Children's Parliaments acting as 'mini resource agencies'

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Through ten Children’s Parliaments, children are learning about their rights and responsibilities, developing leadership skills, learning about the political system and election process of their country and how to campaign about the issues that matter to them. Here are some of the highlights, from the Children's Parliaments over the past few months. 

Becoming 'mini resource agencies' 
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As a result of Children’s Parliament exposure trips to local facilities (like the railway station, Post Office and hospital), members are now acting as a ‘mini resource agency’ for children in their respective areas.

This involves connecting their peers with state protection systems by posting letters and petitions, helping them to gain medical help, supporting them through the process of booking train or bus tickets, and ensuring they know what to do if they get separated from parents whilst using public transport. 

​This process has raised the confidence levels of the Children’s Parliament members as well as the feeling of security among all the children.  

Child Parliament members on an exposure trip at the local government hospital.

Becoming responsible leaders
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Child Parliament members are increasingly showing themselves as responsible leaders. They are reflecting this at many social events arranged by the project, through their dependable attendance, their help with different aspects of organisation and their willingness to ensure that venues are clean and tidy.

Life skills training
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16 Child Parliament members have been trained over the last few months on life skills, they have committed to communicating what they learned to their friends. 

​Child Rights and Good Treatment
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Without prompting, members became instrumental in food coupon distribution for flood affected families.

They also took the initiative in training 47 children from two centres about Child Rights and good treatment. Children who received this training were given ‘Good Treatment Cards’, so they can be more aware of how they treated at home and within the community.

Teachers then conducted one-to-one discussions so children could share their experiences and their wishes about how they would like to be treated. ​

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