Bee-What-You-Want-to-Be-Leadership-Curriculum-2006-for-Print.pdf
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BEE
What You Want To Be!
Fit for
Leadership!
Empowerment Tools for
Girls In Rwanda
BEE
What You Want To Be!
Leadership and Empowerment Training for
Girls and Young Women in Rwanda
Resource Book 2005
Georgina Nitzsche • Edit Schlaffer
Team:
Sarah Mchugh
Alexander Nitzsche
Joanna Godwin-Seidl
Ruth Bauer (Illustrator)
Supported by the Austrian Social Ministry
Contents
5
Planning the Sessions
8
Brain Games
Leadership training exercises
14 Theme one ≈ Leadership and Gender
26 Theme two ≈ Identity and Orientation
34 Theme three ≈ Skills for Public Life
42 Theme four ≈ Zones of Impact
56 Theme five ≈ Fit for Life! - Your Personal Force
68 Theme six ≈ Communication
78 Theme seven ≈ Diversity and Synergy
Applied Leadership: project steps
90 Introduction
94 Project step 1: Innovation
98 Project step 2: Preparation
102 Project step 3: Operation
104 Project step 4: Reflection
Acknowledgements
Why the bee?
Despite their bright warning colours, bees are
animals with highly developed societies and com-
munication skills. They work together to support
and provide for eachother. That’s why we chose
the bee as the logo for this manual.
3
“The Obstacle is the Path”
To the girls and young women of Rwanda
Worldwide women are on the move. Women change the world and you will
be part of this challenging movement. But how will it happen? The most
important step is your determination. Just let the slogan of the interna-
tional women’s movement guide you: “The personal is political!” How you
live, how you think, how confident and energetic you are will both affect
your own life and the future of Rwanda. Your personal ambitions, your cre-
ativity and dreams will open windows to the world and help to make it a
better place.
For as long as anyone can remember, boys and men have been the leaders
on the earth. They were the head of the tribe; head of the farm; of the
household, of the company, the minister, the president and the priest. Men
are famous for inventions, innovations, discoveries and skills such as painting
or sports. So it would be reasonable to think that only boys should get
leadership training.
Not so! It may well be that history has recorded the stories and successes
of men, but there is still plenty of historic evidence right across the world,
of women having been equally important in the human story, though they
are not always appreciated or respected. Indeed, certain customs or tradi-
tions actually hurt or hold women back. Women experience exclusion, lack
of freedom, violence and hatred. Women often enforce these same customs
on their own daughters believing they are the weaker sex.
It takes a great deal of bravery for one person to realise that certain
behaviour is out of date, or mean or just not working. The human race can
be grateful that over the many years of civilised existence these brave
people lead the way for change. Many were not ‘born leaders’, aristocrats,
or landowners either. They were ordinary men and women who felt strongly
about something.
“Ladies first!!” might be a polite gesture of outdated patriarchy, but why
not take it seriously and put yourself first for a change? Make the choice
to take your future into your hands. You will not be alone in this adven-
ture. Look around you and you will find many allies – friends, teachers,
family members, books. The starting point will be to identify the limits you
might have set yourself from within. Explore your inner-self, gather
strength and confidence to realise your potential. Many girls and women
around the globe are together in this. They rock the boat, they take risks,
they explore opportunities beyond the limitations of societal expectations
Together you will be stronger, you will define your goals, explore your
options, shape your lives and move the barriers!
Edit Schlaffer, Chairperson, Women without Borders
4
Planning the Sessions
“Education is not the filling up of a hole, but the lighting of a fire”
Welcome to the ‘Fit for Leadership!’ training manual from Women without
Borders. In your hands is the material for up to 25 hours of leadership and
empowerment training for young girls. The curriculum is designed using mod-
ern interactive methods of teaching. Together with the personal inputs of a
facilitator, this is a ready-made, stand alone and flexible programme, so that
girls’ groups can work, under local supervision, on long-term projects inde-
pendently.
The workshop section onetackles themes such as leadership, gender, partic-
ipation, civil society and personal skills. Girls and young women can learn to
develop their abilities for future roles in public life, such as management and
decision-making. The applied leadership section twois a step-by-step guide
from start to completion of a project undertaken in small teams. The proj-
ect subjects are inspired by typical government ministry portfolios, such as
human rights, environment and social concerns. The project teams are then
organised into mini-ministries. These ‘mini-ministries’ can work independently,
or even with the support and mentoring of local organisations working in sim-
ilar areas.
The Fit for Leadership! curriculum is offered as an after school club, often
held in a school or community building. Facilitators prepare and conduct work-
shop sessions on a weekly basis, using the exercises and games available in
this resource book. Whilst it is perfectly possible to supplement, enhance or
develop any of the material in this book, it is advisable not to mix the train-
ing themes within a workshop. The order of the themes has been designed to
fit with the project steps in section two. Each theme contains enough mate-
rial for one or more workshops. Workshops should have a certain amount of
routine/ritual to them, for example: warm-up exercises, introduction to the
training theme, and a good mix of activities. There should be no more than
20 girls in one group.
The applied leadership projects are an integral part of the curriculum – there
is no better way to teach responsibility than to give it. This section (two) is
constructed in four project steps: innovation, preparation, operation, reflec-
tion. All the exercises must be completed in order. The project steps are
written directly to the participants. Simply make copies of the project steps
for the mini-ministries to work through. Each mini-ministry will have a proj-
ect folder (binder) for all the notes, work, contacts, reports and financial
records etc. It should be noted, as for all extra-curricular activities, safety
is paramount. Make sure that contact with outside organizations is approved
by the participants’ school or parents.
At the beginning of the workshop, participants are given an empty book with
lined pages. This is their personal journalwhich they will use in each session.
In it they can write; what they learnt in the workshop, how they felt, what
was important to them, what was difficult? Participants should be encouraged
to read and put cuttings in their journal of articles that influenced them,
such as political or cultural role models, music, things they like. Participants
should be encouraged to write in the book in-between sessions too.
An excellent way to conclude the curriculum is to organise a girls’ parliament
assembly, perhaps in the real government building. Girls take on shadow parlia-
mentarian roles for one day and meet locally for an assembly-like session. They
discuss and frame resolutions that are be forwarded to the real national min-
istries. In this way, the young people can have a direct voice to the government.
5
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