volume 3 - community mapping programme manual for urban youth centres

8/6/2019 Volume 3 - Community Mapping Programme Manual for Urban Youth Centres

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M A P P E

D

a youth community mappingtoolkit for East Africa

Volume 3

Asset Mapping Programme Manualfor Urban Youth Centres


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Volume 3

Acknowledgement

Copyright United Nations Human Settlements Programme

(UN-HABITAT) 2010

All rights reservedUnited Nations Human Settlements Programme (UN-HABITAT)P.O. Box 30030 00100 Nairobi GPO KENYATel: 254-020-7623120 (Central O ice)www.unhabitat.org

Disclaimer

The designations employed and the presentation o material in this publication donot imply the expression o any opinion whatsoever on the part o the secretariat

o the United Nations concerning the legal status o any county, territory, city orarea or its authorities, or concerning the delimitation o its rontiers or boundariesregarding its economic system or degree o development. Excerpts may bereproduced without authorization, on condition that the source is indicated. Viewsexpressed in this publication do not necessarily re lect those o the United NationsHuman Settlements Programme, the United Nations and its member states.

Cover photos UN-HABITAT

ACKNOWLEDGEMENTS

Principal Authors Doug Ragan, MM, PhD (Candidate)Meghan Muldoon Jane Bisanju

The Sustainable Cities Foundationwww.sustainablecities.net

Editors Melanda SchmidDr. Nola Kate Seymoar

Design & layout: Karun Koernig

Publisher: UN-HABITAT

Any undertaking o this nature requires the participation and input o manypeople. We grate ully acknowledge the collaboration o the ollowing members:

Staff and V nt s f east Af ican on St p u ban Y th C nt s:

Pa tn s & Y th B anch f uN-HABITAT:Subramonia Ananthakrishnan, Senior Advisor on YouthMutinta Munyati, Senior Programme O icer,

Human SettlementsHawa Diallo, Programme O icer, Human SettlementsInger Marie Jakobsen, UN Volunteer and One-Stop Youth Centre

Programme Coordinator


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ASSET MAPPING PROGRAMME MANUALFOR URBAN YOUTH CENTRES

contents

UN-HABITAT, Municipal Partners and Urban Youth Centres 4

A Brief Overview of the One Stop/ We Are the Future 4Urban Youth Centres Concept 4

The Global Partnership Initiative (GPI) andOne Stop Centres 4

We Are the Future (WAF) Centres 5Publications for Urban Youth Centres 6

Introduction: Asset Mapping as a Planning Tool 8

What is Mapping? 9

How to use this manual? 10

Why asset mapping? 11

Community Mapping: Steps and Processes 12

Quantity vs Quality of mapping Data: How Best to Tell 12

Community Mapping as Process and/or advocacy tool 13

Sources for Mapping in a Box 13

Sources for Mapping in a Box 15

Mapping Activities 16

Documentation 17

A day in the life of an asset mapping project 18

Gettting down to business - Community Mapping Workshops 19

Key factors linked to degree of youthengagement in mapping process 20

Mapping Fundamentals 21Introduction to Mapping 21

15 minutes - AIMS Why are we doing this work? 22

Workshop 1 22Introduction to Mapping 22

Personal Asset Mapping 22

Workshop 3 23Practice Mapping 23

Different approaches to mapping projects 25Mapping o Community Assets 25

Photovisioning and Mapping 26

Workshop 1 27Photovisioning and Mapping 28

Example 1 30Photovisioning in Mathare 30

Example 232

Photovisioning in Kampala 32

Follow-up34

Sharing your in ormation 34

Brazil Asset Mapping Guide 35

Check it Out Youth Guide to theWest Side o Vancouver 35

Dar es Salaam Youth Friendly City Guides 35

Dawson Creek Asset Mapping Guide 35Evolving Partnerships in Community:Guide or Sex Trade Workers 35

Resource Guide or Immigrant and Reugee Youth 35

Windows o Opportunity: Vancouver Youth Asset Atlas 35

Youth Guide Creation 35

Jobs within the mapping process 36Dawson Creek Youth Guide 36

Dar es Salaam Youth Friendly City Guides 36

Nairobi Youth Friendly City Guides 36

Kampala Youth Friendly City Guide 36

Youth Guide to Vernon and the Okanagan Indian Band 36

Organization: International Centre or Sustainable Cities(Sustainable Cities) 37

Youth Guide Creation 37Complete the mapping exercises to gather thedata and content or the guide. 38

Identi y a name or the guide. 38

Work with local youth to design and layout the guide. 38

Identi y your key resource people or theassembly o the guide. 38

You will need: 38Lessons learned 39

Resources 41



Volume 3

The Global Partnership Initiative (GPI) and One StopCentres

What is a One Stop Youth Centre?

A sa e urban space in a developing country, devoted to youth-led developmentactivities in thematic de ined by and or local youth and in alignment with localand national development objectives, and which is:

Run by municipal or local authority (government) OR a community-basedorganization/NGO in direct partnership with local government

Implemented and maintained according to UN-HABITAT developed guidelinesor Urban Youth Centres (which cover, generally, issues o governance, struc-

ture, minimum standards and programming)

The Global Partnership Initiative or Urban Youth Development (GPI) iscollaboration between selected cities worldwide and UN-HABITAT, intended toaddress the growing need or the engagement o youth as ull partners in urban

development and governance issues. Youth comprise a signi icant and growingproportion o the worlds population, and indeed are the majority in manydeveloping countries, most especially in their rapidly expanding urban centres.

In 2004, UN-HABITAT launched the GPI in Barcelona at the World Urban Forum,ormalizing the agencys commitment to engaging with youth across the world

in shaping and achieving development and governance goals. Two years later,the World Urban Forum in Vancouver, Canada, had a strong ocus on the roleo youth in urban spaces, and on how youth in both developed and developingcountries are already taking leadership roles and helping shape their own utures.The highly success ul World Youth Forum, as part o the Vancouver WorldUrban Forum, saw the ormalization o the Global Partnership Initiative and thebeginnings o several innovative urban youth empowerment programmes by UN-HABITATs Partners and Youth Section.

One Stop Youth Centres, piloted in our East A rican cities (Nairobi, Dar es Salaam,Kampala and Kigali), are the irst major activity o the GPI project. The concepto One Stop Centres grew out o a collaborative process with key stakeholdersincluding youth, municipal leaders, and UN-HABITAT. The centres are envisionedto provide youth with sa e spaces in urban settings where they can meet and takethe lead in their own development as well as that o their urban environment,and be participants through initiatives such as municipal and national YouthCouncils, or example in shaping policy related to issues a ecting youth.

UN-HABITAT,Municipal Partnersand Urban YouthCentres

A Brief Overview ofthe One Stop/We Are the Future

Urban YouthCentres Concept

overview




We Are the Future (WAF) CentresWhat is a We Are the Future Centre?

A sa e urban space in a post-con lict, developing country, devoted to youth-ledand youth-to-child development activities in thematic de ined by and or localyouth and in alignment with local and national development objectives, andwhich is:

Run by municipal or local authority (government) OR a community-basedorganization/NGO in direct partnership with local government

Implemented and maintained according to UN-HABITAT developed guidelinesor Urban Youth Centres (which cover, generally, issues o governance, struc-

ture, minimum standards and programming)

Launched in 2004, the We Are the Future (WAF) initiative is the result o astrategic partnership between the Glocal Forum and the Quincy Jones Listen UpFoundation with the support o a coalition o stakeholders, including the WorldBank and major private sector companies. We Are the Futures goal is to mobilizeglobal resources or the bene it o children in post-con lict cities through thecreation o municipally-owned WAF Youth and Child Centers that ocus on youth-led activities in the ive areas o Nutrition, ICT, Health, Sports and Arts.

The primary goal o this joint programme is the development and implementationo youth-led services or orphans and vulnerable children (OVC) and youthliving in urban areas in order to promote a healthy start in li e and improvedliving conditions. Youth bene iting rom programs at the Centres have becomecommunity assets able to extend new services to peers, younger children and theircommunities at large. The Centres are based on partnerships with municipalities,the private sector, civil society organizations, development agencies anduniversities, in order to ensure sustainability and scale.

In the pilot phase, the intent has been to strengthen the capacity o six pilot cities

(Addis Ababa, Asmara, Freetown, Kigali, Kabul, Nablus) to run and maintainyouth-led WAF Centres through local capacity building training and city-to-cityexchanges.

In 2005, the Glocal Forum and UN-HABITAT merged the WAF programme withUN-HABITATs One Stop Youth Centre model or urban youth development withthe WAF program, and the two distinct models are now being harmonized toserve the interests o youth in both urban spaces across the developing world,including both post-con lict and developing countries.



Volume 3

This manual exists as one o a growing library o materials produced by UN-HABITAT or use by and in the One Stop and We Are the Future Urban YouthCentres.

Current titles in this series, at time o publication, include:

Volume 1: Urban Youth Centre Setup Guide

Volume 2: In ormation Work and Youth

Volume 3: Ass t mapping G id Volume 4: Entrepreneurship Program Guide

Volume 5: Program Planning and Evaluation Guide

To receive copies o these manuals, and to ind out about additional manualsavailable rom UN-HABITAT, please contact in [email protected].

Target Audiences or UN-HABITAT Urban Youth Centre Manuals

Manuals such as this one, published by UN-HABITAT or Urban Youth Centres,have a number o possible target audiences. This manual is intended primarily orthe audiences noted on the next page.

Publicationsfor Urban Youth

Centres

Un-HABitAt




Ta g t A di nc D sc ipti n This man aP i a i y F

()

m nicipa e p y s:

Leadership and sta members o the city department ordivision implementing the Urban Youth Centre.

l ca A th iti s:

Leadership and sta o o ices responsible or speci iccommunities or areas within the city, who are implementinga smaller (satellite) Urban Youth Centre or their community.

u ban Y th C nt Staff:

Typically city council sta seconded to the Urban YouthCentre, or sta assigned to a satellite community centre bythe Local Authority. These sta work at the Centres ull time,with youth, running programs and coordinating activities.

u ban Y th C nt V nt s:

Youth volunteers engaged with activities at the YouthCentres with a ormal agreement governing their activitiesand relationship to the Centre.

Y th B n ficia i s f u ban Y th C nt s:

Youth, whether individual or members o youth groups, whouse the Centre regularly, take part in programming and otheractivities.

Pa tn o gani ati ns and Sta h d s f u ban Y thC nt :

Partner organizations under ormal M.O.U.s with the Centre,especially youth development related organizations. Mayalso include stakeholders rom civil society, private sector, andother levels o government.



Volume 3

mAPPING IN A Box: YouTH CommuNITY mAPPING ToolkIT

This manual is written or people wanting to engage youth in community-basedplanning. There is growing recognition that asset mapping can be a power ultool or change, prompting youth to view their communities rom an assets-basedperspective and becoming advocates or the trans ormation o the spaces theylive in. Researchers have ound that engaging youth in planning raises youthssel -esteem, osters a sense o environmental and community responsibility, and

acilitates them to become more civically minded. Research has also demonstrated

that engaging youth in planning is not only good or the youth themselves, butor their communities as well through supporting youth as advocates or positivechange. This manual will provide planners, youth workers, and volunteers with allo the tools they will need to train youth and initiate asset mapping projects.

Introduction: AssetMapping as

a Planning Tool

Development practitioners and policy-makers have increasingly come to recog-nize the importance o youth participation in decision-making and planning,particularly in Sub-Saharan A rica. In East A rica, youth constitute over 50%o the population. Excluding them rom participation e ectively impairs goodgovernance and the sustainability o development initiatives. This is particularlytrue as many o East A ricas most pressing development challenges, including

HIV/AIDS, unemployment, access to education and poverty are all dispropor-tionately experienced by youth.

Youth in East A rica ace multiple barriers to e ective participation in decision-making in their communities. According to a 2009 survey o community assetmapping participants in East A rica, youth con ront personal and systemic bar-riers to being a resource to cities. Among the personal barriers identi ied, 65%o youth said there was not enough time or participation due to school, while46% and 34%, respectively, identi ied amily and work commitments as bar-riers to the e ective participation o youth. Among systemic barriers, a largemajority o youth participants (79%) elt that a prevailing belie that youth arenot capable limited the participation o youth in decision-making. Youth alsoidenti ied classism (62%), a belie that youth are not civic-minded (54%), anda lack o political will (50%) as barriers to their e ective participation in city

planning.Source: Ragan, Doug (2009 unpublished). Youth as a Resource to Cities:

Asset Mapping Pre-Survey.

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Yet even with all these positive outcomes that stem rom youth engagement,there are still many barriers to their participation. Planners have limited timeand resources, competing interests, and ew tools to e ectively engage youth inplanning processes. Because o these barriers many youth and their adult alliesbecome disillusioned with these processes. This toolkit aims to address thoseconcerns by providing a tool that is both easy to use and e ective, and has beentested extensively by community organizations and cities.

Mapping sometimes called community mapping or community asset mapping is a participatory planning tool that engages youth in exploring their assets withinthe physical and social environment. The purpose is to create a concrete output a map, either in paper or web based ormat, which can be incorporated into

ormal and/or in ormal community planning processes.

An assets based philosophy is common to all the community mapping processesin this toolkit. Rather than ocus on problems or de iciencies, this philosophysuggests that the irst step in a community development process is to identi ythe communitys capacities and assets, including those o its residents, and thenuse these assets to build an action plan. The asset based approach is described inmore detail later in this toolkit.

What makes asset mapping unique is its diversity o application. Asset mappinghas been done with youth rom urban and rural communities, developed anddeveloping countries, and a broad diversity o cultural backgrounds. This manualis meant to be used in a way that is lexible and adaptable to every groups needs.The intention is that you either use it as a whole, guiding you throughout anentire asset mapping process, or that you pick and choose the workshops andexercises that will work best with your group.

Section 1 gives an overview o some o the di erent mapping projects that can bedone with a group o youth, as well as some o the materials that you will need tohave on hand.

Section 2 is all about mapping undamentals exercises and workshops that

should be done with every group about to undertake an asset mapping initiative.These workshops are important introductions to the concept o mapping andshould be conducted at the start o any new project being done with youth.

Section 3 contains workshops o some di erent project ideas that you can dowith youth in your community. The suitability o these projects to your group willdepend on the amount o time and resources available to you, as well as to whatsorts o activities the youth wish to engage in. You can choose to ollow oneor two o these activities, or use them as a starting point to develop your ownproject ideas based on your groups goals.

As a nonverbal technique, like photographs and videotape,[maps] cut through language di fculties and reveal eelingand concepts that otherwise do not sur ace. Kevin Lynch, Growing up in Cities

What is Mapping?

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Volume 3

Finally in Section 4 we talk about outcomes,and some o the options that are availableto you to help you share and promote themapping work done by your group. Theserange rom the very simple to more expansiveideas involving technology and politicaladvocacy.

The overall aim o this manual is to allow you,as a youth leader, to be able to pick it up at anytime, turn to the appropriate page, and have allthe in ormation you need laid out be ore you.

How to use thismanual?

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Why assetmapping?

Mapping is di erent rom other community development processes because itis a participatory planning process that takes into account both the physical andsocial environment. Mapping allows communities to identi y the assets o theircommunity, whether that be key community services such as health centres, oran important community space such as playground or park. These assets are thenput on a map, and these maps become tools or the community, planners, citycouncils and other interested parties to use to plan and improve where they live.What makes this manual unique is its ocus in the A rican context. The workshopsand examples are drawn rom real experiences in delivering mapping programswith youth in cities in Kenya, Uganda and Tanzania. The overall purpose o thismanual is to introduce mapping as a tool that can be modi ied and applied to suitthe needs o any youth group in A rica. The authors as well hope that this manualcan be used in other contexts and by other demographics globally.

DemYSTIFYING GPS

GPS stands orGlobal Position-

ing System. Thesystem is made upo several satellitesorbiting the Earthand a handheld re-ceiver (also knownas a GPS unit). The

job o the receiveris to locate 4 o thesatellites that are inorbit. Once it hasdone so, it can mea-sure the distance toeach one and then

use this in ormationto calculate its ownlocation on Earth.GPS provides in or-mation about the

location o the receiver (i.e. the site that is being mapped) in 3 dimensions,latitude, longitude, and altitude as well as time. What GPS essentially does is

inds a location on Earth and then stores that in ormation as a digital point.

Do I NeeD To HAVe A GPS To Do ASSeT mAPPING?

Absolutely not! GPS is a great tool because it lets you be very accurate in yourmapping and it allows you expand and replicate your mapping project in allsorts o ways using digital technology. However, as youll see throughout this

Manual, there are lots o di erent ways to do asset mapping, many o whichyou can do with no more technology than a pen, paper and a map! There are3 main ways that your group can do mapping:

1. Identi y a point on a map using stickers or markers

2. Use a GPS unit

3. Map asset sites online using Google Earth or Wikimapia

Asset mapping is about getting out in your community, identi ying what makesit special, and sharing that in ormation with others. Technological devices likeGPS units are great tools that can be used to help out with the process, butthey are not essential in order to do an amazing mapping project!

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At the beginning o this manual we talked a bit about the asset componento community mapping. The rst step when undertaking a mapping project isto understand what we mean by an asset versus a needs based approach,because, though it may seem simple, it is key to the overall understanding ocommunity mapping.

ASSeTS VS. NeeDS BASeD APProACH

There can be little doubt that youth in East A rica and their communities acea huge range o challenges. From poverty to environmental degradation tounemployment, the problems seem insurmountable, and youth are o tenoverwhelmed. When one starts a community process like mapping, the questiono ten asked is where do I start?. It is at this point where a one reaches a ork inthe road and two paths become available.

The rst and more traditional path is to ocus on a communitys needs,de ciencies and problems. A common rst step is to do a needs assessment so asto gure out what the problems are, and rom there create a plan. This is by arthe more common approach to community development, and where most o theresources in community development go.

The second path is the one utilized by community mappers - the mapping oridenti cation o the personal, local and institutional assets o a community.Though this is a road less traveled, most choosing to ollow the traditional rstpath, it is a path that can bring about long-term sustainable solutions or acommunity.

The ollowing section outlines this second asset based path.

The asset based approach quite simply starts with counting the personal, local andinstitutional assets o the community rst, be ore one counts the needs. Thoughsometimes seemingly hard to nd, people always have potential, there I arealways human relationships and community, and there are always institutions andeconomic activity. This does not mean that these actors are ideal, but they

must be recognized and worked with, or any orm o development will havelimited success or will ail.

Each community has a unique set o assets rom which to build upon. The rststep is to map and recognize those assets. In the physical act o mapping theassets acquire a whole new perspective and raming o ones community canbegin to happen.

It is important to note that ocusing on the assets o marginalized communitiesdoes not mean that the communities do not need aditional resources, and that ithese internal resources are utilized more ully and recognized, outside resourceswill be better used.

Each o the workshops described in the toolkit link to the mapping o these threedomains the personal, local and institutional, which are represented in theabove diagram rom Building Communities rom the Inside Out: A Path TowardsFinding and Mobilizing a Communitys Assets.

There is always a balance when collecting data about how much to gather, andwhat to gather. This is always a subjective choice, based on what your needs are,but here are a ew tips to help you decide:

1. CommuNITY mAPPING IS STorYTellING

It is important to look at not only what data you are collecting, but what isyour storyline. For example, Sustainable Cities worked with a youth group romthe Mathare slums in Kenya, and they wanted to map all the entrepreneurshipprojects they were running. So, when they were mapping those sites, they also

took photos and conducted interviews with people at the sites so what mayhave been just a point on a map called butchery or dispensary, now has aace to it, as well as the story behind how that place came to be.

CommunityMapping: Steps andProcesses

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Quantity vs Qualityof mapping Data:How Best to Tell

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2. GrouP Your DATA ToGeTHer INTo DIFFereNT mAPS

When you are mapping, you will ind that you can create one map with all thepoints on it, or you could create more than one map based on di erent criteria.Perhaps you are mapping communities or neighborhoods o your city, then youcan group your mapping data that way. Or, perhaps you are mapping healthcentres, restaurants and cyberca s, then, depending on how much data you have(making a map with three points is not very e ective) you might create 2 or 3maps. Again, this is all up to you, but remember it is the end user who you wantto use this map that is the most important, so, why not ask them?

3. eNSure You orGANIze Your DATA

You might think that you can remember every point you have mapped, but, reallyyou wont. So, use the documenting sheets provided in this guide extensively (seepage 14). I you have a group o volunteers, the data management is the onecomponent you should spend a lot o time with them on.

And lastly, have a good time!!

An o ten con using issue in regards to mapping is what is the intended goal? Forsome, mapping is a great way to engage people to think about their community;or others, mapping is a way to e ect change within their communities. O ten, as

we are sure you have surmised rom this manual, the answer alls in-between mapping is both a process and an advocacy tool.

What is unique, and has driven the need to produce this manual, is the level towhich community mapping has become the participatory planning tool o choice

or advocacy. This is primarily due to the advances in technology. What was oncecalled table-top or desk-top mapping where groups would gather arounda basemap in a classroom or community centre and identi y places important tothem, hand drawing or placing icons down to represent these places has nowkicked into overdrive with the advent o easier access to GPS, and programs suchas Google Earth, which allow global distribution, the ability to save and update

data, and pro essional map based presentations.This new leap in technology means that youth and other groups which had littleaccess to these technologies in the past, are now able to speak in the languageo planners and developers, and produce and disseminate pro essional qualitypresentations. This manual only scratches the sur ace o what can be done withGPS data or example, other demographic and census data can be representedon a map but this manual is a good start. So, i you think mapping can help youwith whatever cause you are working on, advocate away!

CommunityMapping as Process

and/or advocacytool

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Sources forMapping in a Box

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Volume 3

INSTITUTIONAL ASSETS

COMMUNITY ASSETS

INDIVIDUAL ASSETS

b u

s i n

e s s

e s

s c h o o l s

p a r k s

h o s p i t a l s c o

l l e g e

cultural groups

c h u r c

h e s

cl u

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r e c

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t i on +

s p o

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knowledge

personal contacts

personal values




Amsden, J., & VanWynsberghe, R. (2005). Community mapping as a research toolwith youth. Action Research, 3(4), 357-381.

Amsden, J., Blanchet-Cohen, N., & Ragan, D. (2003). Children becoming socialactors: Using visual maps to understand childrens views o environmental change .Children, Youth and Environments, 13(2)

Berglund, Ulla (2008). Using Childrens GIS Maps to In luence Town Planning.Children, Youth and Environments 18(2): 110-132. Retrieved March 20, 2009

Blanchet-Cohen, N. (2006). Civic engagement o young people in Vancouver.Victoria, British Columbia: International Institute or Child Rights and Development(IICRD).

Chawla, L., Blanchet-Cohen, N., Cosco, N., Driskell, D., Kruger, J., Malone, K., etal. (2005). Dont just listen- do something! Lessons learned about governance romthe Growing up in Cities project. Children, Youth and Environments, 15(2), 54-87.

Checkoway, Barry, and Katie Richards-Schuster. 2003. Youth participation incommunity evaluation research. American Journal o Evaluation 24(1): 2133.

Corriero, J. (2006). Cross-Canada mapping o youth-led and/or highly youth-engaged initiatives: Final report. Toronto, Ontario: Taking IT Global.

Driskell, D. Growing Up in Cities (2002). Creating better cities with children andyouth: A manual or participation. London: Earthscan.

Hutchinson, K., & Ragan, L. (2002). Youth led organization survey. British Columbia,Canada: Community Solutions.

International Institute or Child Rights and Development (IICRD), & EnvironmentalYouth Alliance et al. (2005). In Blanchet-Cohen N., Ragan D. (Eds.), Creative tools:Civic engagement o young people GROWING UP IN CITIES CANADA. Victoria,British Columbia: IICRD.

Knowles-Ynez, Kim. 2002. Concerns o children in landuse planning processes.Paper presented at the annual meeting o the Association o Collegiate Schools oPlanning, Baltimore, MD.

Lynch, Kevin, ed. 1977. Growing up in cities. Cambridge, MA: MIT Press.

Merkle C., (2003) Youth Participation In El Alto, Bolivia. Environment andUrbanization, 15(1), 205-214.

Ragan, D. (2004). Child and youth riendly cities dialogue paper WUF III. Ottawa,Canada: Government o Canada.

Tupechka, T. (2001). The power o maps and the politics o place: Communitymapping in Vancouvers Grandview Woodland. Unpublished Master o Arts, SimonFraser University, Vancouver, British Columbia.

Wridt, P. (2004). Block politics. Childrens Geographies, 2, 199-218.

Wridt, P. (2006). A neighborhood guidebook by the students and teachers ocolumbine elementary school. Boulder, Colorado: Children, Youth and EnvironmentsCenter or Research and Design.

Sources forMapping in a Box

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Volume 3

Mapping ActivitiesleTS GeT STArTeD oN Your mAPPING ProJeCT!

This section is meant to help you do you plan and implement mapping project.First, use the space below to list di erent mapping project ideas

- List all di erent possibilities

- Sort into categories

For any mapping initiative you will need to have certain tools and materials inorder to do your work. Because there are two undamentally di erent tasksinvolved in conducting a mapping initiative, acilitation and mapping, this toolboxhas been divided into two lists. The irst contains the materials you will need inorder to acilitate the training session(s), where youth rom your group will meetand learn how to become excellent community asset mappers. The second listcontains all o the tools you will need to go out and conduct the mapping in yourcommunity.

FACIlITATIoN

Felt markers

Flipchart paper

Maps! I you are mapping space (i.e. avourite places to go) you need the mapthat represents this eg. neighbourhood /city/regional maps

Sticky notes or pins to mark sites on the maps

Note pads and pens to write out ideas or places to map

Additional supplies or energizers as you see it

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mAPPING

Maps o the area

Sticky notes or pins

Note pads and pens

Water!

GPS units

Cameras (digital or ilm)

Audio recorder

Video camera

Lots and lots o batteries i you are using GPS units and/or digital cameras

One o the most challenging aspects o mapping is ensuring that all o thein ormation you collect is organized in a way that is meaning ul and easilyaccessible once the mapping part o the project is complete. The amount oin ormation that will need to be organized will depend on the number o di erenttools you use to collect that in ormation, but making sure you have a reliablemethod o documentation is always essential.

One o the simplest way to ensure good recording o in ormation is to assign oneperson in each mapping team to be a documenter. This person will be responsible

or making sure that all o the in ormation collected by each member o the teamis recorded in one place. The ollowing is a template that shows how in ormationcan potentially be recorded:

One technique that has been use ul in keeping digital photos organized duringa mapping project has been to take a photo o the time on a persons cellphone upon arrival at a new site. This is the time that is then recorded in thedocumenting sheet. That way, when the pictures are looked at later you can seethat all the photos immediately a ter the time that was recorded or site A are

rom that site. The next time photo will have been taken at site B and all o thephotos that ollow will be o site B, and so on.

In the photo to the right, the mapping team arrived at the Kachibora Video Show(the name o the site) at 10:29. This is the time recorded in the documenting sheet.

At each new site that is to be mapped, the name is recoded, the time o arrival,the label used to identi y the site in the GPS unit, the number o photos taken,as well as any details or in ormation that will be important or anyone wishing tolearn about the site to know. For instance, i the site being mapped were a healthcare centre, some important site details would be the hours o operation, theservices available, and the ees they charge.

*n.b. The irst 4 items on this list are essential to any mapping project. Thelatter items will help the youth collect more and varied in ormation, but are notessential tools in order to be able to map.

Site Name Time GPS Label Pictures Site Details

Documentation

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Volume 3

A day in the life ofan asset mapping

project

All this theory and background is ine, but what does it actually look like to doan asset mapping project? As mentioned in the toolbox section, there are twoparts to any mapping process: acilitation and mapping. At the beginning o themapping project there will always be a period o acilitation. This is where theyouth participants come together, share their expectations and understandings,and learn what it is to do asset mapping. The details o how you can help themto learn this process are laid out in the ollowing pages. When training somethingnew the best way or people to learn is through explanation, demonstration andexperience. In other words, tell them how to do it, show them how to do it andthen let them practice doing it. Allow plenty o time or the youth to practice sothat they become really com ortable with the technique. Once the youth havelearned all the skills they need, then it is time or them to o into the communityand start mapping!

keY elemeNTS To ANY mAPPING DAY:

Always start any acilitation day with an energizer. These exercises allowparticipants to have un, relax and get to know one another better.

Prepare a list o expectations, both rom the perspective o the acilitator and

the participants, that you all have or this project. Brainstorm a list o group norms at the outset. These are rules and expectations

that all the participants agree to ollow ( or instance, no interrupting, and/or,arrive on time).

Schedule time or a break every 1 hours or so.

Schedule in twice as much time or practicing the mapping as you think youwill need.

Mapping involves a lot o walking, o ten in the hot sun. It is physicallydemanding and should only be planned or hal a day. Break up your project sothat the youth are never out mapping in the community or more than 3 or 4hours at a time, and provide lots o water!

Always allow time at the end o the day or the youth to regroup and discussand share their experiences in the community.

Always take time at the beginning o the day (a ter Day 1) to discuss theactivities o the day be ore.

I you are using GPS units, remember that on a cloudy day GPS readings mightbe hard to take.

A sample schedule over a ew days o a mapping project could look somethinglike this:

DAY 1:

Welcome and Introductions

Goal Setting and Expectations Energizer

What is mapping?

Body tracing and personal mapping

Introduction to similar mapping initiatives

Mapping technique training

Presentation o mapping exercise

Practice mapping exercise in the community

Regroup and debrie

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DAY 2:

Welcome and Energizer

Recap o Day 1s exercise and learnings

Group discussion o mapping categories and sites

Mapping planning

Mapping in the community

Regroup and debrie

DAY 3:

Welcome and Energizer

Recap o Day 2s exercise and learnings

Group discussion o additional sites to be mapped

Mapping planning

Mapping in the

community

Regroup and debrie

The ollowing section outlines three mapping workshops that have been utilizedby UN HABITAT and Sustainable Cities. These workshop outlines are meant to giveyou some examples and ideas on what your mapping project might do. Please eel

ree to modi y and change as you see it!

BeFore You GeT STArTeD

Be ore you jump into doing these workshops, there are a ew suggestions wewould like to give to help along the way.

DeFINe WHo IS GoING To Do THe mAPPINGIdenti y the speci ic group o youth that you will be working with on the project.This could be a student council, a school classroom, a Youth Council or acommunity youth group. A new group could be ormed to engage in the mappingprocess, but working with existing groups makes the process easier to establishand acilitate. You may also want to include community stakeholders and adult-allies in the mapping workshops.

I you work with an existing group, it is important that you speak to either thegroups coordinator, the teacher, the community volunteer or whomever hasworked with the group in the past. This person represents an important resourceto help provide acilitators with a pulse o how the group has met be ore, whatsome o the topics are they have discussed and what they hope to garner rom aninitial mapping workshop.

DeFINe Your ProJeCT

Next, de ine your project. This could be done either as a participatory processwhere you ask the youth who you are working with what they would like to map,or it could be a more directive process where you are engaging a group to mapsomething speci ic. Whatever the case, a ter determining what your ocus is writedown and share with everyone your goals and objectives or the project, and howyou will measure your success in the end.

NOTE: A rule o thumb in mapping, as in most community developmentprocesses, is that the more meaning ully youth are engaged in the development othe project, the greater the personal and community developmental outcomes othe project.

Gettting downto business -Community MappingWorkshops

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The more honest and up ront you are in regards to these three questions, withyourselves and the youth you are working with, the better you will be able tode ine your project and the greater chance o your success.

The ollowing workshops will give you some ideas on what you can do.

Key factors linkedto degree of youth

engagement inmapping process

A. How much time do you have to do the project? I it is a one day project,youth will be less engaged than i it is 2 months.

B. What are the resources you have to do the project? Resources can be mon-

ey, time and space to do the mapping, and in-kind/donated resources andmentorship.

C. Your engagement o youth as leaders in the project. Asset mapping identi-ies youth as assets, and you as the leader o the project, youth or adult,

must as well recognize them as assets. (some resources on this can beound at the Centre o Excellence or Youth Engagement at www.engage-

mentcentre.ca)

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MappingFundamentals

Introduction to MappingThis irst workshop is presented as an introduction to the concept o mapping.The intention is to get youth thinking about what meaning maps have in theirlives and what sorts o things can be represented on a map.

The purpose o this workshop is to identi y the groups objectives and aims,determine the initial level o understanding o mapping in the room, and create aplan or next steps around your topic.

The irst phase o this workshop will help you learn about how much the youth inyour group understand about maps. Facilitate a discussion, starting o by askinghow many people in the room have ever seen a map be ore. How many haveseen a map o the community they live in or o their city? Has anyone ever used amap be ore? What did they use it or?

This discussion can lead you to talk about how maps are used di erently bydi erent people around the world. Examples that may be relevant are maps olocal water sources, a map o all the di erent recreation sites in a given area, or acity map showing all local government o ices.

The youth will learn throughout this discussion that anything o value that existsin space can be represented on a map. Where mapping was once only done by

universities and big businesses, access to new technology now means that it ispossible or anyone to map the space they live in. All that is le t is or them toprioritize what they would like to map.

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Introduction to MappingLay out 2 or three guiding questions or the group. Divide the group into teamsand ask them to discuss and write down their answers. Some sample questionscould be: What speci ically do you wish to learn? Who is this in ormation or?

Write the answers on a lipchart paper and discuss the results as a group. Whatare the main themes rom everyone? Are there 2 speci ic aims that everyone canagree on?

The purpose o this exercise is to learn what everyone wishes to learn andaccomplish in this project and what skills are present in the room.

Personal Asset MappingEach youth participant will get an opportunity to think about what they considerto be their own personal assets and what impact these assets have had on theirpersonal development.

The purpose o this workshop is to get youth to begin thinking rom an asset-based perspective. Getting them to identi y personal assets o their own will helpthem to branch out and begin seeing assets rom the larger local and institutionalperspectives.

Be ore the workshop begins, prepare a sheet o paper (or several sheets o lipchartpaper taped together) that is large enough or a person to lie down on.

Lay the paper down on the loor and have all o the youth gather around it. Aska volunteer to lie down on the paper and another volunteer to trace the outlineo their body with a elt marker. Once the outline is complete (and the person hasgotten up rom the loor), ask the youth to think about what skills and strengths theypossess that make them special. In this manual we consider skills and strengths tobe personal assets. Ask them to write out these assets anywhere within the bodyoutline.

15 minutes - AIMSWhy are we doing thiswork?

Workshop 1

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Workshop 3

Next ask the youth to think about relationships that are important to them such aspeople and institutions that exist in the community that have helped them becomethe person that they are. These can range anywhere rom amily, school, spiritualsupports, di erent sports activities that have been benen icial to them, youth groupsthey have been members o , etc. Have the participants write these answers down onthe outside o the body outline. Invite a ew volunteers to identi y what they wroteon the sheet and why this is important to them. We consider these relationships to beexternal assets.

This activity is intended to show the youth that everyone has assets and supports thatmake them special. Likewise, every community has assets and strengths that canbe built upon to make it a better place to live. Those community members who areable to identi y and promote those assets are in a power ul position to begin to e ectchange.

Practice MappingHaving the youth participate in a practice mapping exercise is an excellent way

or them to learn about some o challenges and opportunities that may occur inany mapping project. This exercise is especially valuable i the youth present willbe expected to train other youth in mapping in the uture.

Divide the youth into teams and provide them with small maps o the area theyare in. Depending on the number o participants and the tools that you haveat your disposal, you may want to provide each team member with a speci icjob title and list o tasks that they are responsible or during the mappingexercise. This ensures that there is no overlap in roles, each person is beingactively engaged in the process, and no tasks are being overlooked. For example,di erent youth can act as documenter, time keeper, GPS mapper, photographer,etc. ( or a sample list o job titles and their descriptions see the Appendix).

Assign each group to map a di erent type o service/site. This could be healthcare acilities, entertainment/recreation, education, etc. Allow the youth to de ine

the characteristics o sites that would all into the category they have assigned.Give them a time to regroup and send them out into the community.

Once they have returned, allow each group a small amount o time to presenton the in ormation they mapped. Facilitate a discussion o what they were ableto accomplish and what challenges they aced. What instructions would theyhave liked to have had in advance o going out into the community? What toolscould they have been provided with that would have made the process easier ortheir group? This discussion will assist the group on how to best plan the actualmapping sessions.

INTroDuCTIoNS AND leArNING

Introduce the mapping process, time rame and your objectives (include an

agenda or the day) Play an ice breaker game or you to learn about the youth you will be working

with and or them to

Learn more about their peers

Pass around a sign in sheet to get everyones contact in ormation this wayyou can send out the

Notes rom the meeting when you are done

DreAm TreeS: VAlueS & VISIoNING exerCISe

In this exercise, you will divide participants into small groups o 4-5 people

They will be given construction paper, lipchart paper, and elts to create a

Dream Tree. The Dream Tree represents their hopes or an ideal uture in theircommunity. Eg. What does a youth- riendly Vernon look-like? What does asustainable Victoria look-like?

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Steps:

Provide participants with sticky notes to write down at least 3 hopes or theuture o their city. Eg. inclusive, sustainable, youth riendly, sa e, culturally

diverse

As a group share these hopes or the uture and use them to create a DreamTree.

Each part o the tree will represent di erent values they have or the idealuture in their community.

For example: The roots may represent large values such as culture,sustainability, poverty alleviation etc. The trunk o the tree may representprograms or resources in the community that could help to achieve thesevalues (eg. Youth Resource Centre), and the branches could be speci icoutcomes (eg. More late night activities or youth). For an example o a DreamTree (see Appendix 1 ).

You may choose to use another symbol in place o a tree. For example, inIqaluit, Nunavut a stone Inukshuk (right) was used as a symbol as trees are not

geographically appropriate or that part o the Arctic.CommuNITY mAPPING exerCISe

This is where you teach the youth how to do community asset mappinghands-on.

Provide the youth with maps o the area in the community - these maps areo ten called base maps, as they are the base o your work. For example, iyou are mapping resources or youth in your city, provide them with a map othe city. These maps must be large ormat, i.e. the size o a table. They canusually be requested rom the city, or rom a cartographic store. Maps can aswell sometimes be printed o the internet through Google Earth and blownup to a larger desktop size.

Ask the youth to use sticky dots or pins to mark the spaces in the communitythat it under your theme. For example, i they are mapping youth riendlyservices and spaces, they may use di erent colored dots to code di erentcategories. Eg. Blue or recreation, yellow or programs and services, green

or sa e spaces or youth, red or no-go-zones, and orange or cheap/youth-riendly places to eat.

Ask the youth what they notice about their community. What are the assets intheir community? What is missing that would make their community a betterplace to live?

PArT B: Peer To Peer FACIlITATIoN

As a group, review the mapping exercises completed in Part A o the workshop

Discuss possible challenges and strengths o acilitating this process with theirpeers

Have youth brainstorm the materials they need or acilitating mapping andthe preparation they need to do or their workshops

As a group answer key questions

Who will the workshops be or?

When will the workshops be held?

What arrangements need to be made or the mapping?

How many youth will be included? Ages?

How will they assure youth with a diverse range o backgrounds are included?




Differentapproaches to

mapping projects

Mapping of Community AssetsTo identi y and describe assets in the local community.

The steps in this workshop will be essentially the same as those undertaken inthe practice exercise (see page 31). The amount and detail o the in ormationcollected by your group will be determined by the amount o time you are able todevote to the project, the groups resources, and the inclusion criteria determinedby the group.

The irst task to be done by the youth will be to decide types o sites will beincluded in the mapping process. I you are mapping youth riendly spaces, thesecan include (but are not limited to): recreational spaces, education, employmentopportunities, and health care. Draw up a list o these categories and thenbrainstorm some o the sites that the group is aware o that it into each o thesecategories. Locate these sites with pins or sticky paper on a map o the area.Provide each mapping team with a map and the list o sites and determine howyou are going to split up the sites to be mapped between the teams.

Note: In using the technological method be aware that you will need the supporto a person with extensive knowledge o how to translate the GPS data into mapsyou can use. I there is no such person within the group, or i you do not haveaccess to the so tware that is needed, you may have to hire a GPS technician.This cost should be actored in to your project planning at the beginning.Mapping technologies are changing rapdily, or the most up-to-date in ormationon mapping, go to organizations such as openstreetmaps.org or the Children,Youth and Environments Centre and Journal, University o Colorado (http://www.ucdenver.edu/academics/colleges/ArchitecturePlanning/discover/centers/CYE/ Pages/index.aspx).

TABle-ToP mAPPING

Each team will be responsible or marking the sites they map with a sticky dot ora elt marker on the base map. Each team should include at least a documenter,

a mapper, and team leader/time keeper. Make sure that each point is clearlyidenti ied on the map and corresponds easily to the in ormation that is recordedon the documenting sheet. Give each team a set time that they need to regroup.

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A ter the days mapping is done and all teams have returned, give them sometime to sit together and talk about the in ormation that they have gathered. Youmay also choose to let them take a ew minutes to present their results to the resto the group. Once this is inished, lead the larger group in a acilitated discussionabout they next steps in the mapping process.

TeCHNoloGICAl mAPPING

Provide each team with a GPS unit and make sure that they each have su icient

time to practice with it. It is bene icial or every youth participant to take a turnlearning and becoming com ortable using the GPS, however during the actualmapping one person should be designated as the GPS mapper. This ensuresconsistency in marking the points and recording the data. Each team shouldalso include, at least, a documenter and a team leader/time keeper. At each sitethat is mapped, make sure that the label code that is used to mark the site inthe GPS unit is clearly recorded on the documenting sheet along with the otherin ormation.

A ter the days mapping is done and all teams have returned, give them sometime to sit together and talk about the in ormation that they have gathered. Youmay also choose to let them take a ew minutes to present their results to the resto the group. Once this is inished, lead the larger group in a acilitated discussionabout they next steps in the mapping process.

Photovisioning and MappingoVerVIeW

Photo visioning is an excellent tool to engage youth in thinking about the utureo their community and their values. Through walking tours o their community,neighbourhood or parks, the youth photograph things that have meaningand signi icance to them and the things and areas that they would like to seechanged. The photos are then used to orm the basis o discussion around a youthvision or the community.




PurPoSe

Photo visioning can be used to enhance community mapping projects as youthvisually engage with their community through photo walking tours. These photoscan then be incorporated into the youth guides that are created through the

mapping process.To engage youth in developing a vision or their community, and to use creativityto imagine the ideal community in the uture.

ACTIVITY INTroDuCTIoN

Explain to the youth participants that the objective o this activity is to capturetheir community through photos. Ask them to take photos o places and thingsthat have meaning and signi icance to them or that they think are important totheir community. Ask them to also take photos o places and things that theywould like to see changed. They are also ree to photograph places they eel sa eand places they do not eel sa e.

Divide the participants into teams (maximum 5) to share a camera and ask them

to make sure that each person has equal time with the camera. One personshould also be assigned the role o documenter in order to take notes that willexplain and provide meaning to all o the photos they take.

Workshop 1

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Photovisioning and Mapping

BrIeF PHoToGrAPHY WorkSHoP

Photo visioning is an excellent tool to engage youth in thinking about the uture

o their community and their values. Through walking tours o their community,neighbourhood or parks, the youth photograph things that have meaningand signi icance to them and the things and areas that they would like to seechanged. The photos are then used to orm the basis o discussion around a youthvision or the community.

Photo visioning can be used to enhance community mapping projects as youthvisually engage with their community through photo walking tours. These photoscan then be incorporated into the youth guides that are created through themapping process.

PHoToVISIoNING WAlkING Tour

To engage youth in developing a vision or their community, and to use creativityto imagine the ideal community in the uture.

Provide the youth with cameras and give them brie overview o how to operate acamera and compose good photos. Emphasize the creative process ( unny angles,interesting composition styles). I possible, ask a local photographer or journalistto volunteer their time to come in and speak to the youth about their experienceusing photography to tell a story. This is also an opportunity or the youth to meeta community role model and learn about his or her job. Having a photographershow a ew examples o creative photos that he or she has taken may sparksome interest and ideas among youth.

Assign each team a speci ic area in the community (to avoid overlap) and allow

them to go out and photograph sites in their community. Give them each a settime to return to the centre.

As a acilitator make sure:

All o the teams have spare batteries to keep the cameras working, but thatthe youth are aware that the cameras should be turned o when not in use toconserve battery li e.

The youth photographers must obtain consent rom a person be ore takinghis or her photo. It is also good practice to speak to a person in charge be oretaking photos o schools or government buildings.

Sending youth teams out with name tags or letters o introduction to theproject will help acilitate the cooperation o community members who maybe reluctant to allow photography at their sites.

Explain to the youth participants that the objective o this activity is to cap-ture their community through photos. Ask them to take photos o places andthings that have meaning and signi icance to them or that they think are im-portant to their community. Ask them to also take photos o places and thingsthat they would like to see changed. They are also ree to photograph placesthey eel sa e and places they do not eel sa e.

Divide the participants into teams (maximum 5) to share a camera and askthem to make sure that each person has equal time with the camera. Oneperson should also be assigned the role o documenter in order to take notes

that will explain and provide meaning to all o the photos they take.




A ter each team has returned, upload the digital photos to a computer so that thegroup can share them. Provide each team with some time to sort through theirphotos and present the best rom each site, explaining why they are importantand what they represent to them. Once each o the teams have presentedtheir photos acilitate a discussion with the large group about the meaning othese photos and how the youth would like to see them shared with the largercommunity.

A ter completing the photo exercise, you can now support the youth in creatinga vision statement or their community. Provide the youth with sticky notes andask them to write down 3 keywords that come to mind or something that isimportant to them or the uture o their community. Ask them to stick thesewords onto a lipchart paper or the wall and then have one person group togetherthe words by key themes (eg. Sa ety, the environment, good housing, etc). Leadthe group in coming up with common words to describe these key values/themes.Next, as a group, string together the words into a brie vision statement. Forexample: The youth o Rileyville envision a community that is a clean city, peace ul,provides a range o economic activities and has plenty o recreation space. Keepthe descriptive words that the youth wrote onto the sticky-notes and use them aspart o the details underlying the youth vision.

The photos and vision statement can be utilized to mobilize city council to takeaction on youth issues and to leverage funding and support for youth initiatives in

your community.



Volume 3

Photovisioning in Mathare

oVerVIeW

The Mathare Youth Talent Organization is a community-based organization in

Nairobis Mathare slum. In addition to per orming music and dance at culturalevents around the city, they have also come together to operate a school orthe poor children in their community, and create a revolving und that allowsthe groups members to start their own businesses. Their activities have recentlyexpanded to include o ering loans to widows and other low-income communitymembers not a iliated with MYTO so that they too can start a buisness. Severalyouth rom MYTO participated in a photo mapping exercise in September 2009 todemonstrate the impact o the activities o the group in the community.

MYTO member Josiah Otieno started his business in 2008 cooking medazi (fried dough) onthe side of the road. He now sells sweets, sodas and groceries in his shop. He was also therecipient of MYTO start-up funding.

Lobedus Olik is a member of MYTO. He received funding in 2006 to establish his shoe repairbusiness.

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Example 1




Eska Achieng lives in Mathare. She wasgranted a micro-credit loan from MYTO in

2009 which allowed he to establish herbusiness, selling Nile perch on the main road.

The primary classroom at the MYTOschool. The students mainly come fromlow-income families that are not ableto afford the fees at the governmentschool.

The MYTO office in Mathare, Nairobi,Kenya.



Volume 3

Photovisioning in KampalaoVerVIeW

The Kampala One-Stop Youth centre was established in November 2008 with thesupport o the Kampala City Council and UN-HABITAT. Youth come to the centre

or training on entrepreneurship, reproductive health, ICT, and the environment,as well as to participate in sporting activities. Recently the youth undertook aphoto mapping exercise throughout the neighbourhood o the One Stop centre.Their aim was to identi y assets or local youth in the area known as Kabalagala,a slum on the peri ery o Kampala. Throughout the process they also had theopportunity to map their own businesses as well, as evidence o some o theentrepreneurial opportunities that are available to youth.

Example 2

The Kisimenti Needy Children Organization was founded in 1993. The founder, Mr. Semakula,wanted to create a space where youth could come and be safe, learn new skills, and have fun.It provides free programming to over 300 local youth.

The football field at St John the Baptist Primary School is freely open to the public evenings

and weekends.

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The Compaq Computer Centre houses the local internetcaf. It also offers computer training and helps youth create

documents such as resumes.

The Child Life Network Centre is a program of Childlife Network International. The Centres programs are for children in three age groups,3-6 yrs, 7-10 yrs and 11-15 yrs. They focus on children at risk such as those affected by AIDS, orphans, abused children, street children andthose living in extreme poverty. Programs include homework assistance, communication skills, managing and preventing HIV/AIDS, conflictresolution, and life skills.

The X-Link Video Library was started in 2000 by RashidSemanda, one of the youth who participates in One-Stop programming. In addition to providing videorentals and playstation use, X-Link also assists youthwith computer literacy and ICT training.

The Zebra Youth and Women Artists collective was founded in 2007. Thereare two locations in the City of Kampala, and they provide women and youthan opportunity to show case their work and earn an income.



Volume 3

Sharing your informationNow that your group has gone out and mapped all o the asset sites in the area,you need to decide how best to share that in ormation with the group and thecommunity at large. A map is not very use ul i no one ever sees it, and can be

used in many di erent ways to support the lives o youth in your community.The irst step is to brainstorm with the youth who have participated in themapping. What would they like to see happen with the in ormation they havecollected? Who is your target audience? What type o project will your resourcesand timelines allow or?

Here Are Some oF THe oPTIoNS For SHArING Your mAPS:

la g p st -si d p int tso the sites you have mapped. These maps arean excellent way to showcase the work o your group. They can be displayed onthe walls o a youth centre or classroom and are easily updates with pushpins. Iyou have conducted a table-top mapping exercise, print or purchase a large mapo the area and identi y your site using coloured pins or sticky-dots. I your maphas been produced on a computer (in Google Earth or instance), simply select theimage you would like to display, save it, and have it printed at a local print shop.

B ch s:brochures are a great accompaniment to poster maps. They cancontain all o the important in ormation collected during the mapping process(location, hours o operation, ees, etc.) and be handed out reely to youthlooking or in ormation. They are simple to produce, with very little text, andinexpensive to print. These reasons also make brochures easy to update.

Y th G id s: Youth-Friendly City Guides can contain much more in ormationthan you would be able to share through a brochure or printed map. YouthGuides are generally small booklets that have several maps with points, usuallycreated with GPS, that identi y the sites o interest to youth. The text containsdetailed in ormation about the services available at each o the sites. Guidesprovide a wealth o in ormation to youth in the community and are a valuableresource. However, they require additional work on the part o the mappingteam, are relatively expensive to produce, and are not as easily updated as abrochure would be.

Follow-up

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on in maps: I you have done your mappingusing a GPS unit you may want to considerposting your maps on the internet. This is anexcellent way to share in ormation beyond yourimmediate group and educate people aboutthe work that has been done by the youth.Your data could be plotted in Google Earth andsubmitted to them or online publication or youcould send your data directly to a map hostingwebsite, such as www.youthcore.ca, who willplot your data and host it online or a ee.

I you conducted a table-top mapping exerciseyou can still submit to have your sites publishedonline. Google Earth allows users to identi ysites on their satellite maps using icons and thenadding in in ormation. Likewise, on Wikimapia.com users can trace the outline o a site on amap and add in in ormation. Lastly, you canuse sites developed through openstreetmaps(OSM). Go to mapkibera.org to see how thistechnology can be utilized. All o these sitesaccept the submission o in ormation andreview its accuracy be ore it becomes visibleonline

One possible output o the mapping process is the creation o a Youth Friendly City(YFC) Guide. The concept o the YFC Guide had its roots in Child Friendly CitiesInitiative (CFCI), launched in 1996 as part o the United Nations Con erence onHuman Settlements (Habitat II) to make cities liveable places or all. The CFCI is amovement that ocuses on gathering together a wide range o partners, advocates

or governance approaches and participatory urban management promoting therealization o the rights o the youngest citizens. EYA and other youth agencies haveexpand the child ocus o the CFCI movement to include youth.

Community mapping has been shown to be an excellent tool or engagement oyouth in governance and participatory urban management. It as well advances youthrights, as it concretely respects and re lects what they believe should be a health city.

The Environmental Youth Alliance (EYA) created the Youth Friendly City guides asway to urther the ability o youth to communicate what they ind as important intheir community, and rom this basis, be better able to a ect change. These guidesre lect how youth view their cities everything rom sa e and unsa e spaces, to thebest and cheapest places to eat, to health services, to where to access this internet.These guides are important because there is rarely a place where you can ind youthperspectives on their cities, in easily accessible in ormation. These guides also canbe help ul to service providers, city sta and planners, who are needing to betterunderstand where youth access services, and what is important to them. Pleasecontact the Environmental Youth Alliance and Sustainable Cities to get the most up-to-date access to these guides.

The EYA has created 6 Youth Friendly Guides:

Brazil Asset Mapping Guide

Check it Out Youth Guide to the West Side o Vancouver

Dar es Salaam Youth Friendly City Guides

Dawson Creek Asset Mapping Guide

Evolving Partnerships in Community: Guide or Sex Trade Workers

Resource Guide or Immigrant and Reugee Youth

Windows o Opportunity: Vancouver Youth Asset Atlas

Youth GuideCreation

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Volume 3

The International Centre or Sustainable Cities has created 5 Youth FriendlyGuides:

Dawson Creek Youth Guide

Dar es Salaam Youth Friendly City Guides

Nairobi Youth Friendly City Guides

Kampala Youth Friendly City Guide

Youth Guide to Vernon and the Okanagan Indian Band

Your JoB TITle: mAPPer

Y J b D sc ipti n:Your role will be to mark each site that you identi y onthe map. You must be as accurate as possible because you will need to reproducethis in ormation on the larger map and will be used by others to access theselocations.

Y J b r sp nsibi iti s: For each site that your group decides to mark,you will need to determine what label you will attach to that site on your map.Once you have located this point on the map and have labeled it clearly, you willneed to collaborate with the Documenter to ensure that s/he has recorded thisin ormation.

Your other very important responsibility is to help direct the group and make surethat everyone stays within the bounds o the identi ied area to be mapped.

Your JoB TITle: PHoToGrAPHer

Y J b D sc ipti n: Your role will be to take pictures o each o the sitesvisited by your group. These pictures must be o the highest quality because theywill need to be reproduced many times. The pictures that you take must go alongwith the in ormation that is being collected by the other members o your group.

Y J b r sp nsibi iti s: Your most important responsibility as thephotographer is making sure that you take the best possible pictures. This meansknowing what setting your camera is on at all times to make sure the picturescome out clearly. This also means raming your picture well so that the subjectis in the centre o the shot and that no oreign objects (especially ingers!) areblocking your subject.

Y J b Tas s: As the photographer, you will need to keep a record that goesalong with the pictures that you take. At each site/shop that you visit you must:

Take a picture o the time on your cell phone/watch rst in order to record theexact time you arrived at the site

Take a picture o the site/store ront second. I the site has a sign its name on it,please take a picture o that.

The rest o the pictures will depend on the speci ic activities o the site and what isgoing on while you are there. Remember to be creative and have un!

Your JoB TITle: DoCumeNTer

Y J b D sc ipti n: Your role is to ensure that all o the in ormation thatyou collect during mapping is recorded and kept in a way that is organized andeasy to access. You will need to keep track o the label code that is used to markeach site in the GPS, how many pictures are taken at each site, and which pointsrecorded on the map correspond to each site. You will also be responsible orwriting down any other important in ormation that you learn about this site, orexample the hours o operation, the year it was established, who owns/runs thesite, what service(s) is(are) available, the cost o the service, etc.

Jobs within themapping process

5B




You can use the table shown on page 14 to record all o this in ormation, or youmay design your own ormat that works best or you. You will need to work veryclosely with the other members o your team to ensure that all o the in ormationyou gather is recorded properly. Remember that you will need to come back tothis in ormation later in order to be able to present what you have learned to thelarger group.

Organization: International Centre for SustainableCities (Sustainable Cities)oVerVIeW

Community mapping and visioning processes are o ten used to produce guides orthe localities involved in the projects. These guides include maps o the communitywith numbered dots identi ying places in the community relevant to the mappingexercise ( or example a recreation centre, a park or a business). Generally thesemaps are created using city or regional maps and digitizing the numbered pointsonto the maps to correspond with a service, location, or place in the community,

which are in turn identi ied by a legend. These maps can also be created with GISprograms or in many locations through using Google Maps.

TYPeS oF GuIDeS

Community mapping can be used to create a wide range o guide books oryouth and project stakeholders. I the intent behind the mapping process is toengage youth in creating a long-term vision or the community and identi yingyouth riendly services and spaces, the project would likely result in a YouthFriendly Service Guide. Other types o guides may be thematic according toparticular community issues or challenge.

For example a mapping project could result in:

a Green Guide (identi ying green spaces and programs, businesses, recyclingacilities, used-item stores, initiatives to tackle climate change, renewable

energy etc.)

a Guide to Services or Immigrant and Re ugee Youth

a Young Moms Guide (identi ying services, spaces and programs or youngmothers)

a Recreation Guide (identi ying parks, community centres, trail systems, skate-board parks, outdoor equipment rental acilities etc.)

a Guide or Sex Trade Workers ( or resources, sa e places, inexpensive oodetc.)

For urther examples o types o guides, please re er to page 45 in this Toolkit .mATerIAlS/reSourCeS

high resolution maps (neighbourhood, city or regional level depending on yourscale) these maps should be 600 dpi minimum and in the ormat o a jpeg orin a vector ormat such as eps, ai, or pd (*I you use pd make sure it is saved invector ormat.)

photos or inclusion in the guide must be 300 dpi or more in printable size (200K or larger or a 4x6 photo) copies o maps created through youth mappingexercises and the corresponding legends identi ying locations a computer withPublisher, Adobe Illustrator, In Design or Corel Draw or a City GIS Program and aperson with basic knowledge o use o one o these programs

Tip: Do not download maps online to use or this guide unless they are o highresolution as listed above because they will not print clearly.

Youth GuideCreation

5c



Volume 3

STePS

Complete the mapping exercises to gather the data and content or the guide.

Identi y a name or the guide.

Work with local youth to design and layout the guide.

Identi y your key resource people or the assembly o the guide.

You will need: A person with experience in layout & design to assure the guide looks pro es-

sional. This may be a design student or a person with expertise rom theorganization/city that you are partnering with on the project.

A person that understands the use o a computer publishing program as listedabove. Do not try to create the guide in basic programs such as word or basicbrochure programs. You will ind it di icult to create high enough resolutionimages or a quality guide.

Consider developing the guide primarily in black and white or printing a ord-ability and be sure to develop it to print double sided.

Assure that you produce dra t copies o the guide or the proect team toreview and allow ample time or review and revisions.

When you print the guide, print a test copy be ore you begin a large copyingprocess. This will ensure that the pages line up properly and that i there areany last minute changes needed in quality or resolution you can make themadequately.

Dont orget to include logos o sponsors, unders and project partners.

DISSemINATIoN

Decide how you are going to distribute your guide. You may want to makecopies available through community acilities and organizations includingcommunity centres, resource centres, youth centres, libraries and the City orcommunity.

Be sure to provide the people engaged with your project with copies o theguide (eg. youth acilitators, schools, community organizations, sponsors andpartners).




5d

Lessons learned

This section identi ies some o the key lessons-learned in youth communitymapping projects. Please contact Li eCycles Project Society or the InternationalCentre or Sustainable Cities or more details.

PArTNerSHIPS

Identi y and engage key stakeholders rom the initial project planning stages.For example, in the Li eCycles Project Society Youth Legal Literacy Project,they would have liked to engage the City o Victoria and the Victoria PoliceDepartment earlier on in the project. Their involvement was really sparkeda ter the schools became involved with the project.

Engage with the City Council in the area you are developing the project. Makesure that the project its with their needs and objectives and they are willing to

support the project. De ine what their role will be in the project and the typeo commitment you need rom them.

Build upon existing initiatives in your community. For example, in the Sustain-able Cities project with Vernon and the Okanagan Indian Band, we partneredwith existing youth organizations and a Global Education class that was look-ing or projects to engage its students in their community.

Consider inviting core- unders to the table at the beginning o the projectso that they are actively engaged throughout the project. Identi y potential

unders or the projects next steps be ore commencing the project.

Creating community ownership requires ollowing the pulse o the commu-nity and letting the target group take the lead. Youthcore.ca was youth-ledand youth-created. It built ownership, capacity and created a relevant startingpoint or really terri ic work by young people in the community.

In international projects, make sure that the project partners have clearly de-ined roles and understanding o the support needed or the project. Con er-

ence calls and regular updates involving all o the project partners should beset-up or outlined rom the beginning o the project.

ProJeCT DeVeloPmeNT

Identi y a project coordinator and a project champion that will provide sup-port or this project as it develops and a ter it is completed. These may be thesame people or may be two di erent people depending on the nature o yourproject.

Make sure that you do not have too many objectives or your project (a con-cise, complete project that includes web and media coverage, photos, lessonslearned).



Volume 3

Realistic time- rames are important and always allow at least 10% more timethan you think is necessary to complete the project.

Project leaders must have resilience and determination. In the Li eCyclesProject Society Youth Legal Literacy Project there was a lot o skepticism thatyouth could contribute signi icantly to the legal and rights landscape locally.This was extremely rustrating but also built a stronger sense o purpose anddetermination among some o the youth engaged.

I you are doing your project internationally, make sure that you have thelanguage training and experience necessary to complete the project. I you arenot luent in the local project, work with a local youth or adult-ally who canco- acilitate the process.

A ter your initial project is completed, there is o ten a next part. This mayinclude ocusing on some o the needs or ideas identi ied by youth or yourcommunity and creating concrete action projects. From the beginning o yourproject, have a strategy to keep the adult allies involved in the project a terits initial timeline has been completed. I you can, identi y project champions

rom among the adult allies/organizations in the community.

ProJeCT DoCumeNTATIoN

Plan rom the beginning to take photos or the documentation o your project.Assure that your photos are high resolution and where necessary, participantshave signed consent orms allowing you to use their picture in publications,reports and online.

Capture quotes rom youth and project partners about your project. Thesequotes make a big di erence or unding applications and reports. They pro-vide evidence o the impacts o your project.

Document the successes and the lessons learned o your project so that otherscan learn rom you.

Keep track o media coverage associated with your project. This is great orreports, websites and uture unding.

Make sure that you incorporate a debrie and celebration with all o yourproject stakeholders and participants. I you can, piggy-back on other events.I you are working with acilitators who are doing the community mappingprocess, make sure that you are on the same page about your objectives,deliverables and time- rame or the project.

ProJeCT DISSemINATIoN & eVAluATIoN

Develop a strategy or disseminating your youth guides and in ormation cre-ated by the project. Care ully planned dissemination is a key part o assuringthe projects long-term success. Consider who, what, where, when, why andhow, when planning your dissemination strategy. Include youth, service provid-ers, City Counsellors, unders, and other communities and organizations thatmay be interested in learning rom your project.

Approach your local media. I they are too busy to cover your project, writeyour own press-releases and supply them with photos. Media coverage raisesawareness about your project and creates pro ile.

Consider working with a Developmental Evaluator or external evaluator romthe initiation o the project to provide a critical eye or the project. This willassure that your project maximizes the ability to build capacity.

O ten evaluation is hard to include in short-term projects as project wrap-upencroaches aster than anticipated. Include evaluation methods as an integral

part o your project. The project is not over until it has been evaluated. Askyoursel : How will we evaluate this project in 6 months, in 1 year and in 5years?




Li eCycles Project Society has ound that email surveys do not always work.However, i you do decide to do email/electronic surveys as part o your projectevaluation, you may want to ollow-up with phone-calls asking people tocomplete the surveys. Assure the surveys are complete, but concise.

ASSeT mAPPING:A HANDBOOK

Government o Canada

http://www.rural.gc.c

volume 3 - community mapping programme manual for urban youth centres

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