Responsabilidades y Trabajos rutinarios del alumno en el B/T Camisea:

1. Content Position paper

It may be a good idea to start by developing a 1-2 page position paper.This should present all of the relevant aspects of the issue you have decided to focus on, your objectives and the targets. The document ought to include the background, a clear statement of the problem, document your evidence (with examples), and set out the positive solutions you are proposing. You can circulate this position paper among partners and colleagues for input before finalising it.

Core message

You can use the position paper as a basis for developing a clear summary of your position. The core message will also guide slogans, sound bites or stories, which you may use in your advocacy work. Research should help you identify your audiences and understand their positions, in order to develop more effective messages.

The core message will include: • Your analysis of the problem

• The evidence on which your analysis is based • The problem’s cause

• Whom you hold responsible for solving it • Why change is important

• Your proposed solution

• Actions you ask others (message recipients) to take to bring this change about

6.1 Developing messages

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Tailoring messages

Your core message will then guide the development of more specific, tailored messages, which will be directed at different audiences. When adapting your core message for a specific audience you will need to consider:

• What will be most persuasive for that audience? • What information that audience needs to hear?

• What action you want that audience to take (given that different audiences have different capacities to bring about change)?

• What are their political interests? What are their self-interests in relation to the issue? What group of people do they represent?

• What do they already know? What new information are you offering?

• Do they already have an opinion? What is it, how strongly held? Do they have a public position?

• What objections might they have? What might they lose? What misconceptions or arguments will you have to counter?

• What personal interests do they have? What hobbies or passions?

• Do their backgrounds (personal, educational, professional) suggest a bias? Can you link your issue to something you know they support?

The one-minute message

You should be able to summarise and present your advocacy messages in 3-4 sharp sentences, for situations where you have very limited time to present your case during chance meetings (such as finding yourself standing next to Bill Gates in the elevator),TV interviews, etc.

The one-minute message consists of:

Statement + evidence + example + action desired

The statement is the central idea in the message.

The evidence supports the statement with (easily understood) facts and figures. An example will add a human face to the message.

The action desired is what you want your target to do.

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One-minute message for Rewrite the Future

•Statement:Education gives children in crisis the chance to rewrite their futures and

transform the societies in which they live.

•Evidence: More than 50 million children affected by armed conflict are facing a

future without education, without hope.This includes 200,000 children in our own country.

•Example:Your own story (local if possible).

•Call to action:We can help rewrite the future for more than 50 million children

worldwide, including 200,000 of our own children, by meeting their educational needs.

•Our special role:Save the Children has a deep and steadfast commitment to

helping children to rewrite their futures.

Example

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General guidance on developing messages:

Make messages clear, compelling and engaging. 4 Avoid jargon.

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Put your ‘frame’ around the issue – highlight your perspective.

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Use clear facts and numbers creatively.

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If possible include information that is local so that it is relevant for people.

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Allow your audience to reach their own conclusions.

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Present a solution if possible.

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Remember: concise and consistent messages are critical for advocacy. Content is only one part of a message. Other factors such as who delivers the message, where a meeting takes place or the timing of the message can be as, or more, important than the content alone. Sometimes what is not said delivers a louder message than what is said. What ideas do you want to convey? What arguments will you use to persuade your audience?

2. Language:

What words will you choose to get your message across clearly and effectively? What words and phrases motivate and energise people, what words sap energy? Are there words you should or should not use? What language would be counter- productive for decision-makers and influentials? Obviously you would use different language when appealing to policy-makers than you would when communicating to a youth group.

3. Source/messenger:

Whom will the audience respond to and find credible?

4. Format:

Which way(s) will you deliver your message for maximum impact? For example, a meeting, letter, brochure, or radio advertisement? Identify which tactics are most appropriate for specific target audiences.

5.Time and place:

When is the best time to deliver the message? Is there a place to deliver your message that will enhance its credibility or give it more political impact?

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Example

Children’s messages to Minister of Education in Sudan

More than 250 people – Save the Children staff, children, parents, teachers, NGO partners, donors, and media – gathered in Khartoum’s Friendship Hall on 12 September 2006 to take part in Save the Children’s global challenge to Rewrite the Future and provide quality education for children affected by conflict.

Addressing their comments to the Minister of Education, children from the refugee camps spoke about the importance of education in their lives:

“If you receive an object with the word (bomb) written on it, if you know how to read

you will avoid it, if not it will blow off.” Abuk Jacob Mabiln (13) – Osqofiya B School

(pictured above)

“An educated person would know how to speak the Arabic Language and get use of it.”

Moses Lal Mau (16) – Osqofiya B School

“I advise all fathers, mothers and sisters to get boys and girls an education because it is

very important.”Fiasal Adam Hamed (17) – Itehad Mayo

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A message is only effective if the targets of your advocacy can understand exactly what it is you are asking them to do. Once you have developed the content of your messages, check for clarity.

Being clear

In document Proyecto profesional de embarco a bordo del B / T Camisea (página 65-76)