INSERT INTO `node_revision__body` VALUES ('goodpush_basic_page',0,11,168,'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=\"small_banner\" height=\"264\" src=\"http://www.goodpush.org/sites/default/files/styles/small_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%201.29.28%20PM_0.png?itok=OrvgnKLA\" width=\"768\" />\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'),('goodpush_basic_page',0,11,189,'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=\"small_banner\" height=\"264\" src=\"http://www.goodpush.org/sites/default/files/styles/small_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%201.29.28%20PM_0.png?itok=OrvgnKLA\" width=\"768\" />\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',0,11,213,'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=\"small_banner\" height=\"264\" src=\"http://www.goodpush.org/sites/default/files/styles/small_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%201.29.28%20PM_0.png?itok=OrvgnKLA\" width=\"768\" />\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 Programs Officer, 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&nbsp;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 may 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',0,11,2303,'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=\"small_banner\" height=\"264\" src=\"http://www.goodpush.org/sites/default/files/styles/small_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%201.29.28%20PM_0.png?itok=OrvgnKLA\" width=\"768\" />\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 Programs Officer, 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&nbsp;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 may 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',0,11,2304,'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=\"small_banner\" height=\"264\" src=\"http://www.goodpush.org/sites/default/files/styles/small_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%201.29.28%20PM_0.png?itok=OrvgnKLA\" width=\"768\" />\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 Programs Officer, 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&nbsp;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 may 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\r\n<p>3. Do the <a href=\"https://www.keepgirlsinsport.com/introduction-why-it-matters/\" target=\"_blank\" title=\"Keep Girls in Sport e-course\">Keep Girls In Sport e-course</a></p>\r\n\r\n<ul>\r\n	<li>This free online course from Adidas and Up2Us is a great resource for anyone who is coaching girls and young women, or wants to find ways to get more girls involved in their skateboarding/sport programs.&nbsp;</li>\r\n</ul>\r\n','','full_html'),('goodpush_basic_page',0,11,2305,'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=\"small_banner\" height=\"264\" src=\"http://www.goodpush.org/sites/default/files/styles/small_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%201.29.28%20PM_0.png?itok=OrvgnKLA\" width=\"768\" />\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 Programs Officer, 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\"><strong>1. 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&nbsp;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 may be too intimidated to participate.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>2. 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\r\n<p><strong>3. Do the <a href=\"https://www.keepgirlsinsport.com/introduction-why-it-matters/\" target=\"_blank\" title=\"Keep Girls in Sport e-course\">Keep Girls In Sport e-course</a></strong></p>\r\n\r\n<ul>\r\n	<li>This free online course from Adidas and Up2Us is a great resource for anyone who is coaching girls and young women, or wants to find ways to get more girls involved in their skateboarding/sport programs.&nbsp;</li>\r\n</ul>\r\n','','full_html'),('goodpush_basic_page',0,11,2329,'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=\"small_banner\" height=\"264\" src=\"http://www.goodpush.org/sites/default/files/styles/small_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%201.29.28%20PM_0.png?itok=OrvgnKLA\" width=\"768\" />\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 Programs Officer, 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\"><strong>1. 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&nbsp;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 may be too intimidated to participate.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>2. 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\r\n<p><strong>3. Do the <a href=\"https://www.keepgirlsinsport.com/introduction-why-it-matters/\" target=\"_blank\" title=\"Keep Girls in Sport e-course\">Keep Girls In Sport e-course</a></strong></p>\r\n\r\n<ul>\r\n	<li>This free online course from Adidas and Up2Us is a great resource for anyone who is coaching girls and young women, or wants to find ways to get more girls involved in their skateboarding/sport programs.&nbsp;</li>\r\n</ul>\r\n','','full_html'),('goodpush_basic_page',0,11,2330,'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=\"small_banner\" height=\"264\" src=\"http://www.goodpush.org/sites/default/files/styles/small_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%201.29.28%20PM_0.png?itok=OrvgnKLA\" width=\"768\" />\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 Programs Officer, 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\"><strong>1. 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&nbsp;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 may be too intimidated to participate.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>2. 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\r\n<p><strong>3. Do the <a href=\"https://www.keepgirlsinsport.com/introduction-why-it-matters/\" target=\"_blank\" title=\"Keep Girls in Sport e-course\">Keep Girls In Sport e-course</a></strong></p>\r\n\r\n<ul>\r\n	<li>This free online course from Adidas and Up2Us is a great resource for anyone who is coaching girls and young women, or wants to find ways to get more girls involved in their skateboarding/sport programs.&nbsp;</li>\r\n</ul>\r\n','','full_html'),('goodpush_basic_page',0,11,4233,'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=\"small_banner\" height=\"264\" src=\"http://www.goodpush.org/sites/default/files/styles/small_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%201.29.28%20PM_0.png?itok=OrvgnKLA\" width=\"768\" />\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 Programs Officer, 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\"><strong>1. 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&nbsp;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 may be too intimidated to participate.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>2. 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\r\n<p><strong>3. Do the <a href=\"https://www.keepgirlsinsport.com/introduction-why-it-matters/\" target=\"_blank\" title=\"Keep Girls in Sport e-course\">Keep Girls In Sport e-course</a></strong></p>\r\n\r\n<ul>\r\n	<li>This free online course from Adidas and Up2Us is a great resource for anyone who is coaching girls and young women, or wants to find ways to get more girls involved in their skateboarding/sport programs.&nbsp;</li>\r\n</ul>\r\n\r\n<p><strong>4.&nbsp;Keep Learning! </strong></p>\r\n\r\n<ul>\r\n	<li>Check out our new (and free!) Goodpush E-Course on the <a href=\"https://www.goodpush.org/node/1401\">Inclusion of Girls &amp; Women</a> in skateboarding programs. This module aims to give an overview of the various barriers affecting girls\' and women\'s inclusion, as well as how you design your programs to reach more women and girls.</li>\r\n</ul>\r\n','','full_html'),('goodpush_basic_page',0,12,127,'en',0,'<h4 dir=\"ltr\">Why is Child Protection Important for Social Skate Projects?</h4>\r\n\r\n<p dir=\"ltr\">All projects working with children have a responsibility to put safeguarding measures in place</p>\r\n\r\n<p dir=\"ltr\">→ Main goal is to keep children safe, but it is also important to remember that the reputation and success of your program depends on this</p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">Most of us have chosen to work with children from difficult situations.</p>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">→ This presents extra challenges and extra responsibilities (both within your programs and what children face externally)</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<h4 dir=\"ltr\">What is “Child Protection”?</h4>\r\n\r\n<p dir=\"ltr\">Definition: “The prevention of and response to abuse, neglect, exploitation and violence against children” (Source: <a href=\"http://cpwg.net/\">Child Protection Working Group</a>).</p>\r\n\r\n<p dir=\"ltr\">Child protection refers to some parts of the UN Declaration of Child Rights, such as safety and non-discrimination. The Declaration gives the guiding principle in child protection: What are the best interests of the child?</p>\r\n\r\n<p dir=\"ltr\"><strong>Example Elements of Child Protection:</strong></p>\r\n\r\n<ul>\r\n	<li>Pledge: All staff/volunteers must sign a Child Protection agreement before beginning work with the organization.</li>\r\n	<li>Training for new staff: Every staff or volunteer receives child protection policy training so they understand the policy and act in the right way.</li>\r\n	<li>Annual review of the child protection protocols and the incident reporting.</li>\r\n	<li>Integration of best practice into all areas: ie. recruitment, communications, partnerships</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Child Protection Policy (CPP)</h4>\r\n\r\n<p dir=\"ltr\"><strong>What is a CPP?</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>A child protection policy provides guidelines for organizations and their staff to create safe environments for children. It is a tool that protects both children and staff by clearly defining what action is required in order to keep children safe, and ensuring consistency so that all staff follow the same process.</li>\r\n	<li>It is the responsibility of all staff and volunteers to create a safe and tolerant environment<br />\r\n	<br />\r\n	→ Everyone needs to know this policy, even those not in direct contact with children.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Every organization should create a CPP that reflects its own needs. Many have common elements, such as defining key terms, staff and recruitment, behaviour protocols, visitor/media guidelines, partnerships, and reporting procedures. To see an example, <a href=\"https://www.eurochild.org/fileadmin/public/05_Library/Thematic_priorities/05_Child_Participation/Eurochild/I5_Eurochild_Child_Protection_Policy.pdf\" target=\"_blank\">here is the non-profit Eurochild’s CPP.</a> &nbsp;</p>\r\n\r\n<h4>Choosing Safe Program Partners</h4>\r\n\r\n<p>There are many great organizations working with vulnerable children and their families. There are also many organizations operating without proper child protection policies in place, including some that fail to check the backgrounds of their short and long term visitors. This leaves children open to mistreatment and abuse, no matter how short their visit.</p>\r\n\r\n<p dir=\"ltr\"><strong>Safe Partnership Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Potential partners share a copy of their child protection policy or protocols</li>\r\n	<li>Partner organizations receive a copy of your organization’s CPP</li>\r\n	<li>Partners sign a copy of your CP agreement (including media guidelines and any other considerations) before the collaboration begins</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Visitor &amp; Media Guidelines</h4>\r\n\r\n<p dir=\"ltr\"><strong>Media Visit Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Arranged in advance</li>\r\n	<li>Signed agreement</li>\r\n	<li>Consent for interviews/photos</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For example, at Skateistan, every person who is part of a media visit must sign the organization’s media guidelines and agree to follow the CPP i.e. only taking photos that show children in a positive light, not singling out individual children, not using real names, ensuring parent consent before taking photos. Every student must also be approached in their native language and give their own permission before having their photo or video taken by any media personnel. Additionally, when each student registers, parents/guardians are asked whether or not they give permission for their child to appear in both externally- and internally-produced media.</p>\r\n\r\n<h4 dir=\"ltr\">Staff &amp; Volunteer Recruitment</h4>\r\n\r\n<p dir=\"ltr\"><strong>Recruitment Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Multiple interviews</li>\r\n	<li>Background checks</li>\r\n	<li>References called</li>\r\n	<li>Relevant skill-set</li>\r\n	<li>Long term volunteers</li>\r\n	<li>Able to speak local language</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>A Note about “Voluntourism”:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Voluntourism describes a program that invites tourists (for a specific fee, or through an NGO directly recruiting), to volunteer at an organization.</li>\r\n	<li>These programs have been widely criticized because:\r\n	<ul>\r\n		<li>In most cases, these organizations do not require candidates to have relevant qualifications or previous work experience in social work or childcare. They also often don’t do background checks, exposing children to the risk of abuse.</li>\r\n		<li>Typically, volunteers from high socio-economic backgrounds travel abroad to work with &nbsp;poor communities and lack cultural and historical knowledge about where they are volunteering. This can lead to an imbalanced power dynamic which increases the risk of vulnerability for children.</li>\r\n		<li>A high turnover of volunteers poses extra risks to any children they are working with, and can be disruptive for children who build relationships with short-term volunteers.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety at the Skatepark</h4>\r\n\r\n<p dir=\"ltr\">Each skate project and skatepark is different and will have different considerations to take into account to ensure children are safe. Below are a few examples of skatepark best practices:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety gear provided and helmets worn by teachers (role modeling)</li>\r\n	<li>Participant/Teacher ratio (Max 8-10 participants to 1 teacher)</li>\r\n	<li>Organizing space and times for different skate abilities</li>\r\n	<li>First Aid training and supplies available</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">As a starting point, adapt this <a href=\"https://drive.google.com/open?id=1CIXG8Q-Q_KgPm-0TmlWIa0Zfqhwqmdv1\">Child Protection Pledge</a> for your own project staff, volunteers and participants to understand and sign.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">If you don’t have one yet, create your own Child Protection Policy, and ensure your organization has relevant supporting documents like a Code of Conduct and Media Agreement (see some examples in the Resources and Templates section below).</p>\r\n	</li>\r\n</ol>\r\n','','full_html'),('goodpush_basic_page',0,12,128,'en',0,'<h4 dir=\"ltr\">Why is Child Protection Important for Social Skate Projects?</h4>\r\n\r\n<p dir=\"ltr\">All projects working with children have a responsibility to put safeguarding measures in place. The main goal is to keep children safe, but it\'s&nbsp;also important to remember that the reputation and success of your program depends on this.</p>\r\n\r\n<p dir=\"ltr\">Most skateboarding projects have chosen to work with children from difficult situations. This presents <strong>extra challenges</strong> and <strong>extra responsibilities</strong> (both within your programs and what children face externally).</p>\r\n\r\n<h4 dir=\"ltr\">What is “Child Protection”?</h4>\r\n\r\n<p dir=\"ltr\">Definition: “The prevention of and response to abuse, neglect, exploitation and violence against children” (Source: <a href=\"http://cpwg.net/\">Child Protection Working Group</a>).</p>\r\n\r\n<p dir=\"ltr\">Child protection refers to some parts of the UN Declaration of Child Rights, such as safety and non-discrimination. The Declaration gives the guiding principle in child protection: What are the best interests of the child?</p>\r\n\r\n<p dir=\"ltr\"><strong>Example Elements of Child Protection:</strong></p>\r\n\r\n<ul>\r\n	<li>Pledge: All staff/volunteers must sign a Child Protection agreement before beginning work with the organization.</li>\r\n	<li>Training for new staff: Every staff or volunteer receives child protection policy training so they understand the policy and act in the right way.</li>\r\n	<li>Annual review of the child protection protocols and the incident reporting.</li>\r\n	<li>Integration of best practice into all areas: ie. recruitment, communications, partnerships</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Child Protection Policy (CPP)</h4>\r\n\r\n<p dir=\"ltr\"><strong>What is a CPP?</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>A child protection policy provides guidelines for organizations and their staff to create safe environments for children. It is a tool that protects both children and staff by clearly defining what action is required in order to keep children safe, and ensuring consistency so that all staff follow the same process.</li>\r\n	<li>It is the responsibility of all staff and volunteers to create a safe and tolerant environment<br />\r\n	<br />\r\n	→ Everyone needs to know this policy, even those not in direct contact with children.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Every organization should create a CPP that reflects its own needs. Many have common elements, such as defining key terms, staff and recruitment, behaviour protocols, visitor/media guidelines, partnerships, and reporting procedures. To see an example, <a href=\"https://www.eurochild.org/fileadmin/public/05_Library/Thematic_priorities/05_Child_Participation/Eurochild/I5_Eurochild_Child_Protection_Policy.pdf\" target=\"_blank\">here is the non-profit Eurochild’s CPP.</a> &nbsp;</p>\r\n\r\n<h4>Choosing Safe Program Partners</h4>\r\n\r\n<p>There are many great organizations working with vulnerable children and their families. There are also many organizations operating without proper child protection policies in place, including some that fail to check the backgrounds of their short and long term visitors. This leaves children open to mistreatment and abuse, no matter how short their visit.</p>\r\n\r\n<p dir=\"ltr\"><strong>Safe Partnership Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Potential partners share a copy of their child protection policy or protocols</li>\r\n	<li>Partner organizations receive a copy of your organization’s CPP</li>\r\n	<li>Partners sign a copy of your CP agreement (including media guidelines and any other considerations) before the collaboration begins</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Visitor &amp; Media Guidelines</h4>\r\n\r\n<p dir=\"ltr\"><strong>Media Visit Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Arranged in advance</li>\r\n	<li>Signed agreement</li>\r\n	<li>Consent for interviews/photos</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For example, at Skateistan, every person who is part of a media visit must sign the organization’s media guidelines and agree to follow the CPP i.e. only taking photos that show children in a positive light, not singling out individual children, not using real names, ensuring parent consent before taking photos. Every student must also be approached in their native language and give their own permission before having their photo or video taken by any media personnel. Additionally, when each student registers, parents/guardians are asked whether or not they give permission for their child to appear in both externally- and internally-produced media.</p>\r\n\r\n<h4 dir=\"ltr\">Staff &amp; Volunteer Recruitment</h4>\r\n\r\n<p dir=\"ltr\"><strong>Recruitment Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Multiple interviews</li>\r\n	<li>Background checks</li>\r\n	<li>References called</li>\r\n	<li>Relevant skill-set</li>\r\n	<li>Long term volunteers</li>\r\n	<li>Able to speak local language</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>A Note about “Voluntourism”:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Voluntourism describes a program that invites tourists (for a specific fee, or through an NGO directly recruiting), to volunteer at an organization.</li>\r\n	<li>These programs have been widely criticized because:\r\n	<ul>\r\n		<li>In most cases, these organizations do not require candidates to have relevant qualifications or previous work experience in social work or childcare. They also often don’t do background checks, exposing children to the risk of abuse.</li>\r\n		<li>Typically, volunteers from high socio-economic backgrounds travel abroad to work with &nbsp;poor communities and lack cultural and historical knowledge about where they are volunteering. This can lead to an imbalanced power dynamic which increases the risk of vulnerability for children.</li>\r\n		<li>A high turnover of volunteers poses extra risks to any children they are working with, and can be disruptive for children who build relationships with short-term volunteers.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety at the Skatepark</h4>\r\n\r\n<p dir=\"ltr\">Each skate project and skatepark is different and will have different considerations to take into account to ensure children are safe. Below are a few examples of skatepark best practices:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety gear provided and helmets worn by teachers (role modeling)</li>\r\n	<li>Participant/Teacher ratio (Max 8-10 participants to 1 teacher)</li>\r\n	<li>Organizing space and times for different skate abilities</li>\r\n	<li>First Aid training and supplies available</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">As a starting point, adapt this <a href=\"https://drive.google.com/open?id=1CIXG8Q-Q_KgPm-0TmlWIa0Zfqhwqmdv1\">Child Protection Pledge</a> for your own project staff, volunteers and participants to understand and sign.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">If you don’t have one yet, create your own Child Protection Policy, and ensure your organization has relevant supporting documents like a Code of Conduct and Media Agreement (see some examples in the Resources and Templates section below).</p>\r\n	</li>\r\n</ol>\r\n','','full_html'),('goodpush_basic_page',0,12,129,'en',0,'<h4 dir=\"ltr\">Why is Child Protection Important for Social Skate Projects?</h4>\r\n\r\n<p dir=\"ltr\">All projects working with children have a responsibility to put safeguarding measures in place. The main goal is to keep children safe, but it\'s&nbsp;also important to remember that the reputation and success of your program depends on this.</p>\r\n\r\n<p dir=\"ltr\">Most skateboarding projects have chosen to work with children from difficult situations. This presents <strong>extra challenges</strong> and <strong>extra responsibilities</strong> (both within your programs and what children face externally).</p>\r\n\r\n<h4 dir=\"ltr\">What is “Child Protection”?</h4>\r\n\r\n<p dir=\"ltr\">Definition: “The prevention of and response to abuse, neglect, exploitation and violence against children” (Source: <a href=\"http://cpwg.net/\">Child Protection Working Group</a>).</p>\r\n\r\n<p dir=\"ltr\">Child protection refers to some parts of the UN Declaration of Child Rights, such as safety and non-discrimination. The Declaration gives the guiding principle in child protection: What are the best interests of the child?</p>\r\n\r\n<p dir=\"ltr\"><strong>Example Elements of Child Protection:</strong></p>\r\n\r\n<ul>\r\n	<li>Pledge: All staff/volunteers must sign a Child Protection agreement before beginning work with the organization.</li>\r\n	<li>Training for new staff: Every staff or volunteer receives child protection policy training so they understand the policy and act in the right way.</li>\r\n	<li>Annual review of the child protection protocols and the incident reporting.</li>\r\n	<li>Integration of best practice into all areas: ie. recruitment, communications, partnerships</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Child Protection Policy (CPP)</h4>\r\n\r\n<p dir=\"ltr\"><strong>What is a CPP?</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>A child protection policy provides guidelines for organizations and their staff to create safe environments for children. It is a tool that protects both children and staff by clearly defining what action is required in order to keep children safe, and ensuring consistency so that all staff follow the same process.</li>\r\n	<li>It is the responsibility of all staff and volunteers to create a safe and tolerant environment<br />\r\n	<br />\r\n	→ Everyone needs to know this policy, even those not in direct contact with children.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Every organization should create a CPP that reflects its own needs. Many have common elements, such as defining key terms, staff and recruitment, behaviour protocols, visitor/media guidelines, partnerships, and reporting procedures. To see an example, <a href=\"https://www.eurochild.org/fileadmin/public/05_Library/Thematic_priorities/05_Child_Participation/Eurochild/I5_Eurochild_Child_Protection_Policy.pdf\" target=\"_blank\">here is the non-profit Eurochild’s CPP.</a> &nbsp;</p>\r\n\r\n<h4>Choosing Safe Program Partners</h4>\r\n\r\n<p>There are many great organizations working with vulnerable children and their families. There are also many organizations operating without proper child protection policies in place, including some that fail to check the backgrounds of their short and long term visitors. This leaves children open to mistreatment and abuse, no matter how short their visit.</p>\r\n\r\n<p dir=\"ltr\"><strong>Safe Partnership Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Potential partners share a copy of their child protection policy or protocols</li>\r\n	<li>Partner organizations receive a copy of your organization’s CPP</li>\r\n	<li>Partners sign a copy of your CP agreement (including media guidelines and any other considerations) before the collaboration begins</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Visitor &amp; Media Guidelines</h4>\r\n\r\n<p dir=\"ltr\"><strong>Media Visit Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Arranged in advance</li>\r\n	<li>Signed agreement</li>\r\n	<li>Consent for interviews/photos</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For example, at Skateistan, every person who is part of a media visit must sign the organization’s media guidelines and agree to follow the CPP i.e. only taking photos that show children in a positive light, not singling out individual children, not using real names, ensuring parent consent before taking photos. Every student must also be approached in their native language and give their own permission before having their photo or video taken by any media personnel. Additionally, when each student registers, parents/guardians are asked whether or not they give permission for their child to appear in both externally- and internally-produced media.</p>\r\n\r\n<h4 dir=\"ltr\">Staff &amp; Volunteer Recruitment</h4>\r\n\r\n<p dir=\"ltr\"><strong>Recruitment Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Multiple interviews</li>\r\n	<li>Background checks</li>\r\n	<li>References called</li>\r\n	<li>Relevant skill-set</li>\r\n	<li>Long term volunteers</li>\r\n	<li>Able to speak local language</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>A Note about “Voluntourism”:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Voluntourism describes a program that invites tourists (for a specific fee, or through an NGO directly recruiting), to volunteer at an organization.</li>\r\n	<li>These programs have been widely criticized because:\r\n	<ul>\r\n		<li>In most cases, these organizations do not require candidates to have relevant qualifications or previous work experience in social work or childcare. They also often don’t do background checks, exposing children to the risk of abuse.</li>\r\n		<li>Typically, volunteers from high socio-economic backgrounds travel abroad to work with &nbsp;poor communities and lack cultural and historical knowledge about where they are volunteering. This can lead to an imbalanced power dynamic which increases the risk of vulnerability for children.</li>\r\n		<li>A high turnover of volunteers poses extra risks to any children they are working with, and can be disruptive for children who build relationships with short-term volunteers.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety at the Skatepark</h4>\r\n\r\n<p dir=\"ltr\">Each skate project and skatepark is different and will have different considerations to take into account to ensure children are safe. Below are a few examples of skatepark best practices:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety gear provided and helmets worn by teachers (role modeling)</li>\r\n	<li>Participant/Teacher ratio (Max 8-10 participants to 1 teacher)</li>\r\n	<li>Organizing space and times for different skate abilities</li>\r\n	<li>First Aid training and supplies available</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">As a starting point, adapt this <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Child%20Protection%20Pledge_Example.pdf\" target=\"_blank\">Child Protection Pledge</a> for your own project staff, volunteers and participants to understand and sign.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">If you don’t have one yet, create your own Child Protection Policy, and ensure your organization has relevant supporting documents like a Code of Conduct and Media Agreement (see some examples in the Resources and Templates section below).</p>\r\n	</li>\r\n</ol>\r\n','','full_html'),('goodpush_basic_page',0,12,130,'en',0,'<h4 dir=\"ltr\">Why is Child Protection Important for Social Skate Projects?</h4>\r\n\r\n<p dir=\"ltr\">All projects working with children have a responsibility to put safeguarding measures in place. The main goal is to keep children safe, but it\'s&nbsp;also important to remember that the reputation and success of your program depends on this.</p>\r\n\r\n<p dir=\"ltr\">Most skateboarding projects have chosen to work with children from difficult situations. This presents <strong>extra challenges</strong> and <strong>extra responsibilities</strong> (both within your programs and what children face externally).</p>\r\n\r\n<h4 dir=\"ltr\">What is “Child Protection”?</h4>\r\n\r\n<p dir=\"ltr\">Definition: “The prevention of and response to abuse, neglect, exploitation and violence against children” (Source: <a href=\"http://cpwg.net/\">Child Protection Working Group</a>).</p>\r\n\r\n<p dir=\"ltr\">Child protection refers to some parts of the UN Declaration of Child Rights, such as safety and non-discrimination. The Declaration gives the guiding principle in child protection: What are the best interests of the child?</p>\r\n\r\n<p dir=\"ltr\"><strong>Example Elements of Child Protection:</strong></p>\r\n\r\n<ul>\r\n	<li>Pledge: All staff/volunteers must sign a Child Protection agreement before beginning work with the organization.</li>\r\n	<li>Training for new staff: Every staff or volunteer receives child protection policy training so they understand the policy and act in the right way.</li>\r\n	<li>Annual review of the child protection protocols and the incident reporting.</li>\r\n	<li>Integration of best practice into all areas: ie. recruitment, communications, partnerships</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Child Protection Policy (CPP)</h4>\r\n\r\n<p dir=\"ltr\"><strong>What is a CPP?</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>A child protection policy provides guidelines for organizations and their staff to create safe environments for children. It is a tool that protects both children and staff by clearly defining what action is required in order to keep children safe, and ensuring consistency so that all staff follow the same process.</li>\r\n	<li>It is the responsibility of all staff and volunteers to create a safe and tolerant environment<br />\r\n	<br />\r\n	→ Everyone needs to know this policy, even those not in direct contact with children.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Every organization should create a CPP that reflects its own needs. Many have common elements, such as defining key terms, staff and recruitment, behaviour protocols, visitor/media guidelines, partnerships, and reporting procedures. To see an example, <a href=\"https://www.eurochild.org/fileadmin/public/05_Library/Thematic_priorities/05_Child_Participation/Eurochild/I5_Eurochild_Child_Protection_Policy.pdf\" target=\"_blank\">here is the non-profit Eurochild’s CPP.</a> &nbsp;</p>\r\n\r\n<h4>Choosing Safe Program Partners</h4>\r\n\r\n<p>There are many great organizations working with vulnerable children and their families. There are also many organizations operating without proper child protection policies in place, including some that fail to check the backgrounds of their short and long term visitors. This leaves children open to mistreatment and abuse, no matter how short their visit.</p>\r\n\r\n<p dir=\"ltr\"><strong>Safe Partnership Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Potential partners share a copy of their child protection policy or protocols</li>\r\n	<li>Partner organizations receive a copy of your organization’s CPP</li>\r\n	<li>Partners sign a copy of your CP agreement (including media guidelines and any other considerations) before the collaboration begins</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Visitor &amp; Media Guidelines</h4>\r\n\r\n<p dir=\"ltr\"><strong>Media Visit Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Arranged in advance</li>\r\n	<li>Signed agreement</li>\r\n	<li>Consent for interviews/photos</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For example, at Skateistan, every person who is part of a media visit must sign the organization’s media guidelines and agree to follow the CPP i.e. only taking photos that show children in a positive light, not singling out individual children, not using real names, ensuring parent consent before taking photos. Every student must also be approached in their native language and give their own permission before having their photo or video taken by any media personnel. Additionally, when each student registers, parents/guardians are asked whether or not they give permission for their child to appear in both externally- and internally-produced media.</p>\r\n\r\n<h4 dir=\"ltr\">Staff &amp; Volunteer Recruitment</h4>\r\n\r\n<p dir=\"ltr\"><strong>Recruitment Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Multiple interviews</li>\r\n	<li>Background checks</li>\r\n	<li>References called</li>\r\n	<li>Relevant skill-set</li>\r\n	<li>Long term volunteers</li>\r\n	<li>Able to speak local language</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>A Note about “Voluntourism”:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Voluntourism describes a program that invites tourists (for a specific fee, or through an NGO directly recruiting), to volunteer at an organization.</li>\r\n	<li>These programs have been widely criticized because:\r\n	<ul>\r\n		<li>In most cases, these organizations do not require candidates to have relevant qualifications or previous work experience in social work or childcare. They also often don’t do background checks, exposing children to the risk of abuse.</li>\r\n		<li>Typically, volunteers from high socio-economic backgrounds travel abroad to work with &nbsp;poor communities and lack cultural and historical knowledge about where they are volunteering. This can lead to an imbalanced power dynamic which increases the risk of vulnerability for children.</li>\r\n		<li>A high turnover of volunteers poses extra risks to any children they are working with, and can be disruptive for children who build relationships with short-term volunteers.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety at the Skatepark</h4>\r\n\r\n<p dir=\"ltr\">Each skate project and skatepark is different and will have different considerations to take into account to ensure children are safe. Below are a few examples of skatepark best practices:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety gear provided and helmets worn by teachers (role modeling)</li>\r\n	<li>Participant/Teacher ratio (Max 8-10 participants to 1 teacher)</li>\r\n	<li>Organizing space and times for different skate abilities</li>\r\n	<li>First Aid training and supplies available</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">As a starting point, adapt this <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Child%20Protection%20Pledge_Example.pdf\" target=\"_blank\">Child Protection Pledge</a> for your own project staff, volunteers and participants to understand and sign.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">If you don’t have one yet, create your own Child Protection Policy, and ensure your organization has relevant supporting documents like a Code of Conduct and Media Agreement (see some examples in the Resources and Templates section below).</p>\r\n	</li>\r\n</ol>\r\n\r\n<h3 dir=\"ltr\">Quiz coming soon!&nbsp;</h3>\r\n','','full_html'),('goodpush_basic_page',0,12,131,'en',0,'<h4 dir=\"ltr\">Why is Child Protection Important for Social Skate Projects?</h4>\r\n\r\n<p dir=\"ltr\">All projects working with children have a responsibility to put safeguarding measures in place. The main goal is to keep children safe, but it\'s&nbsp;also important to remember that the reputation and success of your program depends on this.</p>\r\n\r\n<p dir=\"ltr\">Most skateboarding projects have chosen to work with children from difficult situations. This presents <strong>extra challenges</strong> and <strong>extra responsibilities</strong> (both within your programs and what children face externally).</p>\r\n\r\n<h4 dir=\"ltr\">What is “Child Protection”?</h4>\r\n\r\n<p dir=\"ltr\">Definition: “The prevention of and response to abuse, neglect, exploitation and violence against children” (Source: <a href=\"http://cpwg.net/\">Child Protection Working Group</a>).</p>\r\n\r\n<p dir=\"ltr\">Child protection refers to some parts of the UN Declaration of Child Rights, such as safety and non-discrimination. The Declaration gives the guiding principle in child protection: What are the best interests of the child?</p>\r\n\r\n<p dir=\"ltr\"><strong>Example Elements of Child Protection:</strong></p>\r\n\r\n<ul>\r\n	<li>Pledge: All staff/volunteers must sign a Child Protection agreement before beginning work with the organization.</li>\r\n	<li>Training for new staff: Every staff or volunteer receives child protection policy training so they understand the policy and act in the right way.</li>\r\n	<li>Annual review of the child protection protocols and the incident reporting.</li>\r\n	<li>Integration of best practice into all areas: ie. recruitment, communications, partnerships</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Child Protection Policy (CPP)</h4>\r\n\r\n<p dir=\"ltr\"><strong>What is a CPP?</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>A child protection policy provides guidelines for organizations and their staff to create safe environments for children. It is a tool that protects both children and staff by clearly defining what action is required in order to keep children safe, and ensuring consistency so that all staff follow the same process.</li>\r\n	<li>It is the responsibility of all staff and volunteers to create a safe and tolerant environment<br />\r\n	<br />\r\n	→ Everyone needs to know this policy, even those not in direct contact with children.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Every organization should create a CPP that reflects its own needs. Many have common elements, such as defining key terms, staff and recruitment, behaviour protocols, visitor/media guidelines, partnerships, and reporting procedures. To see an example, <a href=\"https://www.eurochild.org/fileadmin/public/05_Library/Thematic_priorities/05_Child_Participation/Eurochild/I5_Eurochild_Child_Protection_Policy.pdf\" target=\"_blank\">here is the non-profit Eurochild’s CPP.</a> &nbsp;</p>\r\n\r\n<h4>Choosing Safe Program Partners</h4>\r\n\r\n<p>There are many great organizations working with vulnerable children and their families. There are also many organizations operating without proper child protection policies in place, including some that fail to check the backgrounds of their short and long term visitors. This leaves children open to mistreatment and abuse, no matter how short their visit.</p>\r\n\r\n<p dir=\"ltr\"><strong>Safe Partnership Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Potential partners share a copy of their child protection policy or protocols</li>\r\n	<li>Partner organizations receive a copy of your organization’s CPP</li>\r\n	<li>Partners sign a copy of your CP agreement (including media guidelines and any other considerations) before the collaboration begins</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Visitor &amp; Media Guidelines</h4>\r\n\r\n<p dir=\"ltr\"><strong>Media Visit Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Arranged in advance</li>\r\n	<li>Signed agreement</li>\r\n	<li>Consent for interviews/photos</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For example, at Skateistan, every person who is part of a media visit must sign the organization’s media guidelines and agree to follow the CPP i.e. only taking photos that show children in a positive light, not singling out individual children, not using real names, ensuring parent consent before taking photos. Every student must also be approached in their native language and give their own permission before having their photo or video taken by any media personnel. Additionally, when each student registers, parents/guardians are asked whether or not they give permission for their child to appear in both externally- and internally-produced media.</p>\r\n\r\n<h4 dir=\"ltr\">Staff &amp; Volunteer Recruitment</h4>\r\n\r\n<p dir=\"ltr\"><strong>Recruitment Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Multiple interviews</li>\r\n	<li>Background checks</li>\r\n	<li>References called</li>\r\n	<li>Relevant skill-set</li>\r\n	<li>Long term volunteers</li>\r\n	<li>Able to speak local language</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>A Note about “Voluntourism”:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Voluntourism describes a program that invites tourists (for a specific fee, or through an NGO directly recruiting), to volunteer at an organization.</li>\r\n	<li>These programs have been widely criticized because:\r\n	<ul>\r\n		<li>In most cases, these organizations do not require candidates to have relevant qualifications or previous work experience in social work or childcare. They also often don’t do background checks, exposing children to the risk of abuse.</li>\r\n		<li>Typically, volunteers from high socio-economic backgrounds travel abroad to work with &nbsp;poor communities and lack cultural and historical knowledge about where they are volunteering. This can lead to an imbalanced power dynamic which increases the risk of vulnerability for children.</li>\r\n		<li>A high turnover of volunteers poses extra risks to any children they are working with, and can be disruptive for children who build relationships with short-term volunteers.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety at the Skatepark</h4>\r\n\r\n<p dir=\"ltr\">Each skate project and skatepark is different and will have different considerations to take into account to ensure children are safe. Below are a few examples of skatepark best practices:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety gear provided and helmets worn by teachers (role modeling)</li>\r\n	<li>Participant/Teacher ratio (Max 8-10 participants to 1 teacher)</li>\r\n	<li>Organizing space and times for different skate abilities</li>\r\n	<li>First Aid training and supplies available</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">As a starting point, adapt this <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Child%20Protection%20Pledge_Example.pdf\" target=\"_blank\">Child Protection Pledge</a> for your own project staff, volunteers and participants to understand and sign.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">If you don’t have one yet, create your own Child Protection Policy, and ensure your organization has relevant supporting documents like a Code of Conduct and Media Agreement (see some examples in the Resources and Templates section below).</p>\r\n	</li>\r\n</ol>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\"><strong>QUIZ COMING SOON!</strong></p>\r\n','','full_html'),('goodpush_basic_page',0,12,183,'en',0,'<h4 dir=\"ltr\">Why is Child Protection Important for Social Skate Projects?</h4>\r\n\r\n<p dir=\"ltr\">All projects working with children have a responsibility to put safeguarding measures in place. The main goal is to keep children safe, but it\'s&nbsp;also important to remember that the reputation and success of your program depends on this.</p>\r\n\r\n<p dir=\"ltr\">Most skateboarding projects have chosen to work with children from difficult situations. This presents <strong>extra challenges</strong> and <strong>extra responsibilities</strong> (both within your programs and what children face externally).</p>\r\n\r\n<h4 dir=\"ltr\">What is “Child Protection”?</h4>\r\n\r\n<p dir=\"ltr\">Definition: “The prevention of and response to abuse, neglect, exploitation and violence against children” (Source: <a href=\"http://cpwg.net/\">Child Protection Working Group</a>).</p>\r\n\r\n<p dir=\"ltr\">Child protection refers to some parts of the UN Declaration of Child Rights, such as safety and non-discrimination. The Declaration gives the guiding principle in child protection: What are the best interests of the child?</p>\r\n\r\n<p dir=\"ltr\"><strong>Example Elements of Child Protection:</strong></p>\r\n\r\n<ul>\r\n	<li>Pledge: All staff/volunteers must sign a Child Protection agreement before beginning work with the organization.</li>\r\n	<li>Training for new staff: Every staff or volunteer receives child protection policy training so they understand the policy and act in the right way.</li>\r\n	<li>Annual review of the child protection protocols and the incident reporting.</li>\r\n	<li>Integration of best practice into all areas: ie. recruitment, communications, partnerships</li>\r\n</ul>\r\n<img alt=\"Girls skate class at Skateistan Mazar-e-Sharif\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"ba77b01b-a6f4-4cb7-b4de-21fa198ec0de\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.09.19%20PM.jpg?itok=tcS_iWJl\" width=\"760\" />\r\n<h4 dir=\"ltr\"><br />\r\nChild Protection Policy (CPP)</h4>\r\n\r\n<p dir=\"ltr\"><strong>What is a CPP?</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>A child protection policy provides guidelines for organizations and their staff to create safe environments for children. It is a tool that protects both children and staff by clearly defining what action is required in order to keep children safe, and ensuring consistency so that all staff follow the same process.</li>\r\n	<li>It is the responsibility of all staff and volunteers to create a safe and tolerant environment<br />\r\n	<br />\r\n	→ Everyone needs to know this policy, even those not in direct contact with children.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Every organization should create a CPP that reflects its own needs. Many have common elements, such as defining key terms, staff and recruitment, behaviour protocols, visitor/media guidelines, partnerships, and reporting procedures. To see an example, <a href=\"https://www.eurochild.org/fileadmin/public/05_Library/Thematic_priorities/05_Child_Participation/Eurochild/I5_Eurochild_Child_Protection_Policy.pdf\" target=\"_blank\">here is the non-profit Eurochild’s CPP.</a> &nbsp;</p>\r\n\r\n<h4>Choosing Safe Program Partners</h4>\r\n\r\n<p>There are many great organizations working with vulnerable children and their families. There are also many organizations operating without proper child protection policies in place, including some that fail to check the backgrounds of their short and long term visitors. This leaves children open to mistreatment and abuse, no matter how short their visit.</p>\r\n\r\n<p dir=\"ltr\"><strong>Safe Partnership Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Potential partners share a copy of their child protection policy or protocols</li>\r\n	<li>Partner organizations receive a copy of your organization’s CPP</li>\r\n	<li>Partners sign a copy of your CP agreement (including media guidelines and any other considerations) before the collaboration begins</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">&nbsp;</h4>\r\n\r\n<h4 dir=\"ltr\">Visitor &amp; Media Guidelines</h4>\r\n\r\n<p dir=\"ltr\"><strong>Media Visit Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Arranged in advance</li>\r\n	<li>Signed agreement</li>\r\n	<li>Consent for interviews/photos</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For example, at Skateistan, every person who is part of a media visit must sign the organization’s media guidelines and agree to follow the CPP i.e. only taking photos that show children in a positive light, not singling out individual children, not using real names, ensuring parent consent before taking photos. Every student must also be approached in their native language and give their own permission before having their photo or video taken by any media personnel. Additionally, when each student registers, parents/guardians are asked whether or not they give permission for their child to appear in both externally- and internally-produced media.</p>\r\n\r\n<h4 dir=\"ltr\">Staff &amp; Volunteer Recruitment</h4>\r\n\r\n<p dir=\"ltr\"><strong>Recruitment Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Multiple interviews</li>\r\n	<li>Background checks</li>\r\n	<li>References called</li>\r\n	<li>Relevant skill-set</li>\r\n	<li>Long term volunteers</li>\r\n	<li>Able to speak local language</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>A Note about “Voluntourism”:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Voluntourism describes a program that invites tourists (for a specific fee, or through an NGO directly recruiting), to volunteer at an organization.</li>\r\n	<li>These programs have been widely criticized because:\r\n	<ul>\r\n		<li>In most cases, these organizations do not require candidates to have relevant qualifications or previous work experience in social work or childcare. They also often don’t do background checks, exposing children to the risk of abuse.</li>\r\n		<li>Typically, volunteers from high socio-economic backgrounds travel abroad to work with &nbsp;poor communities and lack cultural and historical knowledge about where they are volunteering. This can lead to an imbalanced power dynamic which increases the risk of vulnerability for children.</li>\r\n		<li>A high turnover of volunteers poses extra risks to any children they are working with, and can be disruptive for children who build relationships with short-term volunteers.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety at the Skatepark</h4>\r\n\r\n<p dir=\"ltr\">Each skate project and skatepark is different and will have different considerations to take into account to ensure children are safe. Below are a few examples of skatepark best practices:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety gear provided and helmets worn by teachers (role modeling)</li>\r\n	<li>Participant/Teacher ratio (Max 8-10 participants to 1 teacher)</li>\r\n	<li>Organizing space and times for different skate abilities</li>\r\n	<li>First Aid training and supplies available</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">As a starting point, adapt this <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Child%20Protection%20Pledge_Example.pdf\" target=\"_blank\">Child Protection Pledge</a> for your own project staff, volunteers and participants to understand and sign.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">If you don’t have one yet, create your own Child Protection Policy, and ensure your organization has relevant supporting documents like a Code of Conduct and Media Agreement (see some examples in the Resources and Templates section below).</p>\r\n	</li>\r\n</ol>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\"><strong>QUIZ COMING SOON!</strong></p>\r\n','','full_html'),('goodpush_basic_page',0,12,184,'en',0,'<h4 dir=\"ltr\">Why is Child Protection Important for Social Skate Projects?</h4>\r\n\r\n<p dir=\"ltr\">All projects working with children have a responsibility to put safeguarding measures in place. The main goal is to keep children safe, but it\'s&nbsp;also important to remember that the reputation and success of your program depends on this.</p>\r\n\r\n<p dir=\"ltr\">Most skateboarding projects have chosen to work with children from difficult situations. This presents <strong>extra challenges</strong> and <strong>extra responsibilities</strong> (both within your programs and what children face externally).</p>\r\n\r\n<h4 dir=\"ltr\">What is “Child Protection”?</h4>\r\n\r\n<p dir=\"ltr\">Definition: “The prevention of and response to abuse, neglect, exploitation and violence against children” (Source: <a href=\"http://cpwg.net/\">Child Protection Working Group</a>).</p>\r\n\r\n<p dir=\"ltr\">Child protection refers to some parts of the UN Declaration of Child Rights, such as safety and non-discrimination. The Declaration gives the guiding principle in child protection: What are the best interests of the child?</p>\r\n\r\n<p dir=\"ltr\"><strong>Example Elements of Child Protection:</strong></p>\r\n\r\n<ul>\r\n	<li>Pledge: All staff/volunteers must sign a Child Protection agreement before beginning work with the organization.</li>\r\n	<li>Training for new staff: Every staff or volunteer receives child protection policy training so they understand the policy and act in the right way.</li>\r\n	<li>Annual review of the child protection protocols and the incident reporting.</li>\r\n	<li>Integration of best practice into all areas: ie. recruitment, communications, partnerships</li>\r\n</ul>\r\n<img alt=\"Girls skate class at Skateistan Mazar-e-Sharif\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"ba77b01b-a6f4-4cb7-b4de-21fa198ec0de\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.09.19%20PM.jpg?itok=tcS_iWJl\" width=\"760\" />\r\n<h4 dir=\"ltr\"><br />\r\nChild Protection Policy (CPP)</h4>\r\n\r\n<p dir=\"ltr\"><strong>What is a CPP?</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>A child protection policy provides guidelines for organizations and their staff to create safe environments for children. It is a tool that protects both children and staff by clearly defining what action is required in order to keep children safe, and ensuring consistency so that all staff follow the same process.</li>\r\n	<li>It is the responsibility of all staff and volunteers to create a safe and tolerant environment<br />\r\n	<br />\r\n	→ Everyone needs to know this policy, even those not in direct contact with children.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Every organization should create a CPP that reflects its own needs. Many have common elements, such as defining key terms, staff and recruitment, behaviour protocols, visitor/media guidelines, partnerships, and reporting procedures. To see an example, <a href=\"https://www.eurochild.org/fileadmin/public/05_Library/Thematic_priorities/05_Child_Participation/Eurochild/I5_Eurochild_Child_Protection_Policy.pdf\" target=\"_blank\">here is the non-profit Eurochild’s CPP.</a> &nbsp;</p>\r\n\r\n<h4>Choosing Safe Program Partners</h4>\r\n\r\n<p>There are many great organizations working with vulnerable children and their families. There are also many organizations operating without proper child protection policies in place, including some that fail to check the backgrounds of their short and long term visitors. This leaves children open to mistreatment and abuse, no matter how short their visit.</p>\r\n\r\n<p dir=\"ltr\"><strong>Safe Partnership Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Potential partners share a copy of their child protection policy or protocols</li>\r\n	<li>Partner organizations receive a copy of your organization’s CPP</li>\r\n	<li>Partners sign a copy of your CP agreement (including media guidelines and any other considerations) before the collaboration begins</li>\r\n</ul>\r\n<img alt=\"Awareness ad from Friends International on voluntourism\" data-align=\"center\" data-caption=\"&lt;em&gt;Awareness ad from Friends International on voluntourism and child protection&lt;/em&gt;\" data-entity-type=\"file\" data-entity-uuid=\"7333b93d-edb1-46a0-8199-d95385c5d83c\" data-image-style=\"medium_banner\" height=\"438\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.11.29%20PM.jpg?itok=qfvLH_bF\" width=\"923\" />\r\n<h4 dir=\"ltr\">Visitor &amp; Media Guidelines</h4>\r\n\r\n<p dir=\"ltr\"><strong>Media Visit Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Arranged in advance</li>\r\n	<li>Signed agreement</li>\r\n	<li>Consent for interviews/photos</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For example, at Skateistan, every person who is part of a media visit must sign the organization’s media guidelines and agree to follow the CPP i.e. only taking photos that show children in a positive light, not singling out individual children, not using real names, ensuring parent consent before taking photos. Every student must also be approached in their native language and give their own permission before having their photo or video taken by any media personnel. Additionally, when each student registers, parents/guardians are asked whether or not they give permission for their child to appear in both externally- and internally-produced media.</p>\r\n\r\n<h4 dir=\"ltr\">Staff &amp; Volunteer Recruitment</h4>\r\n\r\n<p dir=\"ltr\"><strong>Recruitment Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Multiple interviews</li>\r\n	<li>Background checks</li>\r\n	<li>References called</li>\r\n	<li>Relevant skill-set</li>\r\n	<li>Long term volunteers</li>\r\n	<li>Able to speak local language</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>A Note about “Voluntourism”:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Voluntourism describes a program that invites tourists (for a specific fee, or through an NGO directly recruiting), to volunteer at an organization.</li>\r\n	<li>These programs have been widely criticized because:\r\n	<ul>\r\n		<li>In most cases, these organizations do not require candidates to have relevant qualifications or previous work experience in social work or childcare. They also often don’t do background checks, exposing children to the risk of abuse.</li>\r\n		<li>Typically, volunteers from high socio-economic backgrounds travel abroad to work with &nbsp;poor communities and lack cultural and historical knowledge about where they are volunteering. This can lead to an imbalanced power dynamic which increases the risk of vulnerability for children.</li>\r\n		<li>A high turnover of volunteers poses extra risks to any children they are working with, and can be disruptive for children who build relationships with short-term volunteers.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety at the Skatepark</h4>\r\n\r\n<p dir=\"ltr\">Each skate project and skatepark is different and will have different considerations to take into account to ensure children are safe. Below are a few examples of skatepark best practices:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety gear provided and helmets worn by teachers (role modeling)</li>\r\n	<li>Participant/Teacher ratio (Max 8-10 participants to 1 teacher)</li>\r\n	<li>Organizing space and times for different skate abilities</li>\r\n	<li>First Aid training and supplies available</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">As a starting point, adapt this <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Child%20Protection%20Pledge_Example.pdf\" target=\"_blank\">Child Protection Pledge</a> for your own project staff, volunteers and participants to understand and sign.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">If you don’t have one yet, create your own Child Protection Policy, and ensure your organization has relevant supporting documents like a Code of Conduct and Media Agreement (see some examples in the Resources and Templates section below).</p>\r\n	</li>\r\n</ol>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\"><strong>QUIZ COMING SOON!</strong></p>\r\n','','full_html'),('goodpush_basic_page',0,12,185,'en',0,'<h4 dir=\"ltr\">Why is Child Protection Important for Social Skate Projects?</h4>\r\n\r\n<p dir=\"ltr\">All projects working with children have a responsibility to put safeguarding measures in place. The main goal is to keep children safe, but it\'s&nbsp;also important to remember that the reputation and success of your program depends on this.</p>\r\n\r\n<p dir=\"ltr\">Most skateboarding projects have chosen to work with children from difficult situations. This presents <strong>extra challenges</strong> and <strong>extra responsibilities</strong> (both within your programs and what children face externally).</p>\r\n\r\n<h4 dir=\"ltr\">What is “Child Protection”?</h4>\r\n\r\n<p dir=\"ltr\">Definition: “The prevention of and response to abuse, neglect, exploitation and violence against children” (Source: <a href=\"http://cpwg.net/\">Child Protection Working Group</a>).</p>\r\n\r\n<p dir=\"ltr\">Child protection refers to some parts of the UN Declaration of Child Rights, such as safety and non-discrimination. The Declaration gives the guiding principle in child protection: What are the best interests of the child?</p>\r\n\r\n<p dir=\"ltr\"><strong>Example Elements of Child Protection:</strong></p>\r\n\r\n<ul>\r\n	<li>Pledge: All staff/volunteers must sign a Child Protection agreement before beginning work with the organization.</li>\r\n	<li>Training for new staff: Every staff or volunteer receives child protection policy training so they understand the policy and act in the right way.</li>\r\n	<li>Annual review of the child protection protocols and the incident reporting.</li>\r\n	<li>Integration of best practice into all areas: ie. recruitment, communications, partnerships</li>\r\n</ul>\r\n<img alt=\"Girls skate class at Skateistan Mazar-e-Sharif\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"ba77b01b-a6f4-4cb7-b4de-21fa198ec0de\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.09.19%20PM.jpg?itok=tcS_iWJl\" width=\"760\" />\r\n<h4 dir=\"ltr\"><br />\r\nChild Protection Policy (CPP)</h4>\r\n\r\n<p dir=\"ltr\"><strong>What is a CPP?</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>A child protection policy provides guidelines for organizations and their staff to create safe environments for children. It is a tool that protects both children and staff by clearly defining what action is required in order to keep children safe, and ensuring consistency so that all staff follow the same process.</li>\r\n	<li>It is the responsibility of all staff and volunteers to create a safe and tolerant environment<br />\r\n	<br />\r\n	→ Everyone needs to know this policy, even those not in direct contact with children.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Every organization should create a CPP that reflects its own needs. Many have common elements, such as defining key terms, staff and recruitment, behaviour protocols, visitor/media guidelines, partnerships, and reporting procedures. To see an example, <a href=\"https://www.eurochild.org/fileadmin/public/05_Library/Thematic_priorities/05_Child_Participation/Eurochild/I5_Eurochild_Child_Protection_Policy.pdf\" target=\"_blank\">here is the non-profit Eurochild’s CPP.</a> &nbsp;</p>\r\n\r\n<h4>Choosing Safe Program Partners</h4>\r\n\r\n<p>There are many great organizations working with vulnerable children and their families. There are also many organizations operating without proper child protection policies in place, including some that fail to check the backgrounds of their short and long term visitors. This leaves children open to mistreatment and abuse, no matter how short their visit.</p>\r\n\r\n<p dir=\"ltr\"><strong>Safe Partnership Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Potential partners share a copy of their child protection policy or protocols</li>\r\n	<li>Partner organizations receive a copy of your organization’s CPP</li>\r\n	<li>Partners sign a copy of your CP agreement (including media guidelines and any other considerations) before the collaboration begins</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Visitor &amp; Media Guidelines</h4>\r\n\r\n<p dir=\"ltr\"><strong>Media Visit Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Arranged in advance</li>\r\n	<li>Signed agreement</li>\r\n	<li>Consent for interviews/photos</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For example, at Skateistan, every person who is part of a media visit must sign the organization’s media guidelines and agree to follow the CPP i.e. only taking photos that show children in a positive light, not singling out individual children, not using real names, ensuring parent consent before taking photos. Every student must also be approached in their native language and give their own permission before having their photo or video taken by any media personnel. Additionally, when each student registers, parents/guardians are asked whether or not they give permission for their child to appear in both externally- and internally-produced media.</p>\r\n<img alt=\"Awareness ad from Friends International on voluntourism\" data-align=\"center\" data-caption=\"&lt;em&gt;Awareness ad from Friends International on voluntourism and child protection&lt;/em&gt;\" data-entity-type=\"file\" data-entity-uuid=\"7333b93d-edb1-46a0-8199-d95385c5d83c\" data-image-style=\"medium_banner\" height=\"438\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.11.29%20PM.jpg?itok=qfvLH_bF\" width=\"923\" />\r\n<h4 dir=\"ltr\">Staff &amp; Volunteer Recruitment</h4>\r\n\r\n<p dir=\"ltr\"><strong>Recruitment Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Multiple interviews</li>\r\n	<li>Background checks</li>\r\n	<li>References called</li>\r\n	<li>Relevant skill-set</li>\r\n	<li>Long term volunteers</li>\r\n	<li>Able to speak local language</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>A Note about “Voluntourism”:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Voluntourism describes a program that invites tourists (for a specific fee, or through an NGO directly recruiting), to volunteer at an organization.</li>\r\n	<li>These programs have been widely criticized because:\r\n	<ul>\r\n		<li>In most cases, these organizations do not require candidates to have relevant qualifications or previous work experience in social work or childcare. They also often don’t do background checks, exposing children to the risk of abuse.</li>\r\n		<li>Typically, volunteers from high socio-economic backgrounds travel abroad to work with &nbsp;poor communities and lack cultural and historical knowledge about where they are volunteering. This can lead to an imbalanced power dynamic which increases the risk of vulnerability for children.</li>\r\n		<li>A high turnover of volunteers poses extra risks to any children they are working with, and can be disruptive for children who build relationships with short-term volunteers.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety at the Skatepark</h4>\r\n\r\n<p dir=\"ltr\">Each skate project and skatepark is different and will have different considerations to take into account to ensure children are safe. Below are a few examples of skatepark best practices:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety gear provided and helmets worn by teachers (role modeling)</li>\r\n	<li>Participant/Teacher ratio (Max 8-10 participants to 1 teacher)</li>\r\n	<li>Organizing space and times for different skate abilities</li>\r\n	<li>First Aid training and supplies available</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">As a starting point, adapt this <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Child%20Protection%20Pledge_Example.pdf\" target=\"_blank\">Child Protection Pledge</a> for your own project staff, volunteers and participants to understand and sign.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">If you don’t have one yet, create your own Child Protection Policy, and ensure your organization has relevant supporting documents like a Code of Conduct and Media Agreement (see some examples in the Resources and Templates section below).</p>\r\n	</li>\r\n</ol>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\"><strong>QUIZ COMING SOON!</strong></p>\r\n','','full_html'),('goodpush_basic_page',0,12,194,'en',0,'<h4 dir=\"ltr\">Why is Child Protection Important for Social Skate Projects?</h4>\r\n\r\n<p dir=\"ltr\">All projects working with children have a responsibility to put safeguarding measures in place. The main goal is to keep children safe, but it\'s&nbsp;also important to remember that the reputation and success of your program depends on this.</p>\r\n\r\n<p dir=\"ltr\">Most skateboarding projects have chosen to work with children from difficult situations. This presents <strong>extra challenges</strong> and <strong>extra responsibilities</strong> (both within your programs and what children face externally).</p>\r\n\r\n<h4 dir=\"ltr\">What is “Child Protection”?</h4>\r\n\r\n<p dir=\"ltr\">Definition: “The prevention of and response to abuse, neglect, exploitation and violence against children” (Source: <a href=\"http://cpwg.net/\">Child Protection Working Group</a>).</p>\r\n\r\n<p dir=\"ltr\">Child protection refers to some parts of the UN Declaration of Child Rights, such as safety and non-discrimination. The Declaration gives the guiding principle in child protection: What are the best interests of the child?</p>\r\n\r\n<p dir=\"ltr\"><strong>Example Elements of Child Protection:</strong></p>\r\n\r\n<ul>\r\n	<li>Pledge: All staff/volunteers must sign a Child Protection agreement before beginning work with the organization.</li>\r\n	<li>Training for new staff: Every staff or volunteer receives child protection policy training so they understand the policy and act in the right way.</li>\r\n	<li>Annual review of the child protection protocols and the incident reporting.</li>\r\n	<li>Integration of best practice into all areas: ie. recruitment, communications, partnerships</li>\r\n</ul>\r\n<img alt=\"Girls skate class at Skateistan Mazar-e-Sharif\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"ba77b01b-a6f4-4cb7-b4de-21fa198ec0de\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.09.19%20PM.jpg?itok=tcS_iWJl\" width=\"760\" />\r\n<h4 dir=\"ltr\"><br />\r\nChild Protection Policy (CPP)</h4>\r\n\r\n<p dir=\"ltr\"><strong>What is a CPP?</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>A child protection policy provides guidelines for organizations and their staff to create safe environments for children. It is a tool that protects both children and staff by clearly defining what action is required in order to keep children safe, and ensuring consistency so that all staff follow the same process.</li>\r\n	<li>It is the responsibility of all staff and volunteers to create a safe and tolerant environment<br />\r\n	<br />\r\n	→ Everyone needs to know this policy, even those not in direct contact with children.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Every organization should create a CPP that reflects its own needs. Many have common elements, such as defining key terms, staff and recruitment, behaviour protocols, visitor/media guidelines, partnerships, and reporting procedures. To see an example, <a href=\"https://www.eurochild.org/fileadmin/public/05_Library/Thematic_priorities/05_Child_Participation/Eurochild/I5_Eurochild_Child_Protection_Policy.pdf\" target=\"_blank\">here is the non-profit Eurochild’s CPP.</a> &nbsp;</p>\r\n\r\n<h4>Choosing Safe Program Partners</h4>\r\n\r\n<p>There are many great organizations working with vulnerable children and their families. There are also many organizations operating without proper child protection policies in place, including some that fail to check the backgrounds of their short and long term visitors. This leaves children open to mistreatment and abuse, no matter how short their visit.</p>\r\n\r\n<p dir=\"ltr\"><strong>Safe Partnership Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Potential partners share a copy of their child protection policy or protocols</li>\r\n	<li>Partner organizations receive a copy of your organization’s CPP</li>\r\n	<li>Partners sign a copy of your CP agreement (including media guidelines and any other considerations) before the collaboration begins</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Visitor &amp; Media Guidelines</h4>\r\n\r\n<p dir=\"ltr\"><strong>Media Visit Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Arranged in advance</li>\r\n	<li>Signed agreement</li>\r\n	<li>Consent for interviews/photos</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For example, at Skateistan, every person who is part of a media visit must sign the organization’s media guidelines and agree to follow the CPP i.e. only taking photos that show children in a positive light, not singling out individual children, not using real names, ensuring parent consent before taking photos. Every student must also be approached in their native language and give their own permission before having their photo or video taken by any media personnel. Additionally, when each student registers, parents/guardians are asked whether or not they give permission for their child to appear in both externally- and internally-produced media.</p>\r\n<img alt=\"Awareness ad from Friends International on voluntourism\" data-align=\"center\" data-caption=\"&lt;em&gt;Awareness ad from Friends International on voluntourism and child protection&lt;/em&gt;\" data-entity-type=\"file\" data-entity-uuid=\"7333b93d-edb1-46a0-8199-d95385c5d83c\" data-image-style=\"small_banner\" height=\"418\" src=\"https://www.goodpush.org/sites/default/files/styles/small_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.11.29%20PM.jpg?itok=XXEV77WC\" width=\"882\" />\r\n<h4 dir=\"ltr\">Staff &amp; Volunteer Recruitment</h4>\r\n\r\n<p dir=\"ltr\"><strong>Recruitment Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Multiple interviews</li>\r\n	<li>Background checks</li>\r\n	<li>References called</li>\r\n	<li>Relevant skill-set</li>\r\n	<li>Long term volunteers</li>\r\n	<li>Able to speak local language</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>A Note about “Voluntourism”:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Voluntourism describes a program that invites tourists (for a specific fee, or through an NGO directly recruiting), to volunteer at an organization.</li>\r\n	<li>These programs have been widely criticized because:\r\n	<ul>\r\n		<li>In most cases, these organizations do not require candidates to have relevant qualifications or previous work experience in social work or childcare. They also often don’t do background checks, exposing children to the risk of abuse.</li>\r\n		<li>Typically, volunteers from high socio-economic backgrounds travel abroad to work with &nbsp;poor communities and lack cultural and historical knowledge about where they are volunteering. This can lead to an imbalanced power dynamic which increases the risk of vulnerability for children.</li>\r\n		<li>A high turnover of volunteers poses extra risks to any children they are working with, and can be disruptive for children who build relationships with short-term volunteers.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety at the Skatepark</h4>\r\n\r\n<p dir=\"ltr\">Each skate project and skatepark is different and will have different considerations to take into account to ensure children are safe. Below are a few examples of skatepark best practices:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety gear provided and helmets worn by teachers (role modeling)</li>\r\n	<li>Participant/Teacher ratio (Max 8-10 participants to 1 teacher)</li>\r\n	<li>Organizing space and times for different skate abilities</li>\r\n	<li>First Aid training and supplies available</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">As a starting point, adapt this <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Child%20Protection%20Pledge_Example.pdf\" target=\"_blank\">Child Protection Pledge</a> for your own project staff, volunteers and participants to understand and sign.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">If you don’t have one yet, create your own Child Protection Policy, and ensure your organization has relevant supporting documents like a Code of Conduct and Media Agreement (see some examples in the Resources and Templates section below).</p>\r\n	</li>\r\n</ol>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\"><strong>QUIZ COMING SOON!</strong></p>\r\n','','full_html'),('goodpush_basic_page',0,12,195,'en',0,'<h4 dir=\"ltr\">Why is Child Protection Important for Social Skate Projects?</h4>\r\n\r\n<p dir=\"ltr\">All projects working with children have a responsibility to put safeguarding measures in place. The main goal is to keep children safe, but it\'s&nbsp;also important to remember that the reputation and success of your program depends on this.</p>\r\n\r\n<p dir=\"ltr\">Most skateboarding projects have chosen to work with children from difficult situations. This presents <strong>extra challenges</strong> and <strong>extra responsibilities</strong> (both within your programs and what children face externally).</p>\r\n\r\n<h4 dir=\"ltr\">What is “Child Protection”?</h4>\r\n\r\n<p dir=\"ltr\">Definition: “The prevention of and response to abuse, neglect, exploitation and violence against children” (Source: <a href=\"http://cpwg.net/\">Child Protection Working Group</a>).</p>\r\n\r\n<p dir=\"ltr\">Child protection refers to some parts of the UN Declaration of Child Rights, such as safety and non-discrimination. The Declaration gives the guiding principle in child protection: What are the best interests of the child?</p>\r\n\r\n<p dir=\"ltr\"><strong>Example Elements of Child Protection:</strong></p>\r\n\r\n<ul>\r\n	<li>Pledge: All staff/volunteers must sign a Child Protection agreement before beginning work with the organization.</li>\r\n	<li>Training for new staff: Every staff or volunteer receives child protection policy training so they understand the policy and act in the right way.</li>\r\n	<li>Annual review of the child protection protocols and the incident reporting.</li>\r\n	<li>Integration of best practice into all areas: ie. recruitment, communications, partnerships</li>\r\n</ul>\r\n<img alt=\"Girls skate class at Skateistan Mazar-e-Sharif\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"ba77b01b-a6f4-4cb7-b4de-21fa198ec0de\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.09.19%20PM.jpg?itok=tcS_iWJl\" width=\"760\" />\r\n<h4 dir=\"ltr\"><br />\r\nChild Protection Policy (CPP)</h4>\r\n\r\n<p dir=\"ltr\"><strong>What is a CPP?</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>A child protection policy provides guidelines for organizations and their staff to create safe environments for children. It is a tool that protects both children and staff by clearly defining what action is required in order to keep children safe, and ensuring consistency so that all staff follow the same process.</li>\r\n	<li>It is the responsibility of all staff and volunteers to create a safe and tolerant environment<br />\r\n	<br />\r\n	→ Everyone needs to know this policy, even those not in direct contact with children.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Every organization should create a CPP that reflects its own needs. Many have common elements, such as defining key terms, staff and recruitment, behaviour protocols, visitor/media guidelines, partnerships, and reporting procedures. To see an example, <a href=\"https://www.eurochild.org/fileadmin/public/05_Library/Thematic_priorities/05_Child_Participation/Eurochild/I5_Eurochild_Child_Protection_Policy.pdf\" target=\"_blank\">here is the non-profit Eurochild’s CPP.</a> &nbsp;</p>\r\n\r\n<h4>Choosing Safe Program Partners</h4>\r\n\r\n<p>There are many great organizations working with vulnerable children and their families. There are also many organizations operating without proper child protection policies in place, including some that fail to check the backgrounds of their short and long term visitors. This leaves children open to mistreatment and abuse, no matter how short their visit.</p>\r\n\r\n<p dir=\"ltr\"><strong>Safe Partnership Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Potential partners share a copy of their child protection policy or protocols</li>\r\n	<li>Partner organizations receive a copy of your organization’s CPP</li>\r\n	<li>Partners sign a copy of your CP agreement (including media guidelines and any other considerations) before the collaboration begins</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Visitor &amp; Media Guidelines</h4>\r\n\r\n<p dir=\"ltr\"><strong>Media Visit Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Arranged in advance</li>\r\n	<li>Signed agreement</li>\r\n	<li>Consent for interviews/photos</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For example, at Skateistan, every person who is part of a media visit must sign the organization’s media guidelines and agree to follow the CPP i.e. only taking photos that show children in a positive light, not singling out individual children, not using real names, ensuring parent consent before taking photos. Every student must also be approached in their native language and give their own permission before having their photo or video taken by any media personnel. Additionally, when each student registers, parents/guardians are asked whether or not they give permission for their child to appear in both externally- and internally-produced media.</p>\r\n<img alt=\"Awareness ad from Friends International on voluntourism\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"7333b93d-edb1-46a0-8199-d95385c5d83c\" data-image-style=\"medium_banner\" height=\"437\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.11.29%20PM.jpg?itok=qfvLH_bF\" width=\"920\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>Awareness ad from Friends International on voluntourism</em></p>\r\n\r\n<h4 dir=\"ltr\">Staff &amp; Volunteer Recruitment</h4>\r\n\r\n<p dir=\"ltr\"><strong>Recruitment Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Multiple interviews</li>\r\n	<li>Background checks</li>\r\n	<li>References called</li>\r\n	<li>Relevant skill-set</li>\r\n	<li>Long term volunteers</li>\r\n	<li>Able to speak local language</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>A Note about “Voluntourism”:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Voluntourism describes a program that invites tourists (for a specific fee, or through an NGO directly recruiting), to volunteer at an organization.</li>\r\n	<li>These programs have been widely criticized because:\r\n	<ul>\r\n		<li>In most cases, these organizations do not require candidates to have relevant qualifications or previous work experience in social work or childcare. They also often don’t do background checks, exposing children to the risk of abuse.</li>\r\n		<li>Typically, volunteers from high socio-economic backgrounds travel abroad to work with &nbsp;poor communities and lack cultural and historical knowledge about where they are volunteering. This can lead to an imbalanced power dynamic which increases the risk of vulnerability for children.</li>\r\n		<li>A high turnover of volunteers poses extra risks to any children they are working with, and can be disruptive for children who build relationships with short-term volunteers.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety at the Skatepark</h4>\r\n\r\n<p dir=\"ltr\">Each skate project and skatepark is different and will have different considerations to take into account to ensure children are safe. Below are a few examples of skatepark best practices:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety gear provided and helmets worn by teachers (role modeling)</li>\r\n	<li>Participant/Teacher ratio (Max 8-10 participants to 1 teacher)</li>\r\n	<li>Organizing space and times for different skate abilities</li>\r\n	<li>First Aid training and supplies available</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">As a starting point, adapt this <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Child%20Protection%20Pledge_Example.pdf\" target=\"_blank\">Child Protection Pledge</a> for your own project staff, volunteers and participants to understand and sign.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">If you don’t have one yet, create your own Child Protection Policy, and ensure your organization has relevant supporting documents like a Code of Conduct and Media Agreement (see some examples in the Resources and Templates section below).</p>\r\n	</li>\r\n</ol>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\"><strong>QUIZ COMING SOON!</strong></p>\r\n','','full_html'),('goodpush_basic_page',0,12,220,'en',0,'<h4 dir=\"ltr\">Why is Child Protection Important for Social Skate Projects?</h4>\r\n\r\n<p dir=\"ltr\">All projects working with children have a responsibility to put safeguarding measures in place. The main goal is to keep children safe, but it\'s&nbsp;also important to remember that the reputation and success of your program depends on this.</p>\r\n\r\n<p dir=\"ltr\">Most skateboarding projects have chosen to work with children from difficult situations. This presents <strong>extra challenges</strong> and <strong>extra responsibilities</strong> (both within your programs and what children face externally).</p>\r\n\r\n<h4 dir=\"ltr\">What is “Child Protection”?</h4>\r\n\r\n<p dir=\"ltr\">Definition: “The prevention of and response to abuse, neglect, exploitation and violence against children” (Source: <a href=\"http://cpwg.net/\">Child Protection Working Group</a>).</p>\r\n\r\n<p dir=\"ltr\">Child protection refers to some parts of the UN Declaration of Child Rights, such as safety and non-discrimination. The Declaration gives the guiding principle in child protection: What are the best interests of the child?</p>\r\n\r\n<p dir=\"ltr\"><strong>Example Elements of Child Protection:</strong></p>\r\n\r\n<ul>\r\n	<li>Pledge: All staff/volunteers must sign a Child Protection agreement before beginning work with the organization.</li>\r\n	<li>Training for new staff: Every staff or volunteer receives child protection policy training so they understand the policy and act in the right way.</li>\r\n	<li>Annual review of the child protection protocols and the incident reporting.</li>\r\n	<li>Integration of best practice into all areas: ie. recruitment, communications, partnerships</li>\r\n</ul>\r\n<img alt=\"Girls skate class at Skateistan Mazar-e-Sharif\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"ba77b01b-a6f4-4cb7-b4de-21fa198ec0de\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.09.19%20PM.jpg?itok=tcS_iWJl\" width=\"760\" />\r\n<h4 dir=\"ltr\"><br />\r\nChild Protection Policy (CPP)</h4>\r\n\r\n<p dir=\"ltr\"><strong>What is a CPP?</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>A child protection policy provides guidelines for organizations and their staff to create safe environments for children. It is a tool that protects both children and staff by clearly defining what action is required in order to keep children safe, and ensuring consistency so that all staff follow the same process.</li>\r\n	<li>It is the responsibility of all staff and volunteers to create a safe and tolerant environment<br />\r\n	<br />\r\n	→ Everyone needs to know this policy, even those not in direct contact with children.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Every organization should create a CPP that reflects its own needs. Many have common elements, such as defining key terms, staff and recruitment, behaviour protocols, visitor/media guidelines, partnerships, and reporting procedures. To see an example, <a href=\"https://www.eurochild.org/fileadmin/public/05_Library/Thematic_priorities/05_Child_Participation/Eurochild/I5_Eurochild_Child_Protection_Policy.pdf\" target=\"_blank\">here is the non-profit Eurochild’s CPP.</a> &nbsp;</p>\r\n\r\n<h4>Choosing Safe Program Partners</h4>\r\n\r\n<p>There are many great organizations working with vulnerable children and their families. There are also many organizations operating without proper child protection policies in place, including some that fail to check the backgrounds of their short and long term visitors. This leaves children open to mistreatment and abuse, no matter how short their visit.</p>\r\n\r\n<p dir=\"ltr\"><strong>Safe Partnership Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Potential partners share a copy of their child protection policy or protocols</li>\r\n	<li>Partner organizations receive a copy of your organization’s CPP</li>\r\n	<li>Partners sign a copy of your CP agreement (including media guidelines and any other considerations) before the collaboration begins</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Visitor &amp; Media Guidelines</h4>\r\n\r\n<p dir=\"ltr\"><strong>Media Visit Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Arranged in advance</li>\r\n	<li>Signed agreement</li>\r\n	<li>Consent for interviews/photos</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For example, at Skateistan, every person who is part of a media visit must sign the organization’s media guidelines and agree to follow the CPP i.e. only taking photos that show children in a positive light, not singling out individual children, not using real names, ensuring parent consent before taking photos. Every student must also be approached in their native language and give their own permission before having their photo or video taken by any media personnel. Additionally, when each student registers, parents/guardians are asked whether or not they give permission for their child to appear in both externally- and internally-produced media.</p>\r\n<img alt=\"Awareness ad from Friends International on voluntourism\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"7333b93d-edb1-46a0-8199-d95385c5d83c\" data-image-style=\"medium_banner\" height=\"437\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.11.29%20PM.jpg?itok=qfvLH_bF\" width=\"920\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>Awareness ad from Friends International on voluntourism</em></p>\r\n\r\n<h4 dir=\"ltr\">Staff &amp; Volunteer Recruitment</h4>\r\n\r\n<p dir=\"ltr\"><strong>Recruitment Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Multiple interviews</li>\r\n	<li>Background checks</li>\r\n	<li>References called</li>\r\n	<li>Relevant skill-set</li>\r\n	<li>Long term volunteers</li>\r\n	<li>Able to speak local language</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>A Note about “Voluntourism”:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Voluntourism describes a program that invites tourists (for a specific fee, or through an NGO directly recruiting), to volunteer at an organization.</li>\r\n	<li>These programs have been widely criticized because:\r\n	<ul>\r\n		<li>In most cases, these organizations do not require candidates to have relevant qualifications or previous work experience in social work or childcare. They also often don’t do background checks, exposing children to the risk of abuse.</li>\r\n		<li>Typically, volunteers from high socio-economic backgrounds travel abroad to work with &nbsp;poor communities and lack cultural and historical knowledge about where they are volunteering. This can lead to an imbalanced power dynamic which increases the risk of vulnerability for children.</li>\r\n		<li>A high turnover of volunteers poses extra risks to any children they are working with, and can be disruptive for children who build relationships with short-term volunteers.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety at the Skatepark</h4>\r\n\r\n<p dir=\"ltr\">Each skate project and skatepark is different and will have different considerations to take into account to ensure children are safe. Below are a few examples of skatepark best practices:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety gear provided and helmets worn by teachers (role modeling)</li>\r\n	<li>Participant/Teacher ratio (Max 8-10 participants to 1 teacher)</li>\r\n	<li>Organizing space and times for different skate abilities</li>\r\n	<li>First Aid training and supplies available</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">As a starting point, adapt this <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Child%20Protection%20Pledge_Example.pdf\" target=\"_blank\">Child Protection Pledge</a> for your own project staff, volunteers and participants to understand and sign.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">If you don’t have one yet, create your own Child Protection Policy, and ensure your organization has relevant supporting documents like a Code of Conduct and Media Agreement (see some examples in the Resources and Templates section below).</p>\r\n	</li>\r\n</ol>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\"><strong>QUIZ COMING SOON!</strong></p>\r\n','','full_html'),('goodpush_basic_page',0,12,352,'en',0,'<h4 dir=\"ltr\">Why is Child Protection Important for Social Skate Projects?</h4>\r\n\r\n<p dir=\"ltr\">All projects working with children have a responsibility to put safeguarding measures in place. The main goal is to keep children safe, but it\'s&nbsp;also important to remember that the reputation and success of your program depends on this.</p>\r\n\r\n<p dir=\"ltr\">Most skateboarding projects have chosen to work with children from difficult situations. This presents <strong>extra challenges</strong> and <strong>extra responsibilities</strong> (both within your programs and what children face externally).</p>\r\n\r\n<h4 dir=\"ltr\">What is “Child Protection”?</h4>\r\n\r\n<p dir=\"ltr\">Definition: “The prevention of and response to abuse, neglect, exploitation and violence against children” (Source: <a href=\"http://cpwg.net/\">Child Protection Working Group</a>).</p>\r\n\r\n<p dir=\"ltr\">Child protection refers to some parts of the UN Declaration of Child Rights, such as safety and non-discrimination. The Declaration gives the guiding principle in child protection: What are the best interests of the child?</p>\r\n\r\n<p dir=\"ltr\"><strong>Example Elements of Child Protection:</strong></p>\r\n\r\n<ul>\r\n	<li>Pledge: All staff/volunteers must sign a Child Protection agreement before beginning work with the organization.</li>\r\n	<li>Training for new staff: Every staff or volunteer receives child protection policy training so they understand the policy and act in the right way.</li>\r\n	<li>Annual review of the child protection protocols and the incident reporting.</li>\r\n	<li>Integration of best practice into all areas: ie. recruitment, communications, partnerships</li>\r\n</ul>\r\n<img alt=\"Girls skate class at Skateistan Mazar-e-Sharif\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"ba77b01b-a6f4-4cb7-b4de-21fa198ec0de\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.09.19%20PM.jpg?itok=tcS_iWJl\" width=\"760\" />\r\n<h4 dir=\"ltr\"><br />\r\nChild Protection Policy (CPP)</h4>\r\n\r\n<p dir=\"ltr\"><strong>What is a CPP?</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>A child protection policy provides guidelines for organizations and their staff to create safe environments for children. It is a tool that protects both children and staff by clearly defining what action is required in order to keep children safe, and ensuring consistency so that all staff follow the same process.</li>\r\n	<li>It is the responsibility of all staff and volunteers to create a safe and tolerant environment<br />\r\n	<br />\r\n	→ Everyone needs to know this policy, even those not in direct contact with children.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Every organization should create a CPP that reflects its own needs. Many have common elements, such as defining key terms, staff and recruitment, behaviour protocols, visitor/media guidelines, partnerships, and reporting procedures. To see an example, <a href=\"https://www.eurochild.org/fileadmin/public/05_Library/Thematic_priorities/05_Child_Participation/Eurochild/I5_Eurochild_Child_Protection_Policy.pdf\" target=\"_blank\">here is the non-profit Eurochild’s CPP.</a> &nbsp;</p>\r\n\r\n<h4>Choosing Safe Program Partners</h4>\r\n\r\n<p>There are many great organizations working with vulnerable children and their families. There are also many organizations operating without proper child protection policies in place, including some that fail to check the backgrounds of their short and long term visitors. This leaves children open to mistreatment and abuse, no matter how short their visit.</p>\r\n\r\n<p dir=\"ltr\"><strong>Safe Partnership Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Potential partners share a copy of their child protection policy or protocols</li>\r\n	<li>Partner organizations receive a copy of your organization’s CPP</li>\r\n	<li>Partners sign a copy of your CP agreement (including media guidelines and any other considerations) before the collaboration begins</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Visitor &amp; Media Guidelines</h4>\r\n\r\n<p dir=\"ltr\"><strong>Media Visit Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Arranged in advance</li>\r\n	<li>Signed agreement</li>\r\n	<li>Consent for interviews/photos</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For example, at Skateistan, every person who is part of a media visit must sign the organization’s media guidelines and agree to follow the CPP i.e. only taking photos that show children in a positive light, not singling out individual children, not using real names, ensuring parent consent before taking photos. Every student must also be approached in their native language and give their own permission before having their photo or video taken by any media personnel. Additionally, when each student registers, parents/guardians are asked whether or not they give permission for their child to appear in both externally- and internally-produced media.</p>\r\n<img alt=\"Awareness ad from Friends International on voluntourism\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"7333b93d-edb1-46a0-8199-d95385c5d83c\" data-image-style=\"medium_banner\" height=\"437\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.11.29%20PM.jpg?itok=qfvLH_bF\" width=\"920\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>Awareness ad from Friends International on voluntourism</em></p>\r\n\r\n<h4 dir=\"ltr\">Staff &amp; Volunteer Recruitment</h4>\r\n\r\n<p dir=\"ltr\"><strong>Recruitment Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Multiple interviews</li>\r\n	<li>Background checks</li>\r\n	<li>References called</li>\r\n	<li>Relevant skill-set</li>\r\n	<li>Long term volunteers</li>\r\n	<li>Able to speak local language</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>A Note about “Voluntourism”:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Voluntourism describes a program that invites tourists (for a specific fee, or through an NGO directly recruiting), to volunteer at an organization.</li>\r\n	<li>These programs have been widely criticized because:\r\n	<ul>\r\n		<li>In most cases, these organizations do not require candidates to have relevant qualifications or previous work experience in social work or childcare. They also often don’t do background checks, exposing children to the risk of abuse.</li>\r\n		<li>Typically, volunteers from high socio-economic backgrounds travel abroad to work with &nbsp;poor communities and lack cultural and historical knowledge about where they are volunteering. This can lead to an imbalanced power dynamic which increases the risk of vulnerability for children.</li>\r\n		<li>A high turnover of volunteers poses extra risks to any children they are working with, and can be disruptive for children who build relationships with short-term volunteers.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety at the Skatepark</h4>\r\n\r\n<p dir=\"ltr\">Each skate project and skatepark is different and will have different considerations to take into account to ensure children are safe. Below are a few examples of skatepark best practices:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety gear provided and helmets worn by teachers (role modeling)</li>\r\n	<li>Participant/Teacher ratio (Max 8-10 participants to 1 teacher)</li>\r\n	<li>Organizing space and times for different skate abilities</li>\r\n	<li>First Aid training and supplies available</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">As a starting point, adapt this <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Child%20Protection%20Pledge_Example.pdf\" target=\"_blank\">Child Protection Pledge</a> for your own project staff, volunteers and participants to understand and sign.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">If you don’t have one yet, create your own Child Protection Policy, and ensure your organization has relevant supporting documents like a Code of Conduct and Media Agreement (see some examples in the Resources and Templates section below).</p>\r\n	</li>\r\n</ol>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\"><strong>QUIZ COMING SOON!</strong></p>\r\n','','full_html'),('goodpush_basic_page',0,12,353,'en',0,'<h4 dir=\"ltr\">Why is Child Protection Important for Social Skate Projects?</h4>\r\n\r\n<p dir=\"ltr\">All projects working with children have a responsibility to put safeguarding measures in place. The main goal is to keep children safe, but it\'s&nbsp;also important to remember that the reputation and success of your program depends on this.</p>\r\n\r\n<p dir=\"ltr\">Most skateboarding projects have chosen to work with children from difficult situations. This presents <strong>extra challenges</strong> and <strong>extra responsibilities</strong> (both within your programs and what children face externally).</p>\r\n\r\n<h4 dir=\"ltr\">What is “Child Protection”?</h4>\r\n\r\n<p dir=\"ltr\">Definition: “The prevention of and response to abuse, neglect, exploitation and violence against children” (Source: <a href=\"http://cpwg.net/\">Child Protection Working Group</a>).</p>\r\n\r\n<p dir=\"ltr\">Child protection refers to some parts of the UN Declaration of Child Rights, such as safety and non-discrimination. The Declaration gives the guiding principle in child protection: What are the best interests of the child?</p>\r\n\r\n<p dir=\"ltr\"><strong>Example Elements of Child Protection:</strong></p>\r\n\r\n<ul>\r\n	<li>Pledge: All staff/volunteers must sign a Child Protection agreement before beginning work with the organization.</li>\r\n	<li>Training for new staff: Every staff or volunteer receives child protection policy training so they understand the policy and act in the right way.</li>\r\n	<li>Annual review of the child protection protocols and the incident reporting.</li>\r\n	<li>Integration of best practice into all areas: ie. recruitment, communications, partnerships</li>\r\n</ul>\r\n<img alt=\"Girls skate class at Skateistan Mazar-e-Sharif\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"ba77b01b-a6f4-4cb7-b4de-21fa198ec0de\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.09.19%20PM.jpg?itok=tcS_iWJl\" width=\"760\" />\r\n<h4 dir=\"ltr\"><br />\r\nChild Protection Policy (CPP)</h4>\r\n\r\n<p dir=\"ltr\"><strong>What is a CPP?</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>A child protection policy provides guidelines for organizations and their staff to create safe environments for children. It is a tool that protects both children and staff by clearly defining what action is required in order to keep children safe, and ensuring consistency so that all staff follow the same process.</li>\r\n	<li>It is the responsibility of all staff and volunteers to create a safe and tolerant environment<br />\r\n	<br />\r\n	→ Everyone needs to know this policy, even those not in direct contact with children.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Every organization should create a CPP that reflects its own needs. Many have common elements, such as defining key terms, staff and recruitment, behaviour protocols, visitor/media guidelines, partnerships, and reporting procedures. Here\'s a <a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">CPP template example</a> we have created just for social skateboarding projects that you can adapt and use for your own initiative!&nbsp;</p>\r\n\r\n<h4>Choosing Safe Program Partners</h4>\r\n\r\n<p>There are many great organizations working with vulnerable children and their families. There are also many organizations operating without proper child protection policies in place, including some that fail to check the backgrounds of their short and long term visitors. This leaves children open to mistreatment and abuse, no matter how short their visit.</p>\r\n\r\n<p dir=\"ltr\"><strong>Safe Partnership Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Potential partners share a copy of their child protection policy or protocols</li>\r\n	<li>Partner organizations receive a copy of your organization’s CPP</li>\r\n	<li>Partners sign a copy of your CP agreement (including media guidelines and any other considerations) before the collaboration begins</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Visitor &amp; Media Guidelines</h4>\r\n\r\n<p dir=\"ltr\"><strong>Media Visit Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Arranged in advance</li>\r\n	<li>Signed <a href=\"https://www.goodpush.org/sites/default/files/2019-01/Goodpush_Media%20Agreement_Example.pdf\" target=\"_blank\" title=\"Media Agreement Example\">Media Agreement (example here)</a></li>\r\n	<li>Consent for interviews/photos</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For example, at Skateistan, every person who is part of a media visit must sign the organization’s media guidelines and agree to follow the CPP i.e. only taking photos that show children in a positive light, not singling out individual children, not using real names, ensuring parent consent before taking photos. Every student must also be approached in their native language and give their own permission before having their photo or video taken by any media personnel. Additionally, when each student registers, parents/guardians are asked whether or not they give permission for their child to appear in both externally- and internally-produced media.</p>\r\n<img alt=\"Awareness ad from Friends International on voluntourism\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"7333b93d-edb1-46a0-8199-d95385c5d83c\" data-image-style=\"medium_banner\" height=\"437\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.11.29%20PM.jpg?itok=qfvLH_bF\" width=\"920\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>Awareness ad from Friends International on voluntourism</em></p>\r\n\r\n<h4 dir=\"ltr\">Staff &amp; Volunteer Recruitment</h4>\r\n\r\n<p dir=\"ltr\"><strong>Recruitment Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Multiple interviews</li>\r\n	<li>Background checks</li>\r\n	<li>References called</li>\r\n	<li>Relevant skill-set</li>\r\n	<li>Long term volunteers</li>\r\n	<li>Able to speak local language</li>\r\n	<li>Must sign a <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Volunteer%20Agreement%20Example.pdf\" target=\"_blank\" title=\"Volunteer Agreement Example\">Volunteer Agreement (example here)</a></li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>A Note about “Voluntourism”:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Voluntourism describes a program that invites tourists (for a specific fee, or through an NGO directly recruiting), to volunteer at an organization.</li>\r\n	<li>These programs have been widely criticized because:\r\n	<ul>\r\n		<li>In most cases, these organizations do not require candidates to have relevant qualifications or previous work experience in social work or childcare. They also often don’t do background checks, exposing children to the risk of abuse.</li>\r\n		<li>Typically, volunteers from high socio-economic backgrounds travel abroad to work with &nbsp;poor communities and lack cultural and historical knowledge about where they are volunteering. This can lead to an imbalanced power dynamic which increases the risk of vulnerability for children.</li>\r\n		<li>A high turnover of volunteers poses extra risks to any children they are working with, and can be disruptive for children who build relationships with short-term volunteers.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety at the Skatepark</h4>\r\n\r\n<p dir=\"ltr\">Each skate project and skatepark is different and will have different considerations to take into account to ensure children are safe. Below are a few examples of skatepark best practices:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety gear provided and helmets worn by teachers (role modeling)</li>\r\n	<li>Participant/Teacher ratio (Max 8-10 participants to 1 teacher)</li>\r\n	<li>Organizing space and times for different skate abilities</li>\r\n	<li>First Aid training and supplies available</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">As a starting point, adapt this <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Child%20Protection%20Pledge_Example.pdf\" target=\"_blank\">Child Protection Pledge</a> for your own project staff, volunteers and participants to understand and sign.&nbsp;</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">If you don’t have one yet, create your own <a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">Child Protection Policy using our new template</a> as guidance! Also, ensure your organization has relevant supporting documents like a Code of Conduct and Media Agreement (see some examples in the Resources and Templates section below).</p>\r\n	</li>\r\n</ol>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\"><strong>QUIZ COMING SOON!</strong></p>\r\n','','full_html'),('goodpush_basic_page',0,12,354,'en',0,'<h4 dir=\"ltr\">Why is Child Protection Important for Social Skate Projects?</h4>\r\n\r\n<p dir=\"ltr\">All projects working with children have a responsibility to put safeguarding measures in place. The main goal is to keep children safe, but it\'s&nbsp;also important to remember that the reputation and success of your program depends on this.</p>\r\n\r\n<p dir=\"ltr\">Most skateboarding projects have chosen to work with children from difficult situations. This presents <strong>extra challenges</strong> and <strong>extra responsibilities</strong> (both within your programs and what children face externally).</p>\r\n\r\n<h4 dir=\"ltr\">What is “Child Protection”?</h4>\r\n\r\n<p dir=\"ltr\">Definition: “The prevention of and response to abuse, neglect, exploitation and violence against children” (Source: <a href=\"http://cpwg.net/\">Child Protection Working Group</a>).</p>\r\n\r\n<p dir=\"ltr\">Child protection refers to some parts of the UN Declaration of Child Rights, such as safety and non-discrimination. The Declaration gives the guiding principle in child protection: What are the best interests of the child?</p>\r\n\r\n<p dir=\"ltr\"><strong>Example Elements of Child Protection:</strong></p>\r\n\r\n<ul>\r\n	<li>Pledge: All staff/volunteers must sign a Child Protection agreement before beginning work with the organization.</li>\r\n	<li>Training for new staff: Every staff or volunteer receives child protection policy training so they understand the policy and act in the right way.</li>\r\n	<li>Annual review of the child protection protocols and the incident reporting.</li>\r\n	<li>Integration of best practice into all areas: ie. recruitment, communications, partnerships</li>\r\n</ul>\r\n<img alt=\"Girls skate class at Skateistan Mazar-e-Sharif\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"ba77b01b-a6f4-4cb7-b4de-21fa198ec0de\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.09.19%20PM.jpg?itok=tcS_iWJl\" width=\"760\" />\r\n<h4 dir=\"ltr\"><br />\r\nChild Protection Policy (CPP)</h4>\r\n\r\n<p dir=\"ltr\"><strong>What is a CPP?</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>A child protection policy provides guidelines for organizations and their staff to create safe environments for children. It is a tool that protects both children and staff by clearly defining what action is required in order to keep children safe, and ensuring consistency so that all staff follow the same process.</li>\r\n	<li>It is the responsibility of all staff and volunteers to create a safe and tolerant environment<br />\r\n	<br />\r\n	→ Everyone needs to know this policy, even those not in direct contact with children.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Every organization should create a CPP that reflects its own needs. Many have common elements, such as defining key terms, staff and recruitment, behaviour protocols, visitor/media guidelines, partnerships, and reporting procedures. Here\'s a <a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">CPP template example</a> we have created just for social skateboarding projects that you can adapt and use for your own initiative!&nbsp;</p>\r\n\r\n<h4>Choosing Safe Program Partners</h4>\r\n\r\n<p>There are many great organizations working with vulnerable children and their families. There are also many organizations operating without proper child protection policies in place, including some that fail to check the backgrounds of their short and long term visitors. This leaves children open to mistreatment and abuse, no matter how short their visit.</p>\r\n\r\n<p dir=\"ltr\"><strong>Safe Partnership Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Potential partners share a copy of their child protection policy or protocols</li>\r\n	<li>Partner organizations receive a copy of your organization’s CPP</li>\r\n	<li>Partners sign a copy of your CP agreements (including media guidelines and any other considerations) before the collaboration begins</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Visitor &amp; Media Guidelines</h4>\r\n\r\n<p dir=\"ltr\"><strong>Media Visit Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Arranged in advance</li>\r\n	<li>Signed <a href=\"https://www.goodpush.org/sites/default/files/2019-01/Goodpush_Media%20Agreement_Example.pdf\" target=\"_blank\" title=\"Media Agreement Example\">Media Agreement (example here)</a></li>\r\n	<li>Consent for interviews/photos</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For example, at Skateistan, every person who is part of a media visit must sign the organization’s media guidelines and agree to follow the CPP i.e. only taking photos that show children in a positive light, not singling out individual children, not using real names, ensuring parent consent before taking photos. Every student must also be approached in their native language and give their own permission before having their photo or video taken by any media personnel. Additionally, when each student registers, parents/guardians are asked whether or not they give permission for their child to appear in both externally- and internally-produced media.</p>\r\n<img alt=\"Awareness ad from Friends International on voluntourism\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"7333b93d-edb1-46a0-8199-d95385c5d83c\" data-image-style=\"medium_banner\" height=\"437\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.11.29%20PM.jpg?itok=qfvLH_bF\" width=\"920\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>Awareness ad from Friends International on voluntourism</em></p>\r\n\r\n<h4 dir=\"ltr\">Staff &amp; Volunteer Recruitment</h4>\r\n\r\n<p dir=\"ltr\"><strong>Recruitment Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Multiple interviews</li>\r\n	<li>Background checks</li>\r\n	<li>References called</li>\r\n	<li>Relevant skill-set</li>\r\n	<li>Long term volunteers</li>\r\n	<li>Able to speak local language</li>\r\n	<li>Must sign a <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Volunteer%20Agreement%20Example.pdf\" target=\"_blank\" title=\"Volunteer Agreement Example\">Volunteer Agreement (example here)</a></li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>A Note about “Voluntourism”:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Voluntourism describes a program that invites tourists (for a specific fee, or through an NGO directly recruiting), to volunteer at an organization.</li>\r\n	<li>These programs have been widely criticized because:\r\n	<ul>\r\n		<li>In most cases, these organizations do not require candidates to have relevant qualifications or previous work experience in social work or childcare. They also often don’t do background checks, exposing children to the risk of abuse.</li>\r\n		<li>Typically, volunteers from high socio-economic backgrounds travel abroad to work with &nbsp;poor communities and lack cultural and historical knowledge about where they are volunteering. This can lead to an imbalanced power dynamic which increases the risk of vulnerability for children.</li>\r\n		<li>A high turnover of volunteers poses extra risks to any children they are working with, and can be disruptive for children who build relationships with short-term volunteers.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety at the Skatepark</h4>\r\n\r\n<p dir=\"ltr\">Each skate project and skatepark is different and will have different considerations to take into account to ensure children are safe. Below are a few examples of skatepark best practices:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety gear provided and helmets worn by teachers (role modeling)</li>\r\n	<li>Participant/Teacher ratio (Max 8-10 participants to 1 teacher)</li>\r\n	<li>Organizing space and times for different skate abilities</li>\r\n	<li>First Aid training and supplies available</li>\r\n	<li>Signed <a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Registration%20Form%20and%20Waiver_Example.docx\" target=\"_blank\" title=\"Participant Registration and Waiver Form Template\">Waiver and Media Permission form</a> by parents/guardians for participants under age 18</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">As a starting point, adapt this <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Child%20Protection%20Pledge_Example.pdf\" target=\"_blank\">Child Protection Pledge</a> for your own project staff, volunteers and participants to understand and sign.&nbsp;</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">If you don’t have one yet, create your own <a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">Child Protection Policy using our new template</a> as guidance! Also, ensure your organization has relevant supporting documents like a Code of Conduct and Media Agreement (see some examples in the Resources and Templates section below).</p>\r\n	</li>\r\n</ol>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\"><strong>QUIZ COMING SOON!</strong></p>\r\n','','full_html'),('goodpush_basic_page',0,12,364,'en',0,'<h4 dir=\"ltr\">Why is Child Protection Important for Social Skate Projects?</h4>\r\n\r\n<p dir=\"ltr\">All projects working with children have a responsibility to put safeguarding measures in place. The main goal is to keep children safe, but it\'s&nbsp;also important to remember that the reputation and success of your program depends on this.</p>\r\n\r\n<p dir=\"ltr\">Most skateboarding projects have chosen to work with children from difficult situations. This presents <strong>extra challenges</strong> and <strong>extra responsibilities</strong> (both within your programs and what children face externally).</p>\r\n\r\n<h4 dir=\"ltr\">What is “Child Protection”?</h4>\r\n\r\n<p dir=\"ltr\">Definition: “The prevention of and response to abuse, neglect, exploitation and violence against children” (Source: <a href=\"http://cpwg.net/\">Child Protection Working Group</a>).</p>\r\n\r\n<p dir=\"ltr\">Child protection refers to some parts of the UN Declaration of Child Rights, such as safety and non-discrimination. The Declaration gives the guiding principle in child protection: What are the best interests of the child?</p>\r\n\r\n<p dir=\"ltr\"><strong>Example Elements of Child Protection:</strong></p>\r\n\r\n<ul>\r\n	<li>Pledge: All staff/volunteers must sign a Child Protection agreement before beginning work with the organization.</li>\r\n	<li>Training for new staff: Every staff or volunteer receives child protection policy training so they understand the policy and act in the right way.</li>\r\n	<li>Annual review of the child protection protocols and the incident reporting.</li>\r\n	<li>Integration of best practice into all areas: ie. recruitment, communications, partnerships</li>\r\n</ul>\r\n<img alt=\"Girls skate class at Skateistan Mazar-e-Sharif\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"ba77b01b-a6f4-4cb7-b4de-21fa198ec0de\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.09.19%20PM.jpg?itok=tcS_iWJl\" width=\"760\" />\r\n<h4 dir=\"ltr\"><br />\r\nChild Protection Policy (CPP)</h4>\r\n\r\n<p dir=\"ltr\"><strong>What is a CPP?</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>A child protection policy provides guidelines for organizations and their staff to create safe environments for children. It is a tool that protects both children and staff by clearly defining what action is required in order to keep children safe, and ensuring consistency so that all staff follow the same process.</li>\r\n	<li>It is the responsibility of all staff and volunteers to create a safe and tolerant environment<br />\r\n	<br />\r\n	→ Everyone needs to know this policy, even those not in direct contact with children.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Every organization should create a CPP that reflects its own needs. Many have common elements, such as defining key terms, staff and recruitment, behaviour protocols, visitor/media guidelines, partnerships, and reporting procedures. Here\'s a <a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">CPP template example</a> we have created just for social skateboarding projects that you can adapt and use for your own initiative!&nbsp;</p>\r\n\r\n<h4>Choosing Safe Program Partners</h4>\r\n\r\n<p>There are many great organizations working with vulnerable children and their families. There are also many organizations operating without proper child protection policies in place, including some that fail to check the backgrounds of their short and long term visitors. This leaves children open to mistreatment and abuse, no matter how short their visit.</p>\r\n\r\n<p dir=\"ltr\"><strong>Safe Partnership Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Potential partners share a copy of their child protection policy or protocols</li>\r\n	<li>Partner organizations receive a copy of your organization’s CPP</li>\r\n	<li>Partners sign a copy of your CP agreements (including media guidelines and any other considerations) before the collaboration begins</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Visitor &amp; Media Guidelines</h4>\r\n\r\n<p dir=\"ltr\"><strong>Media Visit Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Arranged in advance</li>\r\n	<li>Signed <a href=\"https://www.goodpush.org/sites/default/files/2019-01/Goodpush_Media%20Agreement_Example.pdf\" target=\"_blank\" title=\"Media Agreement Example\">Media Agreement (example here)</a></li>\r\n	<li>Consent for interviews/photos</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For example, at Skateistan, every person who is part of a media visit must sign the organization’s media guidelines and agree to follow the CPP i.e. only taking photos that show children in a positive light, not singling out individual children, not using real names, ensuring parent consent before taking photos. Every student must also be approached in their native language and give their own permission before having their photo or video taken by any media personnel. Additionally, when each student registers, parents/guardians are asked whether or not they give permission for their child to appear in both externally- and internally-produced media.</p>\r\n<img alt=\"Awareness ad from Friends International on voluntourism\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"7333b93d-edb1-46a0-8199-d95385c5d83c\" data-image-style=\"medium_banner\" height=\"437\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.11.29%20PM.jpg?itok=qfvLH_bF\" width=\"920\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>Awareness ad from Friends International on voluntourism</em></p>\r\n\r\n<h4 dir=\"ltr\">Staff &amp; Volunteer Recruitment</h4>\r\n\r\n<p dir=\"ltr\"><strong>Recruitment Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Multiple interviews</li>\r\n	<li>Background checks</li>\r\n	<li>References called</li>\r\n	<li>Relevant skill-set</li>\r\n	<li>Long term volunteers</li>\r\n	<li>Able to speak local language</li>\r\n	<li>Must sign a <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Volunteer%20Agreement%20Example.pdf\" target=\"_blank\" title=\"Volunteer Agreement Example\">Volunteer Agreement (example here)</a></li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>A Note about “Voluntourism”:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Voluntourism describes a program that invites tourists (for a specific fee, or through an NGO directly recruiting), to volunteer at an organization.</li>\r\n	<li>These programs have been widely criticized because:\r\n	<ul>\r\n		<li>In most cases, these organizations do not require candidates to have relevant qualifications or previous work experience in social work or childcare. They also often don’t do background checks, exposing children to the risk of abuse.</li>\r\n		<li>Typically, volunteers from high socio-economic backgrounds travel abroad to work with &nbsp;poor communities and lack cultural and historical knowledge about where they are volunteering. This can lead to an imbalanced power dynamic which increases the risk of vulnerability for children.</li>\r\n		<li>A high turnover of volunteers poses extra risks to any children they are working with, and can be disruptive for children who build relationships with short-term volunteers.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety at the Skatepark</h4>\r\n\r\n<p dir=\"ltr\">Each skate project and skatepark is different and will have different considerations to take into account to ensure children are safe. Below are a few examples of skatepark best practices:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety gear provided and helmets worn by teachers (role modeling)</li>\r\n	<li>Participant/Teacher ratio (Max 8-10 participants to 1 teacher)</li>\r\n	<li>Organizing space and times for different skate abilities</li>\r\n	<li>First Aid training and supplies available</li>\r\n	<li>Signed <a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Registration%20Form%20and%20Waiver_Example.docx\" target=\"_blank\" title=\"Participant Registration and Waiver Form Template\">Waiver and Media Permission form</a> by parents/guardians for participants under age 18</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">As a starting point, adapt this <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Child%20Protection%20Pledge_Example.pdf\" target=\"_blank\">Child Protection Pledge</a> for your own project staff, volunteers and participants to understand and sign.&nbsp;</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">If you don’t have one yet, create your own <a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">Child Protection Policy using our new template</a> as guidance! Also, ensure your organization has relevant supporting documents like a Code of Conduct and Media Agreement (see some examples in the Resources and Templates section below).</p>\r\n	</li>\r\n</ol>\r\n<a data-image-style=\"medium_banner\" href=\"https://www.goodpush.org/behind-the-scenes/child-protection/quiz\" target=\"_blank\" title=\"Take the Quiz Now!\"><img alt=\"Child Protection Quiz Banner\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"18d9d8bb-327e-4fe7-b3d3-1ba98e27e708\" height=\"254\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Banner-Graphics_quiz.jpg?itok=B-UiNoHY\" width=\"1130\" /></a>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\">&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,12,383,'en',0,'<h4 dir=\"ltr\">Why is Child Protection Important for Social Skate Projects?</h4>\r\n\r\n<p dir=\"ltr\">All projects working with children have a responsibility to put safeguarding measures in place. The main goal is to keep children safe, but it\'s&nbsp;also important to remember that the reputation and success of your program depends on this.</p>\r\n\r\n<p dir=\"ltr\">Most skateboarding projects have chosen to work with children from difficult situations. This presents <strong>extra challenges</strong> and <strong>extra responsibilities</strong> (both within your programs and what children face externally).</p>\r\n\r\n<h4 dir=\"ltr\">What is “Child Protection”?</h4>\r\n\r\n<p dir=\"ltr\">Definition: “The prevention of and response to abuse, neglect, exploitation and violence against children” (Source: <a href=\"http://cpwg.net/\">Child Protection Working Group</a>).</p>\r\n\r\n<p dir=\"ltr\">Child protection refers to some parts of the UN Declaration of Child Rights, such as safety and non-discrimination. The Declaration gives the guiding principle in child protection: What are the best interests of the child?</p>\r\n\r\n<p dir=\"ltr\"><strong>Example Elements of Child Protection:</strong></p>\r\n\r\n<ul>\r\n	<li>Pledge: All staff/volunteers must sign a Child Protection agreement before beginning work with the organization.</li>\r\n	<li>Training for new staff: Every staff or volunteer receives child protection policy training so they understand the policy and act in the right way.</li>\r\n	<li>Annual review of the child protection protocols and the incident reporting.</li>\r\n	<li>Integration of best practice into all areas: ie. recruitment, communications, partnerships</li>\r\n</ul>\r\n<img alt=\"Girls skate class at Skateistan Mazar-e-Sharif\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"ba77b01b-a6f4-4cb7-b4de-21fa198ec0de\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.09.19%20PM.jpg?itok=tcS_iWJl\" width=\"760\" />\r\n<h4 dir=\"ltr\"><br />\r\nChild Protection Policy (CPP)</h4>\r\n\r\n<p dir=\"ltr\"><strong>What is a CPP?</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>A child protection policy provides guidelines for organizations and their staff to create safe environments for children. It is a tool that protects both children and staff by clearly defining what action is required in order to keep children safe, and ensuring consistency so that all staff follow the same process.</li>\r\n	<li>It is the responsibility of all staff and volunteers to create a safe and tolerant environment<br />\r\n	<br />\r\n	→ Everyone needs to know this policy, even those not in direct contact with children.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Every organization should create a CPP that reflects its own needs. Many have common elements, such as defining key terms, staff and recruitment, behaviour protocols, visitor/media guidelines, partnerships, and reporting procedures. Here\'s a <a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">CPP template example</a> we have created just for social skateboarding projects that you can adapt and use for your own initiative!&nbsp;</p>\r\n\r\n<h4>Choosing Safe Program Partners</h4>\r\n\r\n<p>There are many great organizations working with vulnerable children and their families. There are also many organizations operating without proper child protection policies in place, including some that fail to check the backgrounds of their short and long term visitors. This leaves children open to mistreatment and abuse, no matter how short their visit.</p>\r\n\r\n<p dir=\"ltr\"><strong>Safe Partnership Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Potential partners share a copy of their child protection policy or protocols</li>\r\n	<li>Partner organizations receive a copy of your organization’s CPP</li>\r\n	<li>Partners sign a copy of your CP agreements (including media guidelines and any other considerations) before the collaboration begins</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Visitor &amp; Media Guidelines</h4>\r\n\r\n<p dir=\"ltr\"><strong>Media Visit Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Arranged in advance</li>\r\n	<li>Signed <a href=\"https://www.goodpush.org/sites/default/files/2019-01/Goodpush_Media%20Agreement_Example.pdf\" target=\"_blank\" title=\"Media Agreement Example\">Media Agreement (example here)</a></li>\r\n	<li>Consent for interviews/photos</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For example, at Skateistan, every person who is part of a media visit must sign the organization’s media guidelines and agree to follow the CPP i.e. only taking photos that show children in a positive light, not singling out individual children, not using real names, ensuring parent consent before taking photos. Every student must also be approached in their native language and give their own permission before having their photo or video taken by any media personnel. Additionally, when each student registers, parents/guardians are asked whether or not they give permission for their child to appear in both externally- and internally-produced media.</p>\r\n<img alt=\"Awareness ad from Friends International on voluntourism\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"7333b93d-edb1-46a0-8199-d95385c5d83c\" data-image-style=\"medium_banner\" height=\"437\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.11.29%20PM.jpg?itok=qfvLH_bF\" width=\"920\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>Awareness ad from Friends International on voluntourism</em></p>\r\n\r\n<h4 dir=\"ltr\">Staff &amp; Volunteer Recruitment</h4>\r\n\r\n<p dir=\"ltr\"><strong>Recruitment Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Multiple interviews</li>\r\n	<li>Background checks</li>\r\n	<li>References called</li>\r\n	<li>Relevant skill-set</li>\r\n	<li>Long term volunteers</li>\r\n	<li>Able to speak local language</li>\r\n	<li>Must sign a <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Volunteer%20Agreement%20Example.pdf\" target=\"_blank\" title=\"Volunteer Agreement Example\">Volunteer Agreement (example here)</a></li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>A Note about “Voluntourism”:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Voluntourism describes a program that invites tourists (for a specific fee, or through an NGO directly recruiting), to volunteer at an organization.</li>\r\n	<li>These programs have been widely criticized because:\r\n	<ul>\r\n		<li>In most cases, these organizations do not require candidates to have relevant qualifications or previous work experience in social work or childcare. They also often don’t do background checks, exposing children to the risk of abuse.</li>\r\n		<li>Typically, volunteers from high socio-economic backgrounds travel abroad to work with &nbsp;poor communities and lack cultural and historical knowledge about where they are volunteering. This can lead to an imbalanced power dynamic which increases the risk of vulnerability for children.</li>\r\n		<li>A high turnover of volunteers poses extra risks to any children they are working with, and can be disruptive for children who build relationships with short-term volunteers.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety at the Skatepark</h4>\r\n\r\n<p dir=\"ltr\">Each skate project and skatepark is different and will have different considerations to take into account to ensure children are safe. Below are a few examples of skatepark best practices:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety gear provided and helmets worn by teachers (role modeling)</li>\r\n	<li>Participant/Teacher ratio (Max 8-10 participants to 1 teacher)</li>\r\n	<li>Organizing space and times for different skate abilities</li>\r\n	<li>First Aid training and supplies available</li>\r\n	<li>Signed <a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Registration%20Form%20and%20Waiver_Example.docx\" target=\"_blank\" title=\"Participant Registration and Waiver Form Template\">Waiver and Media Permission form</a> by parents/guardians for participants under age 18</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">As a starting point, adapt this <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Child%20Protection%20Pledge_Example.pdf\" target=\"_blank\">Child Protection Pledge</a> for your own project staff, volunteers and participants to understand and sign.&nbsp;</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">If you don’t have one yet, create your own <a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">Child Protection Policy using our new template</a> as guidance! Also, ensure your organization has relevant supporting documents like a Code of Conduct and Media Agreement (see some examples in the Resources and Templates section below).</p>\r\n	</li>\r\n</ol>\r\n<a data-image-style=\"\" href=\"https://www.goodpush.org/behind-the-scenes/child-protection/quiz\" target=\"_blank\" title=\"Take the Quiz Now!\"><img alt=\"Child Protection Quiz Banner\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"18d9d8bb-327e-4fe7-b3d3-1ba98e27e708\" height=\"254\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Banner-Graphics_quiz.jpg?itok=B-UiNoHY\" width=\"1130\" /></a>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\">&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,12,1150,'en',0,'<h4 dir=\"ltr\">Why is Child Protection Important for Skateboarding/Sport&nbsp;Projects?</h4>\r\n\r\n<p dir=\"ltr\">All projects working with children have a responsibility to put safeguarding measures in place. The main goal is to keep children safe, but it\'s&nbsp;also important to remember that the reputation and success of your program depends on this.</p>\r\n\r\n<p dir=\"ltr\">Most skateboarding projects have chosen to work with children from difficult situations. This presents <strong>extra challenges</strong> and <strong>extra responsibilities</strong> (both within your programs and what children face externally).</p>\r\n\r\n<h4 dir=\"ltr\">What is “Child Protection”?</h4>\r\n\r\n<p dir=\"ltr\">Definition: “The prevention of and response to abuse, neglect, exploitation and violence against children” (Source: <a href=\"http://cpwg.net/\">Child Protection Working Group</a>).</p>\r\n\r\n<p dir=\"ltr\">Child protection refers to some parts of the UN Declaration of Child Rights, such as safety and non-discrimination. The Declaration gives the guiding principle in child protection: What are the best interests of the child?</p>\r\n\r\n<p dir=\"ltr\"><strong>Example Elements of Child Protection:</strong></p>\r\n\r\n<ul>\r\n	<li>Pledge: All staff/volunteers must sign a Child Protection agreement before beginning work with the organization.</li>\r\n	<li>Training for new staff: Every staff or volunteer receives child protection policy training so they understand the policy and act in the right way.</li>\r\n	<li>Annual review of the child protection protocols and the incident reporting.</li>\r\n	<li>Integration of best practice into all areas: ie. recruitment, communications, partnerships</li>\r\n</ul>\r\n<img alt=\"Girls skate class at Skateistan Mazar-e-Sharif\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"ba77b01b-a6f4-4cb7-b4de-21fa198ec0de\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.09.19%20PM.jpg?itok=tcS_iWJl\" width=\"760\" />\r\n<h4 dir=\"ltr\"><br />\r\nChild Protection Policy (CPP)</h4>\r\n\r\n<p dir=\"ltr\"><strong>What is a CPP?</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>A child protection policy provides guidelines for organizations and their staff to create safe environments for children. It is a tool that protects both children and staff by clearly defining what action is required in order to keep children safe, and ensuring consistency so that all staff follow the same process.</li>\r\n	<li>It is the responsibility of all staff and volunteers to create a safe and tolerant environment<br />\r\n	<br />\r\n	→ Everyone needs to know this policy, even those not in direct contact with children.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Every organization should create a CPP that reflects its own needs. Many have common elements, such as defining key terms, staff and recruitment, behaviour protocols, visitor/media guidelines, partnerships, and reporting procedures. Here\'s a <a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">CPP template example</a> we have created just for social skateboarding projects that you can adapt and use for your own initiative!&nbsp;</p>\r\n\r\n<h4>Choosing Safe Program Partners</h4>\r\n\r\n<p>There are many great organizations working with vulnerable children and their families. There are also many organizations operating without proper child protection policies in place, including some that fail to check the backgrounds of their short and long term visitors. This leaves children open to mistreatment and abuse, no matter how short their visit.</p>\r\n\r\n<p dir=\"ltr\"><strong>Safe Partnership Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Potential partners share a copy of their child protection policy or protocols</li>\r\n	<li>Partner organizations receive a copy of your organization’s CPP</li>\r\n	<li>Partners sign a copy of your CP agreements (including media guidelines and any other considerations) before the collaboration begins</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Visitor &amp; Media Guidelines</h4>\r\n\r\n<p dir=\"ltr\"><strong>Media Visit Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Arranged in advance</li>\r\n	<li>Signed <a href=\"https://www.goodpush.org/sites/default/files/2019-01/Goodpush_Media%20Agreement_Example.pdf\" target=\"_blank\" title=\"Media Agreement Example\">Media Agreement (example here)</a></li>\r\n	<li>Consent for interviews/photos</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For example, at Skateistan, every person who is part of a media visit must sign the organization’s media guidelines and agree to follow the CPP i.e. only taking photos that show children in a positive light, not singling out individual children, not using real names, ensuring parent consent before taking photos. Every student must also be approached in their native language and give their own permission before having their photo or video taken by any media personnel. Additionally, when each student registers, parents/guardians are asked whether or not they give permission for their child to appear in both externally- and internally-produced media.</p>\r\n<img alt=\"Awareness ad from Friends International on voluntourism\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"7333b93d-edb1-46a0-8199-d95385c5d83c\" data-image-style=\"medium_banner\" height=\"437\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.11.29%20PM.jpg?itok=qfvLH_bF\" width=\"920\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>Awareness ad from Friends International on voluntourism</em></p>\r\n\r\n<h4 dir=\"ltr\">Staff &amp; Volunteer Recruitment</h4>\r\n\r\n<p dir=\"ltr\"><strong>Recruitment Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Multiple interviews</li>\r\n	<li>Background checks</li>\r\n	<li>References called</li>\r\n	<li>Relevant skill-set</li>\r\n	<li>Long term volunteers</li>\r\n	<li>Able to speak local language</li>\r\n	<li>Must sign a <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Volunteer%20Agreement%20Example.pdf\" target=\"_blank\" title=\"Volunteer Agreement Example\">Volunteer Agreement (example here)</a></li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>A Note about “Voluntourism”:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Voluntourism describes a program that invites tourists (for a specific fee, or through an NGO directly recruiting), to volunteer at an organization.</li>\r\n	<li>These programs have been widely criticized because:\r\n	<ul>\r\n		<li>In most cases, these organizations do not require candidates to have relevant qualifications or previous work experience in social work or childcare. They also often don’t do background checks, exposing children to the risk of abuse.</li>\r\n		<li>Typically, volunteers from high socio-economic backgrounds travel abroad to work with &nbsp;poor communities and lack cultural and historical knowledge about where they are volunteering. This can lead to an imbalanced power dynamic which increases the risk of vulnerability for children.</li>\r\n		<li>A high turnover of volunteers poses extra risks to any children they are working with, and can be disruptive for children who build relationships with short-term volunteers.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety at the Skatepark</h4>\r\n\r\n<p dir=\"ltr\">Each skate project and skatepark is different and will have different considerations to take into account to ensure children are safe. Below are a few examples of skatepark best practices:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety gear provided and helmets worn by teachers (role modeling)</li>\r\n	<li>Participant/Teacher ratio (Max 8-10 participants to 1 teacher)</li>\r\n	<li>Organizing space and times for different skate abilities</li>\r\n	<li>First Aid training and supplies available</li>\r\n	<li>Signed <a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Registration%20Form%20and%20Waiver_Example.docx\" target=\"_blank\" title=\"Participant Registration and Waiver Form Template\">Waiver and Media Permission form</a> by parents/guardians for participants under age 18</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">As a starting point, adapt this <a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Child%20Protection%20Pledge_Example.pdf\" target=\"_blank\">Child Protection Pledge</a> for your own project staff, volunteers and participants to understand and sign.&nbsp;</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">If you don’t have one yet, create your own <a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">Child Protection Policy using our new template</a> as guidance! Also, ensure your organization has relevant supporting documents like a Code of Conduct and Media Agreement (see some examples in the Resources and Templates section below).</p>\r\n	</li>\r\n</ol>\r\n<a data-image-style=\"\" href=\"https://www.goodpush.org/behind-the-scenes/child-protection/quiz\" target=\"_blank\" title=\"Take the Quiz Now!\"><img alt=\"Child Protection Quiz Banner\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"18d9d8bb-327e-4fe7-b3d3-1ba98e27e708\" data-image-style=\"\" height=\"254\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Banner-Graphics_quiz.jpg?itok=B-UiNoHY\" width=\"1130\" /></a>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\">&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,12,1165,'en',0,'<h4 dir=\"ltr\">Why is Child Protection Important for Skateboarding/Sport&nbsp;Projects?</h4>\r\n\r\n<p dir=\"ltr\">All projects working with children have a responsibility to put safeguarding measures in place. The main goal is to keep children safe, but it\'s&nbsp;also important to remember that the reputation and success of your program depends on this.</p>\r\n\r\n<p dir=\"ltr\">Most skateboarding projects have chosen to work with children from difficult situations. This presents <strong>extra challenges</strong> and <strong>extra responsibilities</strong> (both within your programs and what children face externally).</p>\r\n\r\n<h4 dir=\"ltr\">What is “Child Protection”?</h4>\r\n\r\n<p dir=\"ltr\">Definition: “The prevention of and response to abuse, neglect, exploitation and violence against children” (Source: <a href=\"http://cpwg.net/\">Child Protection Working Group</a>).</p>\r\n\r\n<p dir=\"ltr\">Child protection refers to some parts of the UN Declaration of Child Rights, such as safety and non-discrimination. The Declaration gives the guiding principle in child protection: What are the best interests of the child?</p>\r\n\r\n<p dir=\"ltr\"><strong>Example Elements of Child Protection:</strong></p>\r\n\r\n<ul>\r\n	<li>Pledge: All staff/volunteers must sign a Child Protection agreement before beginning work with the organization.</li>\r\n	<li>Training for new staff: Every staff or volunteer receives child protection policy training so they understand the policy and act in the right way.</li>\r\n	<li>Annual review of the child protection protocols and the incident reporting.</li>\r\n	<li>Integration of best practice into all areas: ie. recruitment, communications, partnerships</li>\r\n</ul>\r\n<img alt=\"Girls skate class at Skateistan Mazar-e-Sharif\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"ba77b01b-a6f4-4cb7-b4de-21fa198ec0de\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.09.19%20PM.jpg?itok=tcS_iWJl\" width=\"760\" />\r\n<h4 dir=\"ltr\"><br />\r\nChild Protection Policy (CPP)</h4>\r\n\r\n<p dir=\"ltr\"><strong>What is a CPP?</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>A child protection policy provides guidelines for organizations and their staff to create safe environments for children. It is a tool that protects both children and staff by clearly defining what action is required in order to keep children safe, and ensuring consistency so that all staff follow the same process.</li>\r\n	<li>It is the responsibility of all staff and volunteers to create a safe and tolerant environment<br />\r\n	<br />\r\n	→ Everyone needs to know this policy, even those not in direct contact with children.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Every organization should create a CPP that reflects its own needs. Many have common elements, such as defining key terms, staff and recruitment, behaviour protocols, visitor/media guidelines, partnerships, and reporting procedures. Here\'s a <u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">CPP template example</a></u> we have created just for social skateboarding projects that you can adapt and use for your own initiative!&nbsp;</p>\r\n\r\n<h4>Choosing Safe Program Partners</h4>\r\n\r\n<p>There are many great organizations working with vulnerable children and their families. There are also many organizations operating without proper child protection policies in place, including some that fail to check the backgrounds of their short and long term visitors. This leaves children open to mistreatment and abuse, no matter how short their visit.</p>\r\n\r\n<p dir=\"ltr\"><strong>Safe Partnership Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Potential partners share a copy of their child protection policy or protocols</li>\r\n	<li>Partner organizations receive a copy of your organization’s CPP</li>\r\n	<li>Partners sign a copy of your CP agreements (including media guidelines and any other considerations) before the collaboration begins</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Visitor &amp; Media Guidelines</h4>\r\n\r\n<p dir=\"ltr\"><strong>Media Visit Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Arranged in advance</li>\r\n	<li>Signed <u><a href=\"https://www.goodpush.org/sites/default/files/2019-01/Goodpush_Media%20Agreement_Example.pdf\" target=\"_blank\" title=\"Media Agreement Example\">Media Agreement (example here)</a></u></li>\r\n	<li>Consent for interviews/photos</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For example, at Skateistan, every person who is part of a media visit must sign the organization’s media guidelines and agree to follow the CPP i.e. only taking photos that show children in a positive light, not singling out individual children, not using real names, ensuring parent consent before taking photos. Every student must also be approached in their native language and give their own permission before having their photo or video taken by any media personnel. Additionally, when each student registers, parents/guardians are asked whether or not they give permission for their child to appear in both externally- and internally-produced media.</p>\r\n<img alt=\"Awareness ad from Friends International on voluntourism\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"7333b93d-edb1-46a0-8199-d95385c5d83c\" data-image-style=\"medium_banner\" height=\"437\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.11.29%20PM.jpg?itok=qfvLH_bF\" width=\"920\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>Awareness ad from Friends International on voluntourism</em></p>\r\n\r\n<h4 dir=\"ltr\">Staff &amp; Volunteer Recruitment</h4>\r\n\r\n<p dir=\"ltr\"><strong>Recruitment Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Multiple interviews</li>\r\n	<li>Background checks</li>\r\n	<li>References called</li>\r\n	<li>Relevant skill-set</li>\r\n	<li>Long term volunteers</li>\r\n	<li>Able to speak local language</li>\r\n	<li>Must sign a <u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Volunteer%20Agreement%20Example.pdf\" target=\"_blank\" title=\"Volunteer Agreement Example\">Volunteer Agreement (example here)</a></u></li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>A Note about “Voluntourism”:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Voluntourism describes a program that invites tourists (for a specific fee, or through an NGO directly recruiting), to volunteer at an organization.</li>\r\n	<li>These programs have been widely criticized because:\r\n	<ul>\r\n		<li>In most cases, these organizations do not require candidates to have relevant qualifications or previous work experience in social work or childcare. They also often don’t do background checks, exposing children to the risk of abuse.</li>\r\n		<li>Typically, volunteers from high socio-economic backgrounds travel abroad to work with &nbsp;poor communities and lack cultural and historical knowledge about where they are volunteering. This can lead to an imbalanced power dynamic which increases the risk of vulnerability for children.</li>\r\n		<li>A high turnover of volunteers poses extra risks to any children they are working with, and can be disruptive for children who build relationships with short-term volunteers.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety at the Skatepark</h4>\r\n\r\n<p dir=\"ltr\">Each skate project and skatepark is different and will have different considerations to take into account to ensure children are safe. Below are a few examples of skatepark best practices:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety gear provided and helmets worn by teachers (role modeling)</li>\r\n	<li>Participant/Teacher ratio (Max 8-10 participants to 1 teacher)</li>\r\n	<li>Organizing space and times for different skate abilities</li>\r\n	<li>Clear rules against favouritism by teachers and promoting healthy boundaries (being professional)</li>\r\n	<li>First Aid training and supplies available</li>\r\n	<li>Signed <u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Registration%20Form%20and%20Waiver_Example.docx\" target=\"_blank\" title=\"Participant Registration and Waiver Form Template\">Waiver and Media Permission form</a></u> by parents/guardians for participants under age 18</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">As a starting point, adapt this <u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Child%20Protection%20Pledge_Example.pdf\" target=\"_blank\">Child Protection Pledge</a></u> for your own project staff, volunteers and participants to understand and sign.&nbsp;</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">If you don’t have one yet, create your own <u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">Child Protection Policy using our new template</a></u> as guidance! Also, ensure your organization has relevant supporting documents like a Code of Conduct and Media Agreement (see some examples in the Resources and Templates section below).</p>\r\n	</li>\r\n</ol>\r\n<a data-image-style=\"\" href=\"https://www.goodpush.org/behind-the-scenes/child-protection/quiz\" target=\"_blank\" title=\"Take the Quiz Now!\"><img alt=\"Child Protection Quiz Banner\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"18d9d8bb-327e-4fe7-b3d3-1ba98e27e708\" data-image-style=\"\" height=\"254\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Banner-Graphics_quiz.jpg?itok=B-UiNoHY\" width=\"1130\" /></a>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\">&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,12,1166,'en',0,'<h4 dir=\"ltr\">Why is Child Protection Important for Skateboarding/Sport&nbsp;Projects?</h4>\r\n\r\n<p dir=\"ltr\">All projects working with children have a responsibility to put safeguarding measures in place. The main goal is to keep children safe, but it\'s&nbsp;also important to remember that the reputation and success of your program depends on this.</p>\r\n\r\n<p dir=\"ltr\">Most skateboarding projects have chosen to work with children from difficult situations. This presents <strong>extra challenges</strong> and <strong>extra responsibilities</strong> (both within your programs and what children face externally).</p>\r\n\r\n<h4 dir=\"ltr\">What is “Child Protection”?</h4>\r\n\r\n<p dir=\"ltr\">Definition: “The prevention of and response to abuse, neglect, exploitation and violence against children” (Source: <a href=\"http://cpwg.net/\">Child Protection Working Group</a>).</p>\r\n\r\n<p dir=\"ltr\">Child protection refers to some parts of the UN Declaration of Child Rights, such as safety and non-discrimination. The Declaration gives the guiding principle in child protection: What are the best interests of the child?</p>\r\n\r\n<p dir=\"ltr\"><strong>Example Elements of Child Protection:</strong></p>\r\n\r\n<ul>\r\n	<li>Pledge: All staff/volunteers must sign a Child Protection agreement before beginning work with the organization.</li>\r\n	<li>Training for new staff: Every staff or volunteer receives child protection policy training so they understand the policy and act in the right way.</li>\r\n	<li>Annual review of the child protection protocols and the incident reporting.</li>\r\n	<li>Integration of best practice into all areas: ie. recruitment, communications, partnerships</li>\r\n</ul>\r\n<img alt=\"Girls skate class at Skateistan Mazar-e-Sharif\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"ba77b01b-a6f4-4cb7-b4de-21fa198ec0de\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.09.19%20PM.jpg?itok=tcS_iWJl\" width=\"760\" />\r\n<h4 dir=\"ltr\"><br />\r\nChild Protection Policy (CPP)</h4>\r\n\r\n<p dir=\"ltr\"><strong>What is a CPP?</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>A child protection policy provides guidelines for organizations and their staff to create safe environments for children. It is a tool that protects both children and staff by clearly defining what action is required in order to keep children safe, and ensuring consistency so that all staff follow the same process.</li>\r\n	<li>It is the responsibility of all staff and volunteers to create a safe and tolerant environment<br />\r\n	<br />\r\n	→ Everyone needs to know this policy, even those not in direct contact with children.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Every organization should create a CPP that reflects its own needs. Many have common elements, such as defining key terms, staff and recruitment, behaviour protocols, visitor/media guidelines, partnerships, and reporting procedures. Here\'s a <u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">CPP template example</a></u> we have created just for social skateboarding projects that you can adapt and use for your own initiative!&nbsp;</p>\r\n\r\n<h4>Choosing Safe Program Partners</h4>\r\n\r\n<p>There are many great organizations working with vulnerable children and their families. There are also many organizations operating without proper child protection policies in place, including some that fail to check the backgrounds of their short and long term visitors. This leaves children open to mistreatment and abuse, no matter how short their visit.</p>\r\n\r\n<p dir=\"ltr\"><strong>Safe Partnership Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Potential partners share a copy of their child protection policy or protocols</li>\r\n	<li>Partner organizations receive a copy of your organization’s CPP</li>\r\n	<li>Partners sign a copy of your CP agreements (including media guidelines and any other considerations) before the collaboration begins</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Visitor &amp; Media Guidelines</h4>\r\n\r\n<p dir=\"ltr\"><strong>Media Visit Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Arranged in advance</li>\r\n	<li>Signed <u><a href=\"https://www.goodpush.org/sites/default/files/2019-01/Goodpush_Media%20Agreement_Example.pdf\" target=\"_blank\" title=\"Media Agreement Example\">Media Agreement (example here)</a></u></li>\r\n	<li>Consent for interviews/photos</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For example, at Skateistan, every person who is part of a media visit must sign the organization’s media guidelines and agree to follow the CPP i.e. only taking photos that show children in a positive light, not singling out individual children, not using real names, ensuring parent consent before taking photos. Every student must also be approached in their native language and give their own permission before having their photo or video taken by any media personnel. Additionally, when each student registers, parents/guardians are asked whether or not they give permission for their child to appear in both externally- and internally-produced media.</p>\r\n<img alt=\"Awareness ad from Friends International on voluntourism\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"7333b93d-edb1-46a0-8199-d95385c5d83c\" data-image-style=\"medium_banner\" height=\"437\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.11.29%20PM.jpg?itok=qfvLH_bF\" width=\"920\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>Awareness ad from Friends International on voluntourism</em></p>\r\n\r\n<h4 dir=\"ltr\">Staff &amp; Volunteer Recruitment</h4>\r\n\r\n<p dir=\"ltr\"><strong>Recruitment Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Multiple interviews</li>\r\n	<li>Background checks</li>\r\n	<li>References called</li>\r\n	<li>Relevant skill-set</li>\r\n	<li>Long term volunteers</li>\r\n	<li>Able to speak local language</li>\r\n	<li>Must sign a <u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Volunteer%20Agreement%20Example.pdf\" target=\"_blank\" title=\"Volunteer Agreement Example\">Volunteer Agreement (example here)</a></u></li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>A Note about “Voluntourism”:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Voluntourism describes a program that invites tourists (for a specific fee, or through an NGO directly recruiting), to volunteer at an organization.</li>\r\n	<li>These programs have been widely criticized because:\r\n	<ul>\r\n		<li>In most cases, these organizations do not require candidates to have relevant qualifications or previous work experience in social work or childcare. They also often don’t do background checks, exposing children to the risk of abuse.</li>\r\n		<li>Typically, volunteers from high socio-economic backgrounds travel abroad to work with &nbsp;poor communities and lack cultural and historical knowledge about where they are volunteering. This can lead to an imbalanced power dynamic which increases the risk of vulnerability for children.</li>\r\n		<li>A high turnover of volunteers poses extra risks to any children they are working with, and can be disruptive for children who build relationships with short-term volunteers.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety at the Skatepark</h4>\r\n\r\n<p dir=\"ltr\">Each skate project and skatepark is different and will have different considerations to take into account to ensure children are safe. Below are a few examples of skatepark best practices:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety gear provided and helmets worn by teachers (role modeling)</li>\r\n	<li>Participant/Teacher ratio (Max 8-10 participants to 1 teacher)</li>\r\n	<li>Organizing space and times for different skate abilities</li>\r\n	<li>Promoting healthy boundaries and having clear rules against favouritism by teachers (being professional)</li>\r\n	<li>First Aid training and supplies available</li>\r\n	<li>Signed <u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Registration%20Form%20and%20Waiver_Example.docx\" target=\"_blank\" title=\"Participant Registration and Waiver Form Template\">Waiver and Media Permission form</a></u> by parents/guardians for participants under age 18</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">As a starting point, adapt this <u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Child%20Protection%20Pledge_Example.pdf\" target=\"_blank\">Child Protection Pledge</a></u> for your own project staff, volunteers and participants to understand and sign.&nbsp;</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">If you don’t have one yet, create your own <u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">Child Protection Policy using our new template</a></u> as guidance! Also, ensure your organization has relevant supporting documents like a Code of Conduct and Media Agreement (see some examples in the Resources and Templates section below).</p>\r\n	</li>\r\n</ol>\r\n<a data-image-style=\"\" href=\"https://www.goodpush.org/behind-the-scenes/child-protection/quiz\" target=\"_blank\" title=\"Take the Quiz Now!\"><img alt=\"Child Protection Quiz Banner\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"18d9d8bb-327e-4fe7-b3d3-1ba98e27e708\" data-image-style=\"\" height=\"254\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Banner-Graphics_quiz.jpg?itok=B-UiNoHY\" width=\"1130\" /></a>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\">&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,12,1167,'en',0,'<h4 dir=\"ltr\">Why is Child Protection Important for Skateboarding/Sport&nbsp;Projects?</h4>\r\n\r\n<p dir=\"ltr\">All projects working with children have a responsibility to put safeguarding measures in place. The main goal is to keep children safe, but it\'s&nbsp;also important to remember that the reputation and success of your program depends on this.</p>\r\n\r\n<p dir=\"ltr\">Most skateboarding projects have chosen to work with children from difficult situations. This presents <strong>extra challenges</strong> and <strong>extra responsibilities</strong> (both within your programs and what children face externally).</p>\r\n\r\n<h4 dir=\"ltr\">What is “Child Protection”?</h4>\r\n\r\n<p dir=\"ltr\">Definition: “The prevention of and response to abuse, neglect, exploitation and violence against children” (Source: <a href=\"http://cpwg.net/\">Child Protection Working Group</a>).</p>\r\n\r\n<p dir=\"ltr\">Child protection refers to some parts of the UN Declaration of Child Rights, such as safety and non-discrimination. The Declaration gives the guiding principle in child protection: What are the best interests of the child?</p>\r\n\r\n<p dir=\"ltr\"><strong>Example Elements of Child Protection:</strong></p>\r\n\r\n<ul>\r\n	<li>Pledge: All staff/volunteers must sign a Child Protection agreement before beginning work with the organization.</li>\r\n	<li>Training for new staff: Every staff or volunteer receives child protection policy training so they understand the policy and act in the right way.</li>\r\n	<li>Annual review of the child protection protocols and the incident reporting.</li>\r\n	<li>Integration of best practice into all areas: ie. recruitment, communications, partnerships</li>\r\n</ul>\r\n<img alt=\"Girls skate class at Skateistan Mazar-e-Sharif\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"ba77b01b-a6f4-4cb7-b4de-21fa198ec0de\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.09.19%20PM.jpg?itok=tcS_iWJl\" width=\"760\" />\r\n<h4 dir=\"ltr\"><br />\r\nChild Protection Policy (CPP)</h4>\r\n\r\n<p dir=\"ltr\"><strong>What is a CPP?</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>A child protection policy provides guidelines for organizations and their staff to create safe environments for children. It is a tool that protects both children and staff by clearly defining what action is required in order to keep children safe, and ensuring consistency so that all staff follow the same process.</li>\r\n	<li>It is the responsibility of all staff and volunteers to create a safe and tolerant environment<br />\r\n	<br />\r\n	→ Everyone needs to know this policy, even those not in direct contact with children.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Every organization should create a CPP that reflects its own needs. Many have common elements, such as defining key terms, staff and recruitment, behaviour protocols, visitor/media guidelines, partnerships, and reporting procedures. Here\'s a <u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">CPP template example</a></u> we have created just for social skateboarding projects that you can adapt and use for your own initiative!&nbsp;</p>\r\n\r\n<h4>Choosing Safe Program Partners</h4>\r\n\r\n<p>There are many great organizations working with vulnerable children and their families. There are also many organizations operating without proper child protection policies in place, including some that fail to check the backgrounds of their short and long term visitors. This leaves children open to mistreatment and abuse, no matter how short their visit.</p>\r\n\r\n<p dir=\"ltr\"><strong>Safe Partnership Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Potential partners share a copy of their child protection policy or protocols</li>\r\n	<li>Partner organizations receive a copy of your organization’s CPP</li>\r\n	<li>Partners sign a copy of your CP agreements (including media guidelines and any other considerations) before the collaboration begins</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Visitor &amp; Media Guidelines</h4>\r\n\r\n<p dir=\"ltr\"><strong>Media Visit Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Arranged in advance</li>\r\n	<li>Signed <u><a href=\"https://www.goodpush.org/sites/default/files/2019-01/Goodpush_Media%20Agreement_Example.pdf\" target=\"_blank\" title=\"Media Agreement Example\">Media Agreement (example here)</a></u></li>\r\n	<li>Consent for interviews/photos</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For example, at Skateistan, every person who is part of a media visit must sign the organization’s media guidelines and agree to follow the CPP i.e. only taking photos that show children in a positive light, not singling out individual children, not using real names, ensuring parent consent before taking photos. Every student must also be approached in their native language and give their own permission before having their photo or video taken by any media personnel. Additionally, when each student registers, parents/guardians are asked whether or not they give permission for their child to appear in both externally- and internally-produced media.</p>\r\n<img alt=\"Awareness ad from Friends International on voluntourism\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"7333b93d-edb1-46a0-8199-d95385c5d83c\" data-image-style=\"medium_banner\" height=\"437\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.11.29%20PM.jpg?itok=qfvLH_bF\" width=\"920\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>Awareness ad from Friends International on voluntourism</em></p>\r\n\r\n<h4 dir=\"ltr\">Staff &amp; Volunteer Recruitment</h4>\r\n\r\n<p dir=\"ltr\"><strong>Recruitment Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Multiple interviews</li>\r\n	<li>Background checks</li>\r\n	<li>References called</li>\r\n	<li>Relevant skill-set</li>\r\n	<li>Long term volunteers</li>\r\n	<li>Able to speak local language</li>\r\n	<li>Must sign a <u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Volunteer%20Agreement%20Example.pdf\" target=\"_blank\" title=\"Volunteer Agreement Example\">Volunteer Agreement (example here)</a></u></li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>A Note about “Voluntourism”:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Voluntourism describes a program that invites tourists (for a specific fee, or through an NGO directly recruiting), to volunteer at an organization.</li>\r\n	<li>These programs have been widely criticized because:\r\n	<ul>\r\n		<li>In most cases, these organizations do not require candidates to have relevant qualifications or previous work experience in social work or childcare. They also often don’t do background checks, exposing children to the risk of abuse.</li>\r\n		<li>Typically, volunteers from high socio-economic backgrounds travel abroad to work with &nbsp;poor communities and lack cultural and historical knowledge about where they are volunteering. This can lead to an imbalanced power dynamic which increases the risk of vulnerability for children.</li>\r\n		<li>A high turnover of volunteers poses extra risks to any children they are working with, and can be disruptive for children who build relationships with short-term volunteers.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety at the Skatepark</h4>\r\n\r\n<p dir=\"ltr\">Each skate project and skatepark is different and will have different considerations to take into account to ensure children are safe. Below are a few examples of skatepark best practices:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety gear provided and helmets worn by teachers (role modeling)</li>\r\n	<li>Participant/Teacher ratio (Max 8-10 participants to 1 teacher)</li>\r\n	<li>Organizing space and times for different skate abilities</li>\r\n	<li>Promoting healthy boundaries and having clear rules against favouritism by teachers (being professional)</li>\r\n	<li>First Aid training and supplies available</li>\r\n	<li>Signed <u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Registration%20Form%20and%20Waiver_Example.docx\" target=\"_blank\" title=\"Participant Registration and Waiver Form Template\">Waiver and Media Permission form</a></u> by parents/guardians for participants under age 18</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">As a starting point, adapt this <u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Child%20Protection%20Pledge_Example.pdf\" target=\"_blank\">Child Protection Pledge</a></u> for your own project staff, volunteers and participants to understand and sign.&nbsp;</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">If you don’t have one yet, create your own <u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">Child Protection Policy using our new template</a></u> as guidance! Also, ensure your organization has relevant supporting documents like a Code of Conduct and Media Agreement (see some examples in the Resources and Templates section below).</p>\r\n	</li>\r\n</ol>\r\n<a data-image-style=\"\" href=\"https://www.goodpush.org/behind-the-scenes/child-protection/quiz\" target=\"_blank\" title=\"Take the Quiz Now!\"><img alt=\"Child Protection Quiz Banner\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"18d9d8bb-327e-4fe7-b3d3-1ba98e27e708\" data-image-style=\"\" height=\"254\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Banner-Graphics_quiz.jpg?itok=B-UiNoHY\" width=\"1130\" /></a>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\">&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,12,1251,'en',0,'<h4 dir=\"ltr\">Why is Child Protection Important for Skateboarding/Sport&nbsp;Projects?</h4>\r\n\r\n<p dir=\"ltr\">All projects working with children have a responsibility to put safeguarding measures in place. The main goal is to keep children safe, but it\'s&nbsp;also important to remember that the reputation and success of your program depends on this.</p>\r\n\r\n<p dir=\"ltr\">Most skateboarding projects have chosen to work with children from difficult situations. This presents <strong>extra challenges</strong> and <strong>extra responsibilities</strong> (both within your programs and what children face externally).</p>\r\n\r\n<h4 dir=\"ltr\">What is “Child Protection”?</h4>\r\n\r\n<p dir=\"ltr\">Definition: “The prevention of and response to abuse, neglect, exploitation and violence against children” (Source: <a href=\"http://cpwg.net/\">Child Protection Working Group</a>).</p>\r\n\r\n<p dir=\"ltr\">Child protection refers to some parts of the UN Declaration of Child Rights, such as safety and non-discrimination. The Declaration gives the guiding principle in child protection: What are the best interests of the child?</p>\r\n\r\n<p dir=\"ltr\"><strong>Example Elements of Child Protection:</strong></p>\r\n\r\n<ul>\r\n	<li>Pledge: All staff/volunteers must sign a Child Protection agreement before beginning work with the organization.</li>\r\n	<li>Training for new staff: Every staff or volunteer receives child protection policy training so they understand the policy and act in the right way.</li>\r\n	<li>Annual review of the child protection protocols and the incident reporting.</li>\r\n	<li>Integration of best practice into all areas: ie. recruitment, communications, partnerships</li>\r\n</ul>\r\n<img alt=\"Girls skate class at Skateistan Mazar-e-Sharif\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"ba77b01b-a6f4-4cb7-b4de-21fa198ec0de\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.09.19%20PM.jpg?itok=tcS_iWJl\" width=\"760\" />\r\n<h4 dir=\"ltr\"><br />\r\nChild Protection Policy (CPP)</h4>\r\n\r\n<p dir=\"ltr\"><strong>What is a CPP?</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>A child protection policy provides guidelines for organizations and their staff to create safe environments for children. It is a tool that protects both children and staff by clearly defining what action is required in order to keep children safe, and ensuring consistency so that all staff follow the same process.</li>\r\n	<li>It is the responsibility of all staff and volunteers to create a safe and tolerant environment<br />\r\n	<br />\r\n	→ Everyone needs to know this policy, even those not in direct contact with children.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Every organization should create a CPP that reflects its own needs. Many have common elements, such as defining key terms, staff and recruitment, behaviour protocols, visitor/media guidelines, partnerships, and reporting procedures. Here\'s a <u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">CPP template example</a></u> we have created just for social skateboarding projects that you can adapt and use for your own initiative!&nbsp;</p>\r\n\r\n<h4>Choosing Safe Program Partners</h4>\r\n\r\n<p>There are many great organizations working with vulnerable children and their families. There are also many organizations operating without proper child protection policies in place, including some that fail to check the backgrounds of their short and long term visitors. This leaves children open to mistreatment and abuse, no matter how short their visit.</p>\r\n\r\n<p dir=\"ltr\"><strong>Safe Partnership Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Potential partners share a copy of their child protection policy or protocols</li>\r\n	<li>Partner organizations receive a copy of your organization’s CPP</li>\r\n	<li>Partners sign a copy of your CP agreements (including media guidelines and any other considerations) before the collaboration begins</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Visitor &amp; Media Guidelines</h4>\r\n\r\n<p dir=\"ltr\"><strong>Media Visit Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Arranged in advance</li>\r\n	<li>Signed <u><a href=\"https://www.goodpush.org/sites/default/files/2019-01/Goodpush_Media%20Agreement_Example.pdf\" target=\"_blank\" title=\"Media Agreement Example\">Media Agreement (example here)</a></u></li>\r\n	<li>Consent for interviews/photos</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For example, at Skateistan, every person who is part of a media visit must sign the organization’s media guidelines and agree to follow the CPP i.e. only taking photos that show children in a positive light, not singling out individual children, not using real names, ensuring parent consent before taking photos. Every student must also be approached in their native language and give their own permission before having their photo or video taken by any media personnel. Additionally, when each student registers, parents/guardians are asked whether or not they give permission for their child to appear in both externally- and internally-produced media.</p>\r\n<img alt=\"Awareness ad from Friends International on voluntourism\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"7333b93d-edb1-46a0-8199-d95385c5d83c\" data-image-style=\"medium_banner\" height=\"437\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.11.29%20PM.jpg?itok=qfvLH_bF\" width=\"920\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>Awareness ad from Friends International on voluntourism</em></p>\r\n\r\n<h4 dir=\"ltr\">Staff &amp; Volunteer Recruitment</h4>\r\n\r\n<p dir=\"ltr\"><strong>Recruitment Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Multiple interviews</li>\r\n	<li>Background checks</li>\r\n	<li>References called</li>\r\n	<li>Relevant skill-set</li>\r\n	<li>Long term volunteers</li>\r\n	<li>Able to speak local language</li>\r\n	<li>Must sign a <u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Volunteer%20Agreement%20Example.pdf\" target=\"_blank\" title=\"Volunteer Agreement Example\">Volunteer Agreement (example here)</a></u></li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>A Note about “Voluntourism”:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Voluntourism describes a program that invites tourists (for a specific fee, or through an NGO directly recruiting), to volunteer at an organization.</li>\r\n	<li>These programs have been widely criticized because:\r\n	<ul>\r\n		<li>In most cases, these organizations do not require candidates to have relevant qualifications or previous work experience in social work or childcare. They also often don’t do background checks, exposing children to the risk of abuse.</li>\r\n		<li>Typically, volunteers from high socio-economic backgrounds travel abroad to work with &nbsp;poor communities and lack cultural and historical knowledge about where they are volunteering. This can lead to an imbalanced power dynamic which increases the risk of vulnerability for children.</li>\r\n		<li>A high turnover of volunteers poses extra risks to any children they are working with, and can be disruptive for children who build relationships with short-term volunteers.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety at the Skatepark</h4>\r\n\r\n<p dir=\"ltr\">Each skate project and skatepark is different and will have different considerations to take into account to ensure children are safe. Below are a few examples of skatepark best practices:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety gear provided and helmets worn by teachers (role modeling)</li>\r\n	<li>Participant/Teacher ratio (Max 8-10 participants to 1 teacher)</li>\r\n	<li>Organizing space and times for different skate abilities</li>\r\n	<li>Promoting healthy boundaries and having clear rules against favouritism by teachers (being professional)</li>\r\n	<li>First Aid training and supplies available</li>\r\n	<li>Signed <u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Registration%20Form%20and%20Waiver_Example.docx\" target=\"_blank\" title=\"Participant Registration and Waiver Form Template\">Waiver and Media Permission form</a></u> by parents/guardians for participants under age 18</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">As a starting point, adapt this <u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Child%20Protection%20Pledge_Example.pdf\" target=\"_blank\">Child Protection Pledge</a></u> for your own project staff, volunteers and participants to understand and sign.&nbsp;</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">If you don’t have one yet, create your own <u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">Child Protection Policy using our new template</a></u> as guidance! Also, ensure your organization has relevant supporting documents like a Code of Conduct and Media Agreement (see some examples in the Resources and Templates section below).</p>\r\n	</li>\r\n</ol>\r\n<a data-image-style=\"\" href=\"https://www.goodpush.org/behind-the-scenes/child-protection/quiz\" target=\"_blank\" title=\"Take the Quiz Now!\"><img alt=\"Child Protection Quiz Banner\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"18d9d8bb-327e-4fe7-b3d3-1ba98e27e708\" data-image-style=\"\" height=\"254\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Banner-Graphics_quiz.jpg?itok=B-UiNoHY\" width=\"1130\" /></a>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\">&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,12,1252,'en',0,'<h4 dir=\"ltr\">Why is Child Protection Important for Skateboarding/Sport&nbsp;Projects?</h4>\r\n\r\n<p dir=\"ltr\">All projects working with children have a responsibility to put safeguarding measures in place. The main goal is to keep children safe, but it\'s&nbsp;also important to remember that the reputation and success of your program depends on this.</p>\r\n\r\n<p dir=\"ltr\">Most skateboarding projects have chosen to work with children from difficult situations. This presents <strong>extra challenges</strong> and <strong>extra responsibilities</strong> (both within your programs and what children face externally).</p>\r\n\r\n<h4 dir=\"ltr\">What is “Child Protection”?</h4>\r\n\r\n<p dir=\"ltr\">Definition: “The prevention of and response to abuse, neglect, exploitation and violence against children” (Source: <a href=\"http://cpwg.net/\">Child Protection Working Group</a>).</p>\r\n\r\n<p dir=\"ltr\">Child protection refers to some parts of the UN Declaration of Child Rights, such as safety and non-discrimination. The Declaration gives the guiding principle in child protection: What are the best interests of the child?</p>\r\n\r\n<p dir=\"ltr\"><strong>Example Elements of Child Protection:</strong></p>\r\n\r\n<ul>\r\n	<li>Pledge: All staff/volunteers must sign a Child Protection agreement before beginning work with the organization.</li>\r\n	<li>Training for new staff: Every staff or volunteer receives child protection policy training so they understand the policy and act in the right way.</li>\r\n	<li>Annual review of the child protection protocols and the incident reporting.</li>\r\n	<li>Integration of best practice into all areas: ie. recruitment, communications, partnerships</li>\r\n</ul>\r\n<img alt=\"Girls skate class at Skateistan Mazar-e-Sharif\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"ba77b01b-a6f4-4cb7-b4de-21fa198ec0de\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.09.19%20PM.jpg?itok=tcS_iWJl\" width=\"760\" />\r\n<h4 dir=\"ltr\"><br />\r\nChild Protection Policy (CPP)</h4>\r\n\r\n<p dir=\"ltr\"><strong>What is a CPP?</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>A child protection policy provides guidelines for organizations and their staff to create safe environments for children. It is a tool that protects both children and staff by clearly defining what action is required in order to keep children safe, and ensuring consistency so that all staff follow the same process.</li>\r\n	<li>It is the responsibility of all staff and volunteers to create a safe and tolerant environment<br />\r\n	<br />\r\n	→ Everyone needs to know this policy, even those not in direct contact with children.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Every organization should create a CPP that reflects its own needs. Many have common elements, such as defining key terms, staff and recruitment, behaviour protocols, visitor/media guidelines, partnerships, and reporting procedures. Here\'s a <u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">CPP template example</a></u> we have created just for social skateboarding projects that you can adapt and use for your own initiative!&nbsp;</p>\r\n\r\n<h4>Choosing Safe Program Partners</h4>\r\n\r\n<p>There are many great organizations working with vulnerable children and their families. There are also many organizations operating without proper child protection policies in place, including some that fail to check the backgrounds of their short and long term visitors. This leaves children open to mistreatment and abuse, no matter how short their visit.</p>\r\n\r\n<p dir=\"ltr\"><strong>Safe Partnership Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Potential partners share a copy of their child protection policy or protocols</li>\r\n	<li>Partner organizations receive a copy of your organization’s CPP</li>\r\n	<li>Partners sign a copy of your CP agreements (including media guidelines and any other considerations) before the collaboration begins</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Visitor &amp; Media Guidelines</h4>\r\n\r\n<p dir=\"ltr\"><strong>Media Visit Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Arranged in advance</li>\r\n	<li>Signed <u><a href=\"https://www.goodpush.org/sites/default/files/2019-01/Goodpush_Media%20Agreement_Example.pdf\" target=\"_blank\" title=\"Media Agreement Example\">Media Agreement (example here)</a></u></li>\r\n	<li>Consent for interviews/photos</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For example, at Skateistan, every person who is part of a media visit must sign the organization’s media guidelines and agree to follow the CPP i.e. only taking photos that show children in a positive light, not singling out individual children, not using real names, ensuring parent consent before taking photos. Every student must also be approached in their native language and give their own permission before having their photo or video taken by any media personnel. Additionally, when each student registers, parents/guardians are asked whether or not they give permission for their child to appear in both externally- and internally-produced media.</p>\r\n<img alt=\"Awareness ad from Friends International on voluntourism\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"7333b93d-edb1-46a0-8199-d95385c5d83c\" data-image-style=\"medium_banner\" height=\"437\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.11.29%20PM.jpg?itok=qfvLH_bF\" width=\"920\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>Awareness ad from Friends International on voluntourism</em></p>\r\n\r\n<h4 dir=\"ltr\">Staff &amp; Volunteer Recruitment</h4>\r\n\r\n<p dir=\"ltr\"><strong>Recruitment Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Multiple interviews (<a href=\"https://www.goodpush.org/sites/default/files/2020-02/GP_Child%20Protection%20Recruitment%20Questions.pdf\" target=\"_blank\" title=\"Example child protection questions\">here are example questions </a>you can ask about child protection)</li>\r\n	<li>Background checks</li>\r\n	<li>References called</li>\r\n	<li>Relevant skill-set</li>\r\n	<li>Long term volunteers</li>\r\n	<li>Able to speak local language</li>\r\n	<li>Must sign a <u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Volunteer%20Agreement%20Example.pdf\" target=\"_blank\" title=\"Volunteer Agreement Example\">Volunteer Agreement (example here)</a></u></li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>A Note about “Voluntourism”:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Voluntourism describes a program that invites tourists (for a specific fee, or through an NGO directly recruiting), to volunteer at an organization.</li>\r\n	<li>These programs have been widely criticized because:\r\n	<ul>\r\n		<li>In most cases, these organizations do not require candidates to have relevant qualifications or previous work experience in social work or childcare. They also often don’t do background checks, exposing children to the risk of abuse.</li>\r\n		<li>Typically, volunteers from high socio-economic backgrounds travel abroad to work with &nbsp;poor communities and lack cultural and historical knowledge about where they are volunteering. This can lead to an imbalanced power dynamic which increases the risk of vulnerability for children.</li>\r\n		<li>A high turnover of volunteers poses extra risks to any children they are working with, and can be disruptive for children who build relationships with short-term volunteers.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety at the Skatepark</h4>\r\n\r\n<p dir=\"ltr\">Each skate project and skatepark is different and will have different considerations to take into account to ensure children are safe. Below are a few examples of skatepark best practices:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety gear provided and helmets worn by teachers (role modeling)</li>\r\n	<li>Participant/Teacher ratio (Max 8-10 participants to 1 teacher)</li>\r\n	<li>Organizing space and times for different skate abilities</li>\r\n	<li>Promoting healthy boundaries and having clear rules against favouritism by teachers (being professional)</li>\r\n	<li>First Aid training and supplies available</li>\r\n	<li>Signed <u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Registration%20Form%20and%20Waiver_Example.docx\" target=\"_blank\" title=\"Participant Registration and Waiver Form Template\">Waiver and Media Permission form</a></u> by parents/guardians for participants under age 18</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">As a starting point, adapt this <u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Child%20Protection%20Pledge_Example.pdf\" target=\"_blank\">Child Protection Pledge</a></u> for your own project staff, volunteers and participants to understand and sign.&nbsp;</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">If you don’t have one yet, create your own <u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">Child Protection Policy using our new template</a></u> as guidance! Also, ensure your organization has relevant supporting documents like a Code of Conduct and Media Agreement (see some examples in the Resources and Templates section below).</p>\r\n	</li>\r\n</ol>\r\n<a data-image-style=\"\" href=\"https://www.goodpush.org/behind-the-scenes/child-protection/quiz\" target=\"_blank\" title=\"Take the Quiz Now!\"><img alt=\"Child Protection Quiz Banner\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"18d9d8bb-327e-4fe7-b3d3-1ba98e27e708\" data-image-style=\"\" height=\"254\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Banner-Graphics_quiz.jpg?itok=B-UiNoHY\" width=\"1130\" /></a>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\">&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,12,2306,'en',0,'<h4 dir=\"ltr\">Why is Child Protection Important for Skateboarding/Sport&nbsp;Projects?</h4>\r\n\r\n<p dir=\"ltr\">All projects working with children have a responsibility to put safeguarding measures in place. The main goal is to keep children safe, but it\'s&nbsp;also important to remember that the reputation and success of your program depends on this.</p>\r\n\r\n<p dir=\"ltr\">Most skateboarding projects have chosen to work with children from difficult situations. This presents <strong>extra challenges</strong> and <strong>extra responsibilities</strong> (both within your programs and what children face externally).</p>\r\n\r\n<h4 dir=\"ltr\">What is “Child Protection”?</h4>\r\n\r\n<p dir=\"ltr\">Definition: “The prevention of and response to abuse, neglect, exploitation and violence against children” (Source: <a href=\"http://cpwg.net/\">Child Protection Working Group</a>).</p>\r\n\r\n<p dir=\"ltr\">Child protection refers to some parts of the UN Declaration of Child Rights, such as safety and non-discrimination. The Declaration gives the guiding principle in child protection: What are the best interests of the child?</p>\r\n\r\n<p dir=\"ltr\"><strong>Example Elements of Child Protection:</strong></p>\r\n\r\n<ul>\r\n	<li>Pledge: All staff/volunteers must sign a Child Protection agreement before beginning work with the organization.</li>\r\n	<li>Training for new staff: Every staff or volunteer receives child protection policy training so they understand the policy and act in the right way.</li>\r\n	<li>Annual review of the child protection protocols and the incident reporting.</li>\r\n	<li>Integration of best practice into all areas: ie. recruitment, communications, partnerships</li>\r\n</ul>\r\n<img alt=\"Girls skate class at Skateistan Mazar-e-Sharif\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"ba77b01b-a6f4-4cb7-b4de-21fa198ec0de\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.09.19%20PM.jpg?itok=tcS_iWJl\" width=\"760\" />\r\n<h4 dir=\"ltr\"><br />\r\nChild Protection Policy (CPP)</h4>\r\n\r\n<p dir=\"ltr\"><strong>What is a CPP?</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>A child protection policy provides guidelines for organizations and their staff to create safe environments for children. It is a tool that protects both children and staff by clearly defining what action is required in order to keep children safe, and ensuring consistency so that all staff follow the same process.</li>\r\n	<li>It is the responsibility of all staff and volunteers to create a safe and tolerant environment<br />\r\n	<br />\r\n	→ Everyone needs to know this policy, even those not in direct contact with children.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Every organization should create a CPP that reflects its own needs. Many have common elements, such as defining key terms, staff and recruitment, behaviour protocols, visitor/media guidelines, partnerships, and reporting procedures. Here\'s a <u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">CPP template example</a></u> we have created just for social skateboarding projects that you can adapt and use for your own initiative!&nbsp;</p>\r\n\r\n<h4>Choosing Safe Program Partners</h4>\r\n\r\n<p>There are many great organizations working with vulnerable children and their families. There are also many organizations operating without proper child protection policies in place, including some that fail to check the backgrounds of their short and long term visitors. This leaves children open to mistreatment and abuse, no matter how short their visit.</p>\r\n\r\n<p dir=\"ltr\"><strong>Safe Partnership Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Potential partners share a copy of their child protection policy or protocols</li>\r\n	<li>Partner organizations receive a copy of your organization’s CPP</li>\r\n	<li>Partners sign a copy of your CP agreements (including media guidelines and any other considerations) before the collaboration begins</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Visitor &amp; Media Guidelines</h4>\r\n\r\n<p dir=\"ltr\"><strong>Media Visit Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Arranged in advance</li>\r\n	<li>Signed <u><a href=\"https://www.goodpush.org/sites/default/files/2019-01/Goodpush_Media%20Agreement_Example.pdf\" target=\"_blank\" title=\"Media Agreement Example\">Media Agreement (example here)</a></u></li>\r\n	<li>Consent for interviews/photos</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For example, at Skateistan, every person who is part of a media visit must sign the organization’s media guidelines and agree to follow the CPP i.e. only taking photos that show children in a positive light, not singling out individual children, not using real names, ensuring parent consent before taking photos. Every student must also be approached in their native language and give their own permission before having their photo or video taken by any media personnel. Additionally, when each student registers, parents/guardians are asked whether or not they give permission for their child to appear in both externally- and internally-produced media.</p>\r\n<img alt=\"Awareness ad from Friends International on voluntourism\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"7333b93d-edb1-46a0-8199-d95385c5d83c\" data-image-style=\"medium_banner\" height=\"437\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.11.29%20PM.jpg?itok=qfvLH_bF\" width=\"920\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>Awareness ad from Friends International on voluntourism</em></p>\r\n\r\n<h4 dir=\"ltr\">Staff &amp; Volunteer Recruitment</h4>\r\n\r\n<p dir=\"ltr\"><strong>Recruitment Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Multiple interviews (<a href=\"https://www.goodpush.org/sites/default/files/2020-02/GP_Child%20Protection%20Recruitment%20Questions.pdf\" target=\"_blank\" title=\"Example child protection questions\">here are example questions </a>you can ask about child protection)</li>\r\n	<li>Background checks</li>\r\n	<li>References called</li>\r\n	<li>Relevant skill-set</li>\r\n	<li>Long term volunteers</li>\r\n	<li>Able to speak local language</li>\r\n	<li>Must sign a <u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Volunteer%20Agreement%20Example.pdf\" target=\"_blank\" title=\"Volunteer Agreement Example\">Volunteer Agreement (example here)</a></u></li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>A Note about “Voluntourism”:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Voluntourism describes a program that invites tourists (for a specific fee, or through an NGO directly recruiting), to volunteer at an organization.</li>\r\n	<li>These programs have been widely criticized because:\r\n	<ul>\r\n		<li>In most cases, these organizations do not require candidates to have relevant qualifications or previous work experience in social work or childcare. They also often don’t do background checks, exposing children to the risk of abuse.</li>\r\n		<li>Typically, volunteers from high socio-economic backgrounds travel abroad to work with &nbsp;poor communities and lack cultural and historical knowledge about where they are volunteering. This can lead to an imbalanced power dynamic which increases the risk of vulnerability for children.</li>\r\n		<li>A high turnover of volunteers poses extra risks to any children they are working with, and can be disruptive for children who build relationships with short-term volunteers.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety at the Skatepark</h4>\r\n\r\n<p dir=\"ltr\">Each skate project and skatepark is different and will have different considerations to take into account to ensure children are safe. Below are a few examples of skatepark best practices:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety gear provided and helmets worn by teachers (role modeling)</li>\r\n	<li>Participant/Teacher ratio (Max 8-10 participants to 1 teacher)</li>\r\n	<li>Organizing space and times for different skate abilities</li>\r\n	<li>Promoting healthy boundaries and having clear rules against favouritism by teachers (being professional)</li>\r\n	<li>First Aid training and supplies available</li>\r\n	<li>Signed <u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Registration%20Form%20and%20Waiver_Example.docx\" target=\"_blank\" title=\"Participant Registration and Waiver Form Template\">Waiver and Media Permission form</a></u> by parents/guardians for participants under age 18</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">As a starting point, adapt this <u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Child%20Protection%20Pledge_Example.pdf\" target=\"_blank\">Child Protection Pledge</a></u> for your own project staff, volunteers and participants to understand and sign.&nbsp;</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">If you don’t have one yet, create your own <u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">Child Protection Policy using our new template</a></u> as guidance! Also, ensure your organization has relevant supporting documents like a Code of Conduct and Media Agreement (see some examples in the Resources and Templates section below).</p>\r\n	</li>\r\n</ol>\r\n<a data-image-style=\"\" href=\"https://www.goodpush.org/behind-the-scenes/child-protection/quiz\" target=\"_blank\" title=\"Take the Quiz Now!\"><img alt=\"Child Protection Quiz Banner\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"18d9d8bb-327e-4fe7-b3d3-1ba98e27e708\" data-image-style=\"\" height=\"254\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Banner-Graphics_quiz.jpg?itok=B-UiNoHY\" width=\"1130\" /></a>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\">&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,12,2307,'en',0,'<h4 dir=\"ltr\">Why is Child Protection Important for Skateboarding/Sport&nbsp;Projects?</h4>\r\n\r\n<p dir=\"ltr\">All projects working with children have a responsibility to put safeguarding measures in place. The main goal is to keep children safe, but it\'s&nbsp;also important to remember that the reputation and success of your program depends on this.</p>\r\n\r\n<p dir=\"ltr\">Most skateboarding projects have chosen to work with children from difficult situations. This presents <strong>extra challenges</strong> and <strong>extra responsibilities</strong> (both within your programs and what children face externally).</p>\r\n\r\n<h4 dir=\"ltr\">What is “Child Protection”?</h4>\r\n\r\n<p dir=\"ltr\">Definition: “The prevention of and response to abuse, neglect, exploitation and violence against children” (Source: <a href=\"http://cpwg.net/\">Child Protection Working Group</a>).</p>\r\n\r\n<p dir=\"ltr\">Child protection refers to some parts of the UN Declaration of Child Rights, such as safety and non-discrimination. The Declaration gives the guiding principle in child protection: What are the best interests of the child?</p>\r\n\r\n<p dir=\"ltr\"><strong>Example Elements of Child Protection:</strong></p>\r\n\r\n<ul>\r\n	<li>Pledge: All staff/volunteers must sign a Child Protection agreement before beginning work with the organization.</li>\r\n	<li>Training for new staff: Every staff or volunteer receives child protection policy training so they understand the policy and act in the right way.</li>\r\n	<li>Annual review of the child protection protocols and the incident reporting.</li>\r\n	<li>Integration of best practice into all areas: ie. recruitment, communications, partnerships</li>\r\n</ul>\r\n<img alt=\"Girls skate class at Skateistan Mazar-e-Sharif\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"ba77b01b-a6f4-4cb7-b4de-21fa198ec0de\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.09.19%20PM.jpg?itok=tcS_iWJl\" width=\"760\" />\r\n<h4 dir=\"ltr\"><br />\r\nChild Protection Policy (CPP)</h4>\r\n\r\n<p dir=\"ltr\"><strong>What is a CPP?</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>A child protection policy provides guidelines for organizations and their staff to create safe environments for children. It is a tool that protects both children and staff by clearly defining what action is required in order to keep children safe, and ensuring consistency so that all staff follow the same process.</li>\r\n	<li>It is the responsibility of all staff and volunteers to create a safe and tolerant environment<br />\r\n	<br />\r\n	→ Everyone needs to know this policy, even those not in direct contact with children.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Every organization should create a CPP that reflects its own needs. Many have common elements, such as defining key terms, staff and recruitment, behaviour protocols, visitor/media guidelines, partnerships, and reporting procedures. Here\'s a <u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">CPP template example</a></u> we have created just for social skateboarding projects that you can adapt and use for your own initiative!&nbsp;</p>\r\n\r\n<h4>Choosing Safe Program Partners</h4>\r\n\r\n<p>There are many great organizations working with vulnerable children and their families. There are also many organizations operating without proper child protection policies in place, including some that fail to check the backgrounds of their short and long term visitors. This leaves children open to mistreatment and abuse, no matter how short their visit.</p>\r\n\r\n<p dir=\"ltr\"><strong>Safe Partnership Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Potential partners share a copy of their child protection policy or protocols</li>\r\n	<li>Partner organizations receive a copy of your organization’s CPP</li>\r\n	<li>Partners sign a copy of your CP agreements (including media guidelines and any other considerations) before the collaboration begins</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Visitor &amp; Media Guidelines</h4>\r\n\r\n<p dir=\"ltr\"><strong>Media Visit Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Arranged in advance</li>\r\n	<li>Signed <u><a href=\"https://www.goodpush.org/sites/default/files/2019-01/Goodpush_Media%20Agreement_Example.pdf\" target=\"_blank\" title=\"Media Agreement Example\">Media Agreement (example here)</a></u></li>\r\n	<li>Consent for interviews/photos</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For example, at Skateistan, every person who is part of a media visit must sign the organization’s media guidelines and agree to follow the CPP i.e. only taking photos that show children in a positive light, not singling out individual children, not using real names, ensuring parent consent before taking photos. Every student must also be approached in their native language and give their own permission before having their photo or video taken by any media personnel. Additionally, when each student registers, parents/guardians are asked whether or not they give permission for their child to appear in both externally- and internally-produced media.</p>\r\n<img alt=\"Awareness ad from Friends International on voluntourism\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"7333b93d-edb1-46a0-8199-d95385c5d83c\" data-image-style=\"medium_banner\" height=\"437\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.11.29%20PM.jpg?itok=qfvLH_bF\" width=\"920\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>Awareness ad from Friends International on voluntourism</em></p>\r\n\r\n<h4 dir=\"ltr\">Staff &amp; Volunteer Recruitment</h4>\r\n\r\n<p dir=\"ltr\"><strong>Recruitment Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Multiple interviews (<a href=\"https://www.goodpush.org/sites/default/files/2020-02/GP_Child%20Protection%20Recruitment%20Questions.pdf\" target=\"_blank\" title=\"Example child protection questions\">here are example questions </a>you can ask about child protection)</li>\r\n	<li>Background checks</li>\r\n	<li>References called</li>\r\n	<li>Relevant skill-set</li>\r\n	<li>Long term volunteers</li>\r\n	<li>Able to speak local language</li>\r\n	<li>Must sign a <u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Volunteer%20Agreement%20Example.pdf\" target=\"_blank\" title=\"Volunteer Agreement Example\">Volunteer Agreement (example here)</a></u></li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>A Note about “Voluntourism”:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Voluntourism describes a program that invites tourists (for a specific fee, or through an NGO directly recruiting), to volunteer at an organization.</li>\r\n	<li>These programs have been widely criticized because:\r\n	<ul>\r\n		<li>In most cases, these organizations do not require candidates to have relevant qualifications or previous work experience in social work or childcare. They also often don’t do background checks, exposing children to the risk of abuse.</li>\r\n		<li>Typically, volunteers from high socio-economic backgrounds travel abroad to work with &nbsp;poor communities and lack cultural and historical knowledge about where they are volunteering. This can lead to an imbalanced power dynamic which increases the risk of vulnerability for children.</li>\r\n		<li>A high turnover of volunteers poses extra risks to any children they are working with, and can be disruptive for children who build relationships with short-term volunteers.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety at the Skatepark</h4>\r\n\r\n<p dir=\"ltr\">Each skate project and skatepark is different and will have different considerations to take into account to ensure children are safe. Below are a few examples of skatepark best practices:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety gear provided and helmets worn by teachers (role modeling)</li>\r\n	<li>Participant/Teacher ratio (Max 8-10 participants to 1 teacher)</li>\r\n	<li>Organizing space and times for different skate abilities</li>\r\n	<li>Promoting healthy boundaries and having clear rules against favouritism by teachers (being professional)</li>\r\n	<li>First Aid training and supplies available</li>\r\n	<li>Signed <u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Registration%20Form%20and%20Waiver_Example.docx\" target=\"_blank\" title=\"Participant Registration and Waiver Form Template\">Waiver and Media Permission form</a></u> by parents/guardians for participants under age 18</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">As a starting point, adapt this <u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Child%20Protection%20Pledge_Example.pdf\" target=\"_blank\">Child Protection Pledge</a></u> for your own project staff, volunteers and participants to understand and sign.&nbsp;</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">If you don’t have one yet, create your own <u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">Child Protection Policy using our new template</a></u> as guidance! Also, ensure your organization has relevant supporting documents like a Code of Conduct and Media Agreement (see some examples in the Resources and Templates section below).</p>\r\n	</li>\r\n</ol>\r\n<a data-image-style=\"\" href=\"https://www.goodpush.org/behind-the-scenes/child-protection/quiz\" target=\"_blank\" title=\"Take the Quiz Now!\"><img alt=\"Child Protection Quiz Banner\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"18d9d8bb-327e-4fe7-b3d3-1ba98e27e708\" data-image-style=\"\" height=\"254\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Banner-Graphics_quiz.jpg?itok=B-UiNoHY\" width=\"1130\" /></a>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\">&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,12,4230,'en',0,'<h4 dir=\"ltr\">Why is Child Protection Important for Skateboarding/Sport&nbsp;Projects?</h4>\r\n\r\n<p dir=\"ltr\">All projects working with children have a responsibility to put safeguarding measures in place. The main goal is to keep children safe, but it\'s&nbsp;also important to remember that the reputation and success of your program depends on this.</p>\r\n\r\n<p dir=\"ltr\">Most skateboarding projects have chosen to work with children from difficult situations. This presents <strong>extra challenges</strong> and <strong>extra responsibilities</strong> (both within your programs and what children face externally).</p>\r\n\r\n<h4 dir=\"ltr\">What is “Child Protection”?</h4>\r\n\r\n<p dir=\"ltr\">Definition: “The prevention of and response to abuse, neglect, exploitation and violence against children” (Source: <a href=\"http://cpwg.net/\">Child Protection Working Group</a>).</p>\r\n\r\n<p dir=\"ltr\">Child protection refers to some parts of the UN Declaration of Child Rights, such as safety and non-discrimination. The Declaration gives the guiding principle in child protection: What are the best interests of the child?</p>\r\n\r\n<p dir=\"ltr\"><strong>Example Elements of Child Protection:</strong></p>\r\n\r\n<ul>\r\n	<li>Pledge: All staff/volunteers must sign a Child Protection agreement before beginning work with the organization.</li>\r\n	<li>Training for new staff: Every staff or volunteer receives child protection policy training so they understand the policy and act in the right way.</li>\r\n	<li>Annual review of the child protection protocols and the incident reporting.</li>\r\n	<li>Integration of best practice into all areas: ie. recruitment, communications, partnerships</li>\r\n</ul>\r\n<img alt=\"Girls skate class at Skateistan Mazar-e-Sharif\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"ba77b01b-a6f4-4cb7-b4de-21fa198ec0de\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.09.19%20PM.jpg?itok=tcS_iWJl\" width=\"760\" />\r\n<h4 dir=\"ltr\"><br />\r\nChild Protection Policy (CPP)</h4>\r\n\r\n<p dir=\"ltr\"><strong>What is a CPP?</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>A child protection policy provides guidelines for organizations and their staff to create safe environments for children. It is a tool that protects both children and staff by clearly defining what action is required in order to keep children safe, and ensuring consistency so that all staff follow the same process.</li>\r\n	<li>It is the responsibility of all staff and volunteers to create a safe and tolerant environment<br />\r\n	<br />\r\n	→ Everyone needs to know this policy, even those not in direct contact with children.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Every organization should create a CPP that reflects its own needs. Many have common elements, such as defining key terms, staff and recruitment, behaviour protocols, visitor/media guidelines, partnerships, and reporting procedures. Here\'s a <u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">CPP template example</a></u> we have created just for social skateboarding projects that you can adapt and use for your own initiative!&nbsp;</p>\r\n\r\n<h4>Choosing Safe Program Partners</h4>\r\n\r\n<p>There are many great organizations working with vulnerable children and their families. There are also many organizations operating without proper child protection policies in place, including some that fail to check the backgrounds of their short and long term visitors. This leaves children open to mistreatment and abuse, no matter how short their visit.</p>\r\n\r\n<p dir=\"ltr\"><strong>Safe Partnership Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Potential partners share a copy of their child protection policy or protocols</li>\r\n	<li>Partner organizations receive a copy of your organization’s CPP</li>\r\n	<li>Partners sign a copy of your CP agreements (including media guidelines and any other considerations) before the collaboration begins</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Visitor &amp; Media Guidelines</h4>\r\n\r\n<p dir=\"ltr\"><strong>Media Visit Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Arranged in advance</li>\r\n	<li>Signed <u><a href=\"https://www.goodpush.org/sites/default/files/2019-01/Goodpush_Media%20Agreement_Example.pdf\" target=\"_blank\" title=\"Media Agreement Example\">Media Agreement (example here)</a></u></li>\r\n	<li>Consent for interviews/photos</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">For example, at Skateistan, every person who is part of a media visit must sign the organization’s media guidelines and agree to follow the CPP i.e. only taking photos that show children in a positive light, not singling out individual children, not using real names, ensuring parent consent before taking photos. Every student must also be approached in their native language and give their own permission before having their photo or video taken by any media personnel. Additionally, when each student registers, parents/guardians are asked whether or not they give permission for their child to appear in both externally- and internally-produced media.</p>\r\n<img alt=\"Awareness ad from Friends International on voluntourism\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"7333b93d-edb1-46a0-8199-d95385c5d83c\" data-image-style=\"medium_banner\" height=\"437\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%206.11.29%20PM.jpg?itok=qfvLH_bF\" width=\"920\" />\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>Awareness ad from Friends International on voluntourism</em></p>\r\n\r\n<h4 dir=\"ltr\">Staff &amp; Volunteer Recruitment</h4>\r\n\r\n<p dir=\"ltr\"><strong>Recruitment Best Practices:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Multiple interviews (<a href=\"https://www.goodpush.org/sites/default/files/2020-02/GP_Child%20Protection%20Recruitment%20Questions.pdf\" target=\"_blank\" title=\"Example child protection questions\">here are example questions </a>you can ask about child protection)</li>\r\n	<li>Background checks</li>\r\n	<li>References called</li>\r\n	<li>Relevant skill-set</li>\r\n	<li>Long term volunteers</li>\r\n	<li>Able to speak local language</li>\r\n	<li>Must sign a <u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Volunteer%20Agreement%20Example.pdf\" target=\"_blank\" title=\"Volunteer Agreement Example\">Volunteer Agreement (example here)</a></u></li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>A Note about “Voluntourism”:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Voluntourism describes a program that invites tourists (for a specific fee, or through an NGO directly recruiting), to volunteer at an organization.</li>\r\n	<li>These programs have been widely criticized because:\r\n	<ul>\r\n		<li>In most cases, these organizations do not require candidates to have relevant qualifications or previous work experience in social work or childcare. They also often don’t do background checks, exposing children to the risk of abuse.</li>\r\n		<li>Typically, volunteers from high socio-economic backgrounds travel abroad to work with &nbsp;poor communities and lack cultural and historical knowledge about where they are volunteering. This can lead to an imbalanced power dynamic which increases the risk of vulnerability for children.</li>\r\n		<li>A high turnover of volunteers poses extra risks to any children they are working with, and can be disruptive for children who build relationships with short-term volunteers.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Safety at the Skatepark</h4>\r\n\r\n<p dir=\"ltr\">Each skate project and skatepark is different and will have different considerations to take into account to ensure children are safe. Below are a few examples of skatepark best practices:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Safety gear provided and helmets worn by teachers (role modeling)</li>\r\n	<li>Participant/Teacher ratio (Max 8-10 participants to 1 teacher)</li>\r\n	<li>Organizing space and times for different skate abilities</li>\r\n	<li>Promoting healthy boundaries and having clear rules against favouritism by teachers (being professional)</li>\r\n	<li>First Aid training and supplies available</li>\r\n	<li>Signed <u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Registration%20Form%20and%20Waiver_Example.docx\" target=\"_blank\" title=\"Participant Registration and Waiver Form Template\">Waiver and Media Permission form</a></u> by parents/guardians for participants under age 18</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Next Steps:</h4>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">As a starting point, adapt this <u><a href=\"http://www.goodpush.org/sites/default/files/2019-01/Goodpush_Child%20Protection%20Pledge_Example.pdf\" target=\"_blank\">Child Protection Pledge</a></u> for your own project staff, volunteers and participants to understand and sign.&nbsp;</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\">If you don’t have one yet, create your own <u><a href=\"https://www.goodpush.org/sites/default/files/2019-06/Goodpush_Child%20Protection%20Policy-Template_May2019.docx\" target=\"_blank\" title=\"Goodpush Child Protection Policy Template\">Child Protection Policy using our new template</a></u> as guidance! Also, ensure your organization has relevant supporting documents like a Code of Conduct and Media Agreement (see some examples in the Resources and Templates section below).</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Want to learn more? </strong>Complete our new (and free!) Goodpush E-Course, <a href=\"https://www.goodpush.org/node/1317\">An Introduction to Child Protection</a>, to find out&nbsp;how to make your programs a safe space for all participants, especially those considered vulnerable.&nbsp;</p>\r\n	</li>\r\n</ol>\r\n<a data-image-style=\"\" href=\"https://www.goodpush.org/behind-the-scenes/child-protection/quiz\" target=\"_blank\" title=\"Take the Quiz Now!\"><img alt=\"Child Protection Quiz Banner\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"18d9d8bb-327e-4fe7-b3d3-1ba98e27e708\" data-image-style=\"\" height=\"254\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Banner-Graphics_quiz.jpg?itok=B-UiNoHY\" width=\"1130\" /></a>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\">&nbsp;</p>\r\n','','full_html'),('goodpush_basic_page',0,13,73,'en',0,'<h4>What is “Monitoring, Evaluation and Learning” (MEL)?</h4>\r\n\r\n<p>If you’re new to MEL, the good news is that you are probably already doing some kind of MEL, you just haven’t realized it yet.&nbsp;</p>\r\n\r\n<p>Monitoring</p>\r\n\r\n<p>Evaluation&nbsp;</p>\r\n\r\n<p>Learning</p>\r\n','','basic_html'),('goodpush_basic_page',0,13,74,'en',0,'<h4>What is “Monitoring, Evaluation and Learning” (MEL)?</h4>\r\n\r\n<p>If you’re new to MEL, the good news is that you are probably already doing some kind of MEL, you just haven’t realized it yet.&nbsp;</p>\r\n\r\n<p><strong>Monitoring</strong> -&nbsp;How you know your programs are happening the way you planned.</p>\r\n\r\n<p><strong>Evaluation</strong> -&nbsp;How you know the quality is good and the children are having fun and learning.</p>\r\n\r\n<p><strong>Learning</strong> -&nbsp;What can we change or do better based on the new information we have?</p>\r\n\r\n<p><strong>Examples of Monitoring</strong> (Checking / Documenting)</p>\r\n\r\n<p>Numbers (Quantitative):</p>\r\n\r\n<ul>\r\n	<li>Attendance (headcounts) &nbsp;&nbsp;&nbsp;</li>\r\n	<li>Surveys</li>\r\n	<li>Registration forms</li>\r\n</ul>\r\n\r\n<p>Narrative (Qualitative):</p>\r\n\r\n<ul>\r\n	<li>Interviews and quotes&nbsp;&nbsp; &nbsp;</li>\r\n	<li>Photos and videos</li>\r\n	<li>Blog posts&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;</li>\r\n	<li>Focus group discussions</li>\r\n	<li>Surveys&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;</li>\r\n	<li>Social media</li>\r\n</ul>\r\n\r\n<p><strong>Examples of Evaluation</strong> (Assessing / Interpreting)</p>\r\n\r\n<ul>\r\n	<li>Donor reporting</li>\r\n	<li>Participant success stories</li>\r\n	<li>Annual reports</li>\r\n	<li>Strategic planning meetings</li>\r\n</ul>\r\n\r\n<p><strong>Examples of Learning</strong></p>\r\n\r\n<ul>\r\n	<li>Programs planning and design</li>\r\n	<li>MEL planning and design</li>\r\n	<li>Trainings</li>\r\n	<li>Implementing findings from quality control checks</li>\r\n</ul>\r\n\r\n<p><b id=\"docs-internal-guid-cd6f815c-7fff-117a-23c9-7996111890ea\">Accountability&nbsp;</b>= doing what you say you’re going to do</p>\r\n\r\n<ul>\r\n	<li>Accountability to the participants &amp; community</li>\r\n	<li>Accountability to the organization (board, staff)</li>\r\n	<li>Accountability to donors</li>\r\n</ul>\r\n\r\n<h4>Why does MEL Matter?</h4>\r\n\r\n<p><strong>Quality</strong>: To provide the best possible programs</p>\r\n\r\n<p><strong>Proof</strong>: To prove that your creative idea really works!</p>\r\n\r\n<p><strong>Money</strong>: To meet donor expectations and attract future funding</p>\r\n\r\n<p>Often MEL comes off as very technical and boring, so people avoid it.</p>\r\n\r\n<p>But… <strong>Everyone should care!</strong></p>\r\n\r\n<p>MEL is the way that we ensure that we are doing good work, and lets us prove it to others</p>\r\n\r\n<ul>\r\n	<li>Helps to identify trends (both positive and negative) in order to make significant changes or improvements in the programs</li>\r\n	<li>Process of reflection – helps staff/teachers feel more connected and involved in the impact of the program, and see the results of their work.</li>\r\n</ul>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>[[PICTURE]]</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>Good MEL is an ongoing process, not just a donor reporting cycle.</p>\r\n\r\n<p>Ideally you integrate it within programs from the start, so it\'s done on a regular basis and can then easily be compiled and put into reports (rather than trying to gather data under time pressure)</p>\r\n\r\n<h4>Most Common Monitoring Tools</h4>\r\n\r\n<p><strong>Attendance Records (headcounts)</strong></p>\r\n\r\n<p>Simplest way to start gathering data. Try to collect not just overall number of attendees, but also information on gender, disability, etc.&nbsp;</p>\r\n\r\n<p><strong>Registration Forms</strong></p>\r\n\r\n<p>If you have the same participants coming to your activities regularly, it makes sense to have them and their parents/guardians fill out a registration form. This allows you to collect key data on who your participants are, as well as include a “skate at your own risk” waiver and permission to appear in media associated with your project.</p>\r\n\r\n<p><strong>Surveys</strong></p>\r\n\r\n<ul>\r\n	<li>Surveys are a type of monitoring – one of the most common</li>\r\n	<li>Typically Skateistan surveys a sample of its students in each program once per year as well as the educators, which feeds into donor reporting, annual report, social media and website.&nbsp;\r\n	<ul>\r\n		<li>Also use surveys for assessing trainings, staff reviews</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s also useful to do a survey whenever starting a new activity or program. This is called a baseline.</li>\r\n	<li>For projects with an end-date (not ongoing) you can also do a final / endline survey, or otherwise run an annual survey to track progress.&nbsp;</li>\r\n</ul>\r\n\r\n<p>Why it’s good to do a mix of quantitative and qualitative: if you see a trend in the % or #s you can find out some of the reasons WHY.</p>\r\n\r\n<h4>About Logical Frameworks (a.k.a. Logframes)</h4>\r\n\r\n<p>A logframe is a visual tool for improving the planning, implementation, management, monitoring and evaluation of projects. A logframe shows the links between the project activities and result. It is one of the most common MEL tools, especially for reporting to institutional donors (ie. governments, foundations).&nbsp;</p>\r\n\r\n<p>What are logframes and why are they important?</p>\r\n\r\n<ul>\r\n	<li>IDEAL: Help you to design programs by making a visual overview of the logic of your goals, activities and MEL → logframe should be flexible and updated frequently.</li>\r\n	<li>REALITY: Many donors require a logframe as part of the application process → most require you to do in their own rigid format, and becomes an unchangeable standard against which your program is assessed\r\n	<ul>\r\n		<li>These have varying levels of complexity, but if you have a basic version (like template seen here) you can always adapt this as needed for donors</li>\r\n		<li>Logframes can be structured differently and terminology differs slightly with every single donor, so check this before submitting application</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>Using logframes for Program Design</p>\r\n\r\n<ul>\r\n	<li>In theory, writing a logframe should make it easier to plan and manage a project as you can see the sequence in which the actions lead to your overall goal.\r\n	<ul>\r\n		<li>Requires you to look at your program not only top-down, but also bottom up: activities → outputs → outcomes → goal&nbsp;</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s best to write the logframe with everyone who might be involved in the project, but this can be difficult to organize\r\n	<ul>\r\n		<li>Could however organize a workshop with participants, community members, staff, volunteers and ask the following questions:&nbsp;\r\n		<ul>\r\n			<li>What will achieve? What activities? What resources, people, equipment needed? Potential problems? How to measure success?</li>\r\n		</ul>\r\n		</li>\r\n		<li>As a starting point however, the main staff of a project can come together and draft a logframe for their programming.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>A standard logframe is divided into four rows, which are your long- to short-term objectives ranging from top to bottom:</p>\r\n\r\n<ul>\r\n	<li><strong>Goal/Impact</strong>: Big picture and long-term (ie. To improve health and well-being for Afghan children)&nbsp;</li>\r\n	<li><strong>Outcome/Purpose/Objective</strong>: How the goal/impact will be achieved (ie. Increased access to safe recreational spaces)</li>\r\n	<li><strong>Inputs/Activities</strong>: What activities are you delivering to make the program happen?&nbsp;</li>\r\n	<li><strong>Outputs/Results</strong>: Quantity, quality and timeline of results that the project has. These are usually things you can count when you are running your activity (ie. Number of skate sessions delivered)</li>\r\n</ul>\r\n\r\n<p>These are achieved and measured by the headings from left to right:</p>\r\n\r\n<ul>\r\n	<li><strong>Project summary&nbsp;</strong></li>\r\n	<li><strong>Indicators</strong>: How you’ll measure the progress you make towards the outcomes and outputs</li>\r\n	<li><strong>Means of verification</strong>: How you’ll collect the information for the indicators</li>\r\n	<li><strong>Qualitative / Narrative</strong>: Better at answering how and why (open-ended questions)</li>\r\n	<li><strong>Quantitative / Numbers</strong>: Better at getting statistics (close-ended questions)</li>\r\n	<li><strong>Risks and assumptions</strong>: external conditions needed to get results</li>\r\n</ul>\r\n\r\n<h4>Next Steps</h4>\r\n\r\n<p>MEL can be overwhelming – there’s always more to do and learn – but just get started with the activities you have the time and resources to do, then build it up as you go. A first step can be to identify which MEL activities your project is already doing, and which new activities would be the most useful and achievable for your context and with your capacities.&nbsp;</p>\r\n\r\n<ol>\r\n	<li><strong>“So what” factor -- we’re teaching kids to skate… so what?</strong>\r\n\r\n	<ol>\r\n		<li>Think about what your project aims to achieve (impact) - this might be quite broad, such as \"improved quality of life\" or \"better education\" or \"healthier children\" but will help guide you to think \"how will we get there with our program?\"&nbsp;</li>\r\n	</ol>\r\n	</li>\r\n	<li><strong>Make a list of the MEL activities you are already doing</strong> (use the checklist in the MEL resources section!). This can be written into a short paragraph to provide to supporters.</li>\r\n	<li><strong>Choose ONE new MEL activity to start doing.</strong>&nbsp;Take a look at the MEL resources section for a sample attendance sheet, a sample participant survey, and logical framework templates.</li>\r\n</ol>\r\n','','full_html'),('goodpush_basic_page',0,13,75,'en',0,'<h4>What is “Monitoring, Evaluation and Learning” (MEL)?</h4>\r\n\r\n<p>If you’re new to MEL, the good news is that you are probably already doing some kind of MEL, you just haven’t realized it yet.&nbsp;</p>\r\n\r\n<p><strong>Monitoring</strong> -&nbsp;How you know your programs are happening the way you planned.</p>\r\n\r\n<p><strong>Evaluation</strong> -&nbsp;How you know the quality is good and the children are having fun and learning.</p>\r\n\r\n<p><strong>Learning</strong> -&nbsp;What can we change or do better based on the new information we have?</p>\r\n\r\n<p><strong>Examples of Monitoring</strong> (Checking / Documenting)</p>\r\n\r\n<p>Numbers (Quantitative):</p>\r\n\r\n<ul>\r\n	<li>Attendance (headcounts) &nbsp;&nbsp;&nbsp;</li>\r\n	<li>Surveys</li>\r\n	<li>Registration forms</li>\r\n</ul>\r\n\r\n<p>Narrative (Qualitative):</p>\r\n\r\n<ul>\r\n	<li>Interviews and quotes&nbsp;&nbsp; &nbsp;</li>\r\n	<li>Photos and videos</li>\r\n	<li>Blog posts&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;</li>\r\n	<li>Focus group discussions</li>\r\n	<li>Surveys&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;</li>\r\n	<li>Social media</li>\r\n</ul>\r\n\r\n<p><strong>Examples of Evaluation</strong> (Assessing / Interpreting)</p>\r\n\r\n<ul>\r\n	<li>Donor reporting</li>\r\n	<li>Participant success stories</li>\r\n	<li>Annual reports</li>\r\n	<li>Strategic planning meetings</li>\r\n</ul>\r\n\r\n<p><strong>Examples of Learning</strong></p>\r\n\r\n<ul>\r\n	<li>Programs planning and design</li>\r\n	<li>MEL planning and design</li>\r\n	<li>Trainings</li>\r\n	<li>Implementing findings from quality control checks</li>\r\n</ul>\r\n\r\n<p><b id=\"docs-internal-guid-cd6f815c-7fff-117a-23c9-7996111890ea\">Accountability&nbsp;</b>= doing what you say you’re going to do</p>\r\n\r\n<ul>\r\n	<li>Accountability to the participants &amp; community</li>\r\n	<li>Accountability to the organization (board, staff)</li>\r\n	<li>Accountability to donors</li>\r\n</ul>\r\n\r\n<h4>Why does MEL Matter?</h4>\r\n\r\n<p><strong>Quality</strong>: To provide the best possible programs</p>\r\n\r\n<p><strong>Proof</strong>: To prove that your creative idea really works!</p>\r\n\r\n<p><strong>Money</strong>: To meet donor expectations and attract future funding</p>\r\n\r\n<p>Often MEL comes off as very technical and boring, so people avoid it.</p>\r\n\r\n<p>But… <strong>Everyone should care!</strong></p>\r\n\r\n<p>MEL is the way that we ensure that we are doing good work, and lets us prove it to others</p>\r\n\r\n<ul>\r\n	<li>Helps to identify trends (both positive and negative) in order to make significant changes or improvements in the programs</li>\r\n	<li>Process of reflection – helps staff/teachers feel more connected and involved in the impact of the program, and see the results of their work.</li>\r\n</ul>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>[[PICTURE]]</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>Good MEL is an ongoing process, not just a donor reporting cycle.</p>\r\n\r\n<p>Ideally you integrate it within programs from the start, so it\'s done on a regular basis and can then easily be compiled and put into reports (rather than trying to gather data under time pressure)</p>\r\n\r\n<h4>Most Common Monitoring Tools</h4>\r\n\r\n<p><strong>Attendance Records (headcounts)</strong></p>\r\n\r\n<p>Simplest way to start gathering data. Try to collect not just overall number of attendees, but also information on gender, disability, etc.&nbsp;</p>\r\n\r\n<p><strong>Registration Forms</strong></p>\r\n\r\n<p>If you have the same participants coming to your activities regularly, it makes sense to have them and their parents/guardians fill out a registration form. This allows you to collect key data on who your participants are, as well as include a “skate at your own risk” waiver and permission to appear in media associated with your project.</p>\r\n\r\n<p><strong>Surveys</strong></p>\r\n\r\n<ul>\r\n	<li>Surveys are a type of monitoring – one of the most common</li>\r\n	<li>Typically Skateistan surveys a sample of its students in each program once per year as well as the educators, which feeds into donor reporting, annual report, social media and website.&nbsp;\r\n	<ul>\r\n		<li>Also use surveys for assessing trainings, staff reviews</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s also useful to do a survey whenever starting a new activity or program. This is called a baseline.</li>\r\n	<li>For projects with an end-date (not ongoing) you can also do a final / endline survey, or otherwise run an annual survey to track progress.&nbsp;</li>\r\n</ul>\r\n\r\n<p>Why it’s good to do a mix of quantitative and qualitative: if you see a trend in the % or #s you can find out some of the reasons WHY.</p>\r\n\r\n<h4>About Logical Frameworks (a.k.a. Logframes)</h4>\r\n\r\n<p>A logframe is a visual tool for improving the planning, implementation, management, monitoring and evaluation of projects. A logframe shows the links between the project activities and result. It is one of the most common MEL tools, especially for reporting to institutional donors (ie. governments, foundations).&nbsp;</p>\r\n\r\n<p>What are logframes and why are they important?</p>\r\n\r\n<ul>\r\n	<li>IDEAL: Help you to design programs by making a visual overview of the logic of your goals, activities and MEL → logframe should be flexible and updated frequently.</li>\r\n	<li>REALITY: Many donors require a logframe as part of the application process → most require you to do in their own rigid format, and becomes an unchangeable standard against which your program is assessed\r\n	<ul>\r\n		<li>These have varying levels of complexity, but if you have a basic version (like template seen here) you can always adapt this as needed for donors</li>\r\n		<li>Logframes can be structured differently and terminology differs slightly with every single donor, so check this before submitting application</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>Using logframes for Program Design</p>\r\n\r\n<ul>\r\n	<li>In theory, writing a logframe should make it easier to plan and manage a project as you can see the sequence in which the actions lead to your overall goal.\r\n	<ul>\r\n		<li>Requires you to look at your program not only top-down, but also bottom up: activities → outputs → outcomes → goal&nbsp;</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s best to write the logframe with everyone who might be involved in the project, but this can be difficult to organize\r\n	<ul>\r\n		<li>Could however organize a workshop with participants, community members, staff, volunteers and ask the following questions:&nbsp;\r\n		<ul>\r\n			<li>What will achieve? What activities? What resources, people, equipment needed? Potential problems? How to measure success?</li>\r\n		</ul>\r\n		</li>\r\n		<li>As a starting point however, the main staff of a project can come together and draft a logframe for their programming.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>A standard logframe is divided into four rows, which are your long- to short-term objectives ranging from top to bottom:</p>\r\n\r\n<ul>\r\n	<li><strong>Goal/Impact</strong>: Big picture and long-term (ie. To improve health and well-being for Afghan children)&nbsp;</li>\r\n	<li><strong>Outcome/Purpose/Objective</strong>: How the goal/impact will be achieved (ie. Increased access to safe recreational spaces)</li>\r\n	<li><strong>Inputs/Activities</strong>: What activities are you delivering to make the program happen?&nbsp;</li>\r\n	<li><strong>Outputs/Results</strong>: Quantity, quality and timeline of results that the project has. These are usually things you can count when you are running your activity (ie. Number of skate sessions delivered)</li>\r\n</ul>\r\n\r\n<p>These are achieved and measured by the headings from left to right:</p>\r\n\r\n<ul>\r\n	<li><strong>Project summary&nbsp;</strong></li>\r\n	<li><strong>Indicators</strong>: How you’ll measure the progress you make towards the outcomes and outputs</li>\r\n	<li><strong>Means of verification</strong>: How you’ll collect the information for the indicators</li>\r\n	<li><strong>Qualitative / Narrative</strong>: Better at answering how and why (open-ended questions)</li>\r\n	<li><strong>Quantitative / Numbers</strong>: Better at getting statistics (close-ended questions)</li>\r\n	<li><strong>Risks and assumptions</strong>: external conditions needed to get results</li>\r\n</ul>\r\n\r\n<h4>Next Steps</h4>\r\n\r\n<p>MEL can be overwhelming – there’s always more to do and learn – but just get started with the activities you have the time and resources to do, then build it up as you go. A first step can be to identify which MEL activities your project is already doing, and which new activities would be the most useful and achievable for your context and with your capacities.&nbsp;</p>\r\n\r\n<ol>\r\n	<li><strong>“So what” factor -- we’re teaching kids to skate… so what?</strong>\r\n\r\n	<ol>\r\n		<li>Think about what your project aims to achieve (impact) - this might be quite broad, such as \"improved quality of life\" or \"better education\" or \"healthier children\" but will help guide you to think \"how will we get there with our program?\"&nbsp;</li>\r\n	</ol>\r\n	</li>\r\n	<li><strong>Make a list of the MEL activities you are already doing</strong> (use the checklist in the MEL resources section!). This can be written into a short paragraph to provide to supporters.</li>\r\n	<li><strong>Choose ONE new MEL activity to start doing.</strong>&nbsp;Take a look at the MEL resources section for a sample attendance sheet, a sample participant survey, and logical framework templates.</li>\r\n</ol>\r\n','','full_html'),('goodpush_basic_page',0,13,100,'en',0,'<h4>What is “Monitoring, Evaluation and Learning” (MEL)?</h4>\r\n\r\n<p>If you’re new to MEL, the good news is that you are probably already doing some kind of MEL, you just haven’t realized it yet.&nbsp;</p>\r\n\r\n<p><strong>Monitoring</strong> -&nbsp;How you know your programs are happening the way you planned.</p>\r\n\r\n<p><strong>Evaluation</strong> -&nbsp;How you know the quality is good and the children are having fun and learning.</p>\r\n\r\n<p><strong>Learning</strong> -&nbsp;What can we change or do better based on the new information we have?</p>\r\n\r\n<p><strong>Examples of Monitoring</strong> (Checking / Documenting)</p>\r\n\r\n<p>Numbers (Quantitative):</p>\r\n\r\n<ul>\r\n	<li>Attendance (headcounts) &nbsp;&nbsp;&nbsp;</li>\r\n	<li>Surveys</li>\r\n	<li>Registration forms</li>\r\n</ul>\r\n\r\n<p>Narrative (Qualitative):</p>\r\n\r\n<ul>\r\n	<li>Interviews and quotes&nbsp;&nbsp; &nbsp;</li>\r\n	<li>Photos and videos</li>\r\n	<li>Blog posts&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;</li>\r\n	<li>Focus group discussions</li>\r\n	<li>Surveys&nbsp;&nbsp; &nbsp;&nbsp;&nbsp; &nbsp;</li>\r\n	<li>Social media</li>\r\n</ul>\r\n\r\n<p><strong>Examples of Evaluation</strong> (Assessing / Interpreting)</p>\r\n\r\n<ul>\r\n	<li>Donor reporting</li>\r\n	<li>Participant success stories</li>\r\n	<li>Annual reports</li>\r\n	<li>Strategic planning meetings</li>\r\n</ul>\r\n\r\n<p><strong>Examples of Learning</strong></p>\r\n\r\n<ul>\r\n	<li>Programs planning and design</li>\r\n	<li>MEL planning and design</li>\r\n	<li>Trainings</li>\r\n	<li>Implementing findings from quality control checks</li>\r\n</ul>\r\n\r\n<p><b id=\"docs-internal-guid-cd6f815c-7fff-117a-23c9-7996111890ea\">Accountability&nbsp;</b>= doing what you say you’re going to do</p>\r\n\r\n<ul>\r\n	<li>Accountability to the participants &amp; community</li>\r\n	<li>Accountability to the organization (board, staff)</li>\r\n	<li>Accountability to donors</li>\r\n</ul>\r\n\r\n<h4>Why does MEL Matter?</h4>\r\n\r\n<p><strong>Quality</strong>: To provide the best possible programs</p>\r\n\r\n<p><strong>Proof</strong>: To prove that your creative idea really works!</p>\r\n\r\n<p><strong>Money</strong>: To meet donor expectations and attract future funding</p>\r\n\r\n<p>Often MEL comes off as very technical and boring, so people avoid it.</p>\r\n\r\n<p>But… <strong>Everyone should care!</strong></p>\r\n\r\n<p>MEL is the way that we ensure that we are doing good work, and lets us prove it to others</p>\r\n\r\n<ul>\r\n	<li>Helps to identify trends (both positive and negative) in order to make significant changes or improvements in the programs</li>\r\n	<li>Process of reflection – helps staff/teachers feel more connected and involved in the impact of the program, and see the results of their work.</li>\r\n</ul>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>[[PICTURE]]</p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>Good MEL is an ongoing process, not just a donor reporting cycle.</p>\r\n\r\n<p>Ideally you integrate it within programs from the start, so it\'s done on a regular basis and can then easily be compiled and put into reports (rather than trying to gather data under time pressure)</p>\r\n\r\n<h4>Most Common Monitoring Tools</h4>\r\n\r\n<p><strong>Attendance Records (headcounts)</strong></p>\r\n\r\n<p>Simplest way to start gathering data. Try to collect not just overall number of attendees, but also information on gender, disability, etc.&nbsp;</p>\r\n\r\n<p><strong>Registration Forms</strong></p>\r\n\r\n<p>If you have the same participants coming to your activities regularly, it makes sense to have them and their parents/guardians fill out a registration form. This allows you to collect key data on who your participants are, as well as include a “skate at your own risk” waiver and permission to appear in media associated with your project.</p>\r\n\r\n<p><strong>Surveys</strong></p>\r\n\r\n<ul>\r\n	<li>Surveys are a type of monitoring – one of the most common</li>\r\n	<li>Typically Skateistan surveys a sample of its students in each program once per year as well as the educators, which feeds into donor reporting, annual report, social media and website.&nbsp;\r\n	<ul>\r\n		<li>Also use surveys for assessing trainings, staff reviews</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s also useful to do a survey whenever starting a new activity or program. This is called a baseline.</li>\r\n	<li>For projects with an end-date (not ongoing) you can also do a final / endline survey, or otherwise run an annual survey to track progress.&nbsp;</li>\r\n</ul>\r\n\r\n<p>Why it’s good to do a mix of quantitative and qualitative: if you see a trend in the % or #s you can find out some of the reasons WHY.</p>\r\n\r\n<h4>About Logical Frameworks (a.k.a. Logframes)</h4>\r\n\r\n<p>A logframe is a visual tool for improving the planning, implementation, management, monitoring and evaluation of projects. A logframe shows the links between the project activities and result. It is one of the most common MEL tools, especially for reporting to institutional donors (ie. governments, foundations).&nbsp;</p>\r\n\r\n<p>What are logframes and why are they important?</p>\r\n\r\n<ul>\r\n	<li>IDEAL: Help you to design programs by making a visual overview of the logic of your goals, activities and MEL → logframe should be flexible and updated frequently.</li>\r\n	<li>REALITY: Many donors require a logframe as part of the application process → most require you to do in their own rigid format, and becomes an unchangeable standard against which your program is assessed\r\n	<ul>\r\n		<li>These have varying levels of complexity, but if you have a basic version (like template seen here) you can always adapt this as needed for donors</li>\r\n		<li>Logframes can be structured differently and terminology differs slightly with every single donor, so check this before submitting application</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>Using logframes for Program Design</p>\r\n\r\n<ul>\r\n	<li>In theory, writing a logframe should make it easier to plan and manage a project as you can see the sequence in which the actions lead to your overall goal.\r\n	<ul>\r\n		<li>Requires you to look at your program not only top-down, but also bottom up: activities → outputs → outcomes → goal&nbsp;</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s best to write the logframe with everyone who might be involved in the project, but this can be difficult to organize\r\n	<ul>\r\n		<li>Could however organize a workshop with participants, community members, staff, volunteers and ask the following questions:&nbsp;\r\n		<ul>\r\n			<li>What will achieve? What activities? What resources, people, equipment needed? Potential problems? How to measure success?</li>\r\n		</ul>\r\n		</li>\r\n		<li>As a starting point however, the main staff of a project can come together and draft a logframe for their programming.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p>A standard logframe is divided into four rows, which are your long- to short-term objectives ranging from top to bottom:</p>\r\n\r\n<ul>\r\n	<li><strong>Goal/Impact</strong>: Big picture and long-term (ie. To improve health and well-being for Afghan children)&nbsp;</li>\r\n	<li><strong>Outcome/Purpose/Objective</strong>: How the goal/impact will be achieved (ie. Increased access to safe recreational spaces)</li>\r\n	<li><strong>Inputs/Activities</strong>: What activities are you delivering to make the program happen?&nbsp;</li>\r\n	<li><strong>Outputs/Results</strong>: Quantity, quality and timeline of results that the project has. These are usually things you can count when you are running your activity (ie. Number of skate sessions delivered)</li>\r\n</ul>\r\n\r\n<p>These are achieved and measured by the headings from left to right:</p>\r\n\r\n<ul>\r\n	<li><strong>Project summary&nbsp;</strong></li>\r\n	<li><strong>Indicators</strong>: How you’ll measure the progress you make towards the outcomes and outputs</li>\r\n	<li><strong>Means of verification</strong>: How you’ll collect the information for the indicators</li>\r\n	<li><strong>Qualitative / Narrative</strong>: Better at answering how and why (open-ended questions)</li>\r\n	<li><strong>Quantitative / Numbers</strong>: Better at getting statistics (close-ended questions)</li>\r\n	<li><strong>Risks and assumptions</strong>: external conditions needed to get results</li>\r\n</ul>\r\n\r\n<h4>Next Steps</h4>\r\n\r\n<p>MEL can be overwhelming – there’s always more to do and learn – but just get started with the activities you have the time and resources to do, then build it up as you go. A first step can be to identify which MEL activities your project is already doing, and which new activities would be the most useful and achievable for your context and with your capacities.&nbsp;</p>\r\n\r\n<ol>\r\n	<li><strong>“So what” factor -- we’re teaching kids to skate… so what?</strong>\r\n\r\n	<ol>\r\n		<li>Think about what your project aims to achieve (impact) - this might be quite broad, such as \"improved quality of life\" or \"better education\" or \"healthier children\" but will help guide you to think \"how will we get there with our program?\"&nbsp;</li>\r\n	</ol>\r\n	</li>\r\n	<li><strong>Make a list of the MEL activities you are already doing</strong> (use the checklist in the MEL resources section!). This can be written into a short paragraph to provide to supporters.</li>\r\n	<li><strong>Choose ONE new MEL activity to start doing.</strong>&nbsp;Take a look at the MEL resources section for a sample attendance sheet, a sample participant survey, and logical framework templates.</li>\r\n</ol>\r\n','','full_html'),('goodpush_basic_page',0,13,132,'en',0,'<h4 dir=\"ltr\">What is “Monitoring, Evaluation and Learning” (MEL)?</h4>\r\n\r\n<p dir=\"ltr\">If you’re new to MEL, the good news is that you are probably already doing some kind of MEL, you just haven’t realized it yet. This toolkit provides an introductory overview to a very big topic, with resources for further learning at the bottom.</p>\r\n\r\n<p dir=\"ltr\"><strong>Monitoring</strong>&nbsp;– How you know your programs are happening the way you planned.<br />\r\n<strong>Evaluation –&nbsp;</strong>How you know the quality is good and the children are having fun and learning.<br />\r\n<strong>Learning –&nbsp;</strong>What can we change or do better based on the new information we have?</p>\r\n\r\n<h2>ADD IN TABLE<br />\r\n&nbsp;</h2>\r\n\r\n<p>An important element of MEL is <strong>Accountability,</strong> which means doing what you say you’re going to do. There are three main groups that non-profit organizations have to consider:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Accountability to the participants &amp; community</li>\r\n	<li>Accountability to the organization (board, staff)</li>\r\n	<li>Accountability to donors</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Why does MEL Matter?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Quality:</strong> To provide the best possible programs</li>\r\n	<li><strong>Proof:</strong> To prove that your creative idea really works!</li>\r\n	<li><strong>Money: </strong>To meet donor expectations and attract future funding</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Often MEL comes off as very technical and boring, so people avoid it.</p>\r\n\r\n<p dir=\"ltr\">But… <strong>Everyone should care!</strong></p>\r\n\r\n<p dir=\"ltr\">MEL is the way that we ensure that we are doing good work, and lets us prove it to others</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>It helps to identify trends (both positive and negative) in order to make significant changes or improvements in the programs.</li>\r\n	<li>It’s a process of reflection – helping staff/teachers to feel more connected and involved in the impact of the program, and to see the results of their work.<br />\r\n	&nbsp;</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><img alt=\"MEL System.png\" height=\"334\" src=\"https://lh4.googleusercontent.com/h15Pzi675MUl_D3_PzrkAguf4M9lsNQVQ_mZctoC2_V3inWUrOalx9P1OVK3Vk0va6T5fqz5i3cS569SlHG9AERGJ67qsAiQewEHFYlGy6UWA0x9Vu0xpJVbavIkgDB4xZFDG-AD\" width=\"408\" /></p>\r\n\r\n<p dir=\"ltr\"><br />\r\nGood MEL is an ongoing process, not just a donor reporting cycle.</p>\r\n\r\n<p dir=\"ltr\">Ideally you integrate it within programs from the start, so it\'s done on a regular basis and can then easily be compiled and put into reports (rather than trying to gather data under time pressure) &nbsp;</p>\r\n\r\n<h4 dir=\"ltr\">Most Common Monitoring Tools</h4>\r\n\r\n<p dir=\"ltr\"><strong>Attendance Records (headcounts)</strong><br />\r\nSimplest way to start gathering data. Try to collect not just overall number of attendees, but also information on gender, disability, etc.</p>\r\n\r\n<p dir=\"ltr\"><strong>Registration Forms</strong><br />\r\nIf you have the same participants coming to your activities regularly, it makes sense to have them and their parents/guardians fill out a registration form. This allows you to collect key data on who your participants are, as well as include a “skate at your own risk” waiver and permission to appear in media associated with your project. Take a look at our <a href=\"https://drive.google.com/open?id=1Otr9JI-xITG7D0a1SQMBg4wh68Gn_TPf\">Participant Registration Form example</a> for skate projects.</p>\r\n\r\n<p dir=\"ltr\"><strong>Surveys</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Surveys are a type of monitoring – one of the most common</li>\r\n	<li>As an example, Skateistan surveys a sample of its students for each program/location once per year, which feeds into donor reporting, annual report, social media and website.\r\n	<ul>\r\n		<li>You can also use surveys for collecting educator feedback, assessing trainings, staff reviews</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s also useful to do a survey whenever starting a new activity or program. This is called a baseline.</li>\r\n	<li>For projects with an end-date (not ongoing) you can also do a final / endline survey, or otherwise run an annual survey to track progress.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Check out <a href=\"test\">this example survey for skate project participants</a>, and feel free to adapt it into a survey for your own project!</p>\r\n\r\n<p dir=\"ltr\">It’s good to do a mix of quantitative and qualitative monitoring, because if you see a trend in the numbers you can find out some of the reasons WHY.</p>\r\n\r\n<h4 dir=\"ltr\">About Logical Frameworks (a.k.a. Logframes)</h4>\r\n\r\n<p dir=\"ltr\">A logframe is a visual tool for improving the planning, implementation, management, monitoring and evaluation of projects. A logframe shows the links between the project activities and result. It is one of the most common MEL tools, especially for reporting to institutional donors (ie. governments, foundations). Another popular MEL framework is called a Theory of Change, however to keep this overview short we’ll just look at logframes for now.</p>\r\n\r\n<p><br />\r\n<img height=\"216\" src=\"https://lh6.googleusercontent.com/KcGcbvfhndwDy1zo2VFDrQicQVZnWrwuvJW9-b-mVaxLnj_hWx0vQGssKBYdWjpnwcyzMnVoijn061N3LWVrN_EADIq7GgRjj_LrjAikAKXuScICtCH4NVogWWn8e2fapNeTWh9y\" width=\"343\" /></p>\r\n\r\n<p dir=\"ltr\"><strong>What are logframes and why are they important?</strong></p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>IDEAL:</strong> Help you to design programs by making a visual overview of the logic of your goals, activities and MEL → logframe should be flexible and updated frequently.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>REALITY:</strong> Many donors require a logframe as part of the application process → most require you to do in their own rigid format, and becomes an unchangeable standard against which your program is assessed</p>\r\n\r\n	<ul>\r\n		<li>These have varying levels of complexity, but if you have a basic version (like template seen here) you can always adapt this as needed for donors</li>\r\n		<li>Logframes can be structured differently and terminology differs slightly with every single donor, so check this before submitting application</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Using logframes for Program Design:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>In theory, writing a logframe should make it easier to plan and manage a project as you can see the sequence in which the actions lead to your overall goal.\r\n	<ul>\r\n		<li>Requires you to look at your program not only top-down, but also bottom up: activities → outputs → outcomes → goal</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s best to write the logframe with everyone who might be involved in the project, but this can be difficult to organize\r\n	<ul>\r\n		<li>Could however organize a workshop with participants, community members, staff, volunteers and ask the following questions:\r\n		<ul>\r\n			<li>What will achieve? What activities? What resources, people, equipment needed? Potential problems? How to measure success?</li>\r\n		</ul>\r\n		</li>\r\n		<li>As a starting point however, the main staff of a project can come together and draft a logframe for their programming.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">A standard logframe is divided into four rows, which are your long- to short-term objectives ranging from top to bottom. Since the terminology used in logframes can differ between organizations, multiple terms for each are outlined below:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Goal/Impact:</strong> Big picture and long-term (ie. To improve health and well-being for Afghan children)</li>\r\n	<li><strong>Outcome/Purpose/Objective:</strong> How the goal/impact will be achieved (ie. Increased access to safe recreational spaces)</li>\r\n	<li><strong>Outputs/Results:</strong> Quantity, quality and timeline of results that the project has. These are usually things you can count when you are running your activity (ie. Number of skate sessions delivered)</li>\r\n	<li><strong>Inputs/Activities: </strong>What activities are you delivering to make the program happen?</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">These are achieved and measured by the headings from left to right:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Project summary: </strong>Where you write the details</li>\r\n	<li><strong>Indicators: </strong>How you’ll measure the progress you make towards the outcomes and outputs</li>\r\n	<li><strong>Means of verification:</strong> How you’ll collect the information for the indicators\r\n	<ul>\r\n		<li><strong>Qualitative / Narrative</strong>: Better at answering how and why (open-ended questions)</li>\r\n		<li><strong>Quantitative / Numbers:</strong> Better at getting statistics (close-ended questions)</li>\r\n	</ul>\r\n	</li>\r\n	<li><strong>Risks and assumptions:</strong> external conditions needed to get results</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> It\'s often more useful to work backwards when making your logframe – start with the impact and move backwards/down towards your inputs to make sure everything connects.</em></p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\"><em><img height=\"194\" src=\"https://lh3.googleusercontent.com/rWU6tJnt_1DFKTSIx8duad9LvN_-RRKwIPaUqs7fURCzzmagvxkHdL9u8g1qMGOQCbGKH8xf4x_Rju4umc70YVntBzDp4SQxp1_iMbKy0NZYmpRSR3kP65_Tr10IldCjs8lyA2KS\" width=\"346\" /></em></p>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>This bridge analogy helps to understand logframes (<a href=\"https://www.youtube.com/watch?v=BhYwa62SMAw\">Source</a>)</em></p>\r\n\r\n<h4 dir=\"ltr\">Next Steps</h4>\r\n\r\n<p dir=\"ltr\">MEL can be overwhelming – there’s always more to do and learn – but just get started with the activities you have the time and resources to do, then build it up as you go. A first step can be to identify which MEL activities your project is already doing, and which new activities would be the most useful and achievable for your context and with your capacities.</p>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>“So what” factor -- we’re teaching kids to skate… so what?</strong></p>\r\n\r\n	<ul>\r\n		<li>\r\n		<p dir=\"ltr\">Think about what your project aims to achieve (impact) - this might be quite broad, such as \"improved quality of life\" or \"better education\" or \"healthier children\" but will help guide you to think \"how will we get there with our program?\"</p>\r\n		</li>\r\n	</ul>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Make a list of the MEL activities you are already doing</strong>. This can be written into a short paragraph to provide to supporters.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Choose ONE new MEL activity to start doing.</strong>&nbsp;Take a look at the MEL resources section for a sample attendance sheet, a sample participant survey, and logical framework templates.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Learn more! </strong>This overview only touches on the very basics of MEL. There are TONS of resources about MEL for non-profits, so check out more stuff on your own, starting with our resource list below.</p>\r\n	</li>\r\n</ol>\r\n','','full_html'),('goodpush_basic_page',0,13,133,'en',0,'<h4 dir=\"ltr\">What is “Monitoring, Evaluation and Learning” (MEL)?</h4>\r\n\r\n<p dir=\"ltr\">If you’re new to MEL, the good news is that you are probably already doing some kind of MEL, you just haven’t realized it yet. This toolkit provides an introductory overview to a very big topic, with resources for further learning at the bottom.</p>\r\n\r\n<p dir=\"ltr\"><strong>Monitoring</strong>&nbsp;– How you know your programs are happening the way you planned.<br />\r\n<strong>Evaluation –&nbsp;</strong>How you know the quality is good and the children are having fun and learning.<br />\r\n<strong>Learning –&nbsp;</strong>What can we change or do better based on the new information we have?</p>\r\n\r\n<p>An important element of MEL is <strong>Accountability,</strong> which means doing what you say you’re going to do. There are three main groups that non-profit organizations have to consider:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Accountability to the participants &amp; community</li>\r\n	<li>Accountability to the organization (board, staff)</li>\r\n	<li>Accountability to donors</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Why does MEL Matter?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Quality:</strong> To provide the best possible programs</li>\r\n	<li><strong>Proof:</strong> To prove that your creative idea really works!</li>\r\n	<li><strong>Money: </strong>To meet donor expectations and attract future funding</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Often MEL comes off as very technical and boring, so people avoid it.</p>\r\n\r\n<p dir=\"ltr\">But… <strong>Everyone should care!</strong></p>\r\n\r\n<p dir=\"ltr\">MEL is the way that we ensure that we are doing good work, and lets us prove it to others</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>It helps to identify trends (both positive and negative) in order to make significant changes or improvements in the programs.</li>\r\n	<li>It’s a process of reflection – helping staff/teachers to feel more connected and involved in the impact of the program, and to see the results of their work.<br />\r\n	&nbsp;</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><img alt=\"MEL System.png\" height=\"334\" src=\"https://lh4.googleusercontent.com/h15Pzi675MUl_D3_PzrkAguf4M9lsNQVQ_mZctoC2_V3inWUrOalx9P1OVK3Vk0va6T5fqz5i3cS569SlHG9AERGJ67qsAiQewEHFYlGy6UWA0x9Vu0xpJVbavIkgDB4xZFDG-AD\" width=\"408\" /></p>\r\n\r\n<p dir=\"ltr\"><br />\r\nGood MEL is an ongoing process, not just a donor reporting cycle.</p>\r\n\r\n<p dir=\"ltr\">Ideally you integrate it within programs from the start, so it\'s done on a regular basis and can then easily be compiled and put into reports (rather than trying to gather data under time pressure) &nbsp;</p>\r\n\r\n<h4 dir=\"ltr\">Most Common Monitoring Tools</h4>\r\n\r\n<p dir=\"ltr\"><strong>Attendance Records (headcounts)</strong><br />\r\nSimplest way to start gathering data. Try to collect not just overall number of attendees, but also information on gender, disability, etc.</p>\r\n\r\n<p dir=\"ltr\"><strong>Registration Forms</strong><br />\r\nIf you have the same participants coming to your activities regularly, it makes sense to have them and their parents/guardians fill out a registration form. This allows you to collect key data on who your participants are, as well as include a “skate at your own risk” waiver and permission to appear in media associated with your project. Take a look at our <a href=\"https://drive.google.com/open?id=1Otr9JI-xITG7D0a1SQMBg4wh68Gn_TPf\">Participant Registration Form example</a> for skate projects.</p>\r\n\r\n<p dir=\"ltr\"><strong>Surveys</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Surveys are a type of monitoring – one of the most common</li>\r\n	<li>As an example, Skateistan surveys a sample of its students for each program/location once per year, which feeds into donor reporting, annual report, social media and website.\r\n	<ul>\r\n		<li>You can also use surveys for collecting educator feedback, assessing trainings, staff reviews</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s also useful to do a survey whenever starting a new activity or program. This is called a baseline.</li>\r\n	<li>For projects with an end-date (not ongoing) you can also do a final / endline survey, or otherwise run an annual survey to track progress.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Check out <a href=\"test\">this example survey for skate project participants</a>, and feel free to adapt it into a survey for your own project!</p>\r\n\r\n<p dir=\"ltr\">It’s good to do a mix of quantitative and qualitative monitoring, because if you see a trend in the numbers you can find out some of the reasons WHY.</p>\r\n\r\n<h4 dir=\"ltr\">About Logical Frameworks (a.k.a. Logframes)</h4>\r\n\r\n<p dir=\"ltr\">A logframe is a visual tool for improving the planning, implementation, management, monitoring and evaluation of projects. A logframe shows the links between the project activities and result. It is one of the most common MEL tools, especially for reporting to institutional donors (ie. governments, foundations). Another popular MEL framework is called a Theory of Change, however to keep this overview short we’ll just look at logframes for now.</p>\r\n\r\n<p><br />\r\n<img height=\"216\" src=\"https://lh6.googleusercontent.com/KcGcbvfhndwDy1zo2VFDrQicQVZnWrwuvJW9-b-mVaxLnj_hWx0vQGssKBYdWjpnwcyzMnVoijn061N3LWVrN_EADIq7GgRjj_LrjAikAKXuScICtCH4NVogWWn8e2fapNeTWh9y\" width=\"343\" /></p>\r\n\r\n<p dir=\"ltr\"><strong>What are logframes and why are they important?</strong></p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>IDEAL:</strong> Help you to design programs by making a visual overview of the logic of your goals, activities and MEL → logframe should be flexible and updated frequently.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>REALITY:</strong> Many donors require a logframe as part of the application process → most require you to do in their own rigid format, and becomes an unchangeable standard against which your program is assessed</p>\r\n\r\n	<ul>\r\n		<li>These have varying levels of complexity, but if you have a basic version (like template seen here) you can always adapt this as needed for donors</li>\r\n		<li>Logframes can be structured differently and terminology differs slightly with every single donor, so check this before submitting application</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Using logframes for Program Design:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>In theory, writing a logframe should make it easier to plan and manage a project as you can see the sequence in which the actions lead to your overall goal.\r\n	<ul>\r\n		<li>Requires you to look at your program not only top-down, but also bottom up: activities → outputs → outcomes → goal</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s best to write the logframe with everyone who might be involved in the project, but this can be difficult to organize\r\n	<ul>\r\n		<li>Could however organize a workshop with participants, community members, staff, volunteers and ask the following questions:\r\n		<ul>\r\n			<li>What will achieve? What activities? What resources, people, equipment needed? Potential problems? How to measure success?</li>\r\n		</ul>\r\n		</li>\r\n		<li>As a starting point however, the main staff of a project can come together and draft a logframe for their programming.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">A standard logframe is divided into four rows, which are your long- to short-term objectives ranging from top to bottom. Since the terminology used in logframes can differ between organizations, multiple terms for each are outlined below:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Goal/Impact:</strong> Big picture and long-term (ie. To improve health and well-being for Afghan children)</li>\r\n	<li><strong>Outcome/Purpose/Objective:</strong> How the goal/impact will be achieved (ie. Increased access to safe recreational spaces)</li>\r\n	<li><strong>Outputs/Results:</strong> Quantity, quality and timeline of results that the project has. These are usually things you can count when you are running your activity (ie. Number of skate sessions delivered)</li>\r\n	<li><strong>Inputs/Activities: </strong>What activities are you delivering to make the program happen?</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">These are achieved and measured by the headings from left to right:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Project summary: </strong>Where you write the details</li>\r\n	<li><strong>Indicators: </strong>How you’ll measure the progress you make towards the outcomes and outputs</li>\r\n	<li><strong>Means of verification:</strong> How you’ll collect the information for the indicators\r\n	<ul>\r\n		<li><strong>Qualitative / Narrative</strong>: Better at answering how and why (open-ended questions)</li>\r\n		<li><strong>Quantitative / Numbers:</strong> Better at getting statistics (close-ended questions)</li>\r\n	</ul>\r\n	</li>\r\n	<li><strong>Risks and assumptions:</strong> external conditions needed to get results</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> It\'s often more useful to work backwards when making your logframe – start with the impact and move backwards/down towards your inputs to make sure everything connects.</em></p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\"><em><img height=\"194\" src=\"https://lh3.googleusercontent.com/rWU6tJnt_1DFKTSIx8duad9LvN_-RRKwIPaUqs7fURCzzmagvxkHdL9u8g1qMGOQCbGKH8xf4x_Rju4umc70YVntBzDp4SQxp1_iMbKy0NZYmpRSR3kP65_Tr10IldCjs8lyA2KS\" width=\"346\" /></em></p>\r\n\r\n<p class=\"text-align-center\" dir=\"ltr\"><em>This bridge analogy helps to understand logframes (<a href=\"https://www.youtube.com/watch?v=BhYwa62SMAw\">Source</a>)</em></p>\r\n\r\n<h4 dir=\"ltr\">Next Steps</h4>\r\n\r\n<p dir=\"ltr\">MEL can be overwhelming – there’s always more to do and learn – but just get started with the activities you have the time and resources to do, then build it up as you go. A first step can be to identify which MEL activities your project is already doing, and which new activities would be the most useful and achievable for your context and with your capacities.</p>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>“So what” factor -- we’re teaching kids to skate… so what?</strong></p>\r\n\r\n	<ul>\r\n		<li>\r\n		<p dir=\"ltr\">Think about what your project aims to achieve (impact) - this might be quite broad, such as \"improved quality of life\" or \"better education\" or \"healthier children\" but will help guide you to think \"how will we get there with our program?\"</p>\r\n		</li>\r\n	</ul>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Make a list of the MEL activities you are already doing</strong>. This can be written into a short paragraph to provide to supporters.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Choose ONE new MEL activity to start doing.</strong>&nbsp;Take a look at the MEL resources section for a sample attendance sheet, a sample participant survey, and logical framework templates.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Learn more! </strong>This overview only touches on the very basics of MEL. There are TONS of resources about MEL for non-profits, so check out more stuff on your own, starting with our resource list below.</p>\r\n	</li>\r\n</ol>\r\n','','full_html'),('goodpush_basic_page',0,13,134,'en',0,'<h4 dir=\"ltr\">What is “Monitoring, Evaluation and Learning” (MEL)?</h4>\r\n\r\n<p dir=\"ltr\">If you’re new to MEL, the good news is that you are probably already doing some kind of MEL, you just haven’t realized it yet. This toolkit provides an introductory overview to a very big topic, with resources for further learning at the bottom.</p>\r\n\r\n<p dir=\"ltr\"><strong>Monitoring</strong>&nbsp;– How you know your programs are happening the way you planned.<br />\r\n<strong>Evaluation –&nbsp;</strong>How you know the quality is good and the children are having fun and learning.<br />\r\n<strong>Learning –&nbsp;</strong>What can we change or do better based on the new information we have?</p>\r\n\r\n<p>An important element of MEL is <strong>Accountability,</strong> which means doing what you say you’re going to do. There are three main groups that non-profit organizations have to consider:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Accountability to the participants &amp; community</li>\r\n	<li>Accountability to the organization (board, staff)</li>\r\n	<li>Accountability to donors</li>\r\n</ul>\r\n<img alt=\"blh\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"73fea64a-d444-48be-be08-7f5bc438936c\" src=\"/sites/default/files/inline-images/Example_Skate%20Session%20Worksheet%20Cambodia_1.JPG\" />\r\n<h4 dir=\"ltr\">Why does MEL Matter?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Quality:</strong> To provide the best possible programs</li>\r\n	<li><strong>Proof:</strong> To prove that your creative idea really works!</li>\r\n	<li><strong>Money: </strong>To meet donor expectations and attract future funding</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Often MEL comes off as very technical and boring, so people avoid it.</p>\r\n\r\n<p dir=\"ltr\">But… <strong>Everyone should care!</strong></p>\r\n\r\n<p dir=\"ltr\">MEL is the way that we ensure that we are doing good work, and lets us prove it to others</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>It helps to identify trends (both positive and negative) in order to make significant changes or improvements in the programs.</li>\r\n	<li>It’s a process of reflection – helping staff/teachers to feel more connected and involved in the impact of the program, and to see the results of their work.<br />\r\n	&nbsp;</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><img alt=\"MEL System.png\" height=\"334\" src=\"https://lh4.googleusercontent.com/h15Pzi675MUl_D3_PzrkAguf4M9lsNQVQ_mZctoC2_V3inWUrOalx9P1OVK3Vk0va6T5fqz5i3cS569SlHG9AERGJ67qsAiQewEHFYlGy6UWA0x9Vu0xpJVbavIkgDB4xZFDG-AD\" width=\"408\" /></p>\r\n\r\n<p dir=\"ltr\"><br />\r\nGood MEL is an ongoing process, not just a donor reporting cycle.</p>\r\n\r\n<p dir=\"ltr\">Ideally you integrate it within programs from the start, so it\'s done on a regular basis and can then easily be compiled and put into reports (rather than trying to gather data under time pressure) &nbsp;</p>\r\n\r\n<h4 dir=\"ltr\">Most Common Monitoring Tools</h4>\r\n\r\n<p dir=\"ltr\"><strong>Attendance Records (headcounts)</strong><br />\r\nSimplest way to start gathering data. Try to collect not just overall number of attendees, but also information on gender, disability, etc.</p>\r\n\r\n<p dir=\"ltr\"><strong>Registration Forms</strong><br />\r\nIf you have the same participants coming to your activities regularly, it makes sense to have them and their parents/guardians fill out a registration form. This allows you to collect key data on who your participants are, as well as include a “skate at your own risk” waiver and permission to appear in media associated with your project. Take a look at our <a href=\"https://drive.google.com/open?id=1Otr9JI-xITG7D0a1SQMBg4wh68Gn_TPf\">Participant Registration Form example</a> for skate projects.</p>\r\n\r\n<p dir=\"ltr\"><strong>Surveys</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Surveys are a type of monitoring – one of the most common</li>\r\n	<li>As an example, Skateistan surveys a sample of its students for each program/location once per year, which feeds into donor reporting, annual report, social media and website.\r\n	<ul>\r\n		<li>You can also use surveys for collecting educator feedback, assessing trainings, staff reviews</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s also useful to do a survey whenever starting a new activity or program. This is called a baseline.</li>\r\n	<li>For projects with an end-date (not ongoing) you can also do a final / endline survey, or otherwise run an annual survey to track progress.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Check out <a href=\"test\">this example survey for skate project participants</a>, and feel free to adapt it into a survey for your own project!</p>\r\n\r\n<p dir=\"ltr\">It’s good to do a mix of quantitative and qualitative monitoring, because if you see a trend in the numbers you can find out some of the reasons WHY.</p>\r\n\r\n<h4 dir=\"ltr\">About Logical Frameworks (a.k.a. Logframes)</h4>\r\n\r\n<p dir=\"ltr\">A logframe is a visual tool for improving the planning, implementation, management, monitoring and evaluation of projects. A logframe shows the links between the project activities and result. It is one of the most common MEL tools, especially for reporting to institutional donors (ie. governments, foundations). Another popular MEL framework is called a Theory of Change, however to keep this overview short we’ll just look at logframes for now.</p>\r\n\r\n<p><br />\r\n<img height=\"216\" src=\"https://lh6.googleusercontent.com/KcGcbvfhndwDy1zo2VFDrQicQVZnWrwuvJW9-b-mVaxLnj_hWx0vQGssKBYdWjpnwcyzMnVoijn061N3LWVrN_EADIq7GgRjj_LrjAikAKXuScICtCH4NVogWWn8e2fapNeTWh9y\" width=\"343\" /></p>\r\n\r\n<p dir=\"ltr\"><strong>What are logframes and why are they important?</strong></p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>IDEAL:</strong> Help you to design programs by making a visual overview of the logic of your goals, activities and MEL → logframe should be flexible and updated frequently.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>REALITY:</strong> Many donors require a logframe as part of the application process → most require you to do in their own rigid format, and becomes an unchangeable standard against which your program is assessed</p>\r\n\r\n	<ul>\r\n		<li>These have varying levels of complexity, but if you have a basic version (like template seen here) you can always adapt this as needed for donors</li>\r\n		<li>Logframes can be structured differently and terminology differs slightly with every single donor, so check this before submitting application</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Using logframes for Program Design:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>In theory, writing a logframe should make it easier to plan and manage a project as you can see the sequence in which the actions lead to your overall goal.\r\n	<ul>\r\n		<li>Requires you to look at your program not only top-down, but also bottom up: activities → outputs → outcomes → goal</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s best to write the logframe with everyone who might be involved in the project, but this can be difficult to organize\r\n	<ul>\r\n		<li>Could however organize a workshop with participants, community members, staff, volunteers and ask the following questions:\r\n		<ul>\r\n			<li>What will achieve? What activities? What resources, people, equipment needed? Potential problems? How to measure success?</li>\r\n		</ul>\r\n		</li>\r\n		<li>As a starting point however, the main staff of a project can come together and draft a logframe for their programming.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">A standard logframe is divided into four rows, which are your long- to short-term objectives ranging from top to bottom. Since the terminology used in logframes can differ between organizations, multiple terms for each are outlined below:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Goal/Impact:</strong> Big picture and long-term (ie. To improve health and well-being for Afghan children)</li>\r\n	<li><strong>Outcome/Purpose/Objective:</strong> How the goal/impact will be achieved (ie. Increased access to safe recreational spaces)</li>\r\n	<li><strong>Outputs/Results:</strong> Quantity, quality and timeline of results that the project has. These are usually things you can count when you are running your activity (ie. Number of skate sessions delivered)</li>\r\n	<li><strong>Inputs/Activities: </strong>What activities are you delivering to make the program happen?</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">These are achieved and measured by the headings from left to right:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Project summary: </strong>Where you write the details</li>\r\n	<li><strong>Indicators: </strong>How you’ll measure the progress you make towards the outcomes and outputs</li>\r\n	<li><strong>Means of verification:</strong> How you’ll collect the information for the indicators\r\n	<ul>\r\n		<li><strong>Qualitative / Narrative</strong>: Better at answering how and why (open-ended questions)</li>\r\n		<li><strong>Quantitative / Numbers:</strong> Better at getting statistics (close-ended questions)</li>\r\n	</ul>\r\n	</li>\r\n	<li><strong>Risks and assumptions:</strong> external conditions needed to get results</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> It\'s often more useful to work backwards when making your logframe – start with the impact and move backwards/down towards your inputs to make sure everything connects.</em></p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p dir=\"ltr\"><em><img height=\"194\" src=\"https://lh3.googleusercontent.com/rWU6tJnt_1DFKTSIx8duad9LvN_-RRKwIPaUqs7fURCzzmagvxkHdL9u8g1qMGOQCbGKH8xf4x_Rju4umc70YVntBzDp4SQxp1_iMbKy0NZYmpRSR3kP65_Tr10IldCjs8lyA2KS\" width=\"346\" /></em></p>\r\n\r\n<p dir=\"ltr\"><em>This bridge analogy helps to understand logframes (<a href=\"https://www.youtube.com/watch?v=BhYwa62SMAw\">Source</a>)</em></p>\r\n\r\n<h4 dir=\"ltr\">Next Steps</h4>\r\n\r\n<p dir=\"ltr\">MEL can be overwhelming – there’s always more to do and learn – but just get started with the activities you have the time and resources to do, then build it up as you go. A first step can be to identify which MEL activities your project is already doing, and which new activities would be the most useful and achievable for your context and with your capacities.</p>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>“So what” factor -- we’re teaching kids to skate… so what?</strong></p>\r\n\r\n	<ul>\r\n		<li>\r\n		<p dir=\"ltr\">Think about what your project aims to achieve (impact) - this might be quite broad, such as \"improved quality of life\" or \"better education\" or \"healthier children\" but will help guide you to think \"how will we get there with our program?\"</p>\r\n		</li>\r\n	</ul>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Make a list of the MEL activities you are already doing</strong>. This can be written into a short paragraph to provide to supporters.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Choose ONE new MEL activity to start doing.</strong>&nbsp;Take a look at the MEL resources section for a sample attendance sheet, a sample participant survey, and logical framework templates.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Learn more! </strong>This overview only touches on the very basics of MEL. There are TONS of resources about MEL for non-profits, so check out more stuff on your own, starting with our resource list below.</p>\r\n	</li>\r\n</ol>\r\n','','basic_html'),('goodpush_basic_page',0,13,135,'en',0,'<h4 dir=\"ltr\">What is “Monitoring, Evaluation and Learning” (MEL)?</h4>\r\n\r\n<p dir=\"ltr\">If you’re new to MEL, the good news is that you are probably already doing some kind of MEL, you just haven’t realized it yet. This toolkit provides an introductory overview to a very big topic, with resources for further learning at the bottom.</p>\r\n\r\n<p dir=\"ltr\"><strong>Monitoring</strong>&nbsp;– How you know your programs are happening the way you planned.<br />\r\n<strong>Evaluation –&nbsp;</strong>How you know the quality is good and the children are having fun and learning.<br />\r\n<strong>Learning –&nbsp;</strong>What can we change or do better based on the new information we have?</p>\r\n<img alt=\"MEL examples overview table\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"6c1c4393-4543-42b2-906e-2b8e6cea2722\" src=\"/sites/default/files/inline-images/Screen%20Shot%202019-01-14%20at%2012.34.06%20PM.png\" />\r\n<p>An important element of MEL is <strong>Accountability,</strong> which means doing what you say you’re going to do. There are three main groups that non-profit organizations have to consider:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Accountability to the participants &amp; community</li>\r\n	<li>Accountability to the organization (board, staff)</li>\r\n	<li>Accountability to donors</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Why does MEL Matter?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Quality:</strong> To provide the best possible programs</li>\r\n	<li><strong>Proof:</strong> To prove that your creative idea really works!</li>\r\n	<li><strong>Money: </strong>To meet donor expectations and attract future funding</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Often MEL comes off as very technical and boring, so people avoid it.</p>\r\n\r\n<p dir=\"ltr\">But… <strong>Everyone should care!</strong></p>\r\n\r\n<p dir=\"ltr\">MEL is the way that we ensure that we are doing good work, and lets us prove it to others</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>It helps to identify trends (both positive and negative) in order to make significant changes or improvements in the programs.</li>\r\n	<li>It’s a process of reflection – helping staff/teachers to feel more connected and involved in the impact of the program, and to see the results of their work.<br />\r\n	&nbsp;</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><img alt=\"MEL System.png\" height=\"334\" src=\"https://lh4.googleusercontent.com/h15Pzi675MUl_D3_PzrkAguf4M9lsNQVQ_mZctoC2_V3inWUrOalx9P1OVK3Vk0va6T5fqz5i3cS569SlHG9AERGJ67qsAiQewEHFYlGy6UWA0x9Vu0xpJVbavIkgDB4xZFDG-AD\" width=\"408\" /></p>\r\n\r\n<p dir=\"ltr\"><br />\r\nGood MEL is an ongoing process, not just a donor reporting cycle.</p>\r\n\r\n<p dir=\"ltr\">Ideally you integrate it within programs from the start, so it\'s done on a regular basis and can then easily be compiled and put into reports (rather than trying to gather data under time pressure) &nbsp;</p>\r\n\r\n<h4 dir=\"ltr\">Most Common Monitoring Tools</h4>\r\n\r\n<p dir=\"ltr\"><strong>Attendance Records (headcounts)</strong><br />\r\nSimplest way to start gathering data. Try to collect not just overall number of attendees, but also information on gender, disability, etc.</p>\r\n\r\n<p dir=\"ltr\"><strong>Registration Forms</strong><br />\r\nIf you have the same participants coming to your activities regularly, it makes sense to have them and their parents/guardians fill out a registration form. This allows you to collect key data on who your participants are, as well as include a “skate at your own risk” waiver and permission to appear in media associated with your project. Take a look at our <a href=\"https://drive.google.com/open?id=1Otr9JI-xITG7D0a1SQMBg4wh68Gn_TPf\">Participant Registration Form example</a> for skate projects.</p>\r\n\r\n<p dir=\"ltr\"><strong>Surveys</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Surveys are a type of monitoring – one of the most common</li>\r\n	<li>As an example, Skateistan surveys a sample of its students for each program/location once per year, which feeds into donor reporting, annual report, social media and website.\r\n	<ul>\r\n		<li>You can also use surveys for collecting educator feedback, assessing trainings, staff reviews</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s also useful to do a survey whenever starting a new activity or program. This is called a baseline.</li>\r\n	<li>For projects with an end-date (not ongoing) you can also do a final / endline survey, or otherwise run an annual survey to track progress.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Check out <a href=\"test\">this example survey for skate project participants</a>, and feel free to adapt it into a survey for your own project!</p>\r\n\r\n<p dir=\"ltr\">It’s good to do a mix of quantitative and qualitative monitoring, because if you see a trend in the numbers you can find out some of the reasons WHY.</p>\r\n\r\n<h4 dir=\"ltr\">About Logical Frameworks (a.k.a. Logframes)</h4>\r\n\r\n<p dir=\"ltr\">A logframe is a visual tool for improving the planning, implementation, management, monitoring and evaluation of projects. A logframe shows the links between the project activities and result. It is one of the most common MEL tools, especially for reporting to institutional donors (ie. governments, foundations). Another popular MEL framework is called a Theory of Change, however to keep this overview short we’ll just look at logframes for now.</p>\r\n\r\n<p><br />\r\n<img height=\"216\" src=\"https://lh6.googleusercontent.com/KcGcbvfhndwDy1zo2VFDrQicQVZnWrwuvJW9-b-mVaxLnj_hWx0vQGssKBYdWjpnwcyzMnVoijn061N3LWVrN_EADIq7GgRjj_LrjAikAKXuScICtCH4NVogWWn8e2fapNeTWh9y\" width=\"343\" /></p>\r\n\r\n<p dir=\"ltr\"><strong>What are logframes and why are they important?</strong></p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>IDEAL:</strong> Help you to design programs by making a visual overview of the logic of your goals, activities and MEL → logframe should be flexible and updated frequently.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>REALITY:</strong> Many donors require a logframe as part of the application process → most require you to do in their own rigid format, and becomes an unchangeable standard against which your program is assessed</p>\r\n\r\n	<ul>\r\n		<li>These have varying levels of complexity, but if you have a basic version (like template seen here) you can always adapt this as needed for donors</li>\r\n		<li>Logframes can be structured differently and terminology differs slightly with every single donor, so check this before submitting application</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Using logframes for Program Design:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>In theory, writing a logframe should make it easier to plan and manage a project as you can see the sequence in which the actions lead to your overall goal.\r\n	<ul>\r\n		<li>Requires you to look at your program not only top-down, but also bottom up: activities → outputs → outcomes → goal</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s best to write the logframe with everyone who might be involved in the project, but this can be difficult to organize\r\n	<ul>\r\n		<li>Could however organize a workshop with participants, community members, staff, volunteers and ask the following questions:\r\n		<ul>\r\n			<li>What will achieve? What activities? What resources, people, equipment needed? Potential problems? How to measure success?</li>\r\n		</ul>\r\n		</li>\r\n		<li>As a starting point however, the main staff of a project can come together and draft a logframe for their programming.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">A standard logframe is divided into four rows, which are your long- to short-term objectives ranging from top to bottom. Since the terminology used in logframes can differ between organizations, multiple terms for each are outlined below:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Goal/Impact:</strong> Big picture and long-term (ie. To improve health and well-being for Afghan children)</li>\r\n	<li><strong>Outcome/Purpose/Objective:</strong> How the goal/impact will be achieved (ie. Increased access to safe recreational spaces)</li>\r\n	<li><strong>Outputs/Results:</strong> Quantity, quality and timeline of results that the project has. These are usually things you can count when you are running your activity (ie. Number of skate sessions delivered)</li>\r\n	<li><strong>Inputs/Activities: </strong>What activities are you delivering to make the program happen?</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">These are achieved and measured by the headings from left to right:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Project summary: </strong>Where you write the details</li>\r\n	<li><strong>Indicators: </strong>How you’ll measure the progress you make towards the outcomes and outputs</li>\r\n	<li><strong>Means of verification:</strong> How you’ll collect the information for the indicators\r\n	<ul>\r\n		<li><strong>Qualitative / Narrative</strong>: Better at answering how and why (open-ended questions)</li>\r\n		<li><strong>Quantitative / Numbers:</strong> Better at getting statistics (close-ended questions)</li>\r\n	</ul>\r\n	</li>\r\n	<li><strong>Risks and assumptions:</strong> external conditions needed to get results</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> It\'s often more useful to work backwards when making your logframe – start with the impact and move backwards/down towards your inputs to make sure everything connects.</em></p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p dir=\"ltr\"><em><img height=\"194\" src=\"https://lh3.googleusercontent.com/rWU6tJnt_1DFKTSIx8duad9LvN_-RRKwIPaUqs7fURCzzmagvxkHdL9u8g1qMGOQCbGKH8xf4x_Rju4umc70YVntBzDp4SQxp1_iMbKy0NZYmpRSR3kP65_Tr10IldCjs8lyA2KS\" width=\"346\" /></em></p>\r\n\r\n<p dir=\"ltr\"><em>This bridge analogy helps to understand logframes (<a href=\"https://www.youtube.com/watch?v=BhYwa62SMAw\">Source</a>)</em></p>\r\n\r\n<h4 dir=\"ltr\">Next Steps</h4>\r\n\r\n<p dir=\"ltr\">MEL can be overwhelming – there’s always more to do and learn – but just get started with the activities you have the time and resources to do, then build it up as you go. A first step can be to identify which MEL activities your project is already doing, and which new activities would be the most useful and achievable for your context and with your capacities.</p>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>“So what” factor -- we’re teaching kids to skate… so what?</strong></p>\r\n\r\n	<ul>\r\n		<li>\r\n		<p dir=\"ltr\">Think about what your project aims to achieve (impact) - this might be quite broad, such as \"improved quality of life\" or \"better education\" or \"healthier children\" but will help guide you to think \"how will we get there with our program?\"</p>\r\n		</li>\r\n	</ul>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Make a list of the MEL activities you are already doing</strong>. This can be written into a short paragraph to provide to supporters.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Choose ONE new MEL activity to start doing.</strong>&nbsp;Take a look at the MEL resources section for a sample attendance sheet, a sample participant survey, and logical framework templates.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Learn more! </strong>This overview only touches on the very basics of MEL. There are TONS of resources about MEL for non-profits, so check out more stuff on your own, starting with our resource list below.</p>\r\n	</li>\r\n</ol>\r\n','','basic_html'),('goodpush_basic_page',0,13,136,'en',0,'<h4 dir=\"ltr\">What is “Monitoring, Evaluation and Learning” (MEL)?</h4>\r\n\r\n<p dir=\"ltr\">If you’re new to MEL, the good news is that you are probably already doing some kind of MEL, you just haven’t realized it yet. This toolkit provides an introductory overview to a very big topic, with resources for further learning at the bottom.</p>\r\n\r\n<p dir=\"ltr\"><strong>Monitoring</strong>&nbsp;– How you know your programs are happening the way you planned.<br />\r\n<strong>Evaluation –&nbsp;</strong>How you know the quality is good and the children are having fun and learning.<br />\r\n<strong>Learning –&nbsp;</strong>What can we change or do better based on the new information we have?</p>\r\n\r\n<p><img alt=\"MEL examples overview table\" data-align=\"left\" data-entity-type=\"file\" data-entity-uuid=\"6c1c4393-4543-42b2-906e-2b8e6cea2722\" src=\"/sites/default/files/inline-images/Screen%20Shot%202019-01-14%20at%2012.34.06%20PM.png\" /></p>\r\n\r\n<p>An important element of MEL is <strong>Accountability,</strong> which means doing what you say you’re going to do. There are three main groups that non-profit organizations have to consider:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Accountability to the participants &amp; community</li>\r\n	<li>Accountability to the organization (board, staff)</li>\r\n	<li>Accountability to donors</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Why does MEL Matter?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Quality:</strong> To provide the best possible programs</li>\r\n	<li><strong>Proof:</strong> To prove that your creative idea really works!</li>\r\n	<li><strong>Money: </strong>To meet donor expectations and attract future funding</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Often MEL comes off as very technical and boring, so people avoid it.</p>\r\n\r\n<p dir=\"ltr\">But… <strong>Everyone should care!</strong></p>\r\n\r\n<p dir=\"ltr\">MEL is the way that we ensure that we are doing good work, and lets us prove it to others</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>It helps to identify trends (both positive and negative) in order to make significant changes or improvements in the programs.</li>\r\n	<li>It’s a process of reflection – helping staff/teachers to feel more connected and involved in the impact of the program, and to see the results of their work.<br />\r\n	&nbsp;</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><img alt=\"MEL System.png\" height=\"334\" src=\"https://lh4.googleusercontent.com/h15Pzi675MUl_D3_PzrkAguf4M9lsNQVQ_mZctoC2_V3inWUrOalx9P1OVK3Vk0va6T5fqz5i3cS569SlHG9AERGJ67qsAiQewEHFYlGy6UWA0x9Vu0xpJVbavIkgDB4xZFDG-AD\" width=\"408\" /></p>\r\n\r\n<p dir=\"ltr\"><br />\r\nGood MEL is an ongoing process, not just a donor reporting cycle.</p>\r\n\r\n<p dir=\"ltr\">Ideally you integrate it within programs from the start, so it\'s done on a regular basis and can then easily be compiled and put into reports (rather than trying to gather data under time pressure) &nbsp;</p>\r\n\r\n<h4 dir=\"ltr\">Most Common Monitoring Tools</h4>\r\n\r\n<p dir=\"ltr\"><strong>Attendance Records (headcounts)</strong><br />\r\nSimplest way to start gathering data. Try to collect not just overall number of attendees, but also information on gender, disability, etc.</p>\r\n\r\n<p dir=\"ltr\"><strong>Registration Forms</strong><br />\r\nIf you have the same participants coming to your activities regularly, it makes sense to have them and their parents/guardians fill out a registration form. This allows you to collect key data on who your participants are, as well as include a “skate at your own risk” waiver and permission to appear in media associated with your project. Take a look at our <a href=\"https://drive.google.com/open?id=1Otr9JI-xITG7D0a1SQMBg4wh68Gn_TPf\">Participant Registration Form example</a> for skate projects.</p>\r\n\r\n<p dir=\"ltr\"><strong>Surveys</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Surveys are a type of monitoring – one of the most common</li>\r\n	<li>As an example, Skateistan surveys a sample of its students for each program/location once per year, which feeds into donor reporting, annual report, social media and website.\r\n	<ul>\r\n		<li>You can also use surveys for collecting educator feedback, assessing trainings, staff reviews</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s also useful to do a survey whenever starting a new activity or program. This is called a baseline.</li>\r\n	<li>For projects with an end-date (not ongoing) you can also do a final / endline survey, or otherwise run an annual survey to track progress.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Check out <a href=\"test\">this example survey for skate project participants</a>, and feel free to adapt it into a survey for your own project!</p>\r\n\r\n<p dir=\"ltr\">It’s good to do a mix of quantitative and qualitative monitoring, because if you see a trend in the numbers you can find out some of the reasons WHY.</p>\r\n\r\n<h4 dir=\"ltr\">About Logical Frameworks (a.k.a. Logframes)</h4>\r\n\r\n<p dir=\"ltr\">A logframe is a visual tool for improving the planning, implementation, management, monitoring and evaluation of projects. A logframe shows the links between the project activities and result. It is one of the most common MEL tools, especially for reporting to institutional donors (ie. governments, foundations). Another popular MEL framework is called a Theory of Change, however to keep this overview short we’ll just look at logframes for now.</p>\r\n\r\n<p><br />\r\n<img height=\"216\" src=\"https://lh6.googleusercontent.com/KcGcbvfhndwDy1zo2VFDrQicQVZnWrwuvJW9-b-mVaxLnj_hWx0vQGssKBYdWjpnwcyzMnVoijn061N3LWVrN_EADIq7GgRjj_LrjAikAKXuScICtCH4NVogWWn8e2fapNeTWh9y\" width=\"343\" /></p>\r\n\r\n<p dir=\"ltr\"><strong>What are logframes and why are they important?</strong></p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>IDEAL:</strong> Help you to design programs by making a visual overview of the logic of your goals, activities and MEL → logframe should be flexible and updated frequently.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>REALITY:</strong> Many donors require a logframe as part of the application process → most require you to do in their own rigid format, and becomes an unchangeable standard against which your program is assessed</p>\r\n\r\n	<ul>\r\n		<li>These have varying levels of complexity, but if you have a basic version (like template seen here) you can always adapt this as needed for donors</li>\r\n		<li>Logframes can be structured differently and terminology differs slightly with every single donor, so check this before submitting application</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Using logframes for Program Design:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>In theory, writing a logframe should make it easier to plan and manage a project as you can see the sequence in which the actions lead to your overall goal.\r\n	<ul>\r\n		<li>Requires you to look at your program not only top-down, but also bottom up: activities → outputs → outcomes → goal</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s best to write the logframe with everyone who might be involved in the project, but this can be difficult to organize\r\n	<ul>\r\n		<li>Could however organize a workshop with participants, community members, staff, volunteers and ask the following questions:\r\n		<ul>\r\n			<li>What will achieve? What activities? What resources, people, equipment needed? Potential problems? How to measure success?</li>\r\n		</ul>\r\n		</li>\r\n		<li>As a starting point however, the main staff of a project can come together and draft a logframe for their programming.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">A standard logframe is divided into four rows, which are your long- to short-term objectives ranging from top to bottom. Since the terminology used in logframes can differ between organizations, multiple terms for each are outlined below:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Goal/Impact:</strong> Big picture and long-term (ie. To improve health and well-being for Afghan children)</li>\r\n	<li><strong>Outcome/Purpose/Objective:</strong> How the goal/impact will be achieved (ie. Increased access to safe recreational spaces)</li>\r\n	<li><strong>Outputs/Results:</strong> Quantity, quality and timeline of results that the project has. These are usually things you can count when you are running your activity (ie. Number of skate sessions delivered)</li>\r\n	<li><strong>Inputs/Activities: </strong>What activities are you delivering to make the program happen?</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">These are achieved and measured by the headings from left to right:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Project summary: </strong>Where you write the details</li>\r\n	<li><strong>Indicators: </strong>How you’ll measure the progress you make towards the outcomes and outputs</li>\r\n	<li><strong>Means of verification:</strong> How you’ll collect the information for the indicators\r\n	<ul>\r\n		<li><strong>Qualitative / Narrative</strong>: Better at answering how and why (open-ended questions)</li>\r\n		<li><strong>Quantitative / Numbers:</strong> Better at getting statistics (close-ended questions)</li>\r\n	</ul>\r\n	</li>\r\n	<li><strong>Risks and assumptions:</strong> external conditions needed to get results</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> It\'s often more useful to work backwards when making your logframe – start with the impact and move backwards/down towards your inputs to make sure everything connects.</em></p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p dir=\"ltr\"><em><img height=\"194\" src=\"https://lh3.googleusercontent.com/rWU6tJnt_1DFKTSIx8duad9LvN_-RRKwIPaUqs7fURCzzmagvxkHdL9u8g1qMGOQCbGKH8xf4x_Rju4umc70YVntBzDp4SQxp1_iMbKy0NZYmpRSR3kP65_Tr10IldCjs8lyA2KS\" width=\"346\" /></em></p>\r\n\r\n<p dir=\"ltr\"><em>This bridge analogy helps to understand logframes (<a href=\"https://www.youtube.com/watch?v=BhYwa62SMAw\">Source</a>)</em></p>\r\n\r\n<h4 dir=\"ltr\">Next Steps</h4>\r\n\r\n<p dir=\"ltr\">MEL can be overwhelming – there’s always more to do and learn – but just get started with the activities you have the time and resources to do, then build it up as you go. A first step can be to identify which MEL activities your project is already doing, and which new activities would be the most useful and achievable for your context and with your capacities.</p>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>“So what” factor -- we’re teaching kids to skate… so what?</strong></p>\r\n\r\n	<ul>\r\n		<li>\r\n		<p dir=\"ltr\">Think about what your project aims to achieve (impact) - this might be quite broad, such as \"improved quality of life\" or \"better education\" or \"healthier children\" but will help guide you to think \"how will we get there with our program?\"</p>\r\n		</li>\r\n	</ul>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Make a list of the MEL activities you are already doing</strong>. This can be written into a short paragraph to provide to supporters.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Choose ONE new MEL activity to start doing.</strong>&nbsp;Take a look at the MEL resources section for a sample attendance sheet, a sample participant survey, and logical framework templates.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Learn more! </strong>This overview only touches on the very basics of MEL. There are TONS of resources about MEL for non-profits, so check out more stuff on your own, starting with our resource list below.</p>\r\n	</li>\r\n</ol>\r\n','','basic_html'),('goodpush_basic_page',0,13,137,'en',0,'<h4 dir=\"ltr\">What is “Monitoring, Evaluation and Learning” (MEL)?</h4>\r\n\r\n<p dir=\"ltr\">If you’re new to MEL, the good news is that you are probably already doing some kind of MEL, you just haven’t realized it yet. This toolkit provides an introductory overview to a very big topic, with resources for further learning at the bottom.</p>\r\n\r\n<p dir=\"ltr\"><strong>Monitoring</strong>&nbsp;– How you know your programs are happening the way you planned.<br />\r\n<strong>Evaluation –&nbsp;</strong>How you know the quality is good and the children are having fun and learning.<br />\r\n<strong>Learning –&nbsp;</strong>What can we change or do better based on the new information we have?</p>\r\n\r\n<p><img alt=\"MEL examples overview table\" data-align=\"left\" data-entity-type=\"file\" data-entity-uuid=\"6c1c4393-4543-42b2-906e-2b8e6cea2722\" src=\"/sites/default/files/inline-images/Screen%20Shot%202019-01-14%20at%2012.34.06%20PM.png\" /></p>\r\n\r\n<p>An important element of MEL is <strong>Accountability,</strong> which means doing what you say you’re going to do. There are three main groups that non-profit organizations have to consider:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Accountability to the participants &amp; community</li>\r\n	<li>Accountability to the organization (board, staff)</li>\r\n	<li>Accountability to donors</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Why does MEL Matter?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Quality:</strong> To provide the best possible programs</li>\r\n	<li><strong>Proof:</strong> To prove that your creative idea really works!</li>\r\n	<li><strong>Money: </strong>To meet donor expectations and attract future funding</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Often MEL comes off as very technical and boring, so people avoid it.</p>\r\n\r\n<p dir=\"ltr\">But… <strong>Everyone should care!</strong></p>\r\n\r\n<p dir=\"ltr\">MEL is the way that we ensure that we are doing good work, and lets us prove it to others</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>It helps to identify trends (both positive and negative) in order to make significant changes or improvements in the programs.</li>\r\n	<li>It’s a process of reflection – helping staff/teachers to feel more connected and involved in the impact of the program, and to see the results of their work.<br />\r\n	&nbsp;</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><img alt=\"MEL System.png\" height=\"334\" src=\"https://lh4.googleusercontent.com/h15Pzi675MUl_D3_PzrkAguf4M9lsNQVQ_mZctoC2_V3inWUrOalx9P1OVK3Vk0va6T5fqz5i3cS569SlHG9AERGJ67qsAiQewEHFYlGy6UWA0x9Vu0xpJVbavIkgDB4xZFDG-AD\" width=\"408\" /></p>\r\n\r\n<p dir=\"ltr\"><br />\r\nGood MEL is an ongoing process, not just a donor reporting cycle.</p>\r\n\r\n<p dir=\"ltr\">Ideally you integrate it within programs from the start, so it\'s done on a regular basis and can then easily be compiled and put into reports (rather than trying to gather data under time pressure) &nbsp;</p>\r\n\r\n<h4 dir=\"ltr\">Most Common Monitoring Tools</h4>\r\n\r\n<p dir=\"ltr\"><strong>Attendance Records (headcounts)</strong><br />\r\nSimplest way to start gathering data. Try to collect not just overall number of attendees, but also information on gender, disability, etc.</p>\r\n\r\n<p dir=\"ltr\"><strong>Registration Forms</strong><br />\r\nIf you have the same participants coming to your activities regularly, it makes sense to have them and their parents/guardians fill out a registration form. This allows you to collect key data on who your participants are, as well as include a “skate at your own risk” waiver and permission to appear in media associated with your project. Take a look at our <a href=\"https://drive.google.com/open?id=1Otr9JI-xITG7D0a1SQMBg4wh68Gn_TPf\">Participant Registration Form example</a> for skate projects.</p>\r\n\r\n<p dir=\"ltr\"><strong>Surveys</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Surveys are a type of monitoring – one of the most common</li>\r\n	<li>As an example, Skateistan surveys a sample of its students for each program/location once per year, which feeds into donor reporting, annual report, social media and website.\r\n	<ul>\r\n		<li>You can also use surveys for collecting educator feedback, assessing trainings, staff reviews</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s also useful to do a survey whenever starting a new activity or program. This is called a baseline.</li>\r\n	<li>For projects with an end-date (not ongoing) you can also do a final / endline survey, or otherwise run an annual survey to track progress.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Check out <a href=\"test\">this example survey for skate project participants</a>, and feel free to adapt it into a survey for your own project!</p>\r\n\r\n<p dir=\"ltr\">It’s good to do a mix of quantitative and qualitative monitoring, because if you see a trend in the numbers you can find out some of the reasons WHY.</p>\r\n\r\n<h4 dir=\"ltr\">About Logical Frameworks (a.k.a. Logframes)</h4>\r\n\r\n<p dir=\"ltr\">A logframe is a visual tool for improving the planning, implementation, management, monitoring and evaluation of projects. A logframe shows the links between the project activities and result. It is one of the most common MEL tools, especially for reporting to institutional donors (ie. governments, foundations). Another popular MEL framework is called a Theory of Change, however to keep this overview short we’ll just look at logframes for now.</p>\r\n\r\n<p><br />\r\n<img height=\"216\" src=\"https://lh6.googleusercontent.com/KcGcbvfhndwDy1zo2VFDrQicQVZnWrwuvJW9-b-mVaxLnj_hWx0vQGssKBYdWjpnwcyzMnVoijn061N3LWVrN_EADIq7GgRjj_LrjAikAKXuScICtCH4NVogWWn8e2fapNeTWh9y\" width=\"343\" /></p>\r\n\r\n<p dir=\"ltr\"><strong>What are logframes and why are they important?</strong></p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>IDEAL:</strong> Help you to design programs by making a visual overview of the logic of your goals, activities and MEL → logframe should be flexible and updated frequently.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>REALITY:</strong> Many donors require a logframe as part of the application process → most require you to do in their own rigid format, and becomes an unchangeable standard against which your program is assessed</p>\r\n\r\n	<ul>\r\n		<li>These have varying levels of complexity, but if you have a basic version (like template seen here) you can always adapt this as needed for donors</li>\r\n		<li>Logframes can be structured differently and terminology differs slightly with every single donor, so check this before submitting application</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Using logframes for Program Design:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>In theory, writing a logframe should make it easier to plan and manage a project as you can see the sequence in which the actions lead to your overall goal.\r\n	<ul>\r\n		<li>Requires you to look at your program not only top-down, but also bottom up: activities → outputs → outcomes → goal</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s best to write the logframe with everyone who might be involved in the project, but this can be difficult to organize\r\n	<ul>\r\n		<li>Could however organize a workshop with participants, community members, staff, volunteers and ask the following questions:\r\n		<ul>\r\n			<li>What will achieve? What activities? What resources, people, equipment needed? Potential problems? How to measure success?</li>\r\n		</ul>\r\n		</li>\r\n		<li>As a starting point however, the main staff of a project can come together and draft a logframe for their programming.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">A standard logframe is divided into four rows, which are your long- to short-term objectives ranging from top to bottom. Since the terminology used in logframes can differ between organizations, multiple terms for each are outlined below:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Goal/Impact:</strong> Big picture and long-term (ie. To improve health and well-being for Afghan children)</li>\r\n	<li><strong>Outcome/Purpose/Objective:</strong> How the goal/impact will be achieved (ie. Increased access to safe recreational spaces)</li>\r\n	<li><strong>Outputs/Results:</strong> Quantity, quality and timeline of results that the project has. These are usually things you can count when you are running your activity (ie. Number of skate sessions delivered)</li>\r\n	<li><strong>Inputs/Activities: </strong>What activities are you delivering to make the program happen?</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">These are achieved and measured by the headings from left to right:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Project summary: </strong>Where you write the details</li>\r\n	<li><strong>Indicators: </strong>How you’ll measure the progress you make towards the outcomes and outputs</li>\r\n	<li><strong>Means of verification:</strong> How you’ll collect the information for the indicators\r\n	<ul>\r\n		<li><strong>Qualitative / Narrative</strong>: Better at answering how and why (open-ended questions)</li>\r\n		<li><strong>Quantitative / Numbers:</strong> Better at getting statistics (close-ended questions)</li>\r\n	</ul>\r\n	</li>\r\n	<li><strong>Risks and assumptions:</strong> external conditions needed to get results</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> It\'s often more useful to work backwards when making your logframe – start with the impact and move backwards/down towards your inputs to make sure everything connects.</em></p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p dir=\"ltr\"><em><img height=\"194\" src=\"https://lh3.googleusercontent.com/rWU6tJnt_1DFKTSIx8duad9LvN_-RRKwIPaUqs7fURCzzmagvxkHdL9u8g1qMGOQCbGKH8xf4x_Rju4umc70YVntBzDp4SQxp1_iMbKy0NZYmpRSR3kP65_Tr10IldCjs8lyA2KS\" width=\"346\" /></em></p>\r\n\r\n<p dir=\"ltr\"><em>This bridge analogy helps to understand logframes (<a href=\"https://www.youtube.com/watch?v=BhYwa62SMAw\">Source</a>)</em></p>\r\n\r\n<h4 dir=\"ltr\">Next Steps</h4>\r\n\r\n<p dir=\"ltr\">MEL can be overwhelming – there’s always more to do and learn – but just get started with the activities you have the time and resources to do, then build it up as you go. A first step can be to identify which MEL activities your project is already doing, and which new activities would be the most useful and achievable for your context and with your capacities.</p>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>“So what” factor -- we’re teaching kids to skate… so what?</strong></p>\r\n\r\n	<ul>\r\n		<li>\r\n		<p dir=\"ltr\">Think about what your project aims to achieve (impact) - this might be quite broad, such as \"improved quality of life\" or \"better education\" or \"healthier children\" but will help guide you to think \"how will we get there with our program?\"</p>\r\n		</li>\r\n	</ul>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Make a list of the MEL activities you are already doing</strong>. This can be written into a short paragraph to provide to supporters.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Choose ONE new MEL activity to start doing.</strong>&nbsp;Take a look at the MEL resources section for a sample attendance sheet, a sample participant survey, and logical framework templates.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Learn more! </strong>This overview only touches on the very basics of MEL. There are TONS of resources about MEL for non-profits, so check out more stuff on your own, starting with our resource list below.</p>\r\n	</li>\r\n</ol>\r\n','','basic_html'),('goodpush_basic_page',0,13,154,'en',0,'<h4 dir=\"ltr\">What is “Monitoring, Evaluation and Learning” (MEL)?</h4>\r\n\r\n<p dir=\"ltr\">If you’re new to MEL, the good news is that you are probably already doing some kind of MEL, you just haven’t realized it yet. This toolkit provides an introductory overview to a very big topic, with resources for further learning at the bottom.</p>\r\n\r\n<p dir=\"ltr\"><strong>Monitoring</strong>&nbsp;– How you know your programs are happening the way you planned.<br />\r\n<strong>Evaluation –&nbsp;</strong>How you know the quality is good and the children are having fun and learning.<br />\r\n<strong>Learning –&nbsp;</strong>What can we change or do better based on the new information we have?</p>\r\n<img alt=\"MEL definitions and examples\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"3620a73c-8577-4aee-8207-56a948d04a03\" data-image-style=\"medium_banner\" height=\"569\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%2012.34.06%20PM_0.png?itok=y9C719r4\" width=\"822\" />\r\n<p>&nbsp;</p>\r\n\r\n<p>An important element of MEL is <strong>Accountability,</strong> which means doing what you say you’re going to do. There are three main groups that non-profit organizations have to consider:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Accountability to the participants &amp; community</li>\r\n	<li>Accountability to the organization (board, staff)</li>\r\n	<li>Accountability to donors</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Why does MEL Matter?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Quality:</strong> To provide the best possible programs</li>\r\n	<li><strong>Proof:</strong> To prove that your creative idea really works!</li>\r\n	<li><strong>Money: </strong>To meet donor expectations and attract future funding</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Often MEL comes off as very technical and boring, so people avoid it.</p>\r\n\r\n<p dir=\"ltr\">But… <strong>Everyone should care!</strong></p>\r\n\r\n<p dir=\"ltr\">MEL is the way that we ensure that we are doing good work, and lets us prove it to others</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>It helps to identify trends (both positive and negative) in order to make significant changes or improvements in the programs.</li>\r\n	<li>It’s a process of reflection – helping staff/teachers to feel more connected and involved in the impact of the program, and to see the results of their work.<br />\r\n	&nbsp;</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><img alt=\"MEL System.png\" height=\"334\" src=\"https://lh4.googleusercontent.com/h15Pzi675MUl_D3_PzrkAguf4M9lsNQVQ_mZctoC2_V3inWUrOalx9P1OVK3Vk0va6T5fqz5i3cS569SlHG9AERGJ67qsAiQewEHFYlGy6UWA0x9Vu0xpJVbavIkgDB4xZFDG-AD\" width=\"408\" /></p>\r\n\r\n<p dir=\"ltr\"><br />\r\nGood MEL is an ongoing process, not just a donor reporting cycle.</p>\r\n\r\n<p dir=\"ltr\">Ideally you integrate it within programs from the start, so it\'s done on a regular basis and can then easily be compiled and put into reports (rather than trying to gather data under time pressure) &nbsp;</p>\r\n\r\n<h4 dir=\"ltr\">Most Common Monitoring Tools</h4>\r\n\r\n<p dir=\"ltr\"><strong>Attendance Records (headcounts)</strong><br />\r\nSimplest way to start gathering data. Try to collect not just overall number of attendees, but also information on gender, disability, etc.</p>\r\n\r\n<p dir=\"ltr\"><strong>Registration Forms</strong><br />\r\nIf you have the same participants coming to your activities regularly, it makes sense to have them and their parents/guardians fill out a registration form. This allows you to collect key data on who your participants are, as well as include a “skate at your own risk” waiver and permission to appear in media associated with your project. Take a look at our <a href=\"https://drive.google.com/open?id=1Otr9JI-xITG7D0a1SQMBg4wh68Gn_TPf\">Participant Registration Form example</a> for skate projects.</p>\r\n\r\n<p dir=\"ltr\"><strong>Surveys</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Surveys are a type of monitoring – one of the most common</li>\r\n	<li>As an example, Skateistan surveys a sample of its students for each program/location once per year, which feeds into donor reporting, annual report, social media and website.\r\n	<ul>\r\n		<li>You can also use surveys for collecting educator feedback, assessing trainings, staff reviews</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s also useful to do a survey whenever starting a new activity or program. This is called a baseline.</li>\r\n	<li>For projects with an end-date (not ongoing) you can also do a final / endline survey, or otherwise run an annual survey to track progress.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Check out <a href=\"test\">this example survey for skate project participants</a>, and feel free to adapt it into a survey for your own project!</p>\r\n\r\n<p dir=\"ltr\">It’s good to do a mix of quantitative and qualitative monitoring, because if you see a trend in the numbers you can find out some of the reasons WHY.</p>\r\n\r\n<h4 dir=\"ltr\">About Logical Frameworks (a.k.a. Logframes)</h4>\r\n\r\n<p dir=\"ltr\">A logframe is a visual tool for improving the planning, implementation, management, monitoring and evaluation of projects. A logframe shows the links between the project activities and result. It is one of the most common MEL tools, especially for reporting to institutional donors (ie. governments, foundations). Another popular MEL framework is called a Theory of Change, however to keep this overview short we’ll just look at logframes for now.</p>\r\n\r\n<p><br />\r\n<img height=\"216\" src=\"https://lh6.googleusercontent.com/KcGcbvfhndwDy1zo2VFDrQicQVZnWrwuvJW9-b-mVaxLnj_hWx0vQGssKBYdWjpnwcyzMnVoijn061N3LWVrN_EADIq7GgRjj_LrjAikAKXuScICtCH4NVogWWn8e2fapNeTWh9y\" width=\"343\" /></p>\r\n\r\n<p dir=\"ltr\"><strong>What are logframes and why are they important?</strong></p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>IDEAL:</strong> Help you to design programs by making a visual overview of the logic of your goals, activities and MEL → logframe should be flexible and updated frequently.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>REALITY:</strong> Many donors require a logframe as part of the application process → most require you to do in their own rigid format, and becomes an unchangeable standard against which your program is assessed</p>\r\n\r\n	<ul>\r\n		<li>These have varying levels of complexity, but if you have a basic version (like template seen here) you can always adapt this as needed for donors</li>\r\n		<li>Logframes can be structured differently and terminology differs slightly with every single donor, so check this before submitting application</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Using logframes for Program Design:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>In theory, writing a logframe should make it easier to plan and manage a project as you can see the sequence in which the actions lead to your overall goal.\r\n	<ul>\r\n		<li>Requires you to look at your program not only top-down, but also bottom up: activities → outputs → outcomes → goal</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s best to write the logframe with everyone who might be involved in the project, but this can be difficult to organize\r\n	<ul>\r\n		<li>Could however organize a workshop with participants, community members, staff, volunteers and ask the following questions:\r\n		<ul>\r\n			<li>What will achieve? What activities? What resources, people, equipment needed? Potential problems? How to measure success?</li>\r\n		</ul>\r\n		</li>\r\n		<li>As a starting point however, the main staff of a project can come together and draft a logframe for their programming.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">A standard logframe is divided into four rows, which are your long- to short-term objectives ranging from top to bottom. Since the terminology used in logframes can differ between organizations, multiple terms for each are outlined below:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Goal/Impact:</strong> Big picture and long-term (ie. To improve health and well-being for Afghan children)</li>\r\n	<li><strong>Outcome/Purpose/Objective:</strong> How the goal/impact will be achieved (ie. Increased access to safe recreational spaces)</li>\r\n	<li><strong>Outputs/Results:</strong> Quantity, quality and timeline of results that the project has. These are usually things you can count when you are running your activity (ie. Number of skate sessions delivered)</li>\r\n	<li><strong>Inputs/Activities: </strong>What activities are you delivering to make the program happen?</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">These are achieved and measured by the headings from left to right:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Project summary: </strong>Where you write the details</li>\r\n	<li><strong>Indicators: </strong>How you’ll measure the progress you make towards the outcomes and outputs</li>\r\n	<li><strong>Means of verification:</strong> How you’ll collect the information for the indicators\r\n	<ul>\r\n		<li><strong>Qualitative / Narrative</strong>: Better at answering how and why (open-ended questions)</li>\r\n		<li><strong>Quantitative / Numbers:</strong> Better at getting statistics (close-ended questions)</li>\r\n	</ul>\r\n	</li>\r\n	<li><strong>Risks and assumptions:</strong> external conditions needed to get results</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> It\'s often more useful to work backwards when making your logframe – start with the impact and move backwards/down towards your inputs to make sure everything connects.</em></p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p dir=\"ltr\"><em><img height=\"194\" src=\"https://lh3.googleusercontent.com/rWU6tJnt_1DFKTSIx8duad9LvN_-RRKwIPaUqs7fURCzzmagvxkHdL9u8g1qMGOQCbGKH8xf4x_Rju4umc70YVntBzDp4SQxp1_iMbKy0NZYmpRSR3kP65_Tr10IldCjs8lyA2KS\" width=\"346\" /></em></p>\r\n\r\n<p dir=\"ltr\"><em>This bridge analogy helps to understand logframes (<a href=\"https://www.youtube.com/watch?v=BhYwa62SMAw\">Source</a>)</em></p>\r\n\r\n<h4 dir=\"ltr\">Next Steps</h4>\r\n\r\n<p dir=\"ltr\">MEL can be overwhelming – there’s always more to do and learn – but just get started with the activities you have the time and resources to do, then build it up as you go. A first step can be to identify which MEL activities your project is already doing, and which new activities would be the most useful and achievable for your context and with your capacities.</p>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>“So what” factor -- we’re teaching kids to skate… so what?</strong></p>\r\n\r\n	<ul>\r\n		<li>\r\n		<p dir=\"ltr\">Think about what your project aims to achieve (impact) - this might be quite broad, such as \"improved quality of life\" or \"better education\" or \"healthier children\" but will help guide you to think \"how will we get there with our program?\"</p>\r\n		</li>\r\n	</ul>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Make a list of the MEL activities you are already doing</strong>. This can be written into a short paragraph to provide to supporters.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Choose ONE new MEL activity to start doing.</strong>&nbsp;Take a look at the MEL resources section for a sample attendance sheet, a sample participant survey, and logical framework templates.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Learn more! </strong>This overview only touches on the very basics of MEL. There are TONS of resources about MEL for non-profits, so check out more stuff on your own, starting with our resource list below.</p>\r\n	</li>\r\n</ol>\r\n','','full_html'),('goodpush_basic_page',0,13,155,'en',0,'<h4 dir=\"ltr\">What is “Monitoring, Evaluation and Learning” (MEL)?</h4>\r\n\r\n<p dir=\"ltr\">If you’re new to MEL, the good news is that you are probably already doing some kind of MEL, you just haven’t realized it yet. This toolkit provides an introductory overview to a very big topic, with resources for further learning at the bottom.</p>\r\n\r\n<p dir=\"ltr\"><strong>Monitoring</strong>&nbsp;– How you know your programs are happening the way you planned.<br />\r\n<strong>Evaluation –&nbsp;</strong>How you know the quality is good and the children are having fun and learning.<br />\r\n<strong>Learning –&nbsp;</strong>What can we change or do better based on the new information we have?</p>\r\n\r\n<p><img alt=\"MEL definitions and examples\" data-align=\"left\" data-entity-type=\"file\" data-entity-uuid=\"3620a73c-8577-4aee-8207-56a948d04a03\" data-image-style=\"medium_banner\" height=\"566\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%2012.34.06%20PM_0.png?itok=y9C719r4\" width=\"818\" /></p>\r\n\r\n<p>An important element of MEL is <strong>Accountability,</strong> which means doing what you say you’re going to do. There are three main groups that non-profit organizations have to consider:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Accountability to the participants &amp; community</li>\r\n	<li>Accountability to the organization (board, staff)</li>\r\n	<li>Accountability to donors</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Why does MEL Matter?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Quality:</strong> To provide the best possible programs</li>\r\n	<li><strong>Proof:</strong> To prove that your creative idea really works!</li>\r\n	<li><strong>Money: </strong>To meet donor expectations and attract future funding</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Often MEL comes off as very technical and boring, so people avoid it.</p>\r\n\r\n<p dir=\"ltr\">But… <strong>Everyone should care!</strong></p>\r\n\r\n<p dir=\"ltr\">MEL is the way that we ensure that we are doing good work, and lets us prove it to others</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>It helps to identify trends (both positive and negative) in order to make significant changes or improvements in the programs.</li>\r\n	<li>It’s a process of reflection – helping staff/teachers to feel more connected and involved in the impact of the program, and to see the results of their work.<br />\r\n	&nbsp;</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><img alt=\"MEL System.png\" height=\"334\" src=\"https://lh4.googleusercontent.com/h15Pzi675MUl_D3_PzrkAguf4M9lsNQVQ_mZctoC2_V3inWUrOalx9P1OVK3Vk0va6T5fqz5i3cS569SlHG9AERGJ67qsAiQewEHFYlGy6UWA0x9Vu0xpJVbavIkgDB4xZFDG-AD\" width=\"408\" /></p>\r\n\r\n<p dir=\"ltr\"><br />\r\nGood MEL is an ongoing process, not just a donor reporting cycle.</p>\r\n\r\n<p dir=\"ltr\">Ideally you integrate it within programs from the start, so it\'s done on a regular basis and can then easily be compiled and put into reports (rather than trying to gather data under time pressure) &nbsp;</p>\r\n\r\n<h4 dir=\"ltr\">Most Common Monitoring Tools</h4>\r\n\r\n<p dir=\"ltr\"><strong>Attendance Records (headcounts)</strong><br />\r\nSimplest way to start gathering data. Try to collect not just overall number of attendees, but also information on gender, disability, etc.</p>\r\n\r\n<p dir=\"ltr\"><strong>Registration Forms</strong><br />\r\nIf you have the same participants coming to your activities regularly, it makes sense to have them and their parents/guardians fill out a registration form. This allows you to collect key data on who your participants are, as well as include a “skate at your own risk” waiver and permission to appear in media associated with your project. Take a look at our <a href=\"https://drive.google.com/open?id=1Otr9JI-xITG7D0a1SQMBg4wh68Gn_TPf\">Participant Registration Form example</a> for skate projects.</p>\r\n\r\n<p dir=\"ltr\"><strong>Surveys</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Surveys are a type of monitoring – one of the most common</li>\r\n	<li>As an example, Skateistan surveys a sample of its students for each program/location once per year, which feeds into donor reporting, annual report, social media and website.\r\n	<ul>\r\n		<li>You can also use surveys for collecting educator feedback, assessing trainings, staff reviews</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s also useful to do a survey whenever starting a new activity or program. This is called a baseline.</li>\r\n	<li>For projects with an end-date (not ongoing) you can also do a final / endline survey, or otherwise run an annual survey to track progress.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Check out <a href=\"test\">this example survey for skate project participants</a>, and feel free to adapt it into a survey for your own project!</p>\r\n\r\n<p dir=\"ltr\">It’s good to do a mix of quantitative and qualitative monitoring, because if you see a trend in the numbers you can find out some of the reasons WHY.</p>\r\n\r\n<h4 dir=\"ltr\">About Logical Frameworks (a.k.a. Logframes)</h4>\r\n\r\n<p dir=\"ltr\">A logframe is a visual tool for improving the planning, implementation, management, monitoring and evaluation of projects. A logframe shows the links between the project activities and result. It is one of the most common MEL tools, especially for reporting to institutional donors (ie. governments, foundations). Another popular MEL framework is called a Theory of Change, however to keep this overview short we’ll just look at logframes for now.</p>\r\n\r\n<p><br />\r\n<img height=\"216\" src=\"https://lh6.googleusercontent.com/KcGcbvfhndwDy1zo2VFDrQicQVZnWrwuvJW9-b-mVaxLnj_hWx0vQGssKBYdWjpnwcyzMnVoijn061N3LWVrN_EADIq7GgRjj_LrjAikAKXuScICtCH4NVogWWn8e2fapNeTWh9y\" width=\"343\" /></p>\r\n\r\n<p dir=\"ltr\"><strong>What are logframes and why are they important?</strong></p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>IDEAL:</strong> Help you to design programs by making a visual overview of the logic of your goals, activities and MEL → logframe should be flexible and updated frequently.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>REALITY:</strong> Many donors require a logframe as part of the application process → most require you to do in their own rigid format, and becomes an unchangeable standard against which your program is assessed</p>\r\n\r\n	<ul>\r\n		<li>These have varying levels of complexity, but if you have a basic version (like template seen here) you can always adapt this as needed for donors</li>\r\n		<li>Logframes can be structured differently and terminology differs slightly with every single donor, so check this before submitting application</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Using logframes for Program Design:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>In theory, writing a logframe should make it easier to plan and manage a project as you can see the sequence in which the actions lead to your overall goal.\r\n	<ul>\r\n		<li>Requires you to look at your program not only top-down, but also bottom up: activities → outputs → outcomes → goal</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s best to write the logframe with everyone who might be involved in the project, but this can be difficult to organize\r\n	<ul>\r\n		<li>Could however organize a workshop with participants, community members, staff, volunteers and ask the following questions:\r\n		<ul>\r\n			<li>What will achieve? What activities? What resources, people, equipment needed? Potential problems? How to measure success?</li>\r\n		</ul>\r\n		</li>\r\n		<li>As a starting point however, the main staff of a project can come together and draft a logframe for their programming.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">A standard logframe is divided into four rows, which are your long- to short-term objectives ranging from top to bottom. Since the terminology used in logframes can differ between organizations, multiple terms for each are outlined below:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Goal/Impact:</strong> Big picture and long-term (ie. To improve health and well-being for Afghan children)</li>\r\n	<li><strong>Outcome/Purpose/Objective:</strong> How the goal/impact will be achieved (ie. Increased access to safe recreational spaces)</li>\r\n	<li><strong>Outputs/Results:</strong> Quantity, quality and timeline of results that the project has. These are usually things you can count when you are running your activity (ie. Number of skate sessions delivered)</li>\r\n	<li><strong>Inputs/Activities: </strong>What activities are you delivering to make the program happen?</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">These are achieved and measured by the headings from left to right:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Project summary: </strong>Where you write the details</li>\r\n	<li><strong>Indicators: </strong>How you’ll measure the progress you make towards the outcomes and outputs</li>\r\n	<li><strong>Means of verification:</strong> How you’ll collect the information for the indicators\r\n	<ul>\r\n		<li><strong>Qualitative / Narrative</strong>: Better at answering how and why (open-ended questions)</li>\r\n		<li><strong>Quantitative / Numbers:</strong> Better at getting statistics (close-ended questions)</li>\r\n	</ul>\r\n	</li>\r\n	<li><strong>Risks and assumptions:</strong> external conditions needed to get results</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> It\'s often more useful to work backwards when making your logframe – start with the impact and move backwards/down towards your inputs to make sure everything connects.</em></p>\r\n\r\n<p>&nbsp;</p>\r\n\r\n<p dir=\"ltr\"><em><img height=\"194\" src=\"https://lh3.googleusercontent.com/rWU6tJnt_1DFKTSIx8duad9LvN_-RRKwIPaUqs7fURCzzmagvxkHdL9u8g1qMGOQCbGKH8xf4x_Rju4umc70YVntBzDp4SQxp1_iMbKy0NZYmpRSR3kP65_Tr10IldCjs8lyA2KS\" width=\"346\" /></em></p>\r\n\r\n<p dir=\"ltr\"><em>This bridge analogy helps to understand logframes (<a href=\"https://www.youtube.com/watch?v=BhYwa62SMAw\">Source</a>)</em></p>\r\n\r\n<h4 dir=\"ltr\">Next Steps</h4>\r\n\r\n<p dir=\"ltr\">MEL can be overwhelming – there’s always more to do and learn – but just get started with the activities you have the time and resources to do, then build it up as you go. A first step can be to identify which MEL activities your project is already doing, and which new activities would be the most useful and achievable for your context and with your capacities.</p>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>“So what” factor -- we’re teaching kids to skate… so what?</strong></p>\r\n\r\n	<ul>\r\n		<li>\r\n		<p dir=\"ltr\">Think about what your project aims to achieve (impact) - this might be quite broad, such as \"improved quality of life\" or \"better education\" or \"healthier children\" but will help guide you to think \"how will we get there with our program?\"</p>\r\n		</li>\r\n	</ul>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Make a list of the MEL activities you are already doing</strong>. This can be written into a short paragraph to provide to supporters.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Choose ONE new MEL activity to start doing.</strong>&nbsp;Take a look at the MEL resources section for a sample attendance sheet, a sample participant survey, and logical framework templates.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Learn more! </strong>This overview only touches on the very basics of MEL. There are TONS of resources about MEL for non-profits, so check out more stuff on your own, starting with our resource list below.</p>\r\n	</li>\r\n</ol>\r\n','','full_html'),('goodpush_basic_page',0,13,156,'en',0,'<h4 dir=\"ltr\">What is “Monitoring, Evaluation and Learning” (MEL)?</h4>\r\n\r\n<p dir=\"ltr\">If you’re new to MEL, the good news is that you are probably already doing some kind of MEL, you just haven’t realized it yet. This toolkit provides an introductory overview to a very big topic, with resources for further learning at the bottom.</p>\r\n\r\n<p dir=\"ltr\"><strong>Monitoring</strong>&nbsp;– How you know your programs are happening the way you planned.<br />\r\n<strong>Evaluation –&nbsp;</strong>How you know the quality is good and the children are having fun and learning.<br />\r\n<strong>Learning –&nbsp;</strong>What can we change or do better based on the new information we have?</p>\r\n<img alt=\"MEL definitions and examples\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"3620a73c-8577-4aee-8207-56a948d04a03\" data-image-style=\"medium_banner\" height=\"566\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%2012.34.06%20PM_0.png?itok=y9C719r4\" width=\"818\" />\r\n<p>An important element of MEL is <strong>Accountability,</strong> which means doing what you say you’re going to do. There are three main groups that non-profit organizations have to consider:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Accountability to the participants &amp; community</li>\r\n	<li>Accountability to the organization (board, staff)</li>\r\n	<li>Accountability to donors</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Why does MEL Matter?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Quality:</strong> To provide the best possible programs</li>\r\n	<li><strong>Proof:</strong> To prove that your creative idea really works!</li>\r\n	<li><strong>Money: </strong>To meet donor expectations and attract future funding</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Often MEL comes off as very technical and boring, so people avoid it.</p>\r\n\r\n<p dir=\"ltr\">But… <strong>Everyone should care!</strong></p>\r\n\r\n<p dir=\"ltr\">MEL is the way that we ensure that we are doing good work, and lets us prove it to others</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>It helps to identify trends (both positive and negative) in order to make significant changes or improvements in the programs.</li>\r\n	<li>It’s a process of reflection – helping staff/teachers to feel more connected and involved in the impact of the program, and to see the results of their work.<br />\r\n	&nbsp;</li>\r\n</ul>\r\n<img alt=\"Monitoring and evaluation cycle\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"df4ba0dc-4afb-4e77-9eaf-a449485a33cb\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.16.35%20PM.png?itok=GEB2mrDM\" width=\"560\" />\r\n<p dir=\"ltr\"><br />\r\nGood MEL is an ongoing process, not just a donor reporting cycle.</p>\r\n\r\n<p dir=\"ltr\">Ideally you integrate it within programs from the start, so it\'s done on a regular basis and can then easily be compiled and put into reports (rather than trying to gather data under time pressure) &nbsp;</p>\r\n\r\n<h4 dir=\"ltr\">Most Common Monitoring Tools</h4>\r\n\r\n<p dir=\"ltr\"><strong>Attendance Records (headcounts)</strong><br />\r\nSimplest way to start gathering data. Try to collect not just overall number of attendees, but also information on gender, disability, etc.</p>\r\n\r\n<p dir=\"ltr\"><strong>Registration Forms</strong><br />\r\nIf you have the same participants coming to your activities regularly, it makes sense to have them and their parents/guardians fill out a registration form. This allows you to collect key data on who your participants are, as well as include a “skate at your own risk” waiver and permission to appear in media associated with your project. Take a look at our <a href=\"https://drive.google.com/open?id=1Otr9JI-xITG7D0a1SQMBg4wh68Gn_TPf\">Participant Registration Form example</a> for skate projects.</p>\r\n\r\n<p dir=\"ltr\"><strong>Surveys</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Surveys are a type of monitoring – one of the most common</li>\r\n	<li>As an example, Skateistan surveys a sample of its students for each program/location once per year, which feeds into donor reporting, annual report, social media and website.\r\n	<ul>\r\n		<li>You can also use surveys for collecting educator feedback, assessing trainings, staff reviews</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s also useful to do a survey whenever starting a new activity or program. This is called a baseline.</li>\r\n	<li>For projects with an end-date (not ongoing) you can also do a final / endline survey, or otherwise run an annual survey to track progress.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Check out <a href=\"test\">this example survey for skate project participants</a>, and feel free to adapt it into a survey for your own project!</p>\r\n\r\n<p dir=\"ltr\">It’s good to do a mix of quantitative and qualitative monitoring, because if you see a trend in the numbers you can find out some of the reasons WHY.</p>\r\n\r\n<h4 dir=\"ltr\">About Logical Frameworks (a.k.a. Logframes)</h4>\r\n\r\n<p dir=\"ltr\">A logframe is a visual tool for improving the planning, implementation, management, monitoring and evaluation of projects. A logframe shows the links between the project activities and result. It is one of the most common MEL tools, especially for reporting to institutional donors (ie. governments, foundations). Another popular MEL framework is called a Theory of Change, however to keep this overview short we’ll just look at logframes for now.</p>\r\n<img alt=\"Example skateboard project logframe\" data-align=\"center\" data-caption=\"&lt;em&gt;Example logframe for a skateboarding project.&amp;nbsp;&lt;/em&gt;\" data-entity-type=\"file\" data-entity-uuid=\"0646ba88-ef05-47f7-9bf7-e6fcc3c5ed94\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.21.10%20PM.png?itok=x_UVUiD9\" width=\"844\" />\r\n<p>&nbsp;</p>\r\n\r\n<p dir=\"ltr\"><strong>What are logframes and why are they important?</strong></p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>IDEAL:</strong> Help you to design programs by making a visual overview of the logic of your goals, activities and MEL → logframe should be flexible and updated frequently.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>REALITY:</strong> Many donors require a logframe as part of the application process → most require you to do in their own rigid format, and becomes an unchangeable standard against which your program is assessed</p>\r\n\r\n	<ul>\r\n		<li>These have varying levels of complexity, but if you have a basic version (like template seen here) you can always adapt this as needed for donors</li>\r\n		<li>Logframes can be structured differently and terminology differs slightly with every single donor, so check this before submitting application</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Using logframes for Program Design:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>In theory, writing a logframe should make it easier to plan and manage a project as you can see the sequence in which the actions lead to your overall goal.\r\n	<ul>\r\n		<li>Requires you to look at your program not only top-down, but also bottom up: activities → outputs → outcomes → goal</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s best to write the logframe with everyone who might be involved in the project, but this can be difficult to organize\r\n	<ul>\r\n		<li>Could however organize a workshop with participants, community members, staff, volunteers and ask the following questions:\r\n		<ul>\r\n			<li>What will achieve? What activities? What resources, people, equipment needed? Potential problems? How to measure success?</li>\r\n		</ul>\r\n		</li>\r\n		<li>As a starting point however, the main staff of a project can come together and draft a logframe for their programming.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">A standard logframe is divided into four rows, which are your long- to short-term objectives ranging from top to bottom. Since the terminology used in logframes can differ between organizations, multiple terms for each are outlined below:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Goal/Impact:</strong> Big picture and long-term (ie. To improve health and well-being for Afghan children)</li>\r\n	<li><strong>Outcome/Purpose/Objective:</strong> How the goal/impact will be achieved (ie. Increased access to safe recreational spaces)</li>\r\n	<li><strong>Outputs/Results:</strong> Quantity, quality and timeline of results that the project has. These are usually things you can count when you are running your activity (ie. Number of skate sessions delivered)</li>\r\n	<li><strong>Inputs/Activities: </strong>What activities are you delivering to make the program happen?</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">These are achieved and measured by the headings from left to right:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Project summary: </strong>Where you write the details</li>\r\n	<li><strong>Indicators: </strong>How you’ll measure the progress you make towards the outcomes and outputs</li>\r\n	<li><strong>Means of verification:</strong> How you’ll collect the information for the indicators\r\n	<ul>\r\n		<li><strong>Qualitative / Narrative</strong>: Better at answering how and why (open-ended questions)</li>\r\n		<li><strong>Quantitative / Numbers:</strong> Better at getting statistics (close-ended questions)</li>\r\n	</ul>\r\n	</li>\r\n	<li><strong>Risks and assumptions:</strong> external conditions needed to get results</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> It\'s often more useful to work backwards when making your logframe – start with the impact and move backwards/down towards your inputs to make sure everything connects.</em></p>\r\n<img alt=\"Logframe bridge analogy\" data-align=\"center\" data-caption=\"&lt;em&gt;This bridge analogy helps to understand logframes (&lt;a href=&quot;https://www.youtube.com/watch?v=BhYwa62SMAw&quot;&gt;Source&lt;/a&gt;)&lt;/em&gt;​​​​​\" data-entity-type=\"file\" data-entity-uuid=\"a6effaa6-0d5c-45d5-8d5c-473c5c5a830e\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.24.09%20PM.png?itok=rREXzbU_\" width=\"898\" />\r\n<p>&nbsp;</p>\r\n\r\n<h4 dir=\"ltr\">Next Steps</h4>\r\n\r\n<p dir=\"ltr\">MEL can be overwhelming – there’s always more to do and learn – but just get started with the activities you have the time and resources to do, then build it up as you go. A first step can be to identify which MEL activities your project is already doing, and which new activities would be the most useful and achievable for your context and with your capacities.</p>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>“So what” factor -- we’re teaching kids to skate… so what?</strong></p>\r\n\r\n	<ul>\r\n		<li>\r\n		<p dir=\"ltr\">Think about what your project aims to achieve (impact) - this might be quite broad, such as \"improved quality of life\" or \"better education\" or \"healthier children\" but will help guide you to think \"how will we get there with our program?\"</p>\r\n		</li>\r\n	</ul>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Make a list of the MEL activities you are already doing</strong>. This can be written into a short paragraph to provide to supporters.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Choose ONE new MEL activity to start doing.</strong>&nbsp;Take a look at the MEL resources section for a sample attendance sheet, a sample participant survey, and logical framework templates.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Learn more! </strong>This overview only touches on the very basics of MEL. There are TONS of resources about MEL for non-profits, so check out more stuff on your own, starting with our resource list below.</p>\r\n	</li>\r\n</ol>\r\n','','full_html'),('goodpush_basic_page',0,13,157,'en',0,'<h4 dir=\"ltr\">What is “Monitoring, Evaluation and Learning” (MEL)?</h4>\r\n\r\n<p dir=\"ltr\">If you’re new to MEL, the good news is that you are probably already doing some kind of MEL, you just haven’t realized it yet. This toolkit provides an introductory overview to a very big topic, with resources for further learning at the bottom.</p>\r\n\r\n<p dir=\"ltr\"><strong>Monitoring</strong>&nbsp;– How you know your programs are happening the way you planned.<br />\r\n<strong>Evaluation –&nbsp;</strong>How you know the quality is good and the children are having fun and learning.<br />\r\n<strong>Learning –&nbsp;</strong>What can we change or do better based on the new information we have?</p>\r\n<img alt=\"MEL definitions and examples\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"3620a73c-8577-4aee-8207-56a948d04a03\" data-image-style=\"medium_banner\" height=\"566\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%2012.34.06%20PM_0.png?itok=y9C719r4\" width=\"818\" />\r\n<p><br />\r\nAn important element of MEL is <strong>Accountability,</strong> which means doing what you say you’re going to do. There are three main groups that non-profit organizations have to consider:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Accountability to the participants &amp; community</li>\r\n	<li>Accountability to the organization (board, staff)</li>\r\n	<li>Accountability to donors</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Why does MEL Matter?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Quality:</strong> To provide the best possible programs</li>\r\n	<li><strong>Proof:</strong> To prove that your creative idea really works!</li>\r\n	<li><strong>Money: </strong>To meet donor expectations and attract future funding</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Often MEL comes off as very technical and boring, so people avoid it.</p>\r\n\r\n<p dir=\"ltr\">But… <strong>Everyone should care!</strong></p>\r\n\r\n<p dir=\"ltr\">MEL is the way that we ensure that we are doing good work, and lets us prove it to others</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>It helps to identify trends (both positive and negative) in order to make significant changes or improvements in the programs.</li>\r\n	<li>It’s a process of reflection – helping staff/teachers to feel more connected and involved in the impact of the program, and to see the results of their work.<br />\r\n	&nbsp;</li>\r\n</ul>\r\n<img alt=\"Monitoring and evaluation cycle\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"df4ba0dc-4afb-4e77-9eaf-a449485a33cb\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.16.35%20PM.png?itok=GEB2mrDM\" width=\"560\" />\r\n<p dir=\"ltr\"><br />\r\nGood MEL is an ongoing process, not just a donor reporting cycle.</p>\r\n\r\n<p dir=\"ltr\">Ideally you integrate it within programs from the start, so it\'s done on a regular basis and can then easily be compiled and put into reports (rather than trying to gather data under time pressure) &nbsp;</p>\r\n\r\n<h4 dir=\"ltr\">Most Common Monitoring Tools</h4>\r\n\r\n<p dir=\"ltr\"><strong>Attendance Records (headcounts)</strong><br />\r\nSimplest way to start gathering data. Try to collect not just overall number of attendees, but also information on gender, disability, etc.</p>\r\n\r\n<p dir=\"ltr\"><strong>Registration Forms</strong><br />\r\nIf you have the same participants coming to your activities regularly, it makes sense to have them and their parents/guardians fill out a registration form. This allows you to collect key data on who your participants are, as well as include a “skate at your own risk” waiver and permission to appear in media associated with your project. Take a look at our <a href=\"https://drive.google.com/open?id=1Otr9JI-xITG7D0a1SQMBg4wh68Gn_TPf\">Participant Registration Form example</a> for skate projects.</p>\r\n\r\n<p dir=\"ltr\"><strong>Surveys</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Surveys are a type of monitoring – one of the most common</li>\r\n	<li>As an example, Skateistan surveys a sample of its students for each program/location once per year, which feeds into donor reporting, annual report, social media and website.\r\n	<ul>\r\n		<li>You can also use surveys for collecting educator feedback, assessing trainings, staff reviews</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s also useful to do a survey whenever starting a new activity or program. This is called a baseline.</li>\r\n	<li>For projects with an end-date (not ongoing) you can also do a final / endline survey, or otherwise run an annual survey to track progress.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Check out <a href=\"test\">this example survey for skate project participants</a>, and feel free to adapt it into a survey for your own project!</p>\r\n\r\n<p dir=\"ltr\">It’s good to do a mix of quantitative and qualitative monitoring, because if you see a trend in the numbers you can find out some of the reasons WHY.</p>\r\n\r\n<h4 dir=\"ltr\">About Logical Frameworks (a.k.a. Logframes)</h4>\r\n\r\n<p dir=\"ltr\">A logframe is a visual tool for improving the planning, implementation, management, monitoring and evaluation of projects. A logframe shows the links between the project activities and result. It is one of the most common MEL tools, especially for reporting to institutional donors (ie. governments, foundations). Another popular MEL framework is called a Theory of Change, however to keep this overview short we’ll just look at logframes for now.</p>\r\n<img alt=\"Example skateboard project logframe\" data-align=\"center\" data-caption=\"&lt;em&gt;Example logframe for a skateboarding project.&amp;nbsp;&lt;/em&gt;\" data-entity-type=\"file\" data-entity-uuid=\"0646ba88-ef05-47f7-9bf7-e6fcc3c5ed94\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.21.10%20PM.png?itok=x_UVUiD9\" width=\"844\" />\r\n<p><br />\r\n<strong>What are logframes and why are they important?</strong></p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>IDEAL:</strong> Help you to design programs by making a visual overview of the logic of your goals, activities and MEL → logframe should be flexible and updated frequently.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>REALITY:</strong> Many donors require a logframe as part of the application process → most require you to do in their own rigid format, and becomes an unchangeable standard against which your program is assessed</p>\r\n\r\n	<ul>\r\n		<li>These have varying levels of complexity, but if you have a basic version (like template seen here) you can always adapt this as needed for donors</li>\r\n		<li>Logframes can be structured differently and terminology differs slightly with every single donor, so check this before submitting application</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Using logframes for Program Design:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>In theory, writing a logframe should make it easier to plan and manage a project as you can see the sequence in which the actions lead to your overall goal.\r\n	<ul>\r\n		<li>Requires you to look at your program not only top-down, but also bottom up: activities → outputs → outcomes → goal</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s best to write the logframe with everyone who might be involved in the project, but this can be difficult to organize\r\n	<ul>\r\n		<li>Could however organize a workshop with participants, community members, staff, volunteers and ask the following questions:\r\n		<ul>\r\n			<li>What will achieve? What activities? What resources, people, equipment needed? Potential problems? How to measure success?</li>\r\n		</ul>\r\n		</li>\r\n		<li>As a starting point however, the main staff of a project can come together and draft a logframe for their programming.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">A standard logframe is divided into four rows, which are your long- to short-term objectives ranging from top to bottom. Since the terminology used in logframes can differ between organizations, multiple terms for each are outlined below:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Goal/Impact:</strong> Big picture and long-term (ie. To improve health and well-being for Afghan children)</li>\r\n	<li><strong>Outcome/Purpose/Objective:</strong> How the goal/impact will be achieved (ie. Increased access to safe recreational spaces)</li>\r\n	<li><strong>Outputs/Results:</strong> Quantity, quality and timeline of results that the project has. These are usually things you can count when you are running your activity (ie. Number of skate sessions delivered)</li>\r\n	<li><strong>Inputs/Activities: </strong>What activities are you delivering to make the program happen?</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">These are achieved and measured by the headings from left to right:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Project summary: </strong>Where you write the details</li>\r\n	<li><strong>Indicators: </strong>How you’ll measure the progress you make towards the outcomes and outputs</li>\r\n	<li><strong>Means of verification:</strong> How you’ll collect the information for the indicators\r\n	<ul>\r\n		<li><strong>Qualitative / Narrative</strong>: Better at answering how and why (open-ended questions)</li>\r\n		<li><strong>Quantitative / Numbers:</strong> Better at getting statistics (close-ended questions)</li>\r\n	</ul>\r\n	</li>\r\n	<li><strong>Risks and assumptions:</strong> external conditions needed to get results</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> It\'s often more useful to work backwards when making your logframe – start with the impact and move backwards/down towards your inputs to make sure everything connects.</em></p>\r\n<img alt=\"Logframe bridge analogy\" data-align=\"center\" data-caption=\"&lt;em&gt;This bridge analogy helps to understand logframes (&lt;a href=&quot;https://www.youtube.com/watch?v=BhYwa62SMAw&quot;&gt;Source&lt;/a&gt;)&lt;/em&gt;​​​​​\" data-entity-type=\"file\" data-entity-uuid=\"a6effaa6-0d5c-45d5-8d5c-473c5c5a830e\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.24.09%20PM.png?itok=rREXzbU_\" width=\"898\" />\r\n<h4><br />\r\nNext Steps</h4>\r\n\r\n<p dir=\"ltr\">MEL can be overwhelming – there’s always more to do and learn – but just get started with the activities you have the time and resources to do, then build it up as you go. A first step can be to identify which MEL activities your project is already doing, and which new activities would be the most useful and achievable for your context and with your capacities.</p>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>“So what” factor -- we’re teaching kids to skate… so what?</strong></p>\r\n\r\n	<ul>\r\n		<li>\r\n		<p dir=\"ltr\">Think about what your project aims to achieve (impact) - this might be quite broad, such as \"improved quality of life\" or \"better education\" or \"healthier children\" but will help guide you to think \"how will we get there with our program?\"</p>\r\n		</li>\r\n	</ul>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Make a list of the MEL activities you are already doing</strong>. This can be written into a short paragraph to provide to supporters.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Choose ONE new MEL activity to start doing.</strong>&nbsp;Take a look at the MEL resources section for a sample attendance sheet, a sample participant survey, and logical framework templates.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Learn more! </strong>This overview only touches on the very basics of MEL. There are TONS of resources about MEL for non-profits, so check out more stuff on your own, starting with our resource list below.</p>\r\n	</li>\r\n</ol>\r\n','','full_html'),('goodpush_basic_page',0,13,198,'en',0,'<h4 dir=\"ltr\">What is “Monitoring, Evaluation and Learning” (MEL)?</h4>\r\n\r\n<p dir=\"ltr\">If you’re new to MEL, the good news is that you are probably already doing some kind of MEL, you just haven’t realized it yet. This toolkit provides an introductory overview to a very big topic, with resources for further learning at the bottom.</p>\r\n\r\n<p dir=\"ltr\"><strong>Monitoring</strong>&nbsp;– How you know your programs are happening the way you planned.<br />\r\n<strong>Evaluation –&nbsp;</strong>How you know the quality is good and the children are having fun and learning.<br />\r\n<strong>Learning –&nbsp;</strong>What can we change or do better based on the new information we have?</p>\r\n<img alt=\"MEL definitions and examples\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"3620a73c-8577-4aee-8207-56a948d04a03\" data-image-style=\"medium_banner\" height=\"566\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%2012.34.06%20PM_0.png?itok=y9C719r4\" width=\"818\" />\r\n<p><br />\r\nAn important element of MEL is <strong>Accountability,</strong> which means doing what you say you’re going to do. There are three main groups that non-profit organizations have to consider:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Accountability to the participants &amp; community</li>\r\n	<li>Accountability to the organization (board, staff)</li>\r\n	<li>Accountability to donors</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Why does MEL Matter?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Quality:</strong> To provide the best possible programs</li>\r\n	<li><strong>Proof:</strong> To prove that your creative idea really works!</li>\r\n	<li><strong>Money: </strong>To meet donor expectations and attract future funding</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Often MEL comes off as very technical and boring, so people avoid it.</p>\r\n\r\n<p dir=\"ltr\">But… <strong>Everyone should care!</strong></p>\r\n\r\n<p dir=\"ltr\">MEL is the way that we ensure that we are doing good work, and lets us prove it to others</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>It helps to identify trends (both positive and negative) in order to make significant changes or improvements in the programs.</li>\r\n	<li>It’s a process of reflection – helping staff/teachers to feel more connected and involved in the impact of the program, and to see the results of their work.<br />\r\n	&nbsp;</li>\r\n</ul>\r\n<img alt=\"Monitoring and evaluation cycle\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"df4ba0dc-4afb-4e77-9eaf-a449485a33cb\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.16.35%20PM.png?itok=GEB2mrDM\" width=\"560\" />\r\n<p dir=\"ltr\"><br />\r\nGood MEL is an ongoing process, not just a donor reporting cycle.</p>\r\n\r\n<p dir=\"ltr\">Ideally you integrate it within programs from the start, so it\'s done on a regular basis and can then easily be compiled and put into reports (rather than trying to gather data under time pressure) &nbsp;</p>\r\n\r\n<h4 dir=\"ltr\">Most Common Monitoring Tools</h4>\r\n\r\n<p dir=\"ltr\"><strong>Attendance Records (headcounts)</strong><br />\r\nSimplest way to start gathering data. Try to collect not just overall number of attendees, but also information on gender, disability, etc.</p>\r\n\r\n<p dir=\"ltr\"><strong>Registration Forms</strong><br />\r\nIf you have the same participants coming to your activities regularly, it makes sense to have them and their parents/guardians fill out a registration form. This allows you to collect key data on who your participants are, as well as include a “skate at your own risk” waiver and permission to appear in media associated with your project. Take a look at our <a href=\"https://drive.google.com/open?id=1Otr9JI-xITG7D0a1SQMBg4wh68Gn_TPf\">Participant Registration Form example</a> for skate projects.</p>\r\n\r\n<p dir=\"ltr\"><strong>Surveys</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Surveys are a type of monitoring – one of the most common</li>\r\n	<li>As an example, Skateistan surveys a sample of its students for each program/location once per year, which feeds into donor reporting, annual report, social media and website.\r\n	<ul>\r\n		<li>You can also use surveys for collecting educator feedback, assessing trainings, staff reviews</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s also useful to do a survey whenever starting a new activity or program. This is called a baseline.</li>\r\n	<li>For projects with an end-date (not ongoing) you can also do a final / endline survey, or otherwise run an annual survey to track progress.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Check out <a href=\"test\">this example survey for skate project participants</a>, and feel free to adapt it into a survey for your own project!</p>\r\n\r\n<p dir=\"ltr\">It’s good to do a mix of quantitative and qualitative monitoring, because if you see a trend in the numbers you can find out some of the reasons WHY.</p>\r\n\r\n<h4 dir=\"ltr\">About Logical Frameworks (a.k.a. Logframes)</h4>\r\n\r\n<p dir=\"ltr\">A logframe is a visual tool for improving the planning, implementation, management, monitoring and evaluation of projects. A logframe shows the links between the project activities and result. It is one of the most common MEL tools, especially for reporting to institutional donors (ie. governments, foundations). Another popular MEL framework is called a Theory of Change, however to keep this overview short we’ll just look at logframes for now.</p>\r\n<img alt=\"Example skateboard project logframe\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"0646ba88-ef05-47f7-9bf7-e6fcc3c5ed94\" data-image-style=\"medium_banner\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.21.10%20PM.png?itok=x_UVUiD9\" width=\"844\" />\r\n<p class=\"text-align-center\"><em>Example logframe for a skateboarding project.&nbsp;</em></p>\r\n\r\n<p><strong>What are logframes and why are they important?</strong></p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>IDEAL:</strong> Help you to design programs by making a visual overview of the logic of your goals, activities and MEL → logframe should be flexible and updated frequently.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>REALITY:</strong> Many donors require a logframe as part of the application process → most require you to do in their own rigid format, and becomes an unchangeable standard against which your program is assessed</p>\r\n\r\n	<ul>\r\n		<li>These have varying levels of complexity, but if you have a basic version (like template seen here) you can always adapt this as needed for donors</li>\r\n		<li>Logframes can be structured differently and terminology differs slightly with every single donor, so check this before submitting application</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Using logframes for Program Design:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>In theory, writing a logframe should make it easier to plan and manage a project as you can see the sequence in which the actions lead to your overall goal.\r\n	<ul>\r\n		<li>Requires you to look at your program not only top-down, but also bottom up: activities → outputs → outcomes → goal</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s best to write the logframe with everyone who might be involved in the project, but this can be difficult to organize\r\n	<ul>\r\n		<li>Could however organize a workshop with participants, community members, staff, volunteers and ask the following questions:\r\n		<ul>\r\n			<li>What will achieve? What activities? What resources, people, equipment needed? Potential problems? How to measure success?</li>\r\n		</ul>\r\n		</li>\r\n		<li>As a starting point however, the main staff of a project can come together and draft a logframe for their programming.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">A standard logframe is divided into four rows, which are your long- to short-term objectives ranging from top to bottom. Since the terminology used in logframes can differ between organizations, multiple terms for each are outlined below:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Goal/Impact:</strong> Big picture and long-term (ie. To improve health and well-being for Afghan children)</li>\r\n	<li><strong>Outcome/Purpose/Objective:</strong> How the goal/impact will be achieved (ie. Increased access to safe recreational spaces)</li>\r\n	<li><strong>Outputs/Results:</strong> Quantity, quality and timeline of results that the project has. These are usually things you can count when you are running your activity (ie. Number of skate sessions delivered)</li>\r\n	<li><strong>Inputs/Activities: </strong>What activities are you delivering to make the program happen?</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">These are achieved and measured by the headings from left to right:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Project summary: </strong>Where you write the details</li>\r\n	<li><strong>Indicators: </strong>How you’ll measure the progress you make towards the outcomes and outputs</li>\r\n	<li><strong>Means of verification:</strong> How you’ll collect the information for the indicators\r\n	<ul>\r\n		<li><strong>Qualitative / Narrative</strong>: Better at answering how and why (open-ended questions)</li>\r\n		<li><strong>Quantitative / Numbers:</strong> Better at getting statistics (close-ended questions)</li>\r\n	</ul>\r\n	</li>\r\n	<li><strong>Risks and assumptions:</strong> external conditions needed to get results</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> It\'s often more useful to work backwards when making your logframe – start with the impact and move backwards/down towards your inputs to make sure everything connects.</em></p>\r\n<img alt=\"Logframe bridge analogy\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"a6effaa6-0d5c-45d5-8d5c-473c5c5a830e\" data-image-style=\"medium_banner\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.24.09%20PM.png?itok=rREXzbU_\" width=\"898\" />\r\n<p class=\"text-align-center\"><em>This bridge analogy helps to understand logframes (<a href=\"https://www.youtube.com/watch?v=BhYwa62SMAw\">Source</a>)</em>​​​​​</p>\r\n\r\n<h4>Next Steps</h4>\r\n\r\n<p dir=\"ltr\">MEL can be overwhelming – there’s always more to do and learn – but just get started with the activities you have the time and resources to do, then build it up as you go. A first step can be to identify which MEL activities your project is already doing, and which new activities would be the most useful and achievable for your context and with your capacities.</p>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>“So what” factor -- we’re teaching kids to skate… so what?</strong></p>\r\n\r\n	<ul>\r\n		<li>\r\n		<p dir=\"ltr\">Think about what your project aims to achieve (impact) - this might be quite broad, such as \"improved quality of life\" or \"better education\" or \"healthier children\" but will help guide you to think \"how will we get there with our program?\"</p>\r\n		</li>\r\n	</ul>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Make a list of the MEL activities you are already doing</strong>. This can be written into a short paragraph to provide to supporters.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Choose ONE new MEL activity to start doing.</strong>&nbsp;Take a look at the MEL resources section for a sample attendance sheet, a sample participant survey, and logical framework templates.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Learn more! </strong>This overview only touches on the very basics of MEL. There are TONS of resources about MEL for non-profits, so check out more stuff on your own, starting with our resource list below.</p>\r\n	</li>\r\n</ol>\r\n','','full_html'),('goodpush_basic_page',0,13,209,'en',0,'<h4 dir=\"ltr\">What is “Monitoring, Evaluation and Learning” (MEL)?</h4>\r\n\r\n<p dir=\"ltr\">If you’re new to MEL, the good news is that you are probably already doing some kind of MEL, you just haven’t realized it yet. This toolkit provides an introductory overview to a very big topic, with resources for further learning at the bottom.</p>\r\n\r\n<p dir=\"ltr\"><strong>Monitoring</strong>&nbsp;– How you know your programs are happening the way you planned.<br />\r\n<strong>Evaluation –&nbsp;</strong>How you know the quality is good and the children are having fun and learning.<br />\r\n<strong>Learning –&nbsp;</strong>What can we change or do better based on the new information we have?</p>\r\n<img alt=\"MEL definitions and examples\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"3620a73c-8577-4aee-8207-56a948d04a03\" data-image-style=\"medium_banner\" height=\"566\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%2012.34.06%20PM_0.png?itok=y9C719r4\" width=\"818\" />\r\n<p><br />\r\nAn important element of MEL is <strong>Accountability,</strong> which means doing what you say you’re going to do. There are three main groups that non-profit organizations have to consider:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Accountability to the participants &amp; community</li>\r\n	<li>Accountability to the organization (board, staff)</li>\r\n	<li>Accountability to donors</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Why does MEL Matter?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Quality:</strong> To provide the best possible programs</li>\r\n	<li><strong>Proof:</strong> To prove that your creative idea really works!</li>\r\n	<li><strong>Money: </strong>To meet donor expectations and attract future funding</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Often MEL comes off as very technical and boring, so people avoid it.</p>\r\n\r\n<p dir=\"ltr\">But… <strong>Everyone should care!</strong></p>\r\n\r\n<p dir=\"ltr\">MEL is the way that we ensure that we are doing good work, and lets us prove it to others</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>It helps to identify trends (both positive and negative) in order to make significant changes or improvements in the programs.</li>\r\n	<li>It’s a process of reflection – helping staff/teachers to feel more connected and involved in the impact of the program, and to see the results of their work.<br />\r\n	&nbsp;</li>\r\n</ul>\r\n<img alt=\"Monitoring and evaluation cycle\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"df4ba0dc-4afb-4e77-9eaf-a449485a33cb\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.16.35%20PM.png?itok=GEB2mrDM\" width=\"560\" />\r\n<p dir=\"ltr\"><br />\r\nGood MEL is an ongoing process, not just a donor reporting cycle.</p>\r\n\r\n<p dir=\"ltr\">Ideally you integrate it within programs from the start, so it\'s done on a regular basis and can then easily be compiled and put into reports (rather than trying to gather data under time pressure) &nbsp;</p>\r\n\r\n<h4 dir=\"ltr\">Most Common Monitoring Tools</h4>\r\n\r\n<p dir=\"ltr\"><strong>Attendance Records (headcounts)</strong><br />\r\nSimplest way to start gathering data. Try to collect not just overall number of attendees, but also information on gender, disability, etc.</p>\r\n\r\n<p dir=\"ltr\"><strong>Registration Forms</strong><br />\r\nIf you have the same participants coming to your activities regularly, it makes sense to have them and their parents/guardians fill out a registration form. This allows you to collect key data on who your participants are, as well as include a “skate at your own risk” waiver and permission to appear in media associated with your project. Take a look at our <a href=\"https://www.goodpush.org/sites/default/files/2019-01/Goodpush_Registration%20Form_Example.docx\" target=\"_blank\">Participant Registration Form example</a> for skate projects.</p>\r\n\r\n<p dir=\"ltr\"><strong>Surveys</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Surveys are a type of monitoring – one of the most common</li>\r\n	<li>As an example, Skateistan surveys a sample of its students for each program/location once per year, which feeds into donor reporting, annual report, social media and website.\r\n	<ul>\r\n		<li>You can also use surveys for collecting educator feedback, assessing trainings, staff reviews</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s also useful to do a survey whenever starting a new activity or program. This is called a baseline.</li>\r\n	<li>For projects with an end-date (not ongoing) you can also do a final / endline survey, or otherwise run an annual survey to track progress.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Check out <a href=\"https://www.goodpush.org/sites/default/files/2019-01/Survey%20Example%20Participant_Printable.pdf\" target=\"_blank\">this example survey for skate project participants</a>, and feel free to adapt it into a survey for your own project!</p>\r\n\r\n<p dir=\"ltr\">It’s good to do a mix of quantitative and qualitative monitoring, because if you see a trend in the numbers you can find out some of the reasons WHY.</p>\r\n\r\n<h4 dir=\"ltr\">About Logical Frameworks (a.k.a. Logframes)</h4>\r\n\r\n<p dir=\"ltr\">A logframe is a visual tool for improving the planning, implementation, management, monitoring and evaluation of projects. A logframe shows the links between the project activities and result. It is one of the most common MEL tools, especially for reporting to institutional donors (ie. governments, foundations). Another popular MEL framework is called a Theory of Change, however to keep this overview short we’ll just look at logframes for now.</p>\r\n<img alt=\"Example skateboard project logframe\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"0646ba88-ef05-47f7-9bf7-e6fcc3c5ed94\" data-image-style=\"medium_banner\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.21.10%20PM.png?itok=x_UVUiD9\" width=\"844\" />\r\n<p class=\"text-align-center\"><em>Example logframe for a skateboarding project.&nbsp;</em></p>\r\n\r\n<p><strong>What are logframes and why are they important?</strong></p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>IDEAL:</strong> Help you to design programs by making a visual overview of the logic of your goals, activities and MEL → logframe should be flexible and updated frequently.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>REALITY:</strong> Many donors require a logframe as part of the application process → most require you to do in their own rigid format, and becomes an unchangeable standard against which your program is assessed</p>\r\n\r\n	<ul>\r\n		<li>These have varying levels of complexity, but if you have a basic version (like template seen here) you can always adapt this as needed for donors</li>\r\n		<li>Logframes can be structured differently and terminology differs slightly with every single donor, so check this before submitting application</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Using logframes for Program Design:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>In theory, writing a logframe should make it easier to plan and manage a project as you can see the sequence in which the actions lead to your overall goal.\r\n	<ul>\r\n		<li>Requires you to look at your program not only top-down, but also bottom up: activities → outputs → outcomes → goal</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s best to write the logframe with everyone who might be involved in the project, but this can be difficult to organize\r\n	<ul>\r\n		<li>Could however organize a workshop with participants, community members, staff, volunteers and ask the following questions:\r\n		<ul>\r\n			<li>What will achieve? What activities? What resources, people, equipment needed? Potential problems? How to measure success?</li>\r\n		</ul>\r\n		</li>\r\n		<li>As a starting point however, the main staff of a project can come together and draft a logframe for their programming.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">A standard logframe is divided into four rows, which are your long- to short-term objectives ranging from top to bottom. Since the terminology used in logframes can differ between organizations, multiple terms for each are outlined below:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Goal/Impact:</strong> Big picture and long-term (ie. To improve health and well-being for Afghan children)</li>\r\n	<li><strong>Outcome/Purpose/Objective:</strong> How the goal/impact will be achieved (ie. Increased access to safe recreational spaces)</li>\r\n	<li><strong>Outputs/Results:</strong> Quantity, quality and timeline of results that the project has. These are usually things you can count when you are running your activity (ie. Number of skate sessions delivered)</li>\r\n	<li><strong>Inputs/Activities: </strong>What activities are you delivering to make the program happen?</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">These are achieved and measured by the headings from left to right:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Project summary: </strong>Where you write the details</li>\r\n	<li><strong>Indicators: </strong>How you’ll measure the progress you make towards the outcomes and outputs</li>\r\n	<li><strong>Means of verification:</strong> How you’ll collect the information for the indicators\r\n	<ul>\r\n		<li><strong>Qualitative / Narrative</strong>: Better at answering how and why (open-ended questions)</li>\r\n		<li><strong>Quantitative / Numbers:</strong> Better at getting statistics (close-ended questions)</li>\r\n	</ul>\r\n	</li>\r\n	<li><strong>Risks and assumptions:</strong> external conditions needed to get results</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> It\'s often more useful to work backwards when making your logframe – start with the impact and move backwards/down towards your inputs to make sure everything connects.</em></p>\r\n<img alt=\"Logframe bridge analogy\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"a6effaa6-0d5c-45d5-8d5c-473c5c5a830e\" data-image-style=\"medium_banner\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.24.09%20PM.png?itok=rREXzbU_\" width=\"898\" />\r\n<p class=\"text-align-center\"><em>This bridge analogy helps to understand logframes (<a href=\"https://www.youtube.com/watch?v=BhYwa62SMAw\">Source</a>)</em>​​​​​</p>\r\n\r\n<h4>Next Steps</h4>\r\n\r\n<p dir=\"ltr\">MEL can be overwhelming – there’s always more to do and learn – but just get started with the activities you have the time and resources to do, then build it up as you go. A first step can be to identify which MEL activities your project is already doing, and which new activities would be the most useful and achievable for your context and with your capacities.</p>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>“So what” factor -- we’re teaching kids to skate… so what?</strong></p>\r\n\r\n	<ul>\r\n		<li>\r\n		<p dir=\"ltr\">Think about what your project aims to achieve (impact) - this might be quite broad, such as \"improved quality of life\" or \"better education\" or \"healthier children\" but will help guide you to think \"how will we get there with our program?\"</p>\r\n		</li>\r\n	</ul>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Make a list of the MEL activities you are already doing</strong>. This can be written into a short paragraph to provide to supporters.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Choose ONE new MEL activity to start doing.</strong>&nbsp;Take a look at the MEL resources section for a sample attendance sheet, a sample participant survey, and logical framework templates.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Learn more! </strong>This overview only touches on the very basics of MEL. There are TONS of resources about MEL for non-profits, so check out more stuff on your own, starting with our resource list below.</p>\r\n	</li>\r\n</ol>\r\n','','full_html'),('goodpush_basic_page',0,13,216,'en',0,'<h4 dir=\"ltr\">What is “Monitoring, Evaluation and Learning” (MEL)?</h4>\r\n\r\n<p dir=\"ltr\">If you’re new to MEL, the good news is that you are probably already doing some kind of MEL, you just haven’t realized it yet. This toolkit provides an introductory overview to a very big topic, with resources for further learning at the bottom.</p>\r\n\r\n<p dir=\"ltr\"><strong>Monitoring</strong>&nbsp;– How you know your programs are happening the way you planned.<br />\r\n<strong>Evaluation –&nbsp;</strong>How you know the quality is good and the children are having fun and learning.<br />\r\n<strong>Learning –&nbsp;</strong>What can we change or do better based on the new information we have?</p>\r\n<img alt=\"MEL definitions and examples\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"3620a73c-8577-4aee-8207-56a948d04a03\" data-image-style=\"medium_banner\" height=\"566\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%2012.34.06%20PM_0.png?itok=y9C719r4\" width=\"818\" />\r\n<p><br />\r\nAn important element of MEL is <strong>Accountability,</strong> which means doing what you say you’re going to do. There are three main groups that non-profit organizations have to consider:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Accountability to the participants &amp; community</li>\r\n	<li>Accountability to the organization (board, staff)</li>\r\n	<li>Accountability to donors</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Why does MEL Matter?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Quality:</strong> To provide the best possible programs</li>\r\n	<li><strong>Proof:</strong> To prove that your creative idea really works!</li>\r\n	<li><strong>Money: </strong>To meet donor expectations and attract future funding</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Often MEL comes off as very technical and boring, so people avoid it.</p>\r\n\r\n<p dir=\"ltr\">But… <strong>Everyone should care!</strong></p>\r\n\r\n<p dir=\"ltr\">MEL is the way that we ensure that we are doing good work, and lets us prove it to others</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>It helps to identify trends (both positive and negative) in order to make significant changes or improvements in the programs.</li>\r\n	<li>It’s a process of reflection – helping staff/teachers to feel more connected and involved in the impact of the program, and to see the results of their work.<br />\r\n	&nbsp;</li>\r\n</ul>\r\n<img alt=\"Monitoring and evaluation cycle\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"df4ba0dc-4afb-4e77-9eaf-a449485a33cb\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.16.35%20PM.png?itok=GEB2mrDM\" width=\"560\" />\r\n<p dir=\"ltr\"><br />\r\nGood MEL is an ongoing process, not just a donor reporting cycle.</p>\r\n\r\n<p dir=\"ltr\">Ideally you integrate it within programs from the start, so it\'s done on a regular basis and can then easily be compiled and put into reports (rather than trying to gather data under time pressure) &nbsp;</p>\r\n\r\n<h4 dir=\"ltr\">Most Common Monitoring Tools</h4>\r\n\r\n<p dir=\"ltr\"><strong>Attendance Records (headcounts)</strong><br />\r\nSimplest way to start gathering data. Try to collect not just overall number of attendees, but also information on gender, disability, etc.</p>\r\n\r\n<p dir=\"ltr\"><strong>Registration Forms</strong><br />\r\nIf you have the same participants coming to your activities regularly, it makes sense to have them and their parents/guardians fill out a registration form. This allows you to collect key data on who your participants are, as well as include a “skate at your own risk” waiver and permission to appear in media associated with your project. Take a look at our <a href=\"https://www.goodpush.org/sites/default/files/2019-01/Goodpush_Registration%20Form_Example.docx\" target=\"_blank\">Participant Registration Form example</a> for skate projects.</p>\r\n\r\n<p dir=\"ltr\"><strong>Surveys</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Surveys are a type of monitoring – one of the most common</li>\r\n	<li>As an example, Skateistan surveys a sample of its students for each program/location once per year, which feeds into donor reporting, annual report, social media and website.\r\n	<ul>\r\n		<li>You can also use surveys for collecting educator feedback, assessing trainings, staff reviews</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s also useful to do a survey whenever starting a new activity or program. This is called a baseline.</li>\r\n	<li>For projects with an end-date (not ongoing) you can also do a final / endline survey, or otherwise run an annual survey to track progress.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Check out <a href=\"https://www.goodpush.org/sites/default/files/2019-01/Survey%20Example%20Participant_Printable.pdf\" target=\"_blank\">this example survey for skate project participants</a>, and feel free to adapt it into a survey for your own project!</p>\r\n\r\n<p dir=\"ltr\">It’s good to do a mix of quantitative and qualitative monitoring, because if you see a trend in the numbers you can find out some of the reasons WHY.</p>\r\n\r\n<h4 dir=\"ltr\">About Logical Frameworks (a.k.a. Logframes)</h4>\r\n\r\n<p dir=\"ltr\">A logframe is a visual tool for improving the planning, implementation, management, monitoring and evaluation of projects. A logframe shows the links between the project activities and result. It is one of the most common MEL tools, especially for reporting to institutional donors (ie. governments, foundations). Another popular MEL framework is called a Theory of Change, however to keep this overview short we’ll just look at logframes for now.</p>\r\n<img alt=\"Example skateboard project logframe\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"0646ba88-ef05-47f7-9bf7-e6fcc3c5ed94\" data-image-style=\"medium_banner\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.21.10%20PM.png?itok=x_UVUiD9\" width=\"844\" />\r\n<p class=\"text-align-center\"><em>Example logframe for a skateboarding project.&nbsp;</em></p>\r\n\r\n<p><strong>What are logframes and why are they important?</strong></p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>IDEAL:</strong> Help you to design programs by making a visual overview of the logic of your goals, activities and MEL → logframe should be flexible and updated frequently.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>REALITY:</strong> Many donors require a logframe as part of the application process → most require you to do in their own rigid format, and becomes an unchangeable standard against which your program is assessed</p>\r\n\r\n	<ul>\r\n		<li>These have varying levels of complexity, but if you have a basic version (like template seen here) you can always adapt this as needed for donors</li>\r\n		<li>Logframes can be structured differently and terminology differs slightly with every single donor, so check this before submitting application</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Using logframes for Program Design:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>In theory, writing a logframe should make it easier to plan and manage a project as you can see the sequence in which the actions lead to your overall goal.\r\n	<ul>\r\n		<li>Requires you to look at your program not only top-down, but also bottom up: activities → outputs → outcomes → goal</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s best to write the logframe with everyone who might be involved in the project, but this can be difficult to organize\r\n	<ul>\r\n		<li>Could however organize a workshop with participants, community members, staff, volunteers and ask the following questions:\r\n		<ul>\r\n			<li>What will achieve? What activities? What resources, people, equipment needed? Potential problems? How to measure success?</li>\r\n		</ul>\r\n		</li>\r\n		<li>As a starting point however, the main staff of a project can come together and draft a logframe for their programming.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">A standard logframe is divided into four rows, which are your long- to short-term objectives ranging from top to bottom. Since the terminology used in logframes can differ between organizations, multiple terms for each are outlined below:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Goal/Impact:</strong> Big picture and long-term (ie. To improve health and well-being for Afghan children)</li>\r\n	<li><strong>Outcome/Purpose/Objective:</strong> How the goal/impact will be achieved (ie. Increased access to safe recreational spaces)</li>\r\n	<li><strong>Outputs/Results:</strong> Quantity, quality and timeline of results that the project has. These are usually things you can count when you are running your activity (ie. Number of skate sessions delivered)</li>\r\n	<li><strong>Inputs/Activities: </strong>What activities are you delivering to make the program happen?</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">These are achieved and measured by the headings from left to right:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Project summary: </strong>Where you write the details</li>\r\n	<li><strong>Indicators: </strong>How you’ll measure the progress you make towards the outcomes and outputs</li>\r\n	<li><strong>Means of verification:</strong> How you’ll collect the information for the indicators\r\n	<ul>\r\n		<li><strong>Qualitative / Narrative</strong>: Better at answering how and why (open-ended questions)</li>\r\n		<li><strong>Quantitative / Numbers:</strong> Better at getting statistics (close-ended questions)</li>\r\n	</ul>\r\n	</li>\r\n	<li><strong>Risks and assumptions:</strong> external conditions needed to get results</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> It\'s often more useful to work backwards when making your logframe – start with the impact and move backwards/down towards your inputs to make sure everything connects.</em></p>\r\n<img alt=\"Logframe bridge analogy\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"a6effaa6-0d5c-45d5-8d5c-473c5c5a830e\" data-image-style=\"medium_banner\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.24.09%20PM.png?itok=rREXzbU_\" width=\"898\" />\r\n<p class=\"text-align-center\"><em>This bridge analogy helps to understand logframes (<a href=\"https://www.youtube.com/watch?v=BhYwa62SMAw\">Source</a>)</em>​​​​​</p>\r\n\r\n<h4>Next Steps</h4>\r\n\r\n<p dir=\"ltr\">MEL can be overwhelming – there’s always more to do and learn – but just get started with the activities you have the time and resources to do, then build it up as you go. A first step can be to identify which MEL activities your project is already doing, and which new activities would be the most useful and achievable for your context and with your capacities.</p>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>“So what” factor -- we’re teaching kids to skate… so what?</strong></p>\r\n\r\n	<ul>\r\n		<li>\r\n		<p dir=\"ltr\">Think about what your project aims to achieve (impact) - this might be quite broad, such as \"improved quality of life\" or \"better education\" or \"healthier children\" but will help guide you to think \"how will we get there with our program?\"</p>\r\n		</li>\r\n	</ul>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Make a list of the MEL activities you are already doing</strong>. This can be written into a short paragraph to provide to supporters.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Choose ONE new MEL activity to start doing.</strong>&nbsp;Take a look at the MEL resources section for a sample attendance sheet, a sample participant survey, and logical framework templates.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Learn more! </strong>This overview only touches on the very basics of MEL. There are TONS of resources about MEL for non-profits, so check out more stuff on your own, starting with our resource list below.</p>\r\n	</li>\r\n</ol>\r\n','','full_html'),('goodpush_basic_page',0,13,333,'en',0,'<h4 dir=\"ltr\">What is “Monitoring, Evaluation and Learning” (MEL)?</h4>\r\n\r\n<p dir=\"ltr\">If you’re new to MEL, the good news is that you are probably already doing some kind of MEL, you just haven’t realized it yet. This toolkit provides an introductory overview to a very big topic, with resources for further learning at the bottom.</p>\r\n\r\n<p dir=\"ltr\"><strong>Monitoring</strong>&nbsp;– How you know your programs are happening the way you planned.<br />\r\n<strong>Evaluation –&nbsp;</strong>How you know the quality is good and the children are having fun and learning.<br />\r\n<strong>Learning –&nbsp;</strong>What can we change or do better based on the new information we have?</p>\r\n<img alt=\"MEL definitions and examples\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"3620a73c-8577-4aee-8207-56a948d04a03\" data-image-style=\"medium_banner\" height=\"566\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%2012.34.06%20PM_0.png?itok=y9C719r4\" width=\"818\" />\r\n<p><br />\r\nAn important element of MEL is <strong>Accountability,</strong> which means doing what you say you’re going to do. There are three main groups that non-profit organizations have to consider:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Accountability to the participants &amp; community</li>\r\n	<li>Accountability to the organization (board, staff)</li>\r\n	<li>Accountability to donors</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Why does MEL Matter?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Quality:</strong> To provide the best possible programs</li>\r\n	<li><strong>Proof:</strong> To prove that your creative idea really works!</li>\r\n	<li><strong>Money: </strong>To meet donor expectations and attract future funding</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Often MEL comes off as very technical and boring, so people avoid it.</p>\r\n\r\n<p dir=\"ltr\">But… <strong>Everyone should care!</strong></p>\r\n\r\n<p dir=\"ltr\">MEL is the way that we ensure that we are doing good work, and lets us prove it to others</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>It helps to identify trends (both positive and negative) in order to make significant changes or improvements in the programs.</li>\r\n	<li>It’s a process of reflection – helping staff/teachers to feel more connected and involved in the impact of the program, and to see the results of their work.<br />\r\n	&nbsp;</li>\r\n</ul>\r\n<img alt=\"Monitoring and evaluation cycle\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"df4ba0dc-4afb-4e77-9eaf-a449485a33cb\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.16.35%20PM.png?itok=GEB2mrDM\" width=\"560\" />\r\n<p dir=\"ltr\"><br />\r\nGood MEL is an ongoing process, not just a donor reporting cycle.</p>\r\n\r\n<p dir=\"ltr\">Ideally you integrate it within programs from the start, so it\'s done on a regular basis and can then easily be compiled and put into reports (rather than trying to gather data under time pressure) &nbsp;</p>\r\n\r\n<h4 dir=\"ltr\">Most Common Monitoring Tools</h4>\r\n\r\n<p dir=\"ltr\"><strong>Attendance Records (headcounts)</strong><br />\r\nSimplest way to start gathering data. Try to collect not just overall number of attendees, but also information on gender, disability, etc.</p>\r\n\r\n<p dir=\"ltr\"><strong>Registration Forms</strong><br />\r\nIf you have the same participants coming to your activities regularly, it makes sense to have them and their parents/guardians fill out a registration form. This allows you to collect key data on who your participants are, as well as include a “skate at your own risk” waiver and permission to appear in media associated with your project. Take a look at our <a href=\"https://www.goodpush.org/sites/default/files/2019-01/Goodpush_Registration%20Form_Example.docx\" target=\"_blank\">Participant Registration Form example</a> for skate projects.</p>\r\n\r\n<p dir=\"ltr\"><strong>Surveys</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Surveys are a type of monitoring – one of the most common</li>\r\n	<li>As an example, Skateistan surveys a sample of its students for each program/location once per year, which feeds into donor reporting, annual report, social media and website.\r\n	<ul>\r\n		<li>You can also use surveys for collecting educator feedback, assessing trainings, staff reviews</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s also useful to do a survey whenever starting a new activity or program. This is called a baseline.</li>\r\n	<li>For projects with an end-date (not ongoing) you can also do a final / endline survey, or otherwise run an annual survey to track progress.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Check out <a href=\"https://www.goodpush.org/sites/default/files/2019-01/Survey%20Example%20Participant_Printable.pdf\" target=\"_blank\">this example survey for skate project participants</a>, and feel free to adapt it into a survey for your own project!</p>\r\n\r\n<p dir=\"ltr\">It’s good to do a mix of quantitative and qualitative monitoring, because if you see a trend in the numbers you can find out some of the reasons WHY.</p>\r\n\r\n<h4 dir=\"ltr\">About Logical Frameworks (a.k.a. Logframes)</h4>\r\n\r\n<p dir=\"ltr\">A logframe is a visual tool for improving the planning, implementation, management, monitoring and evaluation of projects. A logframe shows the links between the project activities and result. It is one of the most common MEL tools, especially for reporting to institutional donors (ie. governments, foundations). Another popular MEL framework is called a Theory of Change, however to keep this overview short we’ll just look at logframes for now.</p>\r\n<img alt=\"Example skateboard project logframe\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"0646ba88-ef05-47f7-9bf7-e6fcc3c5ed94\" data-image-style=\"medium_banner\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.21.10%20PM.png?itok=x_UVUiD9\" width=\"844\" />\r\n<p class=\"text-align-center\"><em>Example logframe for a skateboarding project.&nbsp;</em></p>\r\n\r\n<p><strong>What are logframes and why are they important?</strong></p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>IDEAL:</strong> Help you to design programs by making a visual overview of the logic of your goals, activities and MEL → logframe should be flexible and updated frequently.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>REALITY:</strong> Many donors require a logframe as part of the application process → most require you to do in their own rigid format, and becomes an unchangeable standard against which your program is assessed</p>\r\n\r\n	<ul>\r\n		<li>These have varying levels of complexity, but if you have a basic version (like template seen here) you can always adapt this as needed for donors</li>\r\n		<li>Logframes can be structured differently and terminology differs slightly with every single donor, so check this before submitting application</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Using logframes for Program Design:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>In theory, writing a logframe should make it easier to plan and manage a project as you can see the sequence in which the actions lead to your overall goal.\r\n	<ul>\r\n		<li>Requires you to look at your program not only top-down, but also bottom up: activities → outputs → outcomes → goal</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s best to write the logframe with everyone who might be involved in the project, but this can be difficult to organize\r\n	<ul>\r\n		<li>Instead, you can organize a workshop with participants, community members, staff, volunteers and ask the following questions:\r\n		<ul>\r\n			<li>What should/will we achieve? What activities should/will we do? What resources, people, equipment needed? Potential problems? How to measure success?</li>\r\n		</ul>\r\n		</li>\r\n		<li>As a starting point however, the main staff of a project can come together and draft a logframe for their programming.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">A standard logframe is divided into four rows, which are your long- to short-term objectives ranging from top to bottom. Since the terminology used in logframes can differ between organizations, multiple terms for each are outlined below:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Goal/Impact:</strong> Big picture and long-term (ie. To improve health and well-being for Afghan children)</li>\r\n	<li><strong>Outcome/Purpose/Objective:</strong> How the goal/impact will be achieved (ie. Increased access to safe recreational spaces)</li>\r\n	<li><strong>Outputs/Results:</strong> Quantity, quality and timeline of results that the project has. These are usually things you can count when you are running your activity (ie. Number of skate sessions delivered)</li>\r\n	<li><strong>Inputs/Activities: </strong>What activities are you delivering to make the program happen?</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">These are achieved and measured by the headings from left to right:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Project summary: </strong>Where you write the details</li>\r\n	<li><strong>Indicators: </strong>How you’ll measure the progress you make towards the outcomes and outputs</li>\r\n	<li><strong>Means of verification:</strong> How you’ll collect the information for the indicators\r\n	<ul>\r\n		<li><strong>Qualitative / Narrative</strong>: Better at answering how and why (open-ended questions)</li>\r\n		<li><strong>Quantitative / Numbers:</strong> Better at getting statistics (close-ended questions)</li>\r\n	</ul>\r\n	</li>\r\n	<li><strong>Risks and assumptions:</strong> external conditions needed to get results</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> It\'s often more useful to work backwards when making your logframe – start with the impact and move backwards/down towards your inputs to make sure everything connects.</em></p>\r\n<img alt=\"Logframe bridge analogy\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"a6effaa6-0d5c-45d5-8d5c-473c5c5a830e\" data-image-style=\"medium_banner\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.24.09%20PM.png?itok=rREXzbU_\" width=\"898\" />\r\n<p class=\"text-align-center\"><em>This bridge analogy helps to understand logframes (<a href=\"https://www.youtube.com/watch?v=BhYwa62SMAw\">Source</a>)</em>​​​​​</p>\r\n\r\n<h4>Next Steps</h4>\r\n\r\n<p dir=\"ltr\">MEL can be overwhelming – there’s always more to do and learn – but just get started with the activities you have the time and resources to do, then build it up as you go. A first step can be to identify which MEL activities your project is already doing, and which new activities would be the most useful and achievable for your context and with your capacities.</p>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>“So what” factor -- we’re teaching kids to skate… so what?</strong></p>\r\n\r\n	<ul>\r\n		<li>\r\n		<p dir=\"ltr\">Think about what your project aims to achieve (impact) - this might be quite broad, such as \"improved quality of life\" or \"better education\" or \"healthier children\" but will help guide you to think \"how will we get there with our program?\"</p>\r\n		</li>\r\n	</ul>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Make a list of the MEL activities you are already doing</strong>. This can be written into a short paragraph to provide to supporters.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Choose ONE new MEL activity to start doing.</strong>&nbsp;Take a look at the MEL resources section for a sample attendance sheet, a sample participant survey, and logical framework templates.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Learn more! </strong>This overview only touches on the very basics of MEL. There are TONS of resources about MEL for non-profits, so check out more stuff on your own, starting with our resource list below.</p>\r\n	</li>\r\n</ol>\r\n','','full_html'),('goodpush_basic_page',0,13,351,'en',0,'<h4 dir=\"ltr\">What is “Monitoring, Evaluation and Learning” (MEL)?</h4>\r\n\r\n<p dir=\"ltr\">If you’re new to MEL, the good news is that you are probably already doing some kind of MEL, you just haven’t realized it yet. This toolkit provides an introductory overview to a very big topic, with resources for further learning at the bottom.</p>\r\n\r\n<p dir=\"ltr\"><strong>Monitoring</strong>&nbsp;– How you know your programs are happening the way you planned.<br />\r\n<strong>Evaluation –&nbsp;</strong>How you know the quality is good and the children are having fun and learning.<br />\r\n<strong>Learning –&nbsp;</strong>What can we change or do better based on the new information we have?</p>\r\n<img alt=\"MEL definitions and examples\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"3620a73c-8577-4aee-8207-56a948d04a03\" data-image-style=\"medium_banner\" height=\"566\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%2012.34.06%20PM_0.png?itok=y9C719r4\" width=\"818\" />\r\n<p><br />\r\nAn important element of MEL is <strong>Accountability,</strong> which means doing what you say you’re going to do. There are three main groups that non-profit organizations have to consider:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Accountability to the participants &amp; community</li>\r\n	<li>Accountability to the organization (board, staff)</li>\r\n	<li>Accountability to donors</li>\r\n</ul>\r\n\r\n<h4 dir=\"ltr\">Why does MEL Matter?</h4>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Quality:</strong> To provide the best possible programs</li>\r\n	<li><strong>Proof:</strong> To prove that your creative idea really works!</li>\r\n	<li><strong>Money: </strong>To meet donor expectations and attract future funding</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Often MEL comes off as very technical and boring, so people avoid it.</p>\r\n\r\n<p dir=\"ltr\">But… <strong>Everyone should care!</strong></p>\r\n\r\n<p dir=\"ltr\">MEL is the way that we ensure that we are doing good work, and lets us prove it to others</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>It helps to identify trends (both positive and negative) in order to make significant changes or improvements in the programs.</li>\r\n	<li>It’s a process of reflection – helping staff/teachers to feel more connected and involved in the impact of the program, and to see the results of their work.<br />\r\n	&nbsp;</li>\r\n</ul>\r\n<img alt=\"Monitoring and evaluation cycle\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"df4ba0dc-4afb-4e77-9eaf-a449485a33cb\" data-image-style=\"medium_banner\" height=\"505\" src=\"http://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.16.35%20PM.png?itok=GEB2mrDM\" width=\"560\" />\r\n<p dir=\"ltr\"><br />\r\nGood MEL is an ongoing process, not just a donor reporting cycle.</p>\r\n\r\n<p dir=\"ltr\">Ideally you integrate it within programs from the start, so it\'s done on a regular basis and can then easily be compiled and put into reports (rather than trying to gather data under time pressure) &nbsp;</p>\r\n\r\n<h4 dir=\"ltr\">Most Common Monitoring Tools</h4>\r\n\r\n<p dir=\"ltr\"><strong>Attendance Records (headcounts)</strong><br />\r\nSimplest way to start gathering data. Try to collect not just overall number of attendees, but also information on gender, disability, etc.</p>\r\n\r\n<p dir=\"ltr\"><strong>Registration Forms</strong><br />\r\nIf you have the same participants coming to your activities regularly, it makes sense to have them and their parents/guardians fill out a registration form. This allows you to collect key data on who your participants are, as well as include a “skate at your own risk” waiver and permission to appear in media associated with your project. Take a look at our <a href=\"https://www.goodpush.org/sites/default/files/2019-01/Goodpush_Registration%20Form_Example.docx\" target=\"_blank\">Participant Registration Form example</a> for skate projects.</p>\r\n\r\n<p dir=\"ltr\"><strong>Surveys</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>Surveys are a type of monitoring – one of the most common</li>\r\n	<li>As an example, Skateistan surveys a sample of its students for each program/location once per year, which feeds into donor reporting, annual report, social media and website.\r\n	<ul>\r\n		<li>You can also use surveys for collecting educator feedback, assessing trainings, staff reviews</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s also useful to do a survey whenever starting a new activity or program. This is called a baseline.</li>\r\n	<li>For projects with an end-date (not ongoing) you can also do a final / endline survey, or otherwise run an annual survey to track progress.</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">Check out <a href=\"https://www.goodpush.org/sites/default/files/2019-01/Survey%20Example%20Participant_Printable.pdf\" target=\"_blank\">this example survey for skate project participants</a>, and feel free to adapt it into a survey for your own project!</p>\r\n\r\n<p dir=\"ltr\">It’s good to do a mix of quantitative and qualitative monitoring, because if you see a trend in the numbers you can find out some of the reasons WHY.</p>\r\n\r\n<h4 dir=\"ltr\">About Logical Frameworks (a.k.a. Logframes)</h4>\r\n\r\n<p dir=\"ltr\">A logframe is a visual tool for improving the planning, implementation, management, monitoring and evaluation of projects. A logframe shows the links between the project activities and result. It is one of the most common MEL tools, especially for reporting to institutional donors (ie. governments, foundations). Another popular MEL framework is called a Theory of Change, however to keep this overview short we’ll just look at logframes for now.</p>\r\n<img alt=\"Example skateboard project logframe\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"0646ba88-ef05-47f7-9bf7-e6fcc3c5ed94\" data-image-style=\"medium_banner\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.21.10%20PM.png?itok=x_UVUiD9\" width=\"844\" />\r\n<p class=\"text-align-center\"><em>Example logframe for a skateboarding project.&nbsp;</em></p>\r\n\r\n<p><strong>What are logframes and why are they important?</strong></p>\r\n\r\n<ul>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>IDEAL:</strong> Help you to design programs by making a visual overview of the logic of your goals, activities and MEL → logframe should be flexible and updated frequently.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>REALITY:</strong> Many donors require a logframe as part of the application process → most require you to do in their own rigid format, and becomes an unchangeable standard against which your program is assessed</p>\r\n\r\n	<ul>\r\n		<li>These have varying levels of complexity, but if you have a basic version (like template seen here) you can always adapt this as needed for donors</li>\r\n		<li>Logframes can be structured differently and terminology differs slightly with every single donor, so check this before submitting application</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><strong>Using logframes for Program Design:</strong></p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li>In theory, writing a logframe should make it easier to plan and manage a project as you can see the sequence in which the actions lead to your overall goal.\r\n	<ul>\r\n		<li>Requires you to look at your program not only top-down, but also bottom up: activities → outputs → outcomes → goal</li>\r\n	</ul>\r\n	</li>\r\n	<li>It’s best to write the logframe with everyone who might be involved in the project, but this can be difficult to organize\r\n	<ul>\r\n		<li>Instead, you can organize a workshop with participants, community members, staff, volunteers and ask the following questions:\r\n		<ul>\r\n			<li>What should/will we achieve? What activities should/will we do? What resources, people, equipment needed? Potential problems? How to measure success?</li>\r\n		</ul>\r\n		</li>\r\n		<li>As a starting point however, the main staff of a project can come together and draft a logframe for their programming.</li>\r\n	</ul>\r\n	</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">A standard logframe is divided into four rows, which are your long- to short-term objectives ranging from top to bottom. Since the terminology used in logframes can differ between organizations, multiple terms for each are outlined below:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Goal/Impact:</strong> Big picture and long-term (ie. To improve health and well-being for Afghan children)</li>\r\n	<li><strong>Outcome/Purpose/Objective:</strong> How the goal/impact will be achieved (ie. Increased access to safe recreational spaces)</li>\r\n	<li><strong>Outputs/Results:</strong> Quantity, quality and timeline of results that the project has. These are usually things you can count when you are running your activity (ie. Number of skate sessions delivered)</li>\r\n	<li><strong>Inputs/Activities: </strong>What activities are you delivering to make the program happen?</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\">These are achieved and measured by the headings from left to right:</p>\r\n\r\n<ul dir=\"ltr\">\r\n	<li><strong>Project summary: </strong>Where you write the details</li>\r\n	<li><strong>Indicators: </strong>How you’ll measure the progress you make towards the outcomes and outputs</li>\r\n	<li><strong>Means of verification:</strong> How you’ll collect the information for the indicators\r\n	<ul>\r\n		<li><strong>Qualitative / Narrative</strong>: Better at answering how and why (open-ended questions)</li>\r\n		<li><strong>Quantitative / Numbers:</strong> Better at getting statistics (close-ended questions)</li>\r\n	</ul>\r\n	</li>\r\n	<li><strong>Risks and assumptions:</strong> external conditions needed to get results</li>\r\n</ul>\r\n\r\n<p dir=\"ltr\"><em><strong>Tip:</strong> It\'s often more useful to work backwards when making your logframe – start with the impact and move backwards/down towards your inputs to make sure everything connects.</em></p>\r\n<img alt=\"Logframe bridge analogy\" data-align=\"center\" data-entity-type=\"file\" data-entity-uuid=\"a6effaa6-0d5c-45d5-8d5c-473c5c5a830e\" data-image-style=\"medium_banner\" height=\"505\" src=\"https://www.goodpush.org/sites/default/files/styles/medium_banner/public/inline-images/Screen%20Shot%202019-01-14%20at%204.24.09%20PM.png?itok=rREXzbU_\" width=\"898\" />\r\n<p class=\"text-align-center\"><em>This bridge analogy helps to understand logframes (<a href=\"https://www.youtube.com/watch?v=BhYwa62SMAw\">Source</a>)</em>​​​​​</p>\r\n\r\n<h4>Next Steps</h4>\r\n\r\n<p dir=\"ltr\">MEL can be overwhelming – there’s always more to do and learn – but just get started with the activities you have the time and resources to do, then build it up as you go. A first step can be to identify which MEL activities your project is already doing, and which new activities would be the most useful and achievable for your context and with your capacities.</p>\r\n\r\n<ol>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>“So what” factor -- we’re teaching kids to skate… so what?</strong></p>\r\n\r\n	<ul>\r\n		<li>\r\n		<p dir=\"ltr\">Think about what your project aims to achieve (impact) - this might be quite broad, such as \"improved quality of life\" or \"better education\" or \"healthier children\" but will help guide you to think \"how will we get there with our program?\"</p>\r\n		</li>\r\n	</ul>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Make a list of the MEL activities you are already doing</strong>. This can be written into a short paragraph to provide to supporters.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Choose ONE new MEL activity to start doing.</strong>&nbsp;Take a look at the MEL resources section for a sample attendance sheet, a sample participant survey, and logical framework templates.</p>\r\n	</li>\r\n	<li dir=\"ltr\">\r\n	<p dir=\"ltr\"><strong>Learn more! </strong>This overview only touches on the very basics of MEL. There are TONS of resources about MEL for non-profits, so check out more stuff on your own, starting with our resource list below.</p>\r\n	</li>\r\n</ol>\r\n','','full_html'),