Teachersguideeng

TEACHERS’ GUIDE S ’ D L R O Th e W s ’ N E R D CHIL PR IZ E m a r g o r P !

7 1 0 2 6 201

The Program Every year, the World’s Children’s Prize Program (WCP) educates and empowers children to become compas­sionate changemakers, They stand up for the equal value for all people, the rights of the child and democracy. The program and its engaging and practical activities, are implemented annually in schools by children for children, with the support of teachers.

T

his Teacher’s Guide describes the steps of the World’s Child­ren’s Prize Program (WCP) and guides you through practical, engaging classroom exercises and activities.

The WCP Program is based on the experiences that students get through the life stories of Child Rights Heroes and children in The Globe magazine and online. The WCP makes learning easier and more engaging for the students and can be used in nearly all school sub­ jects, from languages and art to maths, science, geography and history. The WCP also creates a sense of global unity amongst all the participating children and teachers. Thanks for joining us – let’s get started!

Plan your work and for when and how you want to implement the different steps. It is important that all students have enough time to gain knowledge about children’s rights and democracy, and learn about all three nominated

The World’s Children’s Prize Program is ongoing 16 April 2016 –16 April 2017. Report the results of your Global Vote at the latest by midnight on 16 April 2017 [ see p. 15 ] .

‘ The program will help boys and girls to develop leadership skills, gain self confidence, understand democracy and engage in par­ti­cipatory communication within their own communities and in their homes.’

TE ACHER , C A MEROON

2

Child Rights Heroes before the Global Vote is carried out [step 5]. Only those children who have gained sufficient knowledge of the Rights of the Child, democratic principles and the accom­ plishments of all the three nominated Child Rights Heroes should participate in the Global Vote.

S tep 1

S tep 2

S TEP 2: The Rights of the Child & democracy in your cou ntry Your students gain knowledge about their rights and about how democracy works. They explore and discuss the respect for children’s rights in their own communities and countries. | p. 14–15, 18–20 in The Globe and the fact sheet on your country.

S TEP 3: The Rights of the Child & democracy in the world Study facts and statistics on the situa­ tion for the world’s children, and let your students experience other child­ ren’s life stories, for eample of the WCP Jury Children and of Child Rights Ambassadors. | p. 16–17, 38–39, 42–49 in The Globe.

S TEP 1: Opening of the World’s Children’s Prize Program You decide when and how your school will start working with the WCP, within the program period. Some schools organise a festive opening ceremony, where they introduce the Child Rights Heroes and raise awareness of child rights.

‘ I am an ambassador of children’s rights. I will fight so that children have a voice in their own fami­lies, at school and even in the government through the vote. I have a dream to be elected as the Hero of the Rights of the Child.’

C A L A , 12 , N E PA L

‘ Thank you for teaching our children their rights . . . it makes us feel safe as parents that at least our children are learning what we never learnt as kids.

They will grow up so empowered and clever.’

PA R E N T , M O Z A M B I Q U E

in 7 steps S tep 3

S tep 4

S tep 5

S TEP 4: The Child Rights Heroes

S TEP 6: The big annou ncement !

Support your students in organising their own democratic election, creating everything from posters and ballot boxes to appointing vote counters and election officials. On your school’s Glob­ al Vote Day, the children vote for their Child Rights Heroes! Report the number of votes for each candidate to the WCP, in the online ballot box or to the WCP Coordinator in your country [see p. 15]. | p. 21–49 in The Globe.

‘ When I had read The Globe I realised that we children have an important role to play in this world. It helped me see that I and other children are the hope for my country... because our minds are still untainted’ A L D R I N , 14, THE PHILIPPINE S

S tep 7

WCP Age limit

Learn about the three Child Rights Heroes who are nominated for the WCP, and the children they fight for, through their life stories. | p. 50–112 in The Globe.

S TEP 5: The G lobal Vote

S tep 6

On the same day all over the world, children reveal the results of the Global Vote. Your students can hold a school assembly or invite local media rep­ resentatives to a press conference, to reveal the voting results and demand respect for the rights of the child. | p. 113 in The Globe.

S TEP 7: The Grand Finale !

The WCP Program ends with a big award ceremony in Sweden. All candi­ dates are honoured as Child Rights Heroes and get prize money to be used

‘ The programme is excellent. It has changed so many lives of children who were survivor’s turned leaders as well as the attitude of community and other stakeholders towards children’s rights and empowerment of girls.’

D I S T R I C T A D M I N I S T R AT O R , Z I M B A B W E

The WCP Program is open to children from the age of 10 until the year they turn 18 (the UNCRC says that you are a child until you turn 18). There are several reasons for the lower age limit. To be able to vote in the Global Vote, students must learn all about the candidates’ work. The children they fight for have often suffered terrible violations of their rights. Younger children may find their stories frightening. Even older children can find them upsetting. That’s why it is important that they have support from adults throughout the program. As the teacher, you decide what is suitable for your students to read, and what support they need. Read together and give your students space to reflect and ask questions. Also inform the parents about the WCP Program.

in their work for children. Many schools also organise their own festive ceremo­ ny at a later date. | p. 114–115 in The Globe).

On p. 8–9, 13–14 you’ll find ideas for engaging classroom activities.

‘ I can now speak with a loud voice because I know my rights as a child.’ V U F E M A , 10, C A M E R O O N ‘ We girls need to fight for the ­society to recognize that we too have our rights.’

A N A C A R O L I N A , 13, B R A Z I L

3

STEP 1 : Opening the WCP Program Y

ou and your students decide when and how to start working with the WCP at your school, as long as it’s within the program period and you have enough time to go through all steps.

Some schools hold a formal opening ceremony with music and speeches, introducing the three Child Rights Heroes and raising awareness of child rights. Other schools simply start with the first lesson!

Decide right at the start when your school is going to hold its Global Vote – the day when the students vote for their Child Rights Heroes. The Global Vote Day should come at the end of the pro­ gram. The students need enough time to learn enough about all three candidates before they decide who to vote for.

RESOURCES ✲ Stories and photos in The Globe magazine and online will inspire and enthuse your students. ✲ Fun and engaging film clips and photos are available on: worldschildrensprize.org

STEP 2: The Rights of the Child & Democracy in your country I

t is important to know one’s own rights in order to be able and willing to respect the human dignity and rights of others. The aim of this step is for students to learn about democracy and the UN Convention for the Rights of the Child (UNCRC) and how it is connected to their everyday lives, their communi­ ties and countries.

Explore everyday life Let the students explore and discuss how children are treated in your local community and in your country. Are some children treated worse than others? Perhaps some are discrimina­ ted against because of a disability, because they belong to a particular ethnic group or simply because they are girls? Are children bullied in your school, or mistreated at home? Use the basic principles of the UNCRC as your starting point: ✲ All children are equal and have the same rights. ✲ Every child has the right to have his or her basic needs fulfilled. ✲ Every child has the right to protection from abuse and exploitation. ✲ Every child has the right to express his or her opinion and to be respected.

Let the students work in pairs or small groups. Discuss their own lives in terms or their rights:

HelpS your cou ntry!

If your country has ratified (promised to follow) the UN Convention on the Rights of the Child (UNCRC), it has undertaken to give information on the rights of the child to its citizens, includ­ ing to the children themselves, through schools. The WCP Program helps your country fulfil its promises.

4

✲ To safety and a good home. ✲ To be themselves. ✲ To express themselves. ✲ To play and rest. ✲ To education. ✲ To good health. ✲ To equal opportunities.

Have the groups present their findings in class. If they think that their rights are being violated, ask them to suggest possible solutions.

Rights & responsibilities With rights come responsibilities. Some of those are: ✲ To listen to and respect other people’s points of view. ✲ To stand up for our rights and the rights of others. ✲ To think about our actions and that they can have consequences for others. ✲ To care about people who need more support and care than ourselves.

Can the students think of other respon­ sibilities that they might have?

What happens if people don’t take responsibility?

Let them work in pairs or small groups.

S tu dy the basics of democracy Let your students study the history of democracy, and discuss how it works in practice in their everyday lives and in your country. Can they make their voices heard?

Imagine if your s tu dents... ... book a meeting with local politicians and ask them whether they always put children first when they make decisions that concern them, as the UNCRC says they should. ... generate interest in the rights of the child, for example by organising public debates and contacting local media.

RESOURCES ✲ Information on the UNCRC on p. 14–15 of The Globe and online. ✲ Find the whole text of the UNCRC as well as child rights facts for your country and other parts of the world on: worlds­childrensprize.org

Step 3: The Rights of the Child & democracy in the world

O

nce learners understand the role that child rights and democratic values play in their own lives, they can look further afield. Through facts about the situation for the world’s children, and the life stories of children around the world, your students explore and discuss global child rights issues.

The aim of this step is for learners to understand the importance of the UNCRC from a global perspective. They explore differences and similarities between different groups, countries and cultures and develop their sensitivity to the needs and rights of others.

Learn through other children Let your students learn through expe­ riencing other children’s situations, for example of brave Child Rights Ambas­ sadors and of The World’s Children’s Prize Jury Children. The WCP Child Jury consists of children from around 15 countries. They represent other ­children and child rights issues around the world through their own life experi­ ences. Let your students work in pairs or individually and link the Jury child­ ren’s stories to different articles in the

It is the WCP Child Jury’s task to select three prize candidates every year, out of all those who have been nominated for the WCP.

UN Convention on the Right of the Child. The jury includes girls and boys from disadvantaged groups, like chil­ dren who have been forced to become soldiers or sex slaves, who have been affected by environmental destruction and refugee children.

The U N G lobal G oals Study the United Nations Global Goals – a 17-point plan to end poverty, combat climate change and fight injustice and inequality. How are they connected to the juror’s lives? How can your students take small actions in their everyday lives that will also contribute to the world reaching its goals?

RESOURCES ✲ Facts & figures: How are the world’s children? on: worlds­ childrensprize.org and p. 16–17 of The Globe. ✲ The jury children’s stories on: worldschildrensprize.org and p. 6–13 of The Globe. ✲ Children’s stories form around the world on: worldschildrens­ prize.org and in WCP social media [see 15]. ✲ The UN Global Goals on: worlds­childrensprize.org and p.

116 in The Globe.

‘I now know that I must get time to study and also that playing with other kids is not wrong but it is my right. I am so glad that there is something called Children’s Rights. Before I didn’t know this.’

Y V O N N E , 12 , Z I M B A B W E

‘ The WCP Program offers a unique safe space for the child to speak up, encouraged by the knowledge that she is within her legal rights to object to abuse, and protected by the knowledge that other child­ ren across the globe are stan­ding up for themselves.’

WCP FO C A L P O INT, SO UTH A FRIC A

Focus on girls The WCP program always has a parti­ cular focus on girls’ rights, because many girls are treated worse than boys.

For example, they have to do more housework, they are forced to leave school early or can’t go to school at all, and sometimes they are forced to get married while still children. Exploring and discussing girls’ rights fits ­especially well with steps 2–4 of the program.

5

STEP 4: Meet the Child Rights Heroes

Rosi g ollmann

S

tudents learn about the three nominated Child Rights Heroes, and the children they fight for. Learning about the nominees and their organi­ sations, and about the children who’s lives have been changed through rights based work, engages and inspires your students.

The aim of this step is for the students to develop an understanding of global issues and how one can bring about change. They discover that things can get better and that people can make a difference.

Explore the issues This year, the students learn about many challenging global issues through the nominees, including: ✲ Differently abled children, such as deaf and blind children, and children with learning difficulties. ✲ Female infanticide – baby girls being killed at birth. ✲ FGM – female genital mutilation. ✲ Homeless children. ✲ Children affected by HIV/AIDS. Let your students explore and discuss these issues through the stories in the Globe and online, and try to identify causes, effects and solutions for differ­ ent issues.

Explore which of the United Nations 17 Global Goals are linked to the issues taken up by the Nominees. Are some is­ sues perhaps connected to several of the goals? In what way? What action are the

6

Child Rights Heroes taking to help the world reach these goals? What action would the students themselves take?

Make it exciting Use fun and engaging activities, for example role playing as the heroes, as individual children from the stories or as journalists. The students can:

manuel rodrig ues

✲ Give speeches. ✲ Perform plays about dramatic inci­dents in a Child Rights Hero’s or a child’s life. ✲ Act as journalists conducting ‘interviews’ with Nominees, children or ‘bad people’ for a (fictional) TV or radio broadcast.

‘ I have realized that they are great people of the world who have fought for the truth... brave enough to fight for the rights of children. It encourages others to stand for what they believe in.’

MOLLY MELCHING

E N A N G A , 16, C A M E R O O N

RESOURCES ‘It makes me incredibly happy to read about people who are fighting for children’s rights and believe in what they are doing’ L I N A 13, S W E D E N

✲ Stories abut the nominees and the children they fight for on: worldschildrenprize.org and on p. 50–112 in The Globe. ✲ Film clips about the nominees on: youtube.com/worldschild­ renprize

Problem tree

1. Let learners draw a tree and write a problem, for example ‘Child Labour’ on the trunk.

2. Write down causes for the problem on post-its or scrap paper and place them on the tree’s roots.

3. Write effects on post-its or scrap paper and place on the branches.

4. Take a step back and see if any of the causes and effects should change place?

5. Try to come up with ideas for solutions. Draw fruit and write the ideas on them. Then ‘hang’ the fruit from the branches.

This activity helps learners visualise their thinking and see the connections between causes, effects (symptoms) and solutions of an issue.

effects (Branches)

Pro b l e m

Let the learners work in small groups or individually to find causes, effects and solutions to a problem.

causes (ROOTS)

Action cards

Ru n an election cam paig n Ask the students to run their own elec­ tion campaigns. They can work individ­ ually or in groups and make things like flyers and election posters. This project can include writing, drawing and paint­ ing, speeches, discussions and reflecting on important issues. They can make election speeches and have debates.

The outcome of political elections in a country is sometimes influenced by corruption and abuse of power. Some candidates, who have money and power, can buy more media exposure or force electoral workers to cheat. Ask your students to study good and bad examples of elections from the adult world. Discuss how they could run a fair election campaign, where all candidates have the same amount of exposure and where everyone knows enough about the candidates to be able to make an informed choice.

This activity aims to help the students speak out for a cause, to take a stand and to ask questions. The results can be shared in, for example, an exhibition, a school magazine or on social media.

solutions (FRUITS)

The WCP Program stimulates your students’ interest in and commitment to making a difference. Make the most of this by asking your students to rank what actions they could take to make the biggest difference.

1. Pick a topic and ask the students to suggest different ways to take action and help bring change. This could be anything from starting a club to influencing decisions by demonstrat­ ing or writing protest letters. You can gather ideas from the class as a whole or in smaller groups.

2. Write down all the suggestions on ‘action cards’ that can be made with paper and pens. Hand out the cards and ask the students to rank the ac­ tions based on which ones they think are the most effective. They can work in pairs, in groups or individually.

3. Bring the class back together and ask the learners to talk through their thought processes.

Student’s election posters.

On p. 8–9, 13–14 you’ll find more classroom activities.

7

Different maps – different world views D

rawing a world map is problematic.

The map is flat but the earth is round. When you try to depict the round earth on a flat map, you have to distort the picture so that it fits the paper.

A representation of the earth on a flat surface is called a projection. On the most common world map, called the Mercator projection, the areas nearest the poles become much bigger than they are in reality. On the Mercator projec­ tion Europe seems much bigger than it is in reality, and Greenland looks almost as big as Africa. In reality, Africa is more than 14 times larger!

Every world map is good at showing some aspects and bad at others. We have chosen to use the Peters Projection

for our world map. As you can see, it makes all land masses look long and narrow. But the good thing about this map is that it gives a fair portrayal of the size of countries and continents, allowing you to make comparisons.

Where do you live?

Let the students find your country, capi­ tal city and any other places you want to show. Find all the jury children’s countries too, and the countries where the other children in The Globe live. Use the world map in The Globe, an atlas or the internet. The little town of Mariefred in Sweden, where the World’s Children’s Prize is awarded, is already marked.

the global trip an imaginary journey If you want your students to learn even more in-depth – follow this simple 5 step guide.

T

ake your students on an imaginary journey to the Child Rights Heroes’ countries. They travel as reporters work­ ing for The Globe magazine and their mission is to collect material for stories when they arrive at their destinations, with help from stories in The Globe.

You can use the Global Trip in many different subjects. The following ele­ ments could form part of the learners’ Global Trip:

1. Make preparations Prepare in the same way that you would for a real journey: apply for passports

8

and visas, buy plane tickets, plan their travel budget and study the destination.

The learners can also to make their own documents, from passports to press passes. This will make these lessons exciting and true-to-life.

play as pilots and cabin crew. During the journey, the students can read The Globe and plan their projects. You can prepare assignments for the students or let them make up their own.

2. Learn l ang uages

Once the learners have ‘landed’ and ‘checked in’ at their hotels, the teams of reporters should complete their assignments.

The students can visit famous places, or do role play interviews as candidates and journalists. They can pretend ‘mee­­t­ ing’ some of the children that they have read about and write texts and interviews about their lives. The ‘repor­­­ ters’ can take (or draw) pictures of the ‘laureates’, write a travel journal and send postcards home.

Make your own phrase books with words like ticket, airport, luggage, pass­ port, bus stop, train station and hotel in languages used at their destination, and useful sentences such as ‘I am lost’, or ‘I fight for children’s rights’.

3. Fly, fly away Arrange the seats in the classroom like an airplane, and pretend that you are taking off. Some of the students can role

4. Reporters on a mission

S WE DE N M ARI E FR E D G ER M ANY

molly MELCHING Rosi g ollmann I NDIA Bang l adesh se negal gam bia G u i nea-Bissau

manu el rodrig u es

Eq u ator

5. Coming home & reporting back Once their ‘trip’ is over, the students produce stories for the WCP and The Globe. They can make their own magazine pages or front covers, with text and images (photos or drawings) and exciting headlines. They can also broadcast reports on ‘ TV’ or ‘radio’.

The results can be displayed as an exhibition for the whole school!

Make your own travel­ documents.

Passport control !

9

S TEP 5: The G lobal Vote T

he WCP Program concludes with a Global Vote. In each school, students organise their own election days – creating posters, ballot boxes and appointing election officials. By taking part, and organising their own Global Vote Days, they learn how democracy works in practice.

The aim of this step is for students to learn about democratic principles and values through an experience.

The Global Vote also creates a sense of global unity with other children around the world who take part in the WCP Program and the Global Vote.

or make your own. An advantage of using the pre-printed ballot papers is that schools around the world use them.

This strengthens the feeling of sharing in the Global Vote with a worldwide community of young people.

Prevent cheating Prepare ink or paint that the presiding officers can use to mark the students’ fingers or nails once they have cast their votes. Examples of inks that are hard to wash off include juice from cactus fruit, ink from an inkpad, or marker pen.

Remember !

Students should only vote once they know all the facts on the candidates they are choosing between. And nobody should be able to influence your students’ votes – neither friends nor anyone else.

Prepare for election day Just like national elections, your school’s Global Vote Day requires careful preparation. The preparations help the students to understand how democratic elections work.

Voting regis ter

Appoint key people !

Voting booth A voting booth is necessary to make sure voting is secret. They can look very different. In Pakistan, the desert schools make a voting booth by putting two beds up on their ends and hanging fabric over them. In the Brazilian rainforest, stu­ dents make a bamboo frame and cover it with leaves. You can also contact your local electoral authority and borrow voting booths from them.

The voting register should include all children at the school who have a right to vote. On voting day, every student’s name should be ticked off as they cast their vote. The students are allowed to vote until the year they turn 18.

Ballot papers Photocopy the ballot papers on the back of the teachers’ guide and cut them out,

Ballot boxES RESOURCES ✲ Be inspired by other children organising their Global Votes on p. 21–49 in The Globe, on: worldschildrenprize.org and in social media. ✲ Watch children voting all over the world on: youtube.com/ worldschildrensprize ✲ Download ballot papers at: worldschildrensprize.org/ballots

Have the students make ballot boxes from cardboard boxes, tin cans, jars, woven palm leaves or anything that could hold ballot papers. The ballot boxes can be covered and decorated with, for example, the WCP ‘rainbow children’ symbol, pictures from The Globe, colourful drawings or fabric.

What if... . . . the students invite their families and local politicians to experience their Global Vote Day. It’s educational, fun and exciting for adults to join in and experience the children’s voting day. . . . the students invite the local media to their Global Vote Day (with plenty of advance warning). This gives the chil­dren a chance to make their voi­ces heard on rights and democracy.

(Only the children should talk to the journa­ lists, but they may need some support from their teach­ ers.)

‘ Global Vote Day is an unforget­table experience.’

B W E T WA H , 12

10

✲ Presiding Officers. Tick off voters on the voting register and give out ballot papers. ✲ Election Supervisors. Oversee the voting and vote count, and check that all who have voted get a paint or ink mark. ✲ Vote Counters. Count the votes and send in the result.

Ballot boxes.

! y a D e t o V l a b o Gl .. o i t.

H e r e ’s h o w to d

Presiding officers manage the voting regis ter The students join the voting queue.

One by one, they go up to the presiding officers, who give out ballot papers and tick off each name on the voting register.

their choice, they fold the ballot paper so that nobody can see how they voted.

Then they leave the voting booth and place their vote in the ballot box.

Cou nting the votes ELECTION SU PERVISORS Children who have been appointed as election supervisors keep an eye to make sure everyone is ticked off on the voting register, so that nobody tries to vote twice and no false ballot papers end up in the ballot boxes!

Voting booth for secrecy The children step into the voting booth alone, one at a time, with their ballot paper in hand. Once they’ve marked

‘ It is the only program that teaches children about democracy and how we could grow up promoting equality in a democratic country’ W C P F O C A L P O I N T , N E PA L

Once everyone has voted, the vote counters and election supervisors begin their work. Finally, the result of the school’s Global Vote can be announced.

Sometimes this happens on the same day, sometimes a day or two later.

Time to celebrate!

The Global Vote is the finishing line of your work with the WCP Program. End the day with a big party for the rights of the child and democracy!

All over the world, children and young people look forward to their own Global Vote Day with joy and excitement.

Some schools begin with a ceremony in the schoolyard with music, singing and dancing, and speeches demanding respect for the rights of the child.

‘ It’s wonderful to be able to vote.

We want to vote in our country when we grow up. We feel free, free to think and free to talk.’

NOT A COM PETITION! Please emphasise to the children that the WCP Program is not a competition.

All candidates have made fantastic contributions to the rights of the child.

Whoever gets the most votes in total will receive the World’s Children’s Prize for the Rights of the Child. The other two nominees receive the World’s Children’s Honorary Award. All nominees are honoured at the WCP Ceremony and receive prize money towards their work for the Rights of the Child.

REPORT THE RESU LT of YOUR VOTE Submit the result of your vote to the WCP office. All votes from around the world are added together, so don’t just tell us which candidate received the most votes at your school. We must know the results for all three candidates! If you have a WCP Coordinator in your country, report to them [see p. 15]. Otherwise, use the ballot box at: worldschildrensprize.org or email to: info@worldschildrens­ prize.org.

M A H N A Z , 1 2 , PA K I S TA N

11

STEP 6: The big announcement

Do you want to join in ?

The big announcement is made soon ­after the closing date of the WCP Program [16 April 2017]. The exact date will be announced on our website and in social media. If your students are planning to invite the media and local leaders to a Children’s press conference, let the WCP Coordinator in your coun­ try know, or contact the WCP Office, so that we can provide you with press materials and secret information ahead of time! [see p. 15 for contact details].

RESOU RCES

O

n the same day all over the world the result of the Global Vote is announced by the children themselves. they reveal who they have elected Child Rights Hero of the Year.

Your students can hold a school assembly and/or invite local media and leaders to a World’s Children’s Press conference, to announce the results of

the Global Vote and demand respect for the Rights of the Child.

The aim of this step is to give child­ ren a platform from which they can make their voices heard, express their opinions as well as demand respect for their rights. The media attention raises awareness of children’s issues and puts pressure on decision makers.

✲ Child rights fact sheets, tips on how to organise a press conference, and publicity photos are available at: worldschildrensprize.org/wcpc ✲ Film clips with the Nominees are found at: youtube.com/ worldschildrensprize

STEP 7: The Grand Finale T

he World’s Children’s Prize Pro­ gram concludes with a ceremony at Gripsholm Castle in Mariefred, Sweden where the Child Rights Heroes are honoured. The ceremony is led by the jury children with help from H.M. Queen Silvia of Sweden. Many schools also hold their own celebrations at a later date.

The aim of this step is to share the children’s decision with the world, through the media, and create a sense of global unity amongst all the participa­ ting children.

Closing ceremonies in schools are often held in the evening, in order to be able to invite parents and siblings, as well as others in the local community.

Make it into a festive occasion for the rights of the child, with a host to lead the proceedings, speeches and perfor­ mances. The common thread will be the rights of the child and what the students have experienced through the WCP Program.

12

Perhaps the students can create an exhibition displaying the work they have done over the course of the program. If possible show the video from the WCP Ceremony. It is a great experience for all the children who have participated in the program, and it gives parents and other adults a good overview of what their children have been involved in, and of the rights of the child.

RESOURCES ✲ Learn about the WCP Ceremony on p. 114–115 of The Globe and online. ✲ Watch the WCP Ceremony at youtube.com/worldschildrens­ prize. You can also order a DVD from the WCP Coordinator in your country, or from the WCP Office.

the WCP PrOg r am in the cl assroom

The WCP in many subjects The WCP Program is often used for interdisciplinary projects, but it is also possible to use the program in individu­ al subjects. Using real-life contexts from The Globe’s stories make the lessons feel more meaningful. A few examples:

L ang uages & Art The program gives lots of opportunities for reading, writing, speaking and lis­ tening and developing critical thinking.

Learners can create essays and plays, fictional stories, presentations and posters, building on the stories in The Globe and online.

E

very year teachers around the world use the WCP Program in their teaching plan, in many different subjects from maths to social sciences to music and art. They use practical, engaging activities that students gain knowledge and skills and develop awareness and values.

The stories about children and Child Rights Heroes in The Globe magazine and online are the key to your students’ enthusiasm and willingness to learn and

grow. It’s important to give the students time and space to read and absorb the stories. They let your students imagine and identify with other children’s lives.

You can also read aloud in class and let your students discuss and reflect on the stories.

Teachers say that even children who don’t usually manage to read long texts often become engrossed in the stories in The Globe.

e

Di sag

ag r e

The Opinion line 1. Mark a line on the classroom floor using paper or string. Ask all the students to stand on the line. Explain that one end means YES and the other means NO. Read a statement out loud and let the students choose where to stand on the line based on how much or how little they agree.

2. Start with simple statements to help the students understand the method, like ‘Buses travel faster than bicycles’.

3. Move on to statements about a particular child rights issue, for example, some of the issues raised in this year’s WCP Program: ✲ Girls have the same value as boys.

Social Sciences Explore the geography, nature, history, culture and society of the Child Rights Heroes’ countries. It is important to also show positive and interesting aspects of the areas and cultures you are studying, so that learners gain a balanced and respectful view of each country and its people.

Maths ree

✲ Children who are differently abled should have the same opportunities as other children.

Use real-life numerical information – and the human stories behind them – to catch your students attention. How many children go to school, work or live on the street? Compare data and use genuine numbers when working with measurement and time, fractions, per­ centages and data. This helps learners to understand the role mathematic plays in the real world.

✲ Girls are a burden on their families.

4. Ask the students to briefly eplain why they have chosen their positions.

Students can change their positions on the line if someone or something causes them to change their minds.

This activity gives everyone, even shy students, a chance to take a stand and express an opinion. The conversations after taking a stand are an important part of the activity. The role of the ­teacher is to make sure everyone is included, and that nobody is insulted or teased by their classmates.

Science Explore how science impacts both posi­tively and negatively on some of the world’s most pressing challenges, for example access to food and clean water, climate change, energy, health and disease.

13

Focus ON : Corporal Pu nishment E

‘ It’s common here for the students to be beaten with the teacher’s poin­ter, I think that is terrible!

If there’s something we don’t understand, or if we don’t behave as we should, the teacher should explain things properly instead. After reading The Globe, I know that beating children is a violation of our rights!’

EMELDA , 12 , MOZ A MBIQUE

very year, children in The Globe tell stories of being beaten at school and at home. Despite the fact that corporal punishment is a violation of children’s rights, and all countries except USA have promised to follow the UN Con­ vention on the Rights of the Child, only 48 countries in the world have banned all forms of physical punishment of children.

According to Article 19 of the Con­ vention, all children have the right to protection from all forms of violence, neglect, mistreatment and abuse.

Despite this, every year 40 million children are beaten so badly that they need medical care. Many, many more children are subjected to corporal punishment. Nigerian teacher Gabriel Eben-Mosi Ajala used to be one of the many teachers who beat their students.

But now he has stopped: ‘Since I came into contact with The Globe magazine and the World’s Chil­ dren’s Prize program I’ve learned that it is a crime to bully and beat children.

I have stopped beating children, both at home and at school, although our tradition allows adults to beat children to make sure they behave better.’

Cl assroom activities Ask your students to discuss corporal punishment, taking the children’s stories in The Globe and your students’ experiences as your starting point. Dis­ cuss as a class or in small groups. Talk about how things are in your country.

Is there a law against beating children?

Ask the students to think about how they will treat children once they are adults.

THE OPINION LINE Do the activity ‘The Opinion Line’ [p. 11] using statements like: ✲ Children become more obedient if they are beaten. ✲ Children who are beaten will beat their own children later in life. ✲ Laws that ban adults from hitting children are a good thing. ✲ Parents in my country never hit their children. ✲ Teachers at my school never hit children. ✲ I will never hit my children when I grow up. ✲ I have a friend who gets beaten at home.

Start a Child Rights Club !

A

ll students can become Child Rights Ambassadors and start a WCP Child Rights Club at school. They can use the WCP Program and hold a Global Vote, press conferences, child rights celebra­tions, and carry out other activities to promote the rights of the child and democracy.

Support your students to get started and help them along the way. As well as basic knowledge of the rights of the child and the WCP Program, you can help them to decide what their club should do and how they can reach out to other children, their parents, teachers, and the school management. They may also want to reach out to local and national politicians, the media and organisations like the UN.

14

Activities can inclu de: ✲ Organising parties and rallies. ✲ Getting more friends to join. ✲ Visiting politicians and demanding respect for your rights. ✲ Putting on plays or writing stories. ✲ Holding competitions and debates.

‘ I have gained the courage to tell my story after reading in the Globe about brave girls who teach and help others. That inspired me – I will fight for girl’ rights until I die.’

M A S I K A , 16, C H I L D RIGHTS AMBASSADOR

Report you r voting resu lts P

lease submit your voting results for all three candidates to the WCP Coordinator in your country.

If there is no local coordinator, report your votes to the ballot box on: www.worldschild­rensprize.org or to: info@worldschild­rensprize.org Benin: Francois Ablefonlin (Juriste Echos Consult), ablefonce@yahoo.fr, tel: 069513955.

Burundi: Everiste Nimubona (DAJBU), ninaburundi@yahoo.fr, tel: 79921935, 78921935.

Cameroun: Mofeme Nangolo (KOSA), kosa.cam@googlemail.com, tel: 97101820, 75062151. Caroll Miloky (SOS Children’s Villages), Caroll.

Miloky@sos-kd.org, tel: 22212726.

Congo (Brazzaville): Lysias Yoane Mylandou (CDECU), mylandou. lysias@gmail.com, tel: 010800829, 069513955, 044003401. HervéYves-Ulrich Mandilou (C.F. Gothia), hervyvesulrichmandilou@yahoo.fr, tel: 055316946.

DR Congo (Kinshasa): Tuzza Alonda (FORDESK), fordesk.rdc@ live.fr, tel: 0990038624, Prince Ombeni/Murhabazi Namegabe (BVES) princeombeni@gmail.com, murhabazinamegabe@yahoo.fr, tel: 081318185450.

Ghana: Ekua Ansah Eshon (ATCWAR), attwwar@yahoo.com, tel: 201655595, 262342515.

Guinea Bissau: Fernando Cá (AMIC), ferca7562@gmail.com, tel: 5370440, 6670688, 3212193.

India: Shishir Srivastiva (City Mon­tessori School, Lucknow), shishir.wcprc@gmail.com, tel: 05222637219, 09956523456.

‘ I like and love that program.

It opens eyes and gets out the ­ignorance we had on our rights.

We children know now our rights.

We have noticed that many people violate our rights especially parents, teachers and authorities.’

B W I S E N G O , 16

Mozambique: Amelia Mabecuane, (SANTAC), Santac.wcprc@gmail.com, tel: 0844895451, 828490110.

Nepal: Janeit Gurung (Maiti Nepal), janeitgurung@yahoo.com, tel: 9841509729.

Nigeria: Southern States: Rotimi Aladetu (Royaltimi Talents Network), presidentroyaltimi@gmail.com, tel: 08052140295, 08024281745.

Northern States: Moses Adedeji (CHRINET), moses.adedeji@ gmail.com, tel: 08030415288, 08076286288.

Philippines: Veronica Santiago (Visayan Forum), mariaveronica­ santiago@gmail.com, tel: 709011, 9113986. Camarines Sur: Lowel Bisenio, lbisenio@yahoo.com, tel: 9064554679, 9288718497.

Sierra Leone: Anita Koroma (Girl Child Network), girlchildnetworksl@ gmail.com, tel: 78781444, 77289430.

South Africa: Marlene Winberg, marlene.winberg@worldschildrens­ prize.org, tel: 0833925153, fax: 080217820927, World’s Children’s Prize, P.O. Box 130, Kalk Bay 7990.

Togo: Yawo Sunuvi Dzagba (Enfant Avenir Nation), yawosunuvi@ yahoo.fr, tel: 90024360, 99487424.

Uganda: Gertrude Rose Gamwera (ULGA), rose.gamwera@ulga.org, tel: 414347575.

Zimbabwe: Ekenia Chifamba (Shamwari Yemwanasikana), shamwariyemwanasikana@gmail. com, tel: 772607384, 717395754.

WHO ARE THE WCP ?

The non-profit World’s Children’s Prize Foundation (WCPF), based in Sweden, is independent of all political and religious affiliation.

Its work is carried out with support from bodies including the Swedish Postcode Lottery, Sida, the Swed­ ish International Develop­ment Cooperation Agency and HRM Queen Silvia’s Care About the Chil­dren Foundation. In addition, more than 67,000 schools in 113 countries have got behind the WCP as Global Friend Schools, since the year 2000.

Connect with us!

We want to hear from you and your stu­dents. Send your pictures and stories to: info@worldschildren­ sprize.org, or share and comment on our social media accounts at Facebook, Instagram and Twitter:

worldschildrensprize

@worldschildrensprize

@wcpfoundation

www.worldschildrenprize.org

‘ The World Child Prize has brought us, the world’s children, together, and millions of children joining together is a great and powerful force ... It feels like having another family by my side.’

A N G E L I N A , 12 , S W E D E N

‘ When I had read The Globe I ­realised that we children have an important role to play in this world. It helped me see that I and other children are the hope for my country... because our minds are still untainted.’

A L D R I N , 14

15

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

MANUEL RODRIGUES

G LOBA L VOTE 2 0 1 6 –2 0 1 7

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

MANUEL RODRIGUES

G LOBA L VOTE 2 0 1 6 –2 0 1 7

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

MANUEL RODRIGUES

G LOBA L VOTE 2 0 1 6 –2 0 1 7

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

MANUEL RODRIGUES

G LOBA L VOTE 2 0 1 6 –2 0 1 7

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

MANUEL RODRIGUES

G LOBA L VOTE 2 0 1 6 –2 0 1 7

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

MANUEL RODRIGUES

G LOBA L VOTE 2 0 1 6 –2 0 1 7

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

MANUEL RODRIGUES

G LOBA L VOTE 2 0 1 6 –2 0 1 7

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

MANUEL RODRIGUES

G LOBA L VOTE 2 0 1 6 –2 0 1 7

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

MANUEL RODRIGUES

G LOBA L VOTE 2 0 1 6 –2 0 1 7

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

MANUEL RODRIGUES

G LOBA L VOTE 2 0 1 6 –2 0 1 7

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

ROSI GOLLMANN

G LOBA L VOTE 2 0 1 6 –2 0 1 7

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

ROSI GOLLMANN

G LOBA L VOTE 2 0 1 6 –2 0 1 7

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

ROSI GOLLMANN

G LOBA L VOTE 2 0 1 6 –2 0 1 7

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

ROSI GOLLMANN

G LOBA L VOTE 2 0 1 6 –2 0 1 7

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

ROSI GOLLMANN

G LOBA L VOTE 2 0 1 6 –2 0 1 7

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

ROSI GOLLMANN

G LOBA L VOTE 2 0 1 6 –2 0 1 7

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

ROSI GOLLMANN

G LOBA L VOTE 2 0 1 6 –2 0 1 7

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

ROSI GOLLMANN

G LOBA L VOTE 2 0 1 6 –2 0 1 7

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

ROSI GOLLMANN

G LOBA L VOTE 2 0 1 6 –2 0 1 7

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

ROSI GOLLMANN

G LOBA L VOTE 2 0 1 6 –2 0 1 7

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

ROSI GOLLMANN

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

ROSI GOLLMANN

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

ROSI GOLLMANN

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

ROSI GOLLMANN

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

ROSI GOLLMANN

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

ROSI GOLLMANN

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

ROSI GOLLMANN

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

ROSI GOLLMANN

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

ROSI GOLLMANN

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

ROSI GOLLMANN

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MANUEL RODRIGUES

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MANUEL RODRIGUES

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MANUEL RODRIGUES

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MANUEL RODRIGUES

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MANUEL RODRIGUES

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MANUEL RODRIGUES

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MANUEL RODRIGUES

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MANUEL RODRIGUES

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MANUEL RODRIGUES

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MANUEL RODRIGUES

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

ROSI GOLLMANN

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

ROSI GOLLMANN

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

ROSI GOLLMANN

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

ROSI GOLLMANN

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

ROSI GOLLMANN

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

ROSI GOLLMANN

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

ROSI GOLLMANN

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

ROSI GOLLMANN

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

ROSI GOLLMANN

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

ROSI GOLLMANN

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MANUEL RODRIGUES

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MANUEL RODRIGUES

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MANUEL RODRIGUES

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MANUEL RODRIGUES

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MANUEL RODRIGUES

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MANUEL RODRIGUES

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MANUEL RODRIGUES

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MANUEL RODRIGUES

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MANUEL RODRIGUES

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MANUEL RODRIGUES

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD

G LOBA L VOTE 2 0 1 6 –2 0 1 7

MOLLY MELCHING

THE WORLD ’S CHILDREN’ S PRIZE FOR THE RIGHTS OF THE CHILD