Paxton Fieles and two girls sing
You me Equal Rights

In ‘You Me Equal Rights’, boys and girls fight together for equal rights for girls. What can you do to improve gender equality in your community and in your country.

Through ‘You Me Equal Rights’ you will contribute to fulfilling the UN Global Goal 5. This is about achieving greater equality between girls and boys, women and men. Online and in The Globe you’ll find out more about the vulnerable situation for girls and their struggle for empowerment.

Activity: You Me Equal Rights

Hand out one of the stories about children fighting for equal rights for girls in Zimbabwe. Get the participants to read quietly, or out loud to one another in pairs/groups .

Ask the participants to write down:
• Three similarities and three differences between the lives of girls and boys in Zimbabwe compared with their own country. • At least three methods that children in Zimbabwe are using to improve gender equality.

Gather everyone together and get them to talk about what similarities and differences they discovered, and which methods they think are best and would help improve equality between girls and boys, women and men in your country.

Ask the participants to think quietly about the question: Why is it important for a country’s development, for example, for girls and boys, women and men to have equal rights? Get the participants to discuss in pairs, groups or the whole class how greater gender equality can lead to: reduced inequalities between people (Global Goal 10) more peaceful and inclusive societies (Global Goal 16)

“I made a decision to try to be fair, honest and respectful to girls and women. My behaviour can start a trend of other young men treating women in the same way. This is my personal mission. It is something in my power to do.” Quinley, 17, South Africa

Activity: The Opinion Line on gender equality

Measure the gender equality temperature like this:
    Mark a line on the floor/ground using paper or string, for example. Ask all the participants to stand on the line. One end represents YES. Let the participants choose where to stand on the line based on how much or how little they agree with a particular statement. The participants can, of course, change their opinion and therefore their position on the line, having listened to other people’s opinions.

Start with simple statements to help the participants understand the method, like: “Buses travel faster than bicycles”.

Move on to statements about girls and boys. For example:
• Girls and boys always help out with the household chores.
• Girls and boys have the same amount of time to do their homework.
• Girls and boys have the same amount of time for play and sport.
• Boys have the right to decide over girls.
• Parents treat girls and boys equally.
• Girls get to decide when they want to get married.
• Everyone can make their own decision about whether they want to identify as a girl or a boy.
• Girls and boys have the same opportunities in our country.

girl and globa goal 5 icon

Global Goal 5 is about achieving greater equality between girls and boys, women and men. Many of the stories in The Globe are about the vulnerable situation for girls and their struggle for empowerment.

Imagine if children...

...could meet local leaders and demand that they think about what’s best for children and about equal rights for girls when they make decisions.
...could change attitudes towards girls and boys where you live, so society becomes more equal.

Related stories
Girls studying at home
Step 1: The Rights of the Child in your country
It is important to know one’s own rights to be able to respect the equal worth and rights of others.
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Step 3: The Rights of the Child in the world
Once learners understand the role that rights play in their own lives, they can look further afield.
a child in a classroom
Step 4: The Global Goals
The Global Goals for Sustainable Development are a constant theme running through the entire WCP program.
Hands
Step 5: Child Rights Heroes & changemakers
Meet the Child Rights Heroes and the children they are fighting for.
nbmatter speaks to crowd
Step 6: Democracy & election campaign
The World’s Children’s Prize program includes a Global Vote.
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Step 7: The Global Vote
By taking part in and carrying out exercises to do with the Global Vote Day, the pupils get to understand how democracy works in practice.
children forming human chain
Step 8: Round the Globe Run for a Better World
On any day before the end of 2020, your school can arrange the Round the Globe Run for a Better World – a manifestation for the Global Goals for Sustainable development and Child Rights.
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Step 9: No Litter Generation
In No Litter Generation, children are coming together to fight littering around the world.
Voting in ice ballot box
The WCP Program step by step
Your school decides when you want to start working with the WCP program: the important thing is for everyone to have sufficient time and opportunity to learn and be empowered by the program for a better world.
WORLD'S CHILDRENS PRIZE FOUNDATION

P.O. Box 150, SE-647 24 Mariefred, Sweden
Office address: Långgatan 13, Mariefred, Sweden
Phone: +46-159-129 00 • info@worldschildrensprize.org

© 2020 World’s Children’s Prize Foundation. All rights reserved. WORLD'S CHILDREN'S PRIZE®, the Foundation's logo, WORLD'S CHILDREN'S PRIZE FOR THE RIGHTS OF THE CHILD®, WORLD'S CHILDREN'S PARLIAMENT®, WORLD'S CHILDREN'S OMBUDSMAN®, WORLD'S CHILDREN'S PRESS CONFERENCE® and YOU ME EQUAL RIGHTS are service marks of the Foundation.


 
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