\'d like to involve more in your programs and plan how you will reach out to each of them (ie. meeting, phone call, invitation to event or session).</p>\r\n\r\n<p dir=\"ltr\">2. If you\'re planning to start a new project location, a new program, or simply want to learn more about where you are working, do a Needs Assessment using&nbsp;our&nbsp;<a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Needs%20Assessment%20Guideline.pdf\" target=\"_blank\">Needs Assessment guideline</a>.&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,10,169,'en',0,'<h4 dir=\"ltr\">Why do Community Engagement?</h4>\r\n\r\n<p dir=\"ltr\">Having regular interaction with the community you’re working in is essential for building up your project’s reach, quality and reputation. Community engagement includes outreach, events, meetings, and partnerships. It offers the chance to assess community needs, let people know about the programs you offer, and build local support for your skateboarding-based activities.</p>\r\n\r\n<p dir=\"ltr\"><strong>Quality: </strong>Include the community in defining goals and regularly check that your project activities are making the change you hope for.</p>\r\n\r\n<p dir=\"ltr\"><strong>Reach: </strong>Find out if the people you want to reach are interested and able to join your activities.</p>\r\n\r\n<p dir=\"ltr\"><strong>Reputation:</strong> Build up a positive image of skateboarding and gain trust in the community. This is especially important in communities where skateboarding is a new activity.</p>\r\n<img alt=\"Girl skateboarding at event at Skateistan Kabul\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"57ff11e9-7e47-4326-b088-a4f6adcba10a\" data-image-style=\"medium_banner\" height=\"496\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/4_Star_Skateboarding-IMG_2967.jpg?itok=yJS_1pZ_\" width=\"744\" />\r\n<h4 dir=\"ltr\">Who’s your Community?</h4>\r\n\r\n<p dir=\"ltr\">High-quality programs for youth require people from various parts of the community and from diverse organizations to work together.</p>\r\n\r\n<p dir=\"ltr\">But your community is never just the skaters that you are working with – as your activities grow over time, the support and input of many others will be needed to set up activities that are valued and impactful. &nbsp;</p>\r\n\r\n<p dir=\"ltr\">Examples of community members can include:</p>\r\n\r\n<ul>\r\n	<li>Participants (ie. youth/skaters)</li>\r\n	<li>Families of participants</li>\r\n	<li>Community leaders (ie. religious leaders)</li>\r\n	<li>Local skateboarders, skate shops</li>\r\n	<li>Nonprofits and schools working with the same communities (current/potential partners)</li>\r\n	<li>Officials and ministries</li>\r\n	<li>Security services (ie. police)</li>\r\n	<li>Local businesses&nbsp;</li>\r\n</ul>\r\n<img alt=\"Early days Skateistan Cambodia (kids in front of car)\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"6620c3fb-653d-45c7-a308-895df2e09252\" data-image-style=\"medium_banner\" height=\"518\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/PHOTO_-_2011_-_EARLY_CAMBODIA-16ba48d1.jpg?itok=O9mjd-Hl\" width=\"923\" />\r\n<h4 dir=\"ltr\">Methods of Engagement</h4>\r\n\r\n<p dir=\"ltr\">Here’s a list of some community engagement approaches you can use:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Outreach at skate spots, skate shops, youth centres</li>\r\n	<li>Canvassing (walking around a community with flyers)</li>\r\n	<li>Home visits and letters to connect with families</li>\r\n	<li>Phone calls and meetings with families or partners</li>\r\n	<li>Tours/visits of your program for families, community leaders, officials\r\n	<ul>\r\n		<li>Can also do video tours or live streams</li>\r\n	</ul>\r\n	</li>\r\n	<li>Events: skate demos/contests, art shows by participants, info booth or speech at external events</li>\r\n	<li>Local press coverage</li>\r\n	<li>Social media</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Some of these might seem old school, but face-to-face contact builds trust and relationships more effectively than other types of contact. Use the tools that feel natural for your community.</p>\r\n\r\n<h4 dir=\"ltr\">Needs Assessments</h4>\r\n\r\n<p dir=\"ltr\">Imagine you’re planning to start a new skate project. How do you decide where to do it? What time to run activities? How to set it up in a way to reach the participants you have in mind?</p>\r\n\r\n<p dir=\"ltr\">This is where needs assessments come in handy. If you take a bit of extra time to ask questions and plan in advance, you can avoid a lot of headaches and extra work later on.</p>\r\n\r\n<p dir=\"ltr\"><strong>Why do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>To decide which communities to work with (ie. which ages, which neighbourhoods)</li>\r\n	<li>To find locations to work in (ie. land for own skatepark, schools, public parks, community centres, other nonprofits)</li>\r\n	<li>To find key stakeholders that will help you do your work (ie. local skaters, officials, schools)</li>\r\n	<li>To learn about potential risks and security issues (ie. areas where girls feel unsafe)</li>\r\n	<li>To learn about helpful strengths of the community (ie. organizing events, word-of-mouth)</li>\r\n	<li>To ensure you aren’t doubling up on the efforts of other nonprofits in the area</li>\r\n	<li>To meet donor requirements</li>\r\n	<li>To shape the programs you offer\r\n	<ul>\r\n		<li>Does it need to be walking distance or have transport provided?</li>\r\n		<li>What other recreational opportunities are available?</li>\r\n		<li>Are kids interested in skateboarding?</li>\r\n		<li>Are there any potential cultural or logistical barriers to take into account?</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>When to do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>Before starting a new project location or activity</li>\r\n	<li>Anytime mid-project to find out how well your program’s working</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Getting Support for a Skateboarding Program</h4>\r\n\r\n<p dir=\"ltr\">Even before you start your program, it’s important to clearly communicate what your project aims and activities will be – for example “We want to give children a positive outlet through skateboarding and theatre classes”. Also share your message regularly once programs get rolling. Below are a few tips for communicating to students, families, and community leaders on your organization’s programs goals.</p>\r\n\r\n<p dir=\"ltr\">1. Highlight the positive effects of your program and skateboarding to parents and community leaders:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. Better behavior of youth; confidence; physical exercise; friendship (mental health).</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">2. Use regular community events to showcase your activities and what your participants have learned.</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. Skate demos, art shows, video screenings, theatre performances</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">3. Link skateboarding to activities that the community already values, such as youth-led neighbourhood clean-ups and learn-to-skate days, art projects, joining existing cultural events, or providing educational programs. Incorporate local cultural influences into everything from t-shirts to skatepark design!</p>\r\n\r\n<p dir=\"ltr\">4. Calculate the cost to your organization for each child to attend and frame it as a scholarship.</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. “Congratulations! Your child is selected to receive a one-year scholarship to ____ program, with a value of $200.”</p>\r\n	</li>\r\n</ul>\r\n<img alt=\"Oliver from Skateistan meeting the Soweto Skate Club in 2013\" data-align=\"center\" data-caption=\"&lt;em&gt;Skateistan\'s founder Oliver meeting the Soweto Skate Club in 2013&lt;/em&gt;\" data-entity-type=\"file\" data-entity-uuid=\"c6544cfe-38c9-4b7c-9c88-cd3bffc9e214\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Ollie%20Soweto%20Skate%20Club.JPG?itok=gXOu3kk7\" width=\"673\" />\r\n<h4 dir=\"ltr\">Partnerships</h4>\r\n\r\n<p dir=\"ltr\">One very effective way of engaging with the community is to set up partnerships. This means working together with another organization toward a shared goal. A partnership with another nonprofit or a school, for example, could involve sharing the responsibilities and costs of a program (ie. transport, food, venue, volunteers, event-planning, equipment, infrastructure maintenance). A partnership with government, donors, or businesses involves them supporting your mission by giving money in the form of a grant, or donating goods or services required to run your programs, such as skateboards, shoes or helmets. Your project can offer visibility, recognition and shareable content to partners, sponsors and donors.</p>\r\n\r\n<p dir=\"ltr\">A strong and strategic partnership can help to fix gaps in quality, strengthen community relationships, and reach the people in need of your services. They can also provide exciting opportunities. On the other hand, the wrong partnership can create risk and have negative consequences to your work. To lower the risks, take time to explore and <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Partnership_Evaluation_Tool.pdf\" target=\"_blank\">evaluate potential partners</a> before deciding to work with a new partner.</p>\r\n\r\n<h4 dir=\"ltr\">Next Steps</h4>\r\n\r\n<p dir=\"ltr\">1. Make a list of community partners that you\'d like to involve more in your programs and plan how you will reach out to each of them (ie. meeting, phone call, invitation to event or session).</p>\r\n\r\n<p dir=\"ltr\">2. If you\'re planning to start a new project location, a new program, or simply want to learn more about where you are working, do a Needs Assessment using&nbsp;our&nbsp;<a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Needs%20Assessment%20Guideline.pdf\" target=\"_blank\">Needs Assessment guideline</a>.&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,10,170,'en',0,'<h4 dir=\"ltr\">Why do Community Engagement?</h4>\r\n\r\n<p dir=\"ltr\">Having regular interaction with the community you’re working in is essential for building up your project’s reach, quality and reputation. Community engagement includes outreach, events, meetings, and partnerships. It offers the chance to assess community needs, let people know about the programs you offer, and build local support for your skateboarding-based activities.</p>\r\n\r\n<p dir=\"ltr\"><strong>Quality: </strong>Include the community in defining goals and regularly check that your project activities are making the change you hope for.</p>\r\n\r\n<p dir=\"ltr\"><strong>Reach: </strong>Find out if the people you want to reach are interested and able to join your activities.</p>\r\n\r\n<p dir=\"ltr\"><strong>Reputation:</strong> Build up a positive image of skateboarding and gain trust in the community. This is especially important in communities where skateboarding is a new activity.</p>\r\n<img alt=\"Girl skateboarding at event at Skateistan Kabul\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"57ff11e9-7e47-4326-b088-a4f6adcba10a\" data-image-style=\"medium_banner\" height=\"496\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/4_Star_Skateboarding-IMG_2967.jpg?itok=yJS_1pZ_\" width=\"744\" />\r\n<h4 dir=\"ltr\"><br />\r\nWho’s your Community?</h4>\r\n\r\n<p dir=\"ltr\">High-quality programs for youth require people from various parts of the community and from diverse organizations to work together.</p>\r\n\r\n<p dir=\"ltr\">But your community is never just the skaters that you are working with – as your activities grow over time, the support and input of many others will be needed to set up activities that are valued and impactful. &nbsp;</p>\r\n\r\n<p dir=\"ltr\">Examples of community members can include:</p>\r\n\r\n<ul>\r\n	<li>Participants (ie. youth/skaters)</li>\r\n	<li>Families of participants</li>\r\n	<li>Community leaders (ie. religious leaders)</li>\r\n	<li>Local skateboarders, skate shops</li>\r\n	<li>Nonprofits and schools working with the same communities (current/potential partners)</li>\r\n	<li>Officials and ministries</li>\r\n	<li>Security services (ie. police)</li>\r\n	<li>Local businesses&nbsp;</li>\r\n</ul>\r\n<img alt=\"Early days Skateistan Cambodia (kids in front of car)\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"6620c3fb-653d-45c7-a308-895df2e09252\" data-image-style=\"medium_banner\" height=\"518\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/PHOTO_-_2011_-_EARLY_CAMBODIA-16ba48d1.jpg?itok=O9mjd-Hl\" width=\"923\" />\r\n<h4 dir=\"ltr\"><br />\r\nMethods of Engagement</h4>\r\n\r\n<p dir=\"ltr\">Here’s a list of some community engagement approaches you can use:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Outreach at skate spots, skate shops, youth centres</li>\r\n	<li>Canvassing (walking around a community with flyers)</li>\r\n	<li>Home visits and letters to connect with families</li>\r\n	<li>Phone calls and meetings with families or partners</li>\r\n	<li>Tours/visits of your program for families, community leaders, officials\r\n	<ul>\r\n		<li>Can also do video tours or live streams</li>\r\n	</ul>\r\n	</li>\r\n	<li>Events: skate demos/contests, art shows by participants, info booth or speech at external events</li>\r\n	<li>Local press coverage</li>\r\n	<li>Social media</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Some of these might seem old school, but face-to-face contact builds trust and relationships more effectively than other types of contact. Use the tools that feel natural for your community.</p>\r\n\r\n<h4 dir=\"ltr\">Needs Assessments</h4>\r\n\r\n<p dir=\"ltr\">Imagine you’re planning to start a new skate project. How do you decide where to do it? What time to run activities? How to set it up in a way to reach the participants you have in mind?</p>\r\n\r\n<p dir=\"ltr\">This is where needs assessments come in handy. If you take a bit of extra time to ask questions and plan in advance, you can avoid a lot of headaches and extra work later on.</p>\r\n\r\n<p dir=\"ltr\"><strong>Why do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>To decide which communities to work with (ie. which ages, which neighbourhoods)</li>\r\n	<li>To find locations to work in (ie. land for own skatepark, schools, public parks, community centres, other nonprofits)</li>\r\n	<li>To find key stakeholders that will help you do your work (ie. local skaters, officials, schools)</li>\r\n	<li>To learn about potential risks and security issues (ie. areas where girls feel unsafe)</li>\r\n	<li>To learn about helpful strengths of the community (ie. organizing events, word-of-mouth)</li>\r\n	<li>To ensure you aren’t doubling up on the efforts of other nonprofits in the area</li>\r\n	<li>To meet donor requirements</li>\r\n	<li>To shape the programs you offer\r\n	<ul>\r\n		<li>Does it need to be walking distance or have transport provided?</li>\r\n		<li>What other recreational opportunities are available?</li>\r\n		<li>Are kids interested in skateboarding?</li>\r\n		<li>Are there any potential cultural or logistical barriers to take into account?</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>When to do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>Before starting a new project location or activity</li>\r\n	<li>Anytime mid-project to find out how well your program’s working</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Getting Support for a Skateboarding Program</h4>\r\n\r\n<p dir=\"ltr\">Even before you start your program, it’s important to clearly communicate what your project aims and activities will be – for example “We want to give children a positive outlet through skateboarding and theatre classes”. Also share your message regularly once programs get rolling. Below are a few tips for communicating to students, families, and community leaders on your organization’s programs goals.</p>\r\n\r\n<p dir=\"ltr\">1. Highlight the positive effects of your program and skateboarding to parents and community leaders:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. Better behavior of youth; confidence; physical exercise; friendship (mental health).</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">2. Use regular community events to showcase your activities and what your participants have learned.</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. Skate demos, art shows, video screenings, theatre performances</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">3. Link skateboarding to activities that the community already values, such as youth-led neighbourhood clean-ups and learn-to-skate days, art projects, joining existing cultural events, or providing educational programs. Incorporate local cultural influences into everything from t-shirts to skatepark design!</p>\r\n\r\n<p dir=\"ltr\">4. Calculate the cost to your organization for each child to attend and frame it as a scholarship.</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. “Congratulations! Your child is selected to receive a one-year scholarship to ____ program, with a value of $200.”</p>\r\n	</li>\r\n</ul>\r\n<img alt=\"Oliver from Skateistan meeting the Soweto Skate Club in 2013\" data-align=\"center\" data-caption=\"&lt;em&gt;Skateistan\'s founder Oliver meeting the Soweto Skate Club in 2013&lt;/em&gt;\" data-entity-type=\"file\" data-entity-uuid=\"c6544cfe-38c9-4b7c-9c88-cd3bffc9e214\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Ollie%20Soweto%20Skate%20Club.JPG?itok=gXOu3kk7\" width=\"673\" />\r\n<h4 dir=\"ltr\">Partnerships</h4>\r\n\r\n<p dir=\"ltr\">One very effective way of engaging with the community is to set up partnerships. This means working together with another organization toward a shared goal. A partnership with another nonprofit or a school, for example, could involve sharing the responsibilities and costs of a program (ie. transport, food, venue, volunteers, event-planning, equipment, infrastructure maintenance). A partnership with government, donors, or businesses involves them supporting your mission by giving money in the form of a grant, or donating goods or services required to run your programs, such as skateboards, shoes or helmets. Your project can offer visibility, recognition and shareable content to partners, sponsors and donors.</p>\r\n\r\n<p dir=\"ltr\">A strong and strategic partnership can help to fix gaps in quality, strengthen community relationships, and reach the people in need of your services. They can also provide exciting opportunities. On the other hand, the wrong partnership can create risk and have negative consequences to your work. To lower the risks, take time to explore and <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Partnership_Evaluation_Tool.pdf\" target=\"_blank\">evaluate potential partners</a> before deciding to work with a new partner.</p>\r\n\r\n<h4 dir=\"ltr\">Next Steps</h4>\r\n\r\n<p dir=\"ltr\">1. Make a list of community partners that you\'d like to involve more in your programs and plan how you will reach out to each of them (ie. meeting, phone call, invitation to event or session).</p>\r\n\r\n<p dir=\"ltr\">2. If you\'re planning to start a new project location, a new program, or simply want to learn more about where you are working, do a Needs Assessment using&nbsp;our&nbsp;<a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Needs%20Assessment%20Guideline.pdf\" target=\"_blank\">Needs Assessment guideline</a>.&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,10,171,'en',0,'<h4 dir=\"ltr\">Why do Community Engagement?</h4>\r\n\r\n<p dir=\"ltr\">Having regular interaction with the community you’re working in is essential for building up your project’s reach, quality and reputation. Community engagement includes outreach, events, meetings, and partnerships. It offers the chance to assess community needs, let people know about the programs you offer, and build local support for your skateboarding-based activities.</p>\r\n\r\n<p dir=\"ltr\"><strong>Quality: </strong>Include the community in defining goals and regularly check that your project activities are making the change you hope for.</p>\r\n\r\n<p dir=\"ltr\"><strong>Reach: </strong>Find out if the people you want to reach are interested and able to join your activities.</p>\r\n\r\n<p dir=\"ltr\"><strong>Reputation:</strong> Build up a positive image of skateboarding and gain trust in the community. This is especially important in communities where skateboarding is a new activity.</p>\r\n<img alt=\"Girl skateboarding at event at Skateistan Kabul\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"57ff11e9-7e47-4326-b088-a4f6adcba10a\" data-image-style=\"medium_banner\" height=\"496\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/4_Star_Skateboarding-IMG_2967.jpg?itok=yJS_1pZ_\" width=\"744\" />\r\n<h4 dir=\"ltr\"><br />\r\nWho’s your Community?</h4>\r\n\r\n<p dir=\"ltr\">High-quality programs for youth require people from various parts of the community and from diverse organizations to work together.</p>\r\n\r\n<p dir=\"ltr\">But your community is never just the skaters that you are working with – as your activities grow over time, the support and input of many others will be needed to set up activities that are valued and impactful. &nbsp;</p>\r\n\r\n<p dir=\"ltr\">Examples of community members can include:</p>\r\n\r\n<ul>\r\n	<li>Participants (ie. youth/skaters)</li>\r\n	<li>Families of participants</li>\r\n	<li>Community leaders (ie. religious leaders)</li>\r\n	<li>Local skateboarders, skate shops</li>\r\n	<li>Nonprofits and schools working with the same communities (current/potential partners)</li>\r\n	<li>Officials and ministries</li>\r\n	<li>Security services (ie. police)</li>\r\n	<li>Local businesses&nbsp;</li>\r\n</ul>\r\n<img alt=\"Early days Skateistan Cambodia (kids in front of car)\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"6620c3fb-653d-45c7-a308-895df2e09252\" data-image-style=\"medium_banner\" height=\"518\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/PHOTO_-_2011_-_EARLY_CAMBODIA-16ba48d1.jpg?itok=O9mjd-Hl\" width=\"923\" />\r\n<h4 dir=\"ltr\"><br />\r\nMethods of Engagement</h4>\r\n\r\n<p dir=\"ltr\">Here’s a list of some community engagement approaches you can use:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Outreach at skate spots, skate shops, youth centres</li>\r\n	<li>Canvassing (walking around a community with flyers)</li>\r\n	<li>Home visits and letters to connect with families</li>\r\n	<li>Phone calls and meetings with families or partners</li>\r\n	<li>Tours/visits of your program for families, community leaders, officials\r\n	<ul>\r\n		<li>Can also do video tours or live streams</li>\r\n	</ul>\r\n	</li>\r\n	<li>Events: skate demos/contests, art shows by participants, info booth or speech at external events</li>\r\n	<li>Local press coverage</li>\r\n	<li>Social media</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Some of these might seem old school, but face-to-face contact builds trust and relationships more effectively than other types of contact. Use the tools that feel natural for your community.</p>\r\n\r\n<h4 dir=\"ltr\">Needs Assessments</h4>\r\n\r\n<p dir=\"ltr\">Imagine you’re planning to start a new skate project. How do you decide where to do it? What time to run activities? How to set it up in a way to reach the participants you have in mind?</p>\r\n\r\n<p dir=\"ltr\">This is where needs assessments come in handy. If you take a bit of extra time to ask questions and plan in advance, you can avoid a lot of headaches and extra work later on.</p>\r\n\r\n<p dir=\"ltr\"><strong>Why do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>To decide which communities to work with (ie. which ages, which neighbourhoods)</li>\r\n	<li>To find locations to work in (ie. land for own skatepark, schools, public parks, community centres, other nonprofits)</li>\r\n	<li>To find key stakeholders that will help you do your work (ie. local skaters, officials, schools)</li>\r\n	<li>To learn about potential risks and security issues (ie. areas where girls feel unsafe)</li>\r\n	<li>To learn about helpful strengths of the community (ie. organizing events, word-of-mouth)</li>\r\n	<li>To ensure you aren’t doubling up on the efforts of other nonprofits in the area</li>\r\n	<li>To meet donor requirements</li>\r\n	<li>To shape the programs you offer\r\n	<ul>\r\n		<li>Does it need to be walking distance or have transport provided?</li>\r\n		<li>What other recreational opportunities are available?</li>\r\n		<li>Are kids interested in skateboarding?</li>\r\n		<li>Are there any potential cultural or logistical barriers to take into account?</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>When to do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>Before starting a new project location or activity</li>\r\n	<li>Anytime mid-project to find out how well your program’s working</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Getting Support for a Skateboarding Program</h4>\r\n\r\n<p dir=\"ltr\">Even before you start your program, it’s important to clearly communicate what your project aims and activities will be – for example “We want to give children a positive outlet through skateboarding and theatre classes”. Also share your message regularly once programs get rolling. Below are a few tips for communicating to students, families, and community leaders on your organization’s programs goals.</p>\r\n\r\n<p dir=\"ltr\">1. Highlight the positive effects of your program and skateboarding to parents and community leaders:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. Better behavior of youth; confidence; physical exercise; friendship (mental health).</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">2. Use regular community events to showcase your activities and what your participants have learned.</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. Skate demos, art shows, video screenings, theatre performances</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">3. Link skateboarding to activities that the community already values, such as youth-led neighbourhood clean-ups and learn-to-skate days, art projects, joining existing cultural events, or providing educational programs. Incorporate local cultural influences into everything from t-shirts to skatepark design!</p>\r\n\r\n<p dir=\"ltr\">4. Calculate the cost to your organization for each child to attend and frame it as a scholarship.</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. “Congratulations! Your child is selected to receive a one-year scholarship to ____ program, with a value of $200.”</p>\r\n	</li>\r\n</ul>\r\n<img alt=\"Oliver from Skateistan meeting the Soweto Skate Club in 2013\" data-align=\"center\" data-caption=\"&lt;em&gt;Skateistan\'s founder Oliver meeting the Soweto Skate Club in 2013&lt;/em&gt;\" data-entity-type=\"file\" data-entity-uuid=\"c6544cfe-38c9-4b7c-9c88-cd3bffc9e214\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Ollie%20Soweto%20Skate%20Club.JPG?itok=gXOu3kk7\" width=\"673\" />\r\n<h4 dir=\"ltr\">Partnerships</h4>\r\n\r\n<p dir=\"ltr\">One very effective way of engaging with the community is to set up partnerships. This means working together with another organization toward a shared goal. A partnership with another nonprofit or a school, for example, could involve sharing the responsibilities and costs of a program (ie. transport, food, venue, volunteers, event-planning, equipment, infrastructure maintenance). A partnership with government, donors, or businesses involves them supporting your mission by giving money in the form of a grant, or donating goods or services required to run your programs, such as skateboards, shoes or helmets. Your project can offer visibility, recognition and shareable content to partners, sponsors and donors.</p>\r\n\r\n<p dir=\"ltr\">A strong and strategic partnership can help to fix gaps in quality, strengthen community relationships, and reach the people in need of your services. They can also provide exciting opportunities. On the other hand, the wrong partnership can create risk and have negative consequences to your work. To lower the risks, take time to explore and <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Partnership_Evaluation_Tool.pdf\" target=\"_blank\">evaluate potential partners</a> before deciding to work with a new partner.</p>\r\n\r\n<h4 dir=\"ltr\">Next Steps</h4>\r\n\r\n<p dir=\"ltr\">1. Make a list of community partners that you\'d like to involve more in your programs and plan how you will reach out to each of them (ie. meeting, phone call, invitation to event or session).</p>\r\n\r\n<p dir=\"ltr\">2. If you\'re planning to start a new project location, a new program, or simply want to learn more about where you are working, do a Needs Assessment using&nbsp;our&nbsp;<a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Needs%20Assessment%20Guideline.pdf\" target=\"_blank\">Needs Assessment guideline</a>.&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,10,193,'en',0,'<h4 dir=\"ltr\">Why do Community Engagement?</h4>\r\n\r\n<p dir=\"ltr\">Having regular interaction with the community you’re working in is essential for building up your project’s reach, quality and reputation. Community engagement includes outreach, events, meetings, and partnerships. It offers the chance to assess community needs, let people know about the programs you offer, and build local support for your skateboarding-based activities.</p>\r\n\r\n<p dir=\"ltr\"><strong>Quality: </strong>Include the community in defining goals and regularly check that your project activities are making the change you hope for.</p>\r\n\r\n<p dir=\"ltr\"><strong>Reach: </strong>Find out if the people you want to reach are interested and able to join your activities.</p>\r\n\r\n<p dir=\"ltr\"><strong>Reputation:</strong> Build up a positive image of skateboarding and gain trust in the community. This is especially important in communities where skateboarding is a new activity.</p>\r\n<img alt=\"Girl skateboarding at event at Skateistan Kabul\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"57ff11e9-7e47-4326-b088-a4f6adcba10a\" data-image-style=\"medium_banner\" height=\"496\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/4_Star_Skateboarding-IMG_2967.jpg?itok=yJS_1pZ_\" width=\"744\" />\r\n<h4 dir=\"ltr\"><br />\r\nWho’s your Community?</h4>\r\n\r\n<p dir=\"ltr\">High-quality programs for youth require people from various parts of the community and from diverse organizations to work together.</p>\r\n\r\n<p dir=\"ltr\">But your community is never just the skaters that you are working with – as your activities grow over time, the support and input of many others will be needed to set up activities that are valued and impactful. &nbsp;</p>\r\n\r\n<p dir=\"ltr\">Examples of community members can include:</p>\r\n\r\n<ul>\r\n	<li>Participants (ie. youth/skaters)</li>\r\n	<li>Families of participants</li>\r\n	<li>Community leaders (ie. religious leaders)</li>\r\n	<li>Local skateboarders, skate shops</li>\r\n	<li>Nonprofits and schools working with the same communities (current/potential partners)</li>\r\n	<li>Officials and ministries</li>\r\n	<li>Security services (ie. police)</li>\r\n	<li>Local businesses&nbsp;</li>\r\n</ul>\r\n<img alt=\"Early days Skateistan Cambodia (kids in front of car)\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"6620c3fb-653d-45c7-a308-895df2e09252\" data-image-style=\"medium_banner\" height=\"518\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/PHOTO_-_2011_-_EARLY_CAMBODIA-16ba48d1.jpg?itok=O9mjd-Hl\" width=\"923\" />\r\n<h4 dir=\"ltr\"><br />\r\nMethods of Engagement</h4>\r\n\r\n<p dir=\"ltr\">Here’s a list of some community engagement approaches you can use:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Outreach at skate spots, skate shops, youth centres</li>\r\n	<li>Canvassing (walking around a community with flyers)</li>\r\n	<li>Home visits and letters to connect with families</li>\r\n	<li>Phone calls and meetings with families or partners</li>\r\n	<li>Tours/visits of your program for families, community leaders, officials\r\n	<ul>\r\n		<li>Can also do video tours or live streams</li>\r\n	</ul>\r\n	</li>\r\n	<li>Events: skate demos/contests, art shows by participants, info booth or speech at external events</li>\r\n	<li>Local press coverage</li>\r\n	<li>Social media</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Some of these might seem old school, but face-to-face contact builds trust and relationships more effectively than other types of contact. Use the tools that feel natural for your community.</p>\r\n\r\n<h4 dir=\"ltr\">Needs Assessments</h4>\r\n\r\n<p dir=\"ltr\">Imagine you’re planning to start a new skate project. How do you decide where to do it? What time to run activities? How to set it up in a way to reach the participants you have in mind?</p>\r\n\r\n<p dir=\"ltr\">This is where needs assessments come in handy. If you take a bit of extra time to ask questions and plan in advance, you can avoid a lot of headaches and extra work later on.</p>\r\n\r\n<p dir=\"ltr\"><strong>Why do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>To decide which communities to work with (ie. which ages, which neighbourhoods)</li>\r\n	<li>To find locations to work in (ie. land for own skatepark, schools, public parks, community centres, other nonprofits)</li>\r\n	<li>To find key stakeholders that will help you do your work (ie. local skaters, officials, schools)</li>\r\n	<li>To learn about potential risks and security issues (ie. areas where girls feel unsafe)</li>\r\n	<li>To learn about helpful strengths of the community (ie. organizing events, word-of-mouth)</li>\r\n	<li>To ensure you aren’t doubling up on the efforts of other nonprofits in the area</li>\r\n	<li>To meet donor requirements</li>\r\n	<li>To shape the programs you offer\r\n	<ul>\r\n		<li>Does it need to be walking distance or have transport provided?</li>\r\n		<li>What other recreational opportunities are available?</li>\r\n		<li>Are kids interested in skateboarding?</li>\r\n		<li>Are there any potential cultural or logistical barriers to take into account?</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>When to do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>Before starting a new project location or activity</li>\r\n	<li>Anytime mid-project to find out how well your program’s working</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Getting Support for a Skateboarding Program</h4>\r\n\r\n<p dir=\"ltr\">Even before you start your program, it’s important to clearly communicate what your project aims and activities will be – for example “We want to give children a positive outlet through skateboarding and theatre classes”. Also share your message regularly once programs get rolling. Below are a few tips for communicating to students, families, and community leaders on your organization’s programs goals.</p>\r\n\r\n<p dir=\"ltr\">1. Highlight the positive effects of your program and skateboarding to parents and community leaders:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. Better behavior of youth; confidence; physical exercise; friendship (mental health).</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">2. Use regular community events to showcase your activities and what your participants have learned.</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. Skate demos, art shows, video screenings, theatre performances</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">3. Link skateboarding to activities that the community already values, such as youth-led neighbourhood clean-ups and learn-to-skate days, art projects, joining existing cultural events, or providing educational programs. Incorporate local cultural influences into everything from t-shirts to skatepark design!</p>\r\n\r\n<p dir=\"ltr\">4. Calculate the cost to your organization for each child to attend and frame it as a scholarship.</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. “Congratulations! Your child is selected to receive a one-year scholarship to ____ program, with a value of $200.”</p>\r\n	</li>\r\n</ul>\r\n<img alt=\"Oliver from Skateistan meeting the Soweto Skate Club in 2013\" data-align=\"center\" data-caption=\"&lt;em&gt;Skateistan\'s founder Oliver meeting the Soweto Skate Club in 2013&lt;/em&gt;\" data-entity-type=\"file\" data-entity-uuid=\"c6544cfe-38c9-4b7c-9c88-cd3bffc9e214\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Ollie%20Soweto%20Skate%20Club.JPG?itok=gXOu3kk7\" width=\"673\" />\r\n<h4 dir=\"ltr\">Partnerships</h4>\r\n\r\n<p dir=\"ltr\">One very effective way of engaging with the community is to set up partnerships. This means working together with another organization toward a shared goal. A partnership with another nonprofit or a school, for example, could involve sharing the responsibilities and costs of a program (ie. transport, food, venue, volunteers, event-planning, equipment, infrastructure maintenance). A partnership with government, donors, or businesses involves them supporting your mission by giving money in the form of a grant, or donating goods or services required to run your programs, such as skateboards, shoes or helmets. Your project can offer visibility, recognition and shareable content to partners, sponsors and donors.</p>\r\n\r\n<p dir=\"ltr\">A strong and strategic partnership can help to fix gaps in quality, strengthen community relationships, and reach the people in need of your services. They can also provide exciting opportunities. On the other hand, the wrong partnership can create risk and have negative consequences to your work. To lower the risks, take time to explore and <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Partnership_Evaluation_Tool.pdf\" target=\"_blank\">evaluate potential partners</a> before deciding to work with a new partner.</p>\r\n\r\n<h4 dir=\"ltr\">Next Steps</h4>\r\n\r\n<p dir=\"ltr\">1. Make a list of community partners that you\'d like to involve more in your programs and plan how you will reach out to each of them (ie. meeting, phone call, invitation to event or session).</p>\r\n\r\n<p dir=\"ltr\">2. If you\'re planning to start a new project location, a new program, or simply want to learn more about where you are working, do a Needs Assessment using&nbsp;our&nbsp;<a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Needs%20Assessment%20Guideline.pdf\" target=\"_blank\">Needs Assessment guideline</a>.&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,10,196,'en',0,'<h4 dir=\"ltr\">Why do Community Engagement?</h4>\r\n\r\n<p dir=\"ltr\">Having regular interaction with the community you’re working in is essential for building up your project’s reach, quality and reputation. Community engagement includes outreach, events, meetings, and partnerships. It offers the chance to assess community needs, let people know about the programs you offer, and build local support for your skateboarding-based activities.</p>\r\n\r\n<p dir=\"ltr\"><strong>Quality: </strong>Include the community in defining goals and regularly check that your project activities are making the change you hope for.</p>\r\n\r\n<p dir=\"ltr\"><strong>Reach: </strong>Find out if the people you want to reach are interested and able to join your activities.</p>\r\n\r\n<p dir=\"ltr\"><strong>Reputation:</strong> Build up a positive image of skateboarding and gain trust in the community. This is especially important in communities where skateboarding is a new activity.</p>\r\n<img alt=\"Girl skateboarding at event at Skateistan Kabul\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"57ff11e9-7e47-4326-b088-a4f6adcba10a\" data-image-style=\"medium_banner\" height=\"496\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/4_Star_Skateboarding-IMG_2967.jpg?itok=yJS_1pZ_\" width=\"744\" />\r\n<h4 dir=\"ltr\"><br />\r\nWho’s your Community?</h4>\r\n\r\n<p dir=\"ltr\">High-quality programs for youth require people from various parts of the community and from diverse organizations to work together.</p>\r\n\r\n<p dir=\"ltr\">But your community is never just the skaters that you are working with – as your activities grow over time, the support and input of many others will be needed to set up activities that are valued and impactful. &nbsp;</p>\r\n\r\n<p dir=\"ltr\">Examples of community members can include:</p>\r\n\r\n<ul>\r\n	<li>Participants (ie. youth/skaters)</li>\r\n	<li>Families of participants</li>\r\n	<li>Community leaders (ie. religious leaders)</li>\r\n	<li>Local skateboarders, skate shops</li>\r\n	<li>Nonprofits and schools working with the same communities (current/potential partners)</li>\r\n	<li>Officials and ministries</li>\r\n	<li>Security services (ie. police)</li>\r\n	<li>Local businesses&nbsp;</li>\r\n</ul>\r\n<img alt=\"Early days Skateistan Cambodia (kids in front of car)\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"6620c3fb-653d-45c7-a308-895df2e09252\" data-image-style=\"medium_banner\" height=\"518\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/PHOTO_-_2011_-_EARLY_CAMBODIA-16ba48d1.jpg?itok=O9mjd-Hl\" width=\"923\" />\r\n<h4 dir=\"ltr\"><br />\r\nMethods of Engagement</h4>\r\n\r\n<p dir=\"ltr\">Here’s a list of some community engagement approaches you can use:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Outreach at skate spots, skate shops, youth centres</li>\r\n	<li>Canvassing (walking around a community with flyers)</li>\r\n	<li>Home visits and letters to connect with families</li>\r\n	<li>Phone calls and meetings with families or partners</li>\r\n	<li>Tours/visits of your program for families, community leaders, officials\r\n	<ul>\r\n		<li>Can also do video tours or live streams</li>\r\n	</ul>\r\n	</li>\r\n	<li>Events: skate demos/contests, art shows by participants, info booth or speech at external events</li>\r\n	<li>Local press coverage</li>\r\n	<li>Social media</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Some of these might seem old school, but face-to-face contact builds trust and relationships more effectively than other types of contact. Use the tools that feel natural for your community.</p>\r\n\r\n<h4 dir=\"ltr\">Needs Assessments</h4>\r\n\r\n<p dir=\"ltr\">Imagine you’re planning to start a new skate project. How do you decide where to do it? What time to run activities? How to set it up in a way to reach the participants you have in mind?</p>\r\n\r\n<p dir=\"ltr\">This is where needs assessments come in handy. If you take a bit of extra time to ask questions and plan in advance, you can avoid a lot of headaches and extra work later on.</p>\r\n\r\n<p dir=\"ltr\"><strong>Why do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>To decide which communities to work with (ie. which ages, which neighbourhoods)</li>\r\n	<li>To find locations to work in (ie. land for own skatepark, schools, public parks, community centres, other nonprofits)</li>\r\n	<li>To find key stakeholders that will help you do your work (ie. local skaters, officials, schools)</li>\r\n	<li>To learn about potential risks and security issues (ie. areas where girls feel unsafe)</li>\r\n	<li>To learn about helpful strengths of the community (ie. organizing events, word-of-mouth)</li>\r\n	<li>To ensure you aren’t doubling up on the efforts of other nonprofits in the area</li>\r\n	<li>To meet donor requirements</li>\r\n	<li>To shape the programs you offer\r\n	<ul>\r\n		<li>Does it need to be walking distance or have transport provided?</li>\r\n		<li>What other recreational opportunities are available?</li>\r\n		<li>Are kids interested in skateboarding?</li>\r\n		<li>Are there any potential cultural or logistical barriers to take into account?</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>When to do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>Before starting a new project location or activity</li>\r\n	<li>Anytime mid-project to find out how well your program’s working</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Getting Support for a Skateboarding Program</h4>\r\n\r\n<p dir=\"ltr\">Even before you start your program, it’s important to clearly communicate what your project aims and activities will be – for example “We want to give children a positive outlet through skateboarding and theatre classes”. Also share your message regularly once programs get rolling. Below are a few tips for communicating to students, families, and community leaders on your organization’s programs goals.</p>\r\n\r\n<p dir=\"ltr\">1. Highlight the positive effects of your program and skateboarding to parents and community leaders:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. Better behavior of youth; confidence; physical exercise; friendship (mental health).</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">2. Use regular community events to showcase your activities and what your participants have learned.</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. Skate demos, art shows, video screenings, theatre performances</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">3. Link skateboarding to activities that the community already values, such as youth-led neighbourhood clean-ups and learn-to-skate days, art projects, joining existing cultural events, or providing educational programs. Incorporate local cultural influences into everything from t-shirts to skatepark design!</p>\r\n\r\n<p dir=\"ltr\">4. Calculate the cost to your organization for each child to attend and frame it as a scholarship.</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. “Congratulations! Your child is selected to receive a one-year scholarship to ____ program, with a value of $200.”</p>\r\n	</li>\r\n</ul>\r\n<img alt=\"Oliver from Skateistan meeting the Soweto Skate Club in 2013\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"c6544cfe-38c9-4b7c-9c88-cd3bffc9e214\" data-image-style=\"medium_banner\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Ollie%20Soweto%20Skate%20Club.JPG?itok=gXOu3kk7\" width=\"673\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>Skateistan\'s founder Oliver (right) meeting with the Soweto Skate Club in 2013</em></p>\r\n\r\n<h4 dir=\"ltr\">Partnerships</h4>\r\n\r\n<p dir=\"ltr\">One very effective way of engaging with the community is to set up partnerships. This means working together with another organization toward a shared goal. A partnership with another nonprofit or a school, for example, could involve sharing the responsibilities and costs of a program (ie. transport, food, venue, volunteers, event-planning, equipment, infrastructure maintenance). A partnership with government, donors, or businesses involves them supporting your mission by giving money in the form of a grant, or donating goods or services required to run your programs, such as skateboards, shoes or helmets. Your project can offer visibility, recognition and shareable content to partners, sponsors and donors.</p>\r\n\r\n<p dir=\"ltr\">A strong and strategic partnership can help to fix gaps in quality, strengthen community relationships, and reach the people in need of your services. They can also provide exciting opportunities. On the other hand, the wrong partnership can create risk and have negative consequences to your work. To lower the risks, take time to explore and <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Partnership_Evaluation_Tool.pdf\" target=\"_blank\">evaluate potential partners</a> before deciding to work with a new partner.</p>\r\n\r\n<h4 dir=\"ltr\">Next Steps</h4>\r\n\r\n<p dir=\"ltr\">1. Make a list of community partners that you\'d like to involve more in your programs and plan how you will reach out to each of them (ie. meeting, phone call, invitation to event or session).</p>\r\n\r\n<p dir=\"ltr\">2. If you\'re planning to start a new project location, a new program, or simply want to learn more about where you are working, do a Needs Assessment using&nbsp;our&nbsp;<a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Needs%20Assessment%20Guideline.pdf\" target=\"_blank\">Needs Assessment guideline</a>.&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,10,214,'en',0,'<h4 dir=\"ltr\">Why do Community Engagement?</h4>\r\n\r\n<p dir=\"ltr\">Having regular interaction with the community you’re working in is essential for building up your project’s reach, quality and reputation. Community engagement includes outreach, events, meetings, and partnerships. It offers the chance to assess community needs, let people know about the programs you offer, and build local support for your skateboarding-based activities.</p>\r\n\r\n<p dir=\"ltr\"><strong>Quality: </strong>Include the community in defining goals and regularly check that your project activities are making the change you hope for.</p>\r\n\r\n<p dir=\"ltr\"><strong>Reach: </strong>Find out if the people you want to reach are interested and able to join your activities.</p>\r\n\r\n<p dir=\"ltr\"><strong>Reputation:</strong> Build up a positive image of skateboarding and gain trust in the community. This is especially important in communities where skateboarding is a new activity.</p>\r\n<img alt=\"Girl skateboarding at event at Skateistan Kabul\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"57ff11e9-7e47-4326-b088-a4f6adcba10a\" data-image-style=\"medium_banner\" height=\"496\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/4_Star_Skateboarding-IMG_2967.jpg?itok=yJS_1pZ_\" width=\"744\" />\r\n<h4 dir=\"ltr\"><br />\r\nWho’s your Community?</h4>\r\n\r\n<p dir=\"ltr\">High-quality programs for youth require people from various parts of the community and from diverse organizations to work together.</p>\r\n\r\n<p dir=\"ltr\">But your community is never just the skaters that you are working with – as your activities grow over time, the support and input of many others will be needed to set up activities that are valued and impactful. &nbsp;</p>\r\n\r\n<p dir=\"ltr\">Examples of community members can include:</p>\r\n\r\n<ul>\r\n	<li>Participants (ie. youth/skaters)</li>\r\n	<li>Families of participants</li>\r\n	<li>Community leaders (ie. religious leaders)</li>\r\n	<li>Local skateboarders, skate shops</li>\r\n	<li>Nonprofits and schools working with the same communities (current/potential partners)</li>\r\n	<li>Officials and ministries</li>\r\n	<li>Security services (ie. police)</li>\r\n	<li>Local businesses&nbsp;</li>\r\n</ul>\r\n<img alt=\"Early days Skateistan Cambodia (kids in front of car)\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"6620c3fb-653d-45c7-a308-895df2e09252\" data-image-style=\"medium_banner\" height=\"518\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/PHOTO_-_2011_-_EARLY_CAMBODIA-16ba48d1.jpg?itok=O9mjd-Hl\" width=\"923\" />\r\n<h4 dir=\"ltr\"><br />\r\nMethods of Engagement</h4>\r\n\r\n<p dir=\"ltr\">Here’s a list of some community engagement approaches you can use:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Outreach at skate spots, skate shops, youth centres</li>\r\n	<li>Canvassing (walking around a community with flyers)</li>\r\n	<li>Home visits and letters to connect with families</li>\r\n	<li>Phone calls and meetings with families or partners</li>\r\n	<li>Tours/visits of your program for families, community leaders, officials\r\n	<ul>\r\n		<li>Can also do video tours or live streams</li>\r\n	</ul>\r\n	</li>\r\n	<li>Events: skate demos/contests, art shows by participants, info booth or speech at external events</li>\r\n	<li>Local press coverage</li>\r\n	<li>Social media</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Some of these might seem old school, but face-to-face contact builds trust and relationships more effectively than other types of contact. Use the tools that feel natural for your community.</p>\r\n\r\n<h4 dir=\"ltr\">Needs Assessments</h4>\r\n\r\n<p dir=\"ltr\">Imagine you’re planning to start a new skate project. How do you decide where to do it? What time to run activities? How to set it up in a way to reach the participants you have in mind?</p>\r\n\r\n<p dir=\"ltr\">This is where needs assessments come in handy. If you take a bit of extra time to ask questions and plan in advance, you can avoid a lot of headaches and extra work later on.</p>\r\n\r\n<p dir=\"ltr\"><strong>Why do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>To decide which communities to work with (ie. which ages, which neighbourhoods)</li>\r\n	<li>To find locations to work in (ie. land for own skatepark, schools, public parks, community centres, other nonprofits)</li>\r\n	<li>To find key stakeholders that will help you do your work (ie. local skaters, officials, schools)</li>\r\n	<li>To learn about potential risks and security issues (ie. areas where girls feel unsafe)</li>\r\n	<li>To learn about helpful strengths of the community (ie. organizing events, word-of-mouth)</li>\r\n	<li>To ensure you aren’t doubling up on the efforts of other nonprofits in the area</li>\r\n	<li>To meet donor requirements</li>\r\n	<li>To shape the programs you offer\r\n	<ul>\r\n		<li>Does it need to be walking distance or have transport provided?</li>\r\n		<li>What other recreational opportunities are available?</li>\r\n		<li>Are kids interested in skateboarding?</li>\r\n		<li>Are there any potential cultural or logistical barriers to take into account?</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>When to do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>Before starting a new project location or activity</li>\r\n	<li>Anytime mid-project to find out how well your program’s working</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Getting Support for a Skateboarding Program</h4>\r\n\r\n<p dir=\"ltr\">Even before you start your program, it’s important to clearly communicate what your project aims and activities will be – for example “We want to give children a positive outlet through skateboarding and theatre classes”. Also share your message regularly once programs get rolling. Below are a few tips for communicating to students, families, and community leaders on your organization’s programs goals.</p>\r\n\r\n<p dir=\"ltr\">1. Highlight the positive effects of your program and skateboarding to parents and community leaders:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. Better behavior of youth; confidence; physical exercise; friendship (mental health).</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">2. Use regular community events to showcase your activities and what your participants have learned.</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. Skate demos, art shows, video screenings, theatre performances</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">3. Link skateboarding to activities that the community already values, such as youth-led neighbourhood clean-ups and learn-to-skate days, art projects, joining existing cultural events, or providing educational programs. Incorporate local cultural influences into everything from t-shirts to skatepark design!</p>\r\n\r\n<p dir=\"ltr\">4. Calculate the cost to your organization for each child to attend and frame it as a scholarship.</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. “Congratulations! Your child is selected to receive a one-year scholarship to ____ program, with a value of $200.”</p>\r\n	</li>\r\n</ul>\r\n<img alt=\"Oliver from Skateistan meeting the Soweto Skate Club in 2013\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"c6544cfe-38c9-4b7c-9c88-cd3bffc9e214\" data-image-style=\"medium_banner\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Ollie%20Soweto%20Skate%20Club.JPG?itok=gXOu3kk7\" width=\"673\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>Skateistan\'s founder Oliver (right) meeting with the Soweto Skate Club in 2013</em></p>\r\n\r\n<h4 dir=\"ltr\">Partnerships</h4>\r\n\r\n<p dir=\"ltr\">One very effective way of engaging with the community is to set up partnerships. This means working together with another organization toward a shared goal. A partnership with another nonprofit or a school, for example, could involve sharing the responsibilities and costs of a program (ie. transport, food, venue, volunteers, event-planning, equipment, infrastructure maintenance). A partnership with government, donors, or businesses involves them supporting your mission by giving money in the form of a grant, or donating goods or services required to run your programs, such as skateboards, shoes or helmets. Your project can offer visibility, recognition and shareable content to partners, sponsors and donors.</p>\r\n\r\n<p dir=\"ltr\">A strong and strategic partnership can help to fix gaps in quality, strengthen community relationships, and reach the people in need of your services. They can also provide exciting opportunities. On the other hand, the wrong partnership can create risk and have negative consequences to your work. To lower the risks, take time to explore and <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Partnership_Evaluation_Tool.pdf\" target=\"_blank\">evaluate potential partners</a> before deciding to work with a new partner.</p>\r\n\r\n<h4 dir=\"ltr\">Next Steps</h4>\r\n\r\n<p dir=\"ltr\">1. Make a list of community partners that you\'d like to involve more in your programs and plan how you will reach out to each of them (ie. meeting, phone call, invitation to event or session).</p>\r\n\r\n<p dir=\"ltr\">2. If you\'re planning to start a new project location, a new program, or simply want to learn more about where you are working, do a Needs Assessment using&nbsp;our&nbsp;<a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Needs%20Assessment%20Guideline.pdf\" target=\"_blank\">Needs Assessment guideline</a>.&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,10,218,'en',0,'<h4 dir=\"ltr\">Why do Community Engagement?</h4>\r\n\r\n<p dir=\"ltr\">Having regular interaction with the community you’re working in is essential for building up your project’s reach, quality and reputation. Community engagement includes outreach, events, meetings, and partnerships. It offers the chance to assess community needs, let people know about the programs you offer, and build local support for your skateboarding-based activities.</p>\r\n\r\n<p dir=\"ltr\"><strong>Quality: </strong>Include the community in defining goals and regularly check that your project activities are making the change you hope for.</p>\r\n\r\n<p dir=\"ltr\"><strong>Reach: </strong>Find out if the people you want to reach are interested and able to join your activities.</p>\r\n\r\n<p dir=\"ltr\"><strong>Reputation:</strong> Build up a positive image of skateboarding and gain trust in the community. This is especially important in communities where skateboarding is a new activity.</p>\r\n<img alt=\"Girl skateboarding at event at Skateistan Kabul\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"57ff11e9-7e47-4326-b088-a4f6adcba10a\" data-image-style=\"medium_banner\" height=\"496\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/4_Star_Skateboarding-IMG_2967.jpg?itok=yJS_1pZ_\" width=\"744\" />\r\n<h4 dir=\"ltr\"><br />\r\nWho’s your Community?</h4>\r\n\r\n<p dir=\"ltr\">High-quality programs for youth require people from various parts of the community and from diverse organizations to work together.</p>\r\n\r\n<p dir=\"ltr\">But your community is never just the skaters that you are working with – as your activities grow over time, the support and input of many others will be needed to set up activities that are valued and impactful. &nbsp;</p>\r\n\r\n<p dir=\"ltr\">Examples of community members can include:</p>\r\n\r\n<ul>\r\n	<li>Participants (ie. youth/skaters)</li>\r\n	<li>Families of participants</li>\r\n	<li>Community leaders (ie. religious leaders)</li>\r\n	<li>Local skateboarders, skate shops</li>\r\n	<li>Nonprofits and schools working with the same communities (current/potential partners)</li>\r\n	<li>Officials and ministries</li>\r\n	<li>Security services (ie. police)</li>\r\n	<li>Local businesses&nbsp;</li>\r\n</ul>\r\n<img alt=\"Early days Skateistan Cambodia (kids in front of car)\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"6620c3fb-653d-45c7-a308-895df2e09252\" data-image-style=\"medium_banner\" height=\"518\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/PHOTO_-_2011_-_EARLY_CAMBODIA-16ba48d1.jpg?itok=O9mjd-Hl\" width=\"923\" />\r\n<h4 dir=\"ltr\"><br />\r\nMethods of Engagement</h4>\r\n\r\n<p dir=\"ltr\">Here’s a list of some community engagement approaches you can use:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Outreach at skate spots, skate shops, youth centres</li>\r\n	<li>Canvassing (walking around a community with flyers)</li>\r\n	<li>Home visits and letters to connect with families</li>\r\n	<li>Phone calls and meetings with families or partners</li>\r\n	<li>Tours/visits of your program for families, community leaders, officials\r\n	<ul>\r\n		<li>Can also do video tours or live streams</li>\r\n	</ul>\r\n	</li>\r\n	<li>Events: skate demos/contests, art shows by participants, info booth or speech at external events</li>\r\n	<li>Local press coverage</li>\r\n	<li>Social media</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Some of these might seem old school, but face-to-face contact builds trust and relationships more effectively than other types of contact. Use the tools that feel natural for your community.</p>\r\n\r\n<h4 dir=\"ltr\">Needs Assessments</h4>\r\n\r\n<p dir=\"ltr\">Imagine you’re planning to start a new skate project. How do you decide where to do it? What time to run activities? How to set it up in a way to reach the participants you have in mind?</p>\r\n\r\n<p dir=\"ltr\">This is where needs assessments come in handy. If you take a bit of extra time to ask questions and plan in advance, you can avoid a lot of headaches and extra work later on.</p>\r\n\r\n<p dir=\"ltr\"><strong>Why do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>To decide which communities to work with (ie. which ages, which neighbourhoods)</li>\r\n	<li>To find locations to work in (ie. land for own skatepark, schools, public parks, community centres, other nonprofits)</li>\r\n	<li>To find key stakeholders that will help you do your work (ie. local skaters, officials, schools)</li>\r\n	<li>To learn about potential risks and security issues (ie. areas where girls feel unsafe)</li>\r\n	<li>To learn about helpful strengths of the community (ie. organizing events, word-of-mouth)</li>\r\n	<li>To ensure you aren’t doubling up on the efforts of other nonprofits in the area</li>\r\n	<li>To meet donor requirements</li>\r\n	<li>To shape the programs you offer\r\n	<ul>\r\n		<li>Does it need to be walking distance or have transport provided?</li>\r\n		<li>What other recreational opportunities are available?</li>\r\n		<li>Are kids interested in skateboarding?</li>\r\n		<li>Are there any potential cultural or logistical barriers to take into account?</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>When to do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>Before starting a new project location or activity</li>\r\n	<li>Anytime mid-project to find out how well your program’s working</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Getting Support for a Skateboarding Program</h4>\r\n\r\n<p dir=\"ltr\">Even before you start your program, it’s important to clearly communicate what your project aims and activities will be – for example “We want to give children a positive outlet through skateboarding and theatre classes”. Also share your message regularly once programs get rolling. Below are a few tips for communicating to students, families, and community leaders on your organization’s programs goals.</p>\r\n\r\n<p dir=\"ltr\">1. Highlight the positive effects of your program and skateboarding to parents and community leaders:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. Better behavior of youth; confidence; physical exercise; friendship (mental health).</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">2. Use regular community events to showcase your activities and what your participants have learned.</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. Skate demos, art shows, video screenings, theatre performances</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">3. Link skateboarding to activities that the community already values, such as youth-led neighbourhood clean-ups and learn-to-skate days, art projects, joining existing cultural events, or providing educational programs. Incorporate local cultural influences into everything from t-shirts to skatepark design!</p>\r\n\r\n<p dir=\"ltr\">4. Calculate the cost to your organization for each child to attend and frame it as a scholarship.</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. “Congratulations! Your child is selected to receive a one-year scholarship to ____ program, with a value of $200.”</p>\r\n	</li>\r\n</ul>\r\n<img alt=\"Oliver from Skateistan meeting the Soweto Skate Club in 2013\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"c6544cfe-38c9-4b7c-9c88-cd3bffc9e214\" data-image-style=\"medium_banner\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Ollie%20Soweto%20Skate%20Club.JPG?itok=gXOu3kk7\" width=\"673\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>Skateistan\'s founder Oliver (right) meeting with the Soweto Skate Club in 2013</em></p>\r\n\r\n<h4 dir=\"ltr\">Partnerships</h4>\r\n\r\n<p dir=\"ltr\">One very effective way of engaging with the community is to set up partnerships. This means working together with another organization toward a shared goal. A partnership with another nonprofit or a school, for example, could involve sharing the responsibilities and costs of a program (ie. transport, food, venue, volunteers, event-planning, equipment, infrastructure maintenance). A partnership with government, donors, or businesses involves them supporting your mission by giving money in the form of a grant, or donating goods or services required to run your programs, such as skateboards, shoes or helmets. Your project can offer visibility, recognition and shareable content to partners, sponsors and donors.</p>\r\n\r\n<p dir=\"ltr\">A strong and strategic partnership can help to fix gaps in quality, strengthen community relationships, and reach the people in need of your services. They can also provide exciting opportunities. On the other hand, the wrong partnership can create risk and have negative consequences to your work. To lower the risks, take time to explore and <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Partnership_Evaluation_Tool.pdf\" target=\"_blank\">evaluate potential partners</a> before deciding to work with a new partner.</p>\r\n\r\n<h4 dir=\"ltr\">Next Steps</h4>\r\n\r\n<p dir=\"ltr\">1. Make a list of community partners that you\'d like to involve more in your programs and plan how you will reach out to each of them (ie. meeting, phone call, invitation to event or session).</p>\r\n\r\n<p dir=\"ltr\">2. If you\'re planning to start a new project location, a new program, or simply want to learn more about where you are working, do a Needs Assessment using&nbsp;our&nbsp;<a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Needs%20Assessment%20Guideline.pdf\" target=\"_blank\">Needs Assessment guideline</a>.&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,10,221,'en',0,'<h4 dir=\"ltr\">Why do Community Engagement?</h4>\r\n\r\n<p dir=\"ltr\">Having regular interaction with the community you’re working in is essential for building up your project’s reach, quality and reputation. Community engagement includes outreach, events, meetings, and partnerships. It offers the chance to assess community needs, let people know about the programs you offer, and build local support for your skateboarding-based activities.</p>\r\n\r\n<p dir=\"ltr\"><strong>Quality: </strong>Include the community in defining goals and regularly check that your project activities are making the change you hope for.</p>\r\n\r\n<p dir=\"ltr\"><strong>Reach: </strong>Find out if the people you want to reach are interested and able to join your activities.</p>\r\n\r\n<p dir=\"ltr\"><strong>Reputation:</strong> Build up a positive image of skateboarding and gain trust in the community. This is especially important in communities where skateboarding is a new activity.</p>\r\n<img alt=\"Girl skateboarding at event at Skateistan Kabul\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"57ff11e9-7e47-4326-b088-a4f6adcba10a\" data-image-style=\"medium_banner\" height=\"496\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/4_Star_Skateboarding-IMG_2967.jpg?itok=yJS_1pZ_\" width=\"744\" />\r\n<h4 dir=\"ltr\"><br />\r\nWho’s your Community?</h4>\r\n\r\n<p dir=\"ltr\">High-quality programs for youth require people from various parts of the community and from diverse organizations to work together.</p>\r\n\r\n<p dir=\"ltr\">But your community is never just the skaters that you are working with – as your activities grow over time, the support and input of many others will be needed to set up activities that are valued and impactful. &nbsp;</p>\r\n\r\n<p dir=\"ltr\">Examples of community members can include:</p>\r\n\r\n<ul>\r\n	<li>Participants (ie. youth/skaters)</li>\r\n	<li>Families of participants</li>\r\n	<li>Community leaders (ie. religious leaders)</li>\r\n	<li>Local skateboarders, skate shops</li>\r\n	<li>Nonprofits and schools working with the same communities (current/potential partners)</li>\r\n	<li>Officials and ministries</li>\r\n	<li>Security services (ie. police)</li>\r\n	<li>Local businesses&nbsp;</li>\r\n</ul>\r\n<img alt=\"Early days Skateistan Cambodia (kids in front of car)\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"6620c3fb-653d-45c7-a308-895df2e09252\" data-image-style=\"medium_banner\" height=\"518\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/PHOTO_-_2011_-_EARLY_CAMBODIA-16ba48d1.jpg?itok=O9mjd-Hl\" width=\"923\" />\r\n<h4 dir=\"ltr\"><br />\r\nMethods of Engagement</h4>\r\n\r\n<p dir=\"ltr\">Here’s a list of some community engagement approaches you can use:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Outreach at skate spots, skate shops, youth centres</li>\r\n	<li>Canvassing (walking around a community with flyers)</li>\r\n	<li>Home visits and letters to connect with families</li>\r\n	<li>Phone calls and meetings with families or partners</li>\r\n	<li>Tours/visits of your program for families, community leaders, officials\r\n	<ul>\r\n		<li>Can also do video tours or live streams</li>\r\n	</ul>\r\n	</li>\r\n	<li>Events: skate demos/contests, art shows by participants, info booth or speech at external events</li>\r\n	<li>Local press coverage</li>\r\n	<li>Social media</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Some of these might seem old school, but face-to-face contact builds trust and relationships more effectively than other types of contact. Use the tools that feel natural for your community.</p>\r\n\r\n<h4 dir=\"ltr\">Needs Assessments</h4>\r\n\r\n<p dir=\"ltr\">Imagine you’re planning to start a new skate project. How do you decide where to do it? What time to run activities? How to set it up in a way to reach the participants you have in mind?</p>\r\n\r\n<p dir=\"ltr\">This is where needs assessments come in handy. If you take a bit of extra time to ask questions and plan in advance, you can avoid a lot of headaches and extra work later on.</p>\r\n\r\n<p dir=\"ltr\"><strong>Why do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>To decide which communities to work with (ie. which ages, which neighbourhoods)</li>\r\n	<li>To find locations to work in (ie. land for own skatepark, schools, public parks, community centres, other nonprofits)</li>\r\n	<li>To find key stakeholders that will help you do your work (ie. local skaters, officials, schools)</li>\r\n	<li>To learn about potential risks and security issues (ie. areas where girls feel unsafe)</li>\r\n	<li>To learn about helpful strengths of the community (ie. organizing events, word-of-mouth)</li>\r\n	<li>To ensure you aren’t doubling up on the efforts of other nonprofits in the area</li>\r\n	<li>To meet donor requirements</li>\r\n	<li>To shape the programs you offer\r\n	<ul>\r\n		<li>Does it need to be walking distance or have transport provided?</li>\r\n		<li>What other recreational opportunities are available?</li>\r\n		<li>Are kids interested in skateboarding?</li>\r\n		<li>Are there any potential cultural or logistical barriers to take into account?</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>When to do a needs assessment:</strong></p>\r\n\r\n<ul>\r\n	<li>Before starting a new project location or activity</li>\r\n	<li>Anytime mid-project to find out how well your program’s working</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Getting Support for a Skateboarding Program</h4>\r\n\r\n<p dir=\"ltr\">Even before you start your program, it’s important to clearly communicate what your project aims and activities will be – for example “We want to give children a positive outlet through skateboarding and theatre classes”. Also share your message regularly once programs get rolling. Below are a few tips for communicating to students, families, and community leaders on your organization’s programs goals.</p>\r\n\r\n<p dir=\"ltr\">1. Highlight the positive effects of your program and skateboarding to parents and community leaders:</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. Better behavior of youth; confidence; physical exercise; friendship (mental health).</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">2. Use regular community events to showcase your activities and what your participants have learned.</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. Skate demos, art shows, video screenings, theatre performances</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">3. Link skateboarding to activities that the community already values, such as youth-led neighbourhood clean-ups and learn-to-skate days, art projects, joining existing cultural events, or providing educational programs. Incorporate local cultural influences into everything from t-shirts to skatepark design!</p>\r\n\r\n<p dir=\"ltr\">4. Calculate the cost to your organization for each child to attend and frame it as a scholarship.</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Ie. “Congratulations! Your child is selected to receive a one-year scholarship to ____ program, with a value of $200.”</p>\r\n	</li>\r\n</ul>\r\n<img alt=\"Oliver from Skateistan meeting the Soweto Skate Club in 2013\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"c6544cfe-38c9-4b7c-9c88-cd3bffc9e214\" data-image-style=\"medium_banner\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Ollie%20Soweto%20Skate%20Club.JPG?itok=gXOu3kk7\" width=\"673\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>Skateistan\'s founder Oliver (right) meeting with the Soweto Skate Club in 2013</em></p>\r\n\r\n<h4 dir=\"ltr\">Partnerships</h4>\r\n\r\n<p dir=\"ltr\">One very effective way of engaging with the community is to set up partnerships. This means working together with another organization toward a shared goal. Partnerships are often essential for expanding your organization\'s programming capacity, adding new services, or reaching new communities.</p>\r\n\r\n<p dir=\"ltr\">A partnership with another nonprofit or a school, for example, could involve sharing the responsibilities and costs of a program (ie. transport, food, venue, volunteers, event-planning, equipment, infrastructure maintenance). A partnership with government, donors, or businesses involves them supporting your mission by giving money in the form of a grant, or donating goods or services required to run your programs, such as skateboards, shoes or helmets. Your project can offer visibility, recognition and shareable content to partners, sponsors and donors.</p>\r\n\r\n<p dir=\"ltr\">A strong and strategic partnership can help to fix gaps in quality, strengthen community relationships, and reach the people in need of your services. They can also provide exciting opportunities. On the other hand, the wrong partnership can create risk and have negative consequences to your work. To lower the risks, take time to explore and <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Partnership_Evaluation_Tool.pdf\" target=\"_blank\">evaluate potential partners</a> before deciding to work with a new partner.</p>\r\n\r\n<h4 dir=\"ltr\">Next Steps</h4>\r\n\r\n<p dir=\"ltr\">1. Make a list of community partners that you\'d like to involve more in your programs and plan how you will reach out to each of them (ie. meeting, phone call, invitation to event or session).</p>\r\n\r\n<p dir=\"ltr\">2. If you\'re planning to start a new project location, a new program, or simply want to learn more about where you are working, do a Needs Assessment using&nbsp;our&nbsp;<a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Needs%20Assessment%20Guideline.pdf\" target=\"_blank\">Needs Assessment guideline</a>.&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,11,141,'en',0,'<h4 dir=\"ltr\">What is “Social Inclusion”?</h4>\r\n\r\n<p>Social inclusion means finding ways to encourage all individuals and groups to take part in your programs (and in society). Inclusive programs provide opportunities and dignity to people who are facing discrimination and inequality.</p>\r\n\r\n<p><strong>People might be excluded because of:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Disability</li>\r\n	<li>Gender</li>\r\n	<li>Religion</li>\r\n	<li>Family</li>\r\n	<li>Origin</li>\r\n	<li>Caste</li>\r\n	<li>Ethnicity</li>\r\n	<li>Sexual Orientation</li>\r\n	<li>Language</li>\r\n	<li>Economic Status</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Exclusion can lead to:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Limited Rights</li>\r\n	<li>Limited Language</li>\r\n	<li>Limited Education</li>\r\n	<li>Limited Opportunities</li>\r\n	<li>Limited Work</li>\r\n	<li>Limited Mobility</li>\r\n	<li>Abuse</li>\r\n	<li>Neglect</li>\r\n	<li>Depression/anxiety</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Why be Inclusive?</h4>\r\n\r\n<p dir=\"ltr\"><strong>The problem:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Marginalized people lack opportunities to learn, play, make friends &amp; reach their full potential</li>\r\n	<li>Costs, social norms, and conflict limit access to safe, free play spaces for youth, holding back their personal development.</li>\r\n	<li>Girls need a boost – gender inequality is an issue worldwide. Take special steps to help girls overcome deep-rooted social and cultural barriers to their involvement in skateboarding, sports and education.</li>\r\n	<li>Unless special efforts are made to include people facing additional barriers, your project is unlikely to reach those who may benefit the most</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Be a part of the solution!</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Diversity is a society’s strength.An essential step to building strong communities is to encourage participation from people who are usually excluded based on ethnicity, economic status, ability, gender and other factors.</li>\r\n	<li>Building trust and friendships is a much-needed first step towards overcoming ethnic and class divisions in communities, countering gender inequality, and reducing discrimination.</li>\r\n	<li>Working with the young generation creates positive role models within divided communities, who can contribute to positive social change in the long-term</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Why Skateboarding?</h4>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Skateboarding is a uniquely effective tool. Its simplicity makes it widely accessible and uncomplicated to pursue, and its creativity inspires people to push their own limits, regardless of physical or cognitive disabilities</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">It is a simple concept with an accessible entry point – stand (or sit!) on the board, push.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">A skateboard can keep even the most challenging children engaged, yet skateboarding presents challenges that can engage an individual over a lifetime.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">It is a non-competitive, individual activity that allows youth of all backgrounds and abilities to come together as part of a community.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Skateboarding builds confidence, social supports and new friendships, in short the skills to reach their personal potential and make positive contributions, big or small, to their communities.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Skateboarding is a relatively new sport, so is less likely to be seen as a “sport just for boys” and more likely to be accepted as an activity for girls as well (skateboarding is not subject to existing cultural restrictions of more established sports like football)</p>\r\n\r\n	<ul>\r\n		<li dir=\"ltr\">\r\n		<p dir=\"ltr\">This is most effective if girls are included and female role models are present from the very start in a new community</p>\r\n		</li>\r\n	</ul>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">It also provides a pathway to connect participants to larger educational and personal development opportunities.<br />\r\n	&nbsp;</p>\r\n	</li>\r\n</ul>\r\n\r\n<p class=\"text-align-center\"><iframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"315\" src=\"https://www.youtube.com/embed/aHPMLJJTx-Q\" width=\"560\"></iframe></p>\r\n\r\n<p class=\"text-align-center\"><em>Video of Skateistan Educators in Afghanistan teaching a deaf skateboarding class</em></p>\r\n\r\n<h4 dir=\"ltr\">What does an inclusive skate program look like?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Is a safe and supportive environment where all youth feel welcomed.</li>\r\n	<li>Includes low-income communities, provide access to facilities, equipment and instruction free of charge.</li>\r\n	<li>Has participant recruitment policies that favour vulnerable youth and girls</li>\r\n	<li>Has a strong focus on staff training to create a supportive environment</li>\r\n	<li>Involved the community at all stages – from building the skatepark, to registering participants and celebrating events.</li>\r\n	<li>Encourages female participation (especially 13 and up), provides privacy for female students, and girls-only skate classes and skilled female instructors.</li>\r\n	<li>Reaches out to newcomer and ethnic minority children and their families since these youth may not be afforded the same access to public services as permanent residents and citizens.</li>\r\n	<li>Has disabled access to the skatepark and learning areas</li>\r\n	<li>&nbsp;</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Other tips for making your project inclusive:</p>\r\n\r\n<ol dir=\"ltr\">\r\n	<li>For culture of inclusion to be most successful, sessions should be facilitated or co-facilitated by members of the demographic you are seeking to reach (females, youth with disabilities, low-income, ethnic minorities). It’s important to provide role models to participants, and to reflect inclusion commitment within the staffing.</li>\r\n	<li>Put up a sign that says discrimination won’t be tolerated and be consistent in reinforcing the policies.</li>\r\n	<li>Participants with differing disabilities do not necessarily wish to always be placed together in one group. People with disabilities should be given the option of joining the open session classes if they feel comfortable to do so.</li>\r\n	<li>Don’t expect people from a demographic to speak for/represent all of that demographic.</li>\r\n	<li>Track progress (if capacity allows, it can be insightful to collect data that is separated by gender).</li>\r\n	<li>Finds ways to adapt the skateboard sessions depending on ability-levels:</li>\r\n</ol>\r\n\r\n<p>Tin, Skateistan Cambodia’s Education Coordinator describes her experience teaching blind students:</p>\r\n\r\n<blockquote>\r\n<h5 dir=\"ltr\">“At first, I explained to the children what a skateboard was and encouraged them to discover it by touching. Then I asked them to sit on a board and count three steps. [In pairs] I asked them to rely on their hearing to find their friend. They enjoyed the game so much! They are not yet standing on the skateboard, we are reflecting on balance activities we can do in a secure way.”</h5>\r\n</blockquote>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<p dir=\"ltr\">1. <strong>Set goals:</strong> The most important step is to decide that you want to make your programs inclusive.</p>\r\n\r\n<ul>\r\n	<li>Set goals on who you want to involve in your programs and be persistent.</li>\r\n	<li>Note: It’s easier to be inclusive right from the start, than to try to make it happen later, since a culture of exclusiveness and division will already be established. Those who aren’t from the same gender, economic background, ethnicity or level of ability will likely be too intimidated to participate.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">2. <strong>Check out other relevant Goodpush toolkits:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><a href=\"http://www.goodpush.org/community/engagement\" target=\"_blank\">Community Engagement toolkit</a>: For tips on connecting with new communities or demographics.</li>\r\n	<li><a href=\"http://www.goodpush.org/behind-the-scenes/MEL\" target=\"_blank\">Monitoring, Evaluation &amp; Learning toolkit</a>: For tips on figuring out what impact your project aims to achieve, and how you can measure your progress along the way</li>\r\n</ul>\r\n','','full_html'),('goodpush_basic_page',0,11,142,'en',0,'<h4 dir=\"ltr\">What is “Social Inclusion”?</h4>\r\n\r\n<p>Social inclusion means finding ways to encourage all individuals and groups to take part in your programs (and in society). Inclusive programs provide opportunities and dignity to people who are facing discrimination and inequality.</p>\r\n<img alt=\"Causes and effects of social exclusion\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"8009088d-027c-4e6e-a9d6-cd006ed10d4c\" src=\"/sites/default/files/inline-images/Screen%20Shot%202019-01-14%20at%201.29.28%20PM.png\" />\r\n<h4>Why be Inclusive?</h4>\r\n\r\n<p dir=\"ltr\"><strong>The problem:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Marginalized people lack opportunities to learn, play, make friends &amp; reach their full potential</li>\r\n	<li>Costs, social norms, and conflict limit access to safe, free play spaces for youth, holding back their personal development.</li>\r\n	<li>Girls need a boost – gender inequality is an issue worldwide. Take special steps to help girls overcome deep-rooted social and cultural barriers to their involvement in skateboarding, sports and education.</li>\r\n	<li>Unless special efforts are made to include people facing additional barriers, your project is unlikely to reach those who may benefit the most</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Be a part of the solution!</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Diversity is a society’s strength.An essential step to building strong communities is to encourage participation from people who are usually excluded based on ethnicity, economic status, ability, gender and other factors.</li>\r\n	<li>Building trust and friendships is a much-needed first step towards overcoming ethnic and class divisions in communities, countering gender inequality, and reducing discrimination.</li>\r\n	<li>Working with the young generation creates positive role models within divided communities, who can contribute to positive social change in the long-term</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Why Skateboarding?</h4>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Skateboarding is a uniquely effective tool. Its simplicity makes it widely accessible and uncomplicated to pursue, and its creativity inspires people to push their own limits, regardless of physical or cognitive disabilities</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">It is a simple concept with an accessible entry point – stand (or sit!) on the board, push.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">A skateboard can keep even the most challenging children engaged, yet skateboarding presents challenges that can engage an individual over a lifetime.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">It is a non-competitive, individual activity that allows youth of all backgrounds and abilities to come together as part of a community.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Skateboarding builds confidence, social supports and new friendships, in short the skills to reach their personal potential and make positive contributions, big or small, to their communities.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Skateboarding is a relatively new sport, so is less likely to be seen as a “sport just for boys” and more likely to be accepted as an activity for girls as well (skateboarding is not subject to existing cultural restrictions of more established sports like football)</p>\r\n\r\n	<ul>\r\n		<li dir=\"ltr\">\r\n		<p dir=\"ltr\">This is most effective if girls are included and female role models are present from the very start in a new community</p>\r\n		</li>\r\n	</ul>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">It also provides a pathway to connect participants to larger educational and personal development opportunities.<br />\r\n	&nbsp;</p>\r\n	</li>\r\n</ul>\r\n\r\n<p class=\"text-align-center\"><iframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"450\" src=\"https://www.youtube.com/embed/aHPMLJJTx-Q\" width=\"800\"></iframe></p>\r\n\r\n<p class=\"text-align-center\"><em>Video of Skateistan Educators in Afghanistan teaching a deaf skateboarding class</em></p>\r\n\r\n<h4 dir=\"ltr\">What does an inclusive skate program look like?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Is a safe and supportive environment where all youth feel welcomed.</li>\r\n	<li>Includes low-income communities, provide access to facilities, equipment and instruction free of charge.</li>\r\n	<li>Has participant recruitment policies that favour vulnerable youth and girls</li>\r\n	<li>Has a strong focus on staff training to create a supportive environment</li>\r\n	<li>Involved the community at all stages – from building the skatepark, to registering participants and celebrating events.</li>\r\n	<li>Encourages female participation (especially 13 and up), provides privacy for female students, and girls-only skate classes and skilled female instructors.</li>\r\n	<li>Reaches out to newcomer and ethnic minority children and their families since these youth may not be afforded the same access to public services as permanent residents and citizens.</li>\r\n	<li>Has disabled access to the skatepark and learning areas</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Other tips for making your project inclusive:</strong></p>\r\n\r\n<ol dir=\"ltr\">\r\n	<li>For culture of inclusion to be most successful, sessions should be facilitated or co-facilitated by members of the demographic you are seeking to reach (females, youth with disabilities, low-income, ethnic minorities). It’s important to provide role models to participants, and to reflect inclusion commitment within the staffing.</li>\r\n	<li>Put up a sign that says discrimination won’t be tolerated and be consistent in reinforcing the policies.</li>\r\n	<li>Participants with differing disabilities do not necessarily wish to always be placed together in one group. People with disabilities should be given the option of joining the open session classes if they feel comfortable to do so.</li>\r\n	<li>Don’t expect people from a demographic to speak for/represent all of that demographic.</li>\r\n	<li>Track progress (if capacity allows, it can be insightful to collect data that is separated by gender).</li>\r\n	<li>Finds ways to adapt the skateboard sessions depending on ability-levels:</li>\r\n</ol>\r\n\r\n<p>Tin, Skateistan Cambodia’s Education Coordinator describes her experience teaching blind students:</p>\r\n\r\n<blockquote>\r\n<h6 class=\"text-align-center\" dir=\"ltr\">“At first, I explained to the children what a skateboard was and encouraged them to discover it by touching. Then I asked them to sit on a board and count three steps. [In pairs] I asked them to rely on their hearing to find their friend. They enjoyed the game so much! They are not yet standing on the skateboard, we are reflecting on balance activities we can do in a secure way.”</h6>\r\n</blockquote>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<p dir=\"ltr\">1. <strong>Set goals:</strong> The most important step is to decide that you want to make your programs inclusive.</p>\r\n\r\n<ul>\r\n	<li>Set goals on who you want to involve in your programs and be persistent.</li>\r\n	<li>Note: It’s easier to be inclusive right from the start, than to try to make it happen later, since a culture of exclusiveness and division will already be established. Those who aren’t from the same gender, economic background, ethnicity or level of ability will likely be too intimidated to participate.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">2. <strong>Check out other relevant Goodpush toolkits:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><a href=\"http://www.goodpush.org/community/engagement\" target=\"_blank\">Community Engagement toolkit</a>: For tips on connecting with new communities or demographics.</li>\r\n	<li><a href=\"http://www.goodpush.org/behind-the-scenes/MEL\" target=\"_blank\">Monitoring, Evaluation &amp; Learning toolkit</a>: For tips on figuring out what impact your project aims to achieve, and how you can measure your progress along the way</li>\r\n</ul>\r\n','','full_html'),('goodpush_basic_page',0,11,143,'en',0,'<h4 dir=\"ltr\">What is “Social Inclusion”?</h4>\r\n\r\n<p>Social inclusion means finding ways to encourage all individuals and groups to take part in your programs (and in society). Inclusive programs provide opportunities and dignity to people who are facing discrimination and inequality.</p>\r\n<img alt=\"Causes and effects of social exclusion\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"8009088d-027c-4e6e-a9d6-cd006ed10d4c\" src=\"/sites/default/files/inline-images/Screen%20Shot%202019-01-14%20at%201.29.28%20PM.png\" />\r\n<h4>&nbsp;</h4>\r\n\r\n<h4>Why be Inclusive?</h4>\r\n\r\n<p dir=\"ltr\"><strong>The problem:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Marginalized people lack opportunities to learn, play, make friends &amp; reach their full potential</li>\r\n	<li>Costs, social norms, and conflict limit access to safe, free play spaces for youth, holding back their personal development.</li>\r\n	<li>Girls need a boost – gender inequality is an issue worldwide. Take special steps to help girls overcome deep-rooted social and cultural barriers to their involvement in skateboarding, sports and education.</li>\r\n	<li>Unless special efforts are made to include people facing additional barriers, your project is unlikely to reach those who may benefit the most</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Be a part of the solution!</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Diversity is a society’s strength.An essential step to building strong communities is to encourage participation from people who are usually excluded based on ethnicity, economic status, ability, gender and other factors.</li>\r\n	<li>Building trust and friendships is a much-needed first step towards overcoming ethnic and class divisions in communities, countering gender inequality, and reducing discrimination.</li>\r\n	<li>Working with the young generation creates positive role models within divided communities, who can contribute to positive social change in the long-term</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Why Skateboarding?</h4>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Skateboarding is a uniquely effective tool. Its simplicity makes it widely accessible and uncomplicated to pursue, and its creativity inspires people to push their own limits, regardless of physical or cognitive disabilities</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">It is a simple concept with an accessible entry point – stand (or sit!) on the board, push.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">A skateboard can keep even the most challenging children engaged, yet skateboarding presents challenges that can engage an individual over a lifetime.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">It is a non-competitive, individual activity that allows youth of all backgrounds and abilities to come together as part of a community.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Skateboarding builds confidence, social supports and new friendships, in short the skills to reach their personal potential and make positive contributions, big or small, to their communities.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Skateboarding is a relatively new sport, so is less likely to be seen as a “sport just for boys” and more likely to be accepted as an activity for girls as well (skateboarding is not subject to existing cultural restrictions of more established sports like football)</p>\r\n\r\n	<ul>\r\n		<li dir=\"ltr\">\r\n		<p dir=\"ltr\">This is most effective if girls are included and female role models are present from the very start in a new community</p>\r\n		</li>\r\n	</ul>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">It also provides a pathway to connect participants to larger educational and personal development opportunities.<br />\r\n	&nbsp;</p>\r\n	</li>\r\n</ul>\r\n\r\n<p class=\"text-align-center\"><iframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"450\" src=\"https://www.youtube.com/embed/aHPMLJJTx-Q\" width=\"800\"></iframe></p>\r\n\r\n<p class=\"text-align-center\"><em>Video of Skateistan Educators in Afghanistan teaching a deaf skateboarding class</em></p>\r\n\r\n<h4 dir=\"ltr\">What does an inclusive skate program look like?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Is a safe and supportive environment where all youth feel welcomed.</li>\r\n	<li>Includes low-income communities, provide access to facilities, equipment and instruction free of charge.</li>\r\n	<li>Has participant recruitment policies that favour vulnerable youth and girls</li>\r\n	<li>Has a strong focus on staff training to create a supportive environment</li>\r\n	<li>Involved the community at all stages – from building the skatepark, to registering participants and celebrating events.</li>\r\n	<li>Encourages female participation (especially 13 and up), provides privacy for female students, and girls-only skate classes and skilled female instructors.</li>\r\n	<li>Reaches out to newcomer and ethnic minority children and their families since these youth may not be afforded the same access to public services as permanent residents and citizens.</li>\r\n	<li>Has disabled access to the skatepark and learning areas</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Other tips for making your project inclusive:</strong></p>\r\n\r\n<ol dir=\"ltr\">\r\n	<li>For culture of inclusion to be most successful, sessions should be facilitated or co-facilitated by members of the demographic you are seeking to reach (females, youth with disabilities, low-income, ethnic minorities). It’s important to provide role models to participants, and to reflect inclusion commitment within the staffing.</li>\r\n	<li>Put up a sign that says discrimination won’t be tolerated and be consistent in reinforcing the policies.</li>\r\n	<li>Participants with differing disabilities do not necessarily wish to always be placed together in one group. People with disabilities should be given the option of joining the open session classes if they feel comfortable to do so.</li>\r\n	<li>Don’t expect people from a demographic to speak for/represent all of that demographic.</li>\r\n	<li>Track progress (if capacity allows, it can be insightful to collect data that is separated by gender).</li>\r\n	<li>Finds ways to adapt the skateboard sessions depending on ability-levels:</li>\r\n</ol>\r\n\r\n<p>Tin, Skateistan Cambodia’s Education Coordinator describes her experience teaching blind students:</p>\r\n\r\n<blockquote>\r\n<p class=\"text-align-center\" dir=\"ltr\"><em><strong>“At first, I explained to the children what a skateboard was and encouraged them to discover it by touching. Then I asked them to sit on a board and count three steps. [In pairs] I asked them to rely on their hearing to find their friend. They enjoyed the game so much! They are not yet standing on the skateboard, we are reflecting on balance activities we can do in a secure way.”</strong></em></p>\r\n</blockquote>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<p dir=\"ltr\">1. <strong>Set goals:</strong> The most important step is to decide that you want to make your programs inclusive.</p>\r\n\r\n<ul>\r\n	<li>Set goals on who you want to involve in your programs and be persistent.</li>\r\n	<li>Note: It’s easier to be inclusive right from the start, than to try to make it happen later, since a culture of exclusiveness and division will already be established. Those who aren’t from the same gender, economic background, ethnicity or level of ability will likely be too intimidated to participate.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">2. <strong>Check out other relevant Goodpush toolkits:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><a href=\"http://www.goodpush.org/community/engagement\" target=\"_blank\">Community Engagement toolkit</a>: For tips on connecting with new communities or demographics.</li>\r\n	<li><a href=\"http://www.goodpush.org/behind-the-scenes/MEL\" target=\"_blank\">Monitoring, Evaluation &amp; Learning toolkit</a>: For tips on figuring out what impact your project aims to achieve, and how you can measure your progress along the way</li>\r\n</ul>\r\n','','full_html'),('goodpush_basic_page',0,11,144,'en',0,'<h4 dir=\"ltr\">What is “Social Inclusion”?</h4>\r\n\r\n<p>Social inclusion means finding ways to encourage all individuals and groups to take part in your programs (and in society). Inclusive programs provide opportunities and dignity to people who are facing discrimination and inequality.</p>\r\n<img alt=\"Causes and effects of social exclusion\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"8009088d-027c-4e6e-a9d6-cd006ed10d4c\" src=\"/sites/default/files/inline-images/Screen%20Shot%202019-01-14%20at%201.29.28%20PM.png\" />\r\n<h4>&nbsp;</h4>\r\n\r\n<h4>Why be Inclusive?</h4>\r\n\r\n<p dir=\"ltr\"><strong>The problem:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Marginalized people lack opportunities to learn, play, make friends &amp; reach their full potential</li>\r\n	<li>Costs, social norms, and conflict limit access to safe, free play spaces for youth, holding back their personal development.</li>\r\n	<li>Girls need a boost – gender inequality is an issue worldwide. Take special steps to help girls overcome deep-rooted social and cultural barriers to their involvement in skateboarding, sports and education.</li>\r\n	<li>Unless special efforts are made to include people facing additional barriers, your project is unlikely to reach those who may benefit the most</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Be a part of the solution!</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Diversity is a society’s strength.An essential step to building strong communities is to encourage participation from people who are usually excluded based on ethnicity, economic status, ability, gender and other factors.</li>\r\n	<li>Building trust and friendships is a much-needed first step towards overcoming ethnic and class divisions in communities, countering gender inequality, and reducing discrimination.</li>\r\n	<li>Working with the young generation creates positive role models within divided communities, who can contribute to positive social change in the long-term</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Why Skateboarding?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Skateboarding is a uniquely effective tool. Its simplicity makes it widely accessible and uncomplicated to pursue, and its creativity inspires people to push their own limits, regardless of physical or cognitive disabilities</li>\r\n	<li>It is a simple concept with an accessible entry point – stand (or sit!) on the board, push.</li>\r\n	<li>A skateboard can keep even the most challenging children engaged, yet skateboarding presents challenges that can engage an individual over a lifetime.</li>\r\n	<li>It is a non-competitive, individual activity that allows youth of all backgrounds and abilities to come together as part of a community.</li>\r\n	<li>Skateboarding builds confidence, social supports and new friendships, in short the skills to reach their personal potential and make positive contributions, big or small, to their communities.</li>\r\n	<li>Skateboarding is a relatively new sport, so is less likely to be seen as a “sport just for boys” and more likely to be accepted as an activity for girls as well (skateboarding is not subject to existing cultural restrictions of more established sports like football)\r\n	<ul>\r\n		<li>This is most effective if girls are included and female role models are present from the very start in a new community</li>\r\n	</ul>\r\n	</li>\r\n	<li>It also provides a pathway to connect participants to larger educational and personal development opportunities.<br />\r\n	&nbsp;</li>\r\n</ul>\r\n\r\n<p class=\"text-align-center\"><iframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"450\" src=\"https://www.youtube.com/embed/aHPMLJJTx-Q\" width=\"800\"></iframe></p>\r\n\r\n<p class=\"text-align-center\"><em>Video of Skateistan Educators in Afghanistan teaching a deaf skateboarding class</em></p>\r\n\r\n<h4 dir=\"ltr\">What does an inclusive skate program look like?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Is a safe and supportive environment where all youth feel welcomed.</li>\r\n	<li>Includes low-income communities, provide access to facilities, equipment and instruction free of charge.</li>\r\n	<li>Has participant recruitment policies that favour vulnerable youth and girls</li>\r\n	<li>Has a strong focus on staff training to create a supportive environment</li>\r\n	<li>Involved the community at all stages – from building the skatepark, to registering participants and celebrating events.</li>\r\n	<li>Encourages female participation (especially 13 and up), provides privacy for female students, and girls-only skate classes and skilled female instructors.</li>\r\n	<li>Reaches out to newcomer and ethnic minority children and their families since these youth may not be afforded the same access to public services as permanent residents and citizens.</li>\r\n	<li>Has disabled access to the skatepark and learning areas</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Other tips for making your project inclusive:</strong></p>\r\n\r\n<ol dir=\"ltr\">\r\n	<li>For culture of inclusion to be most successful, sessions should be facilitated or co-facilitated by members of the demographic you are seeking to reach (females, youth with disabilities, low-income, ethnic minorities). It’s important to provide role models to participants, and to reflect inclusion commitment within the staffing.</li>\r\n	<li>Put up a sign that says discrimination won’t be tolerated and be consistent in reinforcing the policies.</li>\r\n	<li>Participants with differing disabilities do not necessarily wish to always be placed together in one group. People with disabilities should be given the option of joining the open session classes if they feel comfortable to do so.</li>\r\n	<li>Don’t expect people from a demographic to speak for/represent all of that demographic.</li>\r\n	<li>Track progress (if capacity allows, it can be insightful to collect data that is separated by gender).</li>\r\n	<li>Finds ways to adapt the skateboard sessions depending on ability-levels:</li>\r\n</ol>\r\n\r\n<p>Tin, Skateistan Cambodia’s Education Coordinator describes her experience teaching blind students:</p>\r\n\r\n<blockquote>\r\n<p class=\"text-align-center\" dir=\"ltr\"><em><strong>“At first, I explained to the children what a skateboard was and encouraged them to discover it by touching. Then I asked them to sit on a board and count three steps. [In pairs] I asked them to rely on their hearing to find their friend. They enjoyed the game so much! They are not yet standing on the skateboard, we are reflecting on balance activities we can do in a secure way.”</strong></em></p>\r\n</blockquote>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<p dir=\"ltr\">1. <strong>Set goals:</strong> The most important step is to decide that you want to make your programs inclusive.</p>\r\n\r\n<ul>\r\n	<li>Set goals on who you want to involve in your programs and be persistent.</li>\r\n	<li>Note: It’s easier to be inclusive right from the start, than to try to make it happen later, since a culture of exclusiveness and division will already be established. Those who aren’t from the same gender, economic background, ethnicity or level of ability will likely be too intimidated to participate.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">2. <strong>Check out other relevant Goodpush toolkits:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><a href=\"http://www.goodpush.org/community/engagement\" target=\"_blank\">Community Engagement toolkit</a>: For tips on connecting with new communities or demographics.</li>\r\n	<li><a href=\"http://www.goodpush.org/behind-the-scenes/MEL\" target=\"_blank\">Monitoring, Evaluation &amp; Learning toolkit</a>: For tips on figuring out what impact your project aims to achieve, and how you can measure your progress along the way</li>\r\n</ul>\r\n','','full_html'),('goodpush_basic_page',0,11,145,'en',0,'<h4 dir=\"ltr\">What is “Social Inclusion”?</h4>\r\n\r\n<p>Social inclusion means finding ways to encourage all individuals and groups to take part in your programs (and in society). Inclusive programs provide opportunities and dignity to people who are facing discrimination and inequality.</p>\r\n<img alt=\"Causes and effects of social exclusion\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"8009088d-027c-4e6e-a9d6-cd006ed10d4c\" src=\"/sites/default/files/inline-images/Screen%20Shot%202019-01-14%20at%201.29.28%20PM.png\" />\r\n<h4>&nbsp;</h4>\r\n\r\n<h4>Why be Inclusive?</h4>\r\n\r\n<p dir=\"ltr\"><strong>The problem:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Marginalized people lack opportunities to learn, play, make friends &amp; reach their full potential</li>\r\n	<li>Costs, social norms, and conflict limit access to safe, free play spaces for youth, holding back their personal development.</li>\r\n	<li>Girls need a boost – gender inequality is an issue worldwide. Take special steps to help girls overcome deep-rooted social and cultural barriers to their involvement in skateboarding, sports and education.</li>\r\n	<li>Unless special efforts are made to include people facing additional barriers, your project is unlikely to reach those who may benefit the most</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Be a part of the solution!</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Diversity is a society’s strength.An essential step to building strong communities is to encourage participation from people who are usually excluded based on ethnicity, economic status, ability, gender and other factors.</li>\r\n	<li>Building trust and friendships is a much-needed first step towards overcoming ethnic and class divisions in communities, countering gender inequality, and reducing discrimination.</li>\r\n	<li>Working with the young generation creates positive role models within divided communities, who can contribute to positive social change in the long-term</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Why Skateboarding?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Skateboarding is a uniquely effective tool. Its simplicity makes it widely accessible and uncomplicated to pursue, and its creativity inspires people to push their own limits, regardless of physical or cognitive disabilities</li>\r\n	<li>It is a simple concept with an accessible entry point – stand (or sit!) on the board, push.</li>\r\n	<li>A skateboard can keep even the most challenging children engaged, yet skateboarding presents challenges that can engage an individual over a lifetime.</li>\r\n	<li>It is a non-competitive, individual activity that allows youth of all backgrounds and abilities to come together as part of a community.</li>\r\n	<li>Skateboarding builds confidence, social supports and new friendships, in short the skills to reach their personal potential and make positive contributions, big or small, to their communities.</li>\r\n	<li>Skateboarding is a relatively new sport, so is less likely to be seen as a “sport just for boys” and more likely to be accepted as an activity for girls as well (skateboarding is not subject to existing cultural restrictions of more established sports like football)\r\n	<ul>\r\n		<li>This is most effective if girls are included and female role models are present from the very start in a new community</li>\r\n	</ul>\r\n	</li>\r\n	<li>It also provides a pathway to connect participants to larger educational and personal development opportunities.<br />\r\n	&nbsp;</li>\r\n</ul>\r\n\r\n<p class=\"text-align-center\"><iframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"450\" src=\"https://www.youtube.com/embed/aHPMLJJTx-Q\" width=\"800\"></iframe></p>\r\n\r\n<p class=\"text-align-center\"><em>Video of Skateistan Educators in Afghanistan teaching a deaf skateboarding class</em></p>\r\n\r\n<h4 dir=\"ltr\">What does an inclusive skate program look like?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Is a safe and supportive environment where all youth feel welcomed.</li>\r\n	<li>Includes low-income communities, provide access to facilities, equipment and instruction free of charge.</li>\r\n	<li>Has participant recruitment policies that favour vulnerable youth and girls</li>\r\n	<li>Has a strong focus on staff training to create a supportive environment</li>\r\n	<li>Involved the community at all stages – from building the skatepark, to registering participants and celebrating events.</li>\r\n	<li>Encourages female participation (especially 13 and up), provides privacy for female students, and girls-only skate classes and skilled female instructors.</li>\r\n	<li>Reaches out to newcomer and ethnic minority children and their families since these youth may not be afforded the same access to public services as permanent residents and citizens.</li>\r\n	<li>Has disabled access to the skatepark and learning areas</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Other tips for making your project inclusive:</strong></p>\r\n\r\n<ol dir=\"ltr\">\r\n	<li>For culture of inclusion to be most successful, sessions should be facilitated or co-facilitated by members of the demographic you are seeking to reach (females, youth with disabilities, low-income, ethnic minorities). It’s important to provide role models to participants, and to reflect inclusion commitment within the staffing.</li>\r\n	<li>Put up a sign that says discrimination won’t be tolerated and be consistent in reinforcing the policies.</li>\r\n	<li>Participants with differing disabilities do not necessarily wish to always be placed together in one group. People with disabilities should be given the option of joining the open session classes if they feel comfortable to do so.</li>\r\n	<li>Don’t expect people from a demographic to speak for/represent all of that demographic.</li>\r\n	<li>Track progress (if capacity allows, it can be insightful to collect data that is separated by gender).</li>\r\n	<li>Finds ways to adapt the skateboard sessions depending on ability-levels:</li>\r\n</ol>\r\n\r\n<p>Tin, Skateistan Cambodia’s Education Coordinator describes her experience teaching blind students:</p>\r\n\r\n<blockquote>\r\n<p class=\"text-align-center\" dir=\"ltr\"><em><strong>“At first, I explained to the children what a skateboard was and encouraged them to discover it by touching. Then I asked them to sit on a board and count three steps. [In pairs] I asked them to rely on their hearing to find their friend. They enjoyed the game so much! They are not yet standing on the skateboard, we are reflecting on balance activities we can do in a secure way.”</strong></em></p>\r\n</blockquote>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<p dir=\"ltr\">1. <strong>Set goals:</strong> The most important step is to decide that you want to make your programs inclusive.</p>\r\n\r\n<ul>\r\n	<li>Set goals on who you want to involve in your programs and be persistent.</li>\r\n	<li>Note: It’s easier to be inclusive right from the start, than to try to make it happen later, since a culture of exclusiveness and division will already be established. Those who aren’t from the same gender, economic background, ethnicity or level of ability will likely be too intimidated to participate.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">2. <strong>Check out other relevant Goodpush toolkits:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><a href=\"http://www.goodpush.org/community/engagement\" target=\"_blank\">Community Engagement toolkit</a>: For tips on connecting with new communities or demographics.</li>\r\n	<li><a href=\"http://www.goodpush.org/behind-the-scenes/MEL\" target=\"_blank\">Monitoring, Evaluation &amp; Learning toolkit</a>: For tips on figuring out what impact your project aims to achieve, and how you can measure your progress along the way</li>\r\n</ul>\r\n','','full_html'),('goodpush_basic_page',0,11,146,'en',0,'<h4 dir=\"ltr\">What is “Social Inclusion”?</h4>\r\n\r\n<p>Social inclusion means finding ways to encourage all individuals and groups to take part in your programs (and in society). Inclusive programs provide opportunities and dignity to people who are facing discrimination and inequality.</p>\r\n<img alt=\"Causes and effects of social exclusion\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"8009088d-027c-4e6e-a9d6-cd006ed10d4c\" src=\"/sites/default/files/inline-images/Screen%20Shot%202019-01-14%20at%201.29.28%20PM.png\" />\r\n<h4>&nbsp;</h4>\r\n\r\n<h4>Why be Inclusive?</h4>\r\n\r\n<p dir=\"ltr\"><strong>The problem:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Marginalized people lack opportunities to learn, play, make friends &amp; reach their full potential</li>\r\n	<li>Costs, social norms, and conflict limit access to safe, free play spaces for youth, holding back their personal development.</li>\r\n	<li>Girls need a boost – gender inequality is an issue worldwide. Take special steps to help girls overcome deep-rooted social and cultural barriers to their involvement in skateboarding, sports and education.</li>\r\n	<li>Unless special efforts are made to include people facing additional barriers, your project is unlikely to reach those who may benefit the most</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Be a part of the solution!</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Diversity is a society’s strength.An essential step to building strong communities is to encourage participation from people who are usually excluded based on ethnicity, economic status, ability, gender and other factors.</li>\r\n	<li>Building trust and friendships is a much-needed first step towards overcoming ethnic and class divisions in communities, countering gender inequality, and reducing discrimination.</li>\r\n	<li>Working with the young generation creates positive role models within divided communities, who can contribute to positive social change in the long-term</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Why Skateboarding?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Skateboarding is a uniquely effective tool. Its simplicity makes it widely accessible and uncomplicated to pursue, and its creativity inspires people to push their own limits, regardless of physical or cognitive disabilities</li>\r\n	<li>It is a simple concept with an accessible entry point – stand (or sit!) on the board, push.</li>\r\n	<li>A skateboard can keep even the most challenging children engaged, yet skateboarding presents challenges that can engage an individual over a lifetime.</li>\r\n	<li>It is a non-competitive, individual activity that allows youth of all backgrounds and abilities to come together as part of a community.</li>\r\n	<li>Skateboarding builds confidence, social supports and new friendships, in short the skills to reach their personal potential and make positive contributions, big or small, to their communities.</li>\r\n	<li>Skateboarding is a relatively new sport, so is less likely to be seen as a “sport just for boys” and more likely to be accepted as an activity for girls as well (skateboarding is not subject to existing cultural restrictions of more established sports like football)\r\n	<ul>\r\n		<li>This is most effective if girls are included and female role models are present from the very start in a new community</li>\r\n	</ul>\r\n	</li>\r\n	<li>It also provides a pathway to connect participants to larger educational and personal development opportunities.<br />\r\n	&nbsp;</li>\r\n</ul>\r\n\r\n<p class=\"text-align-center\"><iframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"450\" src=\"https://www.youtube.com/embed/aHPMLJJTx-Q\" width=\"800\"></iframe></p>\r\n\r\n<p class=\"text-align-center\"><em>Video of Skateistan Educators in Afghanistan teaching a deaf skateboarding class</em></p>\r\n\r\n<h4 dir=\"ltr\">What does an inclusive skate program look like?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Is a safe and supportive environment where all youth feel welcomed.</li>\r\n	<li>Includes low-income communities, provide access to facilities, equipment and instruction free of charge.</li>\r\n	<li>Has participant recruitment policies that favour vulnerable youth and girls</li>\r\n	<li>Has a strong focus on staff training to create a supportive environment</li>\r\n	<li>Involved the community at all stages – from building the skatepark, to registering participants and celebrating events.</li>\r\n	<li>Encourages female participation (especially 13 and up), provides privacy for female students, and girls-only skate classes and skilled female instructors.</li>\r\n	<li>Reaches out to newcomer and ethnic minority children and their families since these youth may not be afforded the same access to public services as permanent residents and citizens.</li>\r\n	<li>Has disabled access to the skatepark and learning areas</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Other tips for making your project inclusive:</strong></p>\r\n\r\n<ol dir=\"ltr\">\r\n	<li>For culture of inclusion to be most successful, sessions should be facilitated or co-facilitated by members of the demographic you are seeking to reach (females, youth with disabilities, low-income, ethnic minorities). It’s important to provide role models to participants, and to reflect inclusion commitment within the staffing.</li>\r\n	<li>Put up a sign that says discrimination won’t be tolerated and be consistent in reinforcing the policies.</li>\r\n	<li>Participants with differing disabilities do not necessarily wish to always be placed together in one group. People with disabilities should be given the option of joining the open session classes if they feel comfortable to do so.</li>\r\n	<li>Don’t expect people from a demographic to speak for/represent all of that demographic.</li>\r\n	<li>Track progress (if capacity allows, it can be insightful to collect data that is separated by gender).</li>\r\n	<li>Finds ways to adapt the skateboard sessions depending on ability-levels:</li>\r\n</ol>\r\n\r\n<p>Tin, Skateistan Cambodia’s Education Coordinator describes her experience teaching blind students:</p>\r\n\r\n<blockquote>\r\n<p class=\"text-align-center\" dir=\"ltr\"><em><strong>“At first, I explained to the children what a skateboard was and encouraged them to discover it by touching. Then I asked them to sit on a board and count three steps. [In pairs] I asked them to rely on their hearing to find their friend. They enjoyed the game so much! They are not yet standing on the skateboard, we are reflecting on balance activities we can do in a secure way.”</strong></em></p>\r\n</blockquote>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<p dir=\"ltr\">1. <strong>Set goals:</strong> The most important step is to decide that you want to make your programs inclusive.</p>\r\n\r\n<ul>\r\n	<li>Set goals on who you want to involve in your programs and be persistent.</li>\r\n	<li>Note: It’s easier to be inclusive right from the start, than to try to make it happen later, since a culture of exclusiveness and division will already be established. Those who aren’t from the same gender, economic background, ethnicity or level of ability will likely be too intimidated to participate.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">2. <strong>Check out other relevant Goodpush toolkits:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><a href=\"http://www.goodpush.org/community/engagement\" target=\"_blank\">Community Engagement toolkit</a>: For tips on connecting with new communities or demographics.</li>\r\n	<li><a href=\"http://www.goodpush.org/behind-the-scenes/MEL\" target=\"_blank\">Monitoring, Evaluation &amp; Learning toolkit</a>: For tips on figuring out what impact your project aims to achieve, and how you can measure your progress along the way</li>\r\n</ul>\r\n','','full_html'),('goodpush_basic_page',0,11,165,'en',0,'<h4 dir=\"ltr\">What is “Social Inclusion”?</h4>\r\n\r\n<p>Social inclusion means finding ways to encourage all individuals and groups to take part in your programs (and in society). Inclusive programs provide opportunities and dignity to people who are facing discrimination and inequality.</p>\r\n<img alt=\"Causes and effects of social exclusion\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"8009088d-027c-4e6e-a9d6-cd006ed10d4c\" data-image-style=\"medium_banner\" height=\"318\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%201.29.28%20PM.png?itok=_24NzlQP\" width=\"924\" />\r\n<h4><br />\r\nWhy be Inclusive?</h4>\r\n\r\n<p dir=\"ltr\"><strong>The problem:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Marginalized people lack opportunities to learn, play, make friends &amp; reach their full potential</li>\r\n	<li>Costs, social norms, and conflict limit access to safe, free play spaces for youth, holding back their personal development.</li>\r\n	<li>Girls need a boost – gender inequality is an issue worldwide. Take special steps to help girls overcome deep-rooted social and cultural barriers to their involvement in skateboarding, sports and education.</li>\r\n	<li>Unless special efforts are made to include people facing additional barriers, your project is unlikely to reach those who may benefit the most</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Be a part of the solution!</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Diversity is a society’s strength.An essential step to building strong communities is to encourage participation from people who are usually excluded based on ethnicity, economic status, ability, gender and other factors.</li>\r\n	<li>Building trust and friendships is a much-needed first step towards overcoming ethnic and class divisions in communities, countering gender inequality, and reducing discrimination.</li>\r\n	<li>Working with the young generation creates positive role models within divided communities, who can contribute to positive social change in the long-term</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Why Skateboarding?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Skateboarding is a uniquely effective tool. Its simplicity makes it widely accessible and uncomplicated to pursue, and its creativity inspires people to push their own limits, regardless of physical or cognitive disabilities</li>\r\n	<li>It is a simple concept with an accessible entry point – stand (or sit!) on the board, push.</li>\r\n	<li>A skateboard can keep even the most challenging children engaged, yet skateboarding presents challenges that can engage an individual over a lifetime.</li>\r\n	<li>It is a non-competitive, individual activity that allows youth of all backgrounds and abilities to come together as part of a community.</li>\r\n	<li>Skateboarding builds confidence, social supports and new friendships, in short the skills to reach their personal potential and make positive contributions, big or small, to their communities.</li>\r\n	<li>Skateboarding is a relatively new sport, so is less likely to be seen as a “sport just for boys” and more likely to be accepted as an activity for girls as well (skateboarding is not subject to existing cultural restrictions of more established sports like football)\r\n	<ul>\r\n		<li>This is most effective if girls are included and female role models are present from the very start in a new community</li>\r\n	</ul>\r\n	</li>\r\n	<li>It also provides a pathway to connect participants to larger educational and personal development opportunities.<br />\r\n	&nbsp;</li>\r\n</ul>\r\n\r\n<p class=\"text-align-center\"><iframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"450\" src=\"https://www.youtube.com/embed/aHPMLJJTx-Q\" width=\"800\"></iframe></p>\r\n\r\n<p class=\"text-align-center\"><em>Video of Skateistan Educators in Afghanistan teaching a deaf skateboarding class</em></p>\r\n\r\n<h4 dir=\"ltr\">What does an inclusive skate program look like?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Is a safe and supportive environment where all youth feel welcomed.</li>\r\n	<li>Includes low-income communities, provide access to facilities, equipment and instruction free of charge.</li>\r\n	<li>Has participant recruitment policies that favour vulnerable youth and girls</li>\r\n	<li>Has a strong focus on staff training to create a supportive environment</li>\r\n	<li>Involved the community at all stages – from building the skatepark, to registering participants and celebrating events.</li>\r\n	<li>Encourages female participation (especially 13 and up), provides privacy for female students, and girls-only skate classes and skilled female instructors.</li>\r\n	<li>Reaches out to newcomer and ethnic minority children and their families since these youth may not be afforded the same access to public services as permanent residents and citizens.</li>\r\n	<li>Has disabled access to the skatepark and learning areas</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Other tips for making your project inclusive:</strong></p>\r\n\r\n<ol dir=\"ltr\">\r\n	<li>For culture of inclusion to be most successful, sessions should be facilitated or co-facilitated by members of the demographic you are seeking to reach (females, youth with disabilities, low-income, ethnic minorities). It’s important to provide role models to participants, and to reflect inclusion commitment within the staffing.</li>\r\n	<li>Put up a sign that says discrimination won’t be tolerated and be consistent in reinforcing the policies.</li>\r\n	<li>Participants with differing disabilities do not necessarily wish to always be placed together in one group. People with disabilities should be given the option of joining the open session classes if they feel comfortable to do so.</li>\r\n	<li>Don’t expect people from a demographic to speak for/represent all of that demographic.</li>\r\n	<li>Track progress (if capacity allows, it can be insightful to collect data that is separated by gender).</li>\r\n	<li>Finds ways to adapt the skateboard sessions depending on ability-levels:</li>\r\n</ol>\r\n\r\n<p>Tin, Skateistan Cambodia’s Education Coordinator describes her experience teaching blind students:</p>\r\n\r\n<blockquote>\r\n<p class=\"text-align-center\" dir=\"ltr\"><em><strong>“At first, I explained to the children what a skateboard was and encouraged them to discover it by touching. Then I asked them to sit on a board and count three steps. [In pairs] I asked them to rely on their hearing to find their friend. They enjoyed the game so much! They are not yet standing on the skateboard, we are reflecting on balance activities we can do in a secure way.”</strong></em></p>\r\n</blockquote>\r\n<img alt=\"Students at Skateistan Cambodia\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"a4113c29-8977-4595-9409-d5ee8290d35b\" data-image-style=\"medium_banner\" height=\"501\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/_HEADER%20SOCIAL%20INCLUSION_IMG_3240.jpg?itok=uY0V7bye\" width=\"668\" />\r\n<h4 dir=\"ltr\"><br />\r\nNext Steps:</h4>\r\n\r\n<p dir=\"ltr\">1. <strong>Set goals:</strong> The most important step is to decide that you want to make your programs inclusive.</p>\r\n\r\n<ul>\r\n	<li>Set goals on who you want to involve in your programs and be persistent.</li>\r\n	<li>Note: It’s easier to be inclusive right from the start, than to try to make it happen later, since a culture of exclusiveness and division will already be established. Those who aren’t from the same gender, economic background, ethnicity or level of ability will likely be too intimidated to participate.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">2. <strong>Check out other relevant Goodpush toolkits:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><a href=\"http://www.goodpush.org/community/engagement\" target=\"_blank\">Community Engagement toolkit</a>: For tips on connecting with new communities or demographics.</li>\r\n	<li><a href=\"http://www.goodpush.org/behind-the-scenes/MEL\" target=\"_blank\">Monitoring, Evaluation &amp; Learning toolkit</a>: For tips on figuring out what impact your project aims to achieve, and how you can measure your progress along the way</li>\r\n</ul>\r\n','','full_html'),('goodpush_basic_page',0,11,166,'en',0,'<h4 dir=\"ltr\">What is “Social Inclusion”?</h4>\r\n\r\n<p>Social inclusion means finding ways to encourage all individuals and groups to take part in your programs (and in society). Inclusive programs provide opportunities and dignity to people who are facing discrimination and inequality.</p>\r\n<img alt=\"Causes and effects of social exclusion\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"f2edceaf-7d77-4be5-8ab4-52d8f1b3d74b\" data-image-style=\"medium_banner\" height=\"318\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%201.29.28%20PM_0.png?itok=8FVZYh4T\" width=\"923\" />\r\n<h4><br />\r\nWhy be Inclusive?</h4>\r\n\r\n<p dir=\"ltr\"><strong>The problem:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Marginalized people lack opportunities to learn, play, make friends &amp; reach their full potential</li>\r\n	<li>Costs, social norms, and conflict limit access to safe, free play spaces for youth, holding back their personal development.</li>\r\n	<li>Girls need a boost – gender inequality is an issue worldwide. Take special steps to help girls overcome deep-rooted social and cultural barriers to their involvement in skateboarding, sports and education.</li>\r\n	<li>Unless special efforts are made to include people facing additional barriers, your project is unlikely to reach those who may benefit the most</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Be a part of the solution!</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Diversity is a society’s strength.An essential step to building strong communities is to encourage participation from people who are usually excluded based on ethnicity, economic status, ability, gender and other factors.</li>\r\n	<li>Building trust and friendships is a much-needed first step towards overcoming ethnic and class divisions in communities, countering gender inequality, and reducing discrimination.</li>\r\n	<li>Working with the young generation creates positive role models within divided communities, who can contribute to positive social change in the long-term</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Why Skateboarding?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Skateboarding is a uniquely effective tool. Its simplicity makes it widely accessible and uncomplicated to pursue, and its creativity inspires people to push their own limits, regardless of physical or cognitive disabilities</li>\r\n	<li>It is a simple concept with an accessible entry point – stand (or sit!) on the board, push.</li>\r\n	<li>A skateboard can keep even the most challenging children engaged, yet skateboarding presents challenges that can engage an individual over a lifetime.</li>\r\n	<li>It is a non-competitive, individual activity that allows youth of all backgrounds and abilities to come together as part of a community.</li>\r\n	<li>Skateboarding builds confidence, social supports and new friendships, in short the skills to reach their personal potential and make positive contributions, big or small, to their communities.</li>\r\n	<li>Skateboarding is a relatively new sport, so is less likely to be seen as a “sport just for boys” and more likely to be accepted as an activity for girls as well (skateboarding is not subject to existing cultural restrictions of more established sports like football)\r\n	<ul>\r\n		<li>This is most effective if girls are included and female role models are present from the very start in a new community</li>\r\n	</ul>\r\n	</li>\r\n	<li>It also provides a pathway to connect participants to larger educational and personal development opportunities.<br />\r\n	&nbsp;</li>\r\n</ul>\r\n\r\n<p><iframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"450\" src=\"https://www.youtube.com/embed/aHPMLJJTx-Q\" width=\"800\"></iframe></p>\r\n\r\n<p><em>Video of Skateistan Educators in Afghanistan teaching a deaf skateboarding class</em></p>\r\n\r\n<h4 dir=\"ltr\">What does an inclusive skate program look like?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Is a safe and supportive environment where all youth feel welcomed.</li>\r\n	<li>Includes low-income communities, provide access to facilities, equipment and instruction free of charge.</li>\r\n	<li>Has participant recruitment policies that favour vulnerable youth and girls</li>\r\n	<li>Has a strong focus on staff training to create a supportive environment</li>\r\n	<li>Involved the community at all stages – from building the skatepark, to registering participants and celebrating events.</li>\r\n	<li>Encourages female participation (especially 13 and up), provides privacy for female students, and girls-only skate classes and skilled female instructors.</li>\r\n	<li>Reaches out to newcomer and ethnic minority children and their families since these youth may not be afforded the same access to public services as permanent residents and citizens.</li>\r\n	<li>Has disabled access to the skatepark and learning areas</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Other tips for making your project inclusive:</strong></p>\r\n\r\n<ol dir=\"ltr\">\r\n	<li>For culture of inclusion to be most successful, sessions should be facilitated or co-facilitated by members of the demographic you are seeking to reach (females, youth with disabilities, low-income, ethnic minorities). It’s important to provide role models to participants, and to reflect inclusion commitment within the staffing.</li>\r\n	<li>Put up a sign that says discrimination won’t be tolerated and be consistent in reinforcing the policies.</li>\r\n	<li>Participants with differing disabilities do not necessarily wish to always be placed together in one group. People with disabilities should be given the option of joining the open session classes if they feel comfortable to do so.</li>\r\n	<li>Don’t expect people from a demographic to speak for/represent all of that demographic.</li>\r\n	<li>Track progress (if capacity allows, it can be insightful to collect data that is separated by gender).</li>\r\n	<li>Finds ways to adapt the skateboard sessions depending on ability-levels:</li>\r\n</ol>\r\n\r\n<p>Tin, Skateistan Cambodia’s Education Coordinator describes her experience teaching blind students:</p>\r\n\r\n<blockquote>\r\n<p class=\"text-align-center\" dir=\"ltr\"><em><strong>“At first, I explained to the children what a skateboard was and encouraged them to discover it by touching. Then I asked them to sit on a board and count three steps. [In pairs] I asked them to rely on their hearing to find their friend. They enjoyed the game so much! They are not yet standing on the skateboard, we are reflecting on balance activities we can do in a secure way.”</strong></em></p>\r\n</blockquote>\r\n<img alt=\"Students at Skateistan Cambodia\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"a4113c29-8977-4595-9409-d5ee8290d35b\" data-image-style=\"medium_banner\" height=\"501\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/_HEADER%20SOCIAL%20INCLUSION_IMG_3240.jpg?itok=uY0V7bye\" width=\"668\" />\r\n<h4 dir=\"ltr\"><br />\r\nNext Steps:</h4>\r\n\r\n<p dir=\"ltr\">1. <strong>Set goals:</strong> The most important step is to decide that you want to make your programs inclusive.</p>\r\n\r\n<ul>\r\n	<li>Set goals on who you want to involve in your programs and be persistent.</li>\r\n	<li>Note: It’s easier to be inclusive right from the start, than to try to make it happen later, since a culture of exclusiveness and division will already be established. Those who aren’t from the same gender, economic background, ethnicity or level of ability will likely be too intimidated to participate.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">2. <strong>Check out other relevant Goodpush toolkits:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><a href=\"http://www.goodpush.org/community/engagement\" target=\"_blank\">Community Engagement toolkit</a>: For tips on connecting with new communities or demographics.</li>\r\n	<li><a href=\"http://www.goodpush.org/behind-the-scenes/MEL\" target=\"_blank\">Monitoring, Evaluation &amp; Learning toolkit</a>: For tips on figuring out what impact your project aims to achieve, and how you can measure your progress along the way</li>\r\n</ul>\r\n','','full_html'),('goodpush_basic_page',0,11,167,'en',0,'<h4 dir=\"ltr\">What is “Social Inclusion”?</h4>\r\n\r\n<p>Social inclusion means finding ways to encourage all individuals and groups to take part in your programs (and in society). Inclusive programs provide opportunities and dignity to people who are facing discrimination and inequality.</p>\r\n<img alt=\"Causes and effects of social exclusion\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"f2edceaf-7d77-4be5-8ab4-52d8f1b3d74b\" data-image-style=\"medium_banner\" height=\"295\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%201.29.28%20PM_0.png?itok=8FVZYh4T\" width=\"856\" />\r\n<h4><br />\r\nWhy be Inclusive?</h4>\r\n\r\n<p dir=\"ltr\"><strong>The problem:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li class=\"text-align-center\">Marginalized people lack opportunities to learn, play, make friends &amp; reach their full potential</li>\r\n	<li>Costs, social norms, and conflict limit access to safe, free play spaces for youth, holding back their personal development.</li>\r\n	<li>Girls need a boost – gender inequality is an issue worldwide. Take special steps to help girls overcome deep-rooted social and cultural barriers to their involvement in skateboarding, sports and education.</li>\r\n	<li>Unless special efforts are made to include people facing additional barriers, your project is unlikely to reach those who may benefit the most</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Be a part of the solution!</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Diversity is a society’s strength.An essential step to building strong communities is to encourage participation from people who are usually excluded based on ethnicity, economic status, ability, gender and other factors.</li>\r\n	<li>Building trust and friendships is a much-needed first step towards overcoming ethnic and class divisions in communities, countering gender inequality, and reducing discrimination.</li>\r\n	<li>Working with the young generation creates positive role models within divided communities, who can contribute to positive social change in the long-term</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Why Skateboarding?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Skateboarding is a uniquely effective tool. Its simplicity makes it widely accessible and uncomplicated to pursue, and its creativity inspires people to push their own limits, regardless of physical or cognitive disabilities</li>\r\n	<li>It is a simple concept with an accessible entry point – stand (or sit!) on the board, push.</li>\r\n	<li>A skateboard can keep even the most challenging children engaged, yet skateboarding presents challenges that can engage an individual over a lifetime.</li>\r\n	<li>It is a non-competitive, individual activity that allows youth of all backgrounds and abilities to come together as part of a community.</li>\r\n	<li>Skateboarding builds confidence, social supports and new friendships, in short the skills to reach their personal potential and make positive contributions, big or small, to their communities.</li>\r\n	<li>Skateboarding is a relatively new sport, so is less likely to be seen as a “sport just for boys” and more likely to be accepted as an activity for girls as well (skateboarding is not subject to existing cultural restrictions of more established sports like football)\r\n	<ul>\r\n		<li>This is most effective if girls are included and female role models are present from the very start in a new community</li>\r\n	</ul>\r\n	</li>\r\n	<li>It also provides a pathway to connect participants to larger educational and personal development opportunities.<br />\r\n	&nbsp;</li>\r\n</ul>\r\n\r\n<p class=\"text-align-center\"><iframe allow=\"accelerometer; autoplay; encrypted-media; gyroscope; picture-in-picture\" allowfullscreen=\"\" frameborder=\"0\" height=\"450\" src=\"https://www.youtube.com/embed/aHPMLJJTx-Q\" width=\"800\"></iframe></p>\r\n\r\n<p class=\"text-align-center\"><em>Video of Skateistan Educators in Afghanistan teaching a deaf skateboarding class</em></p>\r\n\r\n<h4 dir=\"ltr\">What does an inclusive skate program look like?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Is a safe and supportive environment where all youth feel welcomed.</li>\r\n	<li>Includes low-income communities, provide access to facilities, equipment and instruction free of charge.</li>\r\n	<li>Has participant recruitment policies that favour vulnerable youth and girls</li>\r\n	<li>Has a strong focus on staff training to create a supportive environment</li>\r\n	<li>Involved the community at all stages – from building the skatepark, to registering participants and celebrating events.</li>\r\n	<li>Encourages female participation (especially 13 and up), provides privacy for female students, and girls-only skate classes and skilled female instructors.</li>\r\n	<li>Reaches out to newcomer and ethnic minority children and their families since these youth may not be afforded the same access to public services as permanent residents and citizens.</li>\r\n	<li>Has disabled access to the skatepark and learning areas</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Other tips for making your project inclusive:</strong></p>\r\n\r\n<ol dir=\"ltr\">\r\n	<li>For culture of inclusion to be most successful, sessions should be facilitated or co-facilitated by members of the demographic you are seeking to reach (females, youth with disabilities, low-income, ethnic minorities). It’s important to provide role models to participants, and to reflect inclusion commitment within the staffing.</li>\r\n	<li>Put up a sign that says discrimination won’t be tolerated and be consistent in reinforcing the policies.</li>\r\n	<li>Participants with differing disabilities do not necessarily wish to always be placed together in one group. People with disabilities should be given the option of joining the open session classes if they feel comfortable to do so.</li>\r\n	<li>Don’t expect people from a demographic to speak for/represent all of that demographic.</li>\r\n	<li>Track progress (if capacity allows, it can be insightful to collect data that is separated by gender).</li>\r\n	<li>Finds ways to adapt the skateboard sessions depending on ability-levels:</li>\r\n</ol>\r\n\r\n<p>Tin, Skateistan Cambodia’s Education Coordinator describes her experience teaching blind students:</p>\r\n\r\n<blockquote>\r\n<p class=\"text-align-center\" dir=\"ltr\"><em><strong>“At first, I explained to the children what a skateboard was and encouraged them to discover it by touching. Then I asked them to sit on a board and count three steps. [In pairs] I asked them to rely on their hearing to find their friend. They enjoyed the game so much! They are not yet standing on the skateboard, we are reflecting on balance activities we can do in a secure way.”</strong></em></p>\r\n</blockquote>\r\n<img alt=\"Students at Skateistan Cambodia\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"a4113c29-8977-4595-9409-d5ee8290d35b\" data-image-style=\"medium_banner\" height=\"501\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/_HEADER%20SOCIAL%20INCLUSION_IMG_3240.jpg?itok=uY0V7bye\" width=\"668\" />\r\n<h4 dir=\"ltr\"><br />\r\nNext Steps:</h4>\r\n\r\n<p dir=\"ltr\">1. <strong>Set goals:</strong> The most important step is to decide that you want to make your programs inclusive.</p>\r\n\r\n<ul>\r\n	<li>Set goals on who you want to involve in your programs and be persistent.</li>\r\n	<li>Note: It’s easier to be inclusive right from the start, than to try to make it happen later, since a culture of exclusiveness and division will already be established. Those who aren’t from the same gender, economic background, ethnicity or level of ability will likely be too intimidated to participate.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">2. <strong>Check out other relevant Goodpush toolkits:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><a href=\"http://www.goodpush.org/community/engagement\" target=\"_blank\">Community Engagement toolkit</a>: For tips on connecting with new communities or demographics.</li>\r\n	<li><a href=\"http://www.goodpush.org/behind-the-scenes/MEL\" target=\"_blank\">Monitoring, Evaluation &amp; Learning toolkit</a>: For tips on figuring out what impact your project aims to achieve, and how you can measure your progress along the way</li>\r\n</ul>\r\n','','full_html');
