Garry Robson design and illustration folio: October 2021 by Garry Robson

Garry Robson Design and Illustration October 2021

About me I am a freelance graphic designer and illustrator based in London, UK. I provide a wide range of quality bespoke services, primarily for not-for-profit organisations, including charities, international NGOs, training and education providers, community-based organisations, publishers, academia and research. I have long-standing experience working in the design and publishing industries as a designer, illustrator and a project manager; overseeing the delivery of print and digital projects from concept to final production.

What I do

Graphic design

Illustration

Brand development

Print management

I create document design and layout for print including educational and training materials, infographics and illustrations, newsletters, case studies and policy documents, as well as graphic design and illustration for websites, mobile apps and other digital platforms. I also provide print and creative project management for my clients and work with a number of proof readers, editors, translators, photographers and print companies to help ensure projects are managed efficiently and professionally. • • • •

Telephone: 07504 663982 Email: mail@garryrobson.co.uk Graphic design: www.garryrobson.co.uk Illustration: www.garryrobsonillustration.co.uk

Garry Robson design and illustration portfolio July 2021

Note about illustrations and photography used in this folio: All illustrations were created by me unless stated otherwise in the ‘Project details’ description included at the top of each project page. All photography was supplied by the client.

Garry Robson design and illustration portfolio October 2021

Project details: character designs, illustrations and design layout for a series of IEC materials called ‘Common questions about...’. Client: UNICEF (east and southern Africa region).

Common questions about... SEX AND OTHER STUFF

I like sending sexy texts to my partner, should I stop?

Sending messages about sex or sexy pictures to a boyfriend or girlfriend can be exciting and a fun part of a relationship but remember, there are important rules to keep you safe. For some people ‘sexting’ is something they like to try out, but others may not feel comfortable with it, and they should never be made to do it. It’s important to talk about this and, if you or your partner doesn’t consent to receiving or sharing intimate pictures, it needs to stop.

Sending sexually explicit messages between young people under 18 is often against the law. There may also be rules on the phone apps you use about the language and content you share (remember companies can check your messages so nothing is 100% private).

Sex is often an important and positive part of an intimate relationship, but there’s no rush for you to have sex, and it’s important to wait until you and your chosen partner both feel physically and emotionally ready. It has to be an agreement between both people, and no one should ever feel forced or pressured into having any kind of sexual activity if they don’t want to. Everyone has the right to enjoy their sexuality and have consensual sex, whatever their sexual orientation, gender identity, HIV status or other differences, including people who have physical or learning disabilities.

Common questions about... LIVING WITH HIV

If you have discussed how you feel, and you are both happy messaging, you should discuss what type of things you are ok about sharing and also what happens to the messages. Are they deleted straight away?

I have HIV and I just want to talk to someone who gets what I am dealing with. Where can I meet other people who will understand me?

Everyone reacts differently when they find out they have HIV, but many people feel worried, shocked, sad or angry, especially to begin with. Talking to other young people who are living with HIV, who are going through similar experiences, and may have the same questions or worries as you, can really help.

Many clinics and HIV organisations run peer support groups for people living with HIV to meet up, chat and offer advice and support.

There are also online forums, if you feel shy about meeting up with people or just prefer chatting online.

Young people living with HIV can have happy, successful and long lives, just like other young people who are not HIV positive. But learning how to live with HIV can mean you are dealing with more challenges than your friends. Learning how to stay healthy with medication, how to talk about your HIV with others and how to explore relationships as a young person with HIV can be especially hard – particularly during your teenage years when you’re already experiencing lots of changes.

Check local links for support.

Garry Robson design and illustration portfolio October 2021

Common questions about... HEALTHY RELATIONSHIPS

How do I know if my friend fancies me or whether they just want to be friends? What are the signs?

The early days of relationships can be confusing, when a friend might start to feel more than a friend. There are no rules about how someone shows interest in another person, we all learn this over time. The best way to know is to ask the person! Talking is what makes a good relationship, so start as you mean to go on and ask them how they feel about you and tell them how you feel.

You can also think about how you would show someone you like them and see if you see similar signs. These signs may help you get a sense if someone is interested, but asking them is the only way to be sure.

Friendships and other relationships are part of our everyday lives. They range from casual friendships that you have with classmates and neighbours, to deep, heart-breaking romantic relationships. Positive, healthy relationships are important and help us to feel good about ourselves. Friends can help us to overcome any problems we may have, and are the people who are there for us for both the magical and miserable times. However, not all relationships are healthy.

Common questions about... STAYING SAFE

Do they like spending lots of time with you?

Do they seem relaxed and happy in your company?

Do they like to get close to you?

Watch their body language, do they make eye contact a lot?

I had sex with someone I thought really liked me. Now I’ve found out that they videoed us having sex and have shared it on social media. How can I make them delete the video?

Sharing sexual images without someone’s consent is wrong and, in many places, it is a crime. This is especially true if the images are of a person who is under 18, or considered a minor.

To take images and share them without consent is a betrayal. It often happens at the end of a relationship when someone feels hurt or rejected and they want revenge.

Staying Safe is about looking after yourself and caring for others. As we grow up, the way we think, feel and view the world changes. We are developing our identity, forming new kinds of relationships and trying different things. Growing up is a time of excitement and discovery, but we can face risks and challenges that we need to be prepared to deal with on our own.

Remember you have done nothing wrong – expressing your sexuality is natural and a private experience. The person is wrong for breaking your trust. It can be very distressing to know that others are seeing images of you and it is really important that you get support and talk to someone about how you’re feeling.

Garry Robson design and illustration portfolio October 2021

Common questions about... BEING A YOUNG PARENT

How do I know if I’m ready to have a baby?

Deciding to have a baby, and bring up a child, is a big decision. Having a child changes your life forever. Being a parent can be the most amazing experience, but it’s also really tough and lots of work. Only you can decide if you feel ready to have a baby, but knowing what to expect can be helpful.

Your child will depend on you totally for all their needs:

Time

Having a baby and becoming a parent is life-changing. A new baby can bring great joy, but bringing up a child is also really hard work, whether you’re on your own or in a relationship. There can be many different emotions, depending on whether the pregnancy is planned or unplanned.

Bringing up a child is a full-time job, especially when they are very young, and it can be hard to juggle school or work with having a baby.

Love and care

Children need parents who are loving, kind and patient to care for them, keep them safe and guide them as they grow up.

Resources, including money Children need somewhere to live, clothes, food, and healthcare.

Becoming a new mum or dad can feel overwhelming and lonely at times, and for young parents it can be even harder. Sometimes young parents are judged unfairly and face discrimination – even if they’re doing a great job of parenting.

Common questions... ALL ABOUT HIV

How long does it take to get the results from an HIV test?

Usually, you will get your HIV test results within a few days, but it may be quicker, depending on the type of test. Normally an HIV test involves taking a small amount of blood from your finger or arm, or a saliva sample from your mouth.

If you’re taking a rapid test, you will be given your results within 20 minutes, but you will need to do a follow up test to check the result. Other types of tests will be sent to a lab, and it may take a few days to get the result.

HIV is a virus that affects the immune system and if not treated can lead to AIDS. HIV transmission can be prevented, and the HIV virus is treatable so it’s good to know how you can protect yourself and others.

Garry Robson design and illustration portfolio October 2021

Although HIV tests are very reliable, you should be asked to have a second test to double check your result if your test comes back positive. If your second test is also positive, you will get an HIV diagnosis and will be supported to start treatment.

Examples of the characters designed for the ‘Common questions about...’ series. These are designed to be aged between teenage and young adult.

Garry Robson design and illustration portfolio October 2021

Project details: design layout, character design and illustrations for two case studies about the work of Scope UK in Brighton and Hove and West Norfolk. The case studies were designed as ‘memory books’ for viewing online as PDFs. Versions were also designed for use with screen reader software for people with sight impairment. Client: Scope.

OUR JOURNEY, OUR STORY. Capturing the journeys of change made by disabled people and unpaid carers involved in the Local People projects in Brighton and Hove.

Garry Robson design and illustration portfolio October 2021

OUR JOURNEY OUR STORY: Capturing the journey of change made by disabled people and unpaid carers involved in the Local People project in West Norfolk.

THE START OF OUR JOURNEY Our Journey, Our Story, shows what

can be achieved when people grow in

confidence and skills, start to speak

out, and take action.

The Local People project in West

Norfolk have been working with local

disabled people and unpaid carers for over five years, from 2015 until 2021.

The three individual stories shared

here are part of this journey: a

journey of individual and collective

growth and action that has resulted in real change in our local communities.

Garry Robson design and illustration portfolio October 2021

LIGITA

Ligita joined the Local People

project in 2017 as a parent carer.

She started coming along to Get

Togethers and soon felt part of the

group.

The conversations at Get Togethers

highlighted inequalities and made Ligita determined to make her community a better place.

Ligita has been a key part of many projects including getting a piece

It takes everybody coming

together as a community to make the change.

Garry Robson design and illustration portfolio October 2021

of equipment which she calls “The

Magic Carpet” for a local centre for people with learning disabilities.

Project details: character designs for two case studies about the work of Scope UK in Brighton and Hove and West Norfolk Client: Scope.

Garry Robson design and illustration portfolio October 2021

Project details: character designs and illustrations created for a mobile phone app called ‘VOICE+’, developed as a two-way digital platform designed to address the specific concerns of people living with HIV during the COVID-19 pandemic. The small images on the left are mock-ups of the mobile app. Client: Global Network of People Living With HIV (GNP+).

Keep in touch with your peers or your support group.

How to look after your health during COVID-19.

Do share positive messages on how to stay healthy.

nd are a c e Tak afe... s stay

a care Take fe... sa stay

ks! Than o... to You

How to deal with COVID-19 stigma.

ks! Than o... to You

How to deal with COVID-19 stigma.

Garry Robson design and illustration portfolio October 2021

Don’t blame anyone or a group of people - anyone can get COVID-19

How to deal with COVID-19 stigma.

Reward yourself for hard work, and give yourself time to relax.

Garry Robson design and illustration portfolio October 2021

Choose your words carefully. Don’t blame, humiliate or insult the other person.

How to deal with problems at home.

Talk to a peer supporter if you are finding it difficult to keep up with your ART regularly.

How to keep up with your antiretroviral treatment (ART) during COVID-19.

Garry Robson design and illustration portfolio October 2021

Project details: examples of alternative illustration styles explored for use with the ‘VOICE+’ mobile app. Client: Global Network of People Living With HIV (GNP+).

Garry Robson design and illustration portfolio October 2021

Project details: character designs and illustrations for ‘Boost’ – a downloadable mobile phone app for supporting community health workers across Southern Africa. The small images on the left are screen shots of the mobile app. View the app at: https://boost-uat.avert.org/. Client: AVERT.org

Garry Robson design and illustration portfolio October 2021

Project details: character designs and illustrations for ‘Cricket without boundaries’ – a project supported by AVERT in collaboration with partners in Southern Africa. It uses cricket to deliver key messages about HIV, while promoting HIV testing, inclusion and non-discrimination. These resources have also been developed in French and Swahili. Client: AVERT.org

What advice would you give?

What does HIV treatment do?

I am scared about what they will think when I say that I am HIV-positive

Keeps the virus low in my body so I can be healthy and live a normal life with my friends!

Are they ready for sex? My boyfriend wants to have sex and everyone else is doing it. I don’t want to look immature.

Garry Robson design and illustration portfolio October 2021

What should they think about? I really like her, but if we have sex, I want to make sure we are safe from STIs and don’t get pregnant

Project details: example design layout and illustrations for a range of case studies produced in English, French and Portuguese. Client: iREADY and Frontline AIDS (formerly International HIV/AIDS Alliance). Note: illustrations use adaptations of characters supplied by Frontline AIDS.

BUILDING RESILIENT AND EMPOWERED YOUNG PEOPLE READY+ is a project led by Frontline AIDS that’s been running in Mozambique (plus eSwatini, Tanzania and Zimbabwe) since 2016. Its aim is to increase access to holistic care and support, promoting not only sexual and reproductive health and rights (SRHR) but also mental health in order to foster resilience. Community Adolescent Treatment Supporters (CATS) play a vital role. During home and clinic visits, CATS provide information, counselling and support to other young people living with HIV and encourage adherence to HIV treatment. REPSSI (the Regional Psychosocial Support Initiative) leads the implementation of the READY+ project in Mozambique.

INTERACTIVE HEALTH MAP FOR YOUTH RIENDLY SEXUAL AND REPRODUCTIVE HEALTH SERVICES CASE STUDY 3

WHAT WE ACHIEVED By the end of the project, 22 podcasts had been produced and disseminated, helping young people to make informed choices about their sexual and reproductive health and to live positively with HIV. I thought I was all alone. I was raped at a party 5 years ago when I was 14 and was infected with HIV. For many years since I found out I was HIV positive, I was waiting to die. Nobody believed my rape story in my family. I had no one to talk to. When I listened to Rosin from RNJ+ on the iREADY podcast, I knew that I was not alone and could get access to healthcare in Makamba Clinic. Nadia from Makamba

WHAT’S NEXT RNJ+ is exploring with radio stations whether the podcasts can be disseminated as paid-for public service announcements via radio. Partners are still working with the government and its partners to make comprehensive sexuality education part of the national school curriculum. Podcasts and other ways of using ICT can be part of that.

WHAT WE LEARNED • Adolescents and young people who sell sex, use drugs, are LGBT or live with HIV want to listen to people with similar experiences. The iREADY podcasts were popular because they included issues that spoke to the daily realities of young people. • To guarantee permission to broadcast SRHR-related content it’s important to obtain formal commitments, such as memorandums of understanding, with the relevant government agencies or regulatory authorities early on in the project. • When working with marginalised people, organisations need to be adequately prepared to ensure the safety of participants and respond to any human rights violations.

The iREADY podcasts were popular because they included issues that spoke to the daily realities of young people.

Garry Robson design and illustration portfolio October 2021

Project details: character designs, illustrations and design layout for a guide on facilitating participatory workshops with young people and adolescents. Client: READY (Resilient and empowered adolescents and young people ) and Frontline AIDS (formerly International HIV/AIDS Alliance). Produced in English, French, Portuguese and Swahili.

SEXUALITY

AND

LIFE-SKILLS

PARTICIPATORY ACTIVITIES ON SEXUAL AND REPRODUCTIVE HEALTH WITH ADOLESCENTS AND YOUNG PEOPLE

OUR FEELINGS AND RESPONSES TO CRITICISMS

■

To understand how to give people good criticism or feedback in a positive way that helps them do better rather than makes them feel angry or small

■

To recognise helpful criticism and see it as a gift intended to help us do better

Criticism is when people tell us something they do not like about us or our behaviour or some way they think we could improve ourselves. Anger and violence are often the result of people feeling disrespected or criticised. It helps if people can learn to handle criticism in a calm and balanced way instead of getting angry or feeling bad. Understand that the criticism is about something you have done, not about you as a human being.

ACTIVITIES

30 minutes for each activity

Activity 1: Receiving criticism 1. Ask: ➜ How do we feel when we are criticised by someone?

2. Divide into threes and role-play two

situations: ➜ A person giving helpful criticism to someone ➜ A person giving unhelpful criticism to someone

Finish by sharing one thing you like about yourself and one thing you like about the other members of your group.

■

Treat criticism as a gift that can help you to be stronger, more confident and able to grow and improve. Criticism can mean that someone cares about you rather than being an attack on you.

■

Learn to tell the difference between true and untrue criticism.

■

If you agree with a criticism, say so. Ask for suggestions on how you might change or how your behaviour affects the other person.

■

If you disagree with a criticism, say so and explain why. Ask the person for an example of the behaviour they are criticising.

Activity 2: Giving helpful criticism 1. In small groups ask people to think of

situations where they might want to give someone helpful criticism.

2. Ask them to choose someone to act the

part of the person who you want to criticise. Role-play giving the criticism as helpfully as possible, so that the person sees it as a gift, not an attack.

Don’t you think you are drinking too much? It would be better if you could think more about your health.

3. The person being criticised and the rest of

the group members give feedback and the person re-plays it until it is helpful.

All groups Take it in turns to play the roles, and practise reacting to the criticism in an angry way, a sad way or a calm and balanced way.

What right do you have to tell me what to do!

In the big group, ask: ➜ What are the things that make criticism helpful or unhelpful? ➜ What is the best way to respond to criticism?

p150 SEXUALITY AND LIFE-SKILLS: Session 53 – Our feelings and responses to criticisms

➜ A time when someone gave you some criticism that was true

Ask them to tell each other about the situations, how they reacted and how the situations turned out. ➜ How could they have changed their reaction to improve the outcome?

KEY IDEAS ■

3. Ask people in threes to think about:

➜ A time when someone gave you some criticism that was not true

AIMS ■

ACTIVITIES (continued)

Garry Robson design and illustration portfolio October 2021

SEXUALITY AND LIFE-SKILLS: Session 53 – Our feelings and responses to criticisms p151

GROWING UP AS A GIRL AND AS A BOY

GENDER AND IDENTITY AIMS ■

■

SESSIONS IN THIS SECTION

To remember how we learned about being female or male To understand the roles that we are expected to play as females and males and how they are changing To learn how gender roles affect our choices in life and our health and well-being To think about whether we would like to see some changes in gender roles

16. Growing up as a girl and as a boy

p47

45 minutes

All ages (also see guidance in the session activitiy description).

17. What we think is right for girls and boys

p49

1 hour

All groups. Adapt the statements to make appropriate for different age groups.

■

Our sex describes the biological differences between males and females.

■

Men have a penis and testicles and produce sperm to make babies.

18. Where do we get our ideas from?

p51

45 minutes

All groups

■

Women have breasts, a womb and a vagina and produce eggs to make babies.

■

Gender describes the norms, roles and responsibilities given to females and males by society. Older people teach girls and boys how they should behave to become ‘ideal’ women and men, according to the culture.

■

Gender norms can change because people, not biology, make them – and therefore people can change them.

■

Some gender norms are harmful and need to change. For example, girls may be taught always to obey men, even if men are violating their rights. We may suffer violence or unfair treatment if we look or behave in ways that are ‘outside the norm’.

■

It is good to understand our own values and opinions about gender roles and how they affect our lives and our sexuality. Then we can change those which are harmful.

■

Empowerment means we understand and are able to exercise our rights to enjoy information, services, skills, money and time equally. We have equal say in decision-making and equal respect and together bring about development.

■

We can improve sexual health by achieving equality for all members of society.

19. What do girls and boys think and feel?

p54

1 hour

All groups

20. Heads, hearts, bodies, actions

p56

1 hour 30 minutes

All ages, including parents and caregivers (also see guidance in the session activitiy description).

KEY IDEAS

p46 SEXUALITY AND LIFE-SKILLS: Gender and identity

ACTIVITY

45 minutes

SEXUALITY AND LIFE-SKILLS: Session 16 – Growing up as a girl and as a boy p47

All ages. For this activity you might want to separate groups by age (9–12, 12–15, 15+) as their needs may differ. Mixed females and males.

1. Ask: ➜ What is the difference between gender and sex? ➜ What are some gender roles we see around us? For example, do we see women and men doing different jobs inside and outside of the home? Add to their ideas.

2. Tell the group to shut their eyes and think

back to the time when they were growing up. They should imagine themselves when they were 5 years old. Ask: ➜ What were you doing? ➜ How were you dressed? ➜ Who were you playing with?

3. Now ask them: ➜ What is your earliest, most important memory of something that happened to make you discover you were male or female and for this reason treated differently from the opposite sex?

4. When everyone has had time to think into

their past, ask them to go into small groups of four or five people, choosing people that they feel free and comfortable with. This may be people of the same sex and of a similar age to them.

5. Ask everyone to share only what they wish

of their memories in the group. Then work together to make a five-minute role-play that shows the memories shared within the group. Ask them to prepare to present it to the larger group.

➜ How did you feel sharing this memory with your group?

KEY IDEAS

AIMS ■

■

6. Ask each group to make its presentation. Ask:

WHAT WE THINK IS RIGHT FOR GIRLS AND BOYS

■

To find out how we think girls and boys should behave To learn which of these ideas protect us from STIs, including HIV and HIV reinfection, and which ones may put us at risk

■

Harmful gender norms for females and males can put us in danger of STIs, HIV, HIV reinfection, unwanted pregnancy, abuse and rape.

■

It is good to think about our own ideas on gender norms and how we express these in our lives, and see whether we need to change any.

This activity is also good practise for listening skills

➜ What did the memory tell you about being female or being male? ➜ How did your family expect you to behave, to talk, to be? ➜ What did you like and not like about this?

7. Ask: ➜ What did you learn from this activity?

ACTIVITY

1 hour

All groups. Adapt the statements to make them appropriate for different age groups.

1. Make one sign with a happy face, meaning

‘agree’, one with a cross face for ‘disagree’, and one with a puzzled face for ‘not sure’. Put them in three corners of your space.

2. Prepare some sentences like the examples in the box on the next page.

cross face. If they are not sure, they go to the corner with the puzzled face.

5. To begin, everyone should stand in the middle of the room.

6. Read out the first sentence. Repeat it and

make sure that everyone has understood it.

3. Explain that you are going to read out some

sentences one by one and people should go to the corner that best shows what they think about the idea in the sentence.

4. If they agree with the sentence, they go

to the corner with the smiling face. If they disagree, they go to the corner with the

p48 SEXUALITY AND LIFE-SKILLS: Session 16 – Growing up as a girl and as a boy

7. Ask people to think about the sentence and then go to their corner.

8. When everyone has gone to their corner, give them a few minutes to talk together about why they chose that corner.

SEXUALITY AND LIFE-SKILLS: Session 17 – What we think is right for girls and boys p49

Garry Robson design and illustration portfolio October 2021

So she asked me to use a condom...

I’m your wife, not a prostitute!

No, I love you and want to protect you from pregnancy until we are ready and we both have an HIV test.

Did you beat her? No, stupid. She’s a great girl – I was glad she was brave enough to talk about it.

Let’s use a condom.

What! I never use those things – it’s free sex or you go now!

But what if we want to have a baby?

Condoms often break.

When we are ready to do that we’ll both be healthy and have wonderful babies.

If you won’t useIfayou won’t use a condom, then goodbye. condom, then goodbye. I value my lifeI value more my life more than than your gifts. your gifts.

Garry Robson design and illustration portfolio October 2021

Not if you use ones that have not expired and are not torn and put them on right.

Garry Robson design and illustration portfolio October 2021

Project details: examples of document layout and illustrations from a participatory workshop guide. Client: READY (Resilient and empowered adolescents and young people ) and Frontline AIDS (formerly International HIV/AIDS Alliance). Produced in English, French, Portuguese and Swahili.

READY WORKSHOP GUIDE

A5 TESTIMONIALS AND PERSONAL COMMITMENT

Sharing commitment statements with the group 25 minutes

■

Time 60 minutes

Facilitator’s notes

Documenting commitments

Objective

20 minutes

What A relaxed session where participants make a commitment based on their experience of the training. Note that, while this is included in the Core Module, the session itself takes place at the end of the training.

To document the diversity of participants and their commitments to integrating SRHR and HIV interventions for young people.

Activities Individual commitment statements

Why It inspires participants in a fun way to make a personal commitment to translating their learning from the training into practical implementation.

Preparation ■ Flip chart paper and pens ■ Large Post-it notes ■ PA photographer, video equipment or mobile phone camera

■

This should be fun! If possible (depending on time and budget) arrange a photographer in advance to take professional portrait photographs of participants holding up their statements (in bold and legible handwriting!) on flip chart paper – and perhaps a group photo at the end.

■

You could also encourage participants to stand by a statement they would like to talk about and use a mobile phone camera or other video equipment if available to record them.

■

Another idea is to ask participants to write their statements on large Post-it notes and stick them to the flip chart sheet whose statement they have completed. These can then be grouped into common themes, discussed with the group and documented in the evaluation. They can be kept anonymous if participants prefer.

■

Alternatively, you or the participants themselves can write their statements on flip chart paper to include in the workshop evaluation.

15 minutes

■

Write out the statements (below) in large letters on separate sheets of flip chart paper and pin them up in different parts of the room. You can add other statements if you wish. Ask participants to individually complete one or more of the statements. Integration is important because…

I think this area of work has potential in my country because… Meeting the needs and rights of young people is important because… The one new thing I have learnt in this training has been…

Read out the statements again and after each one ask for a show of hands from participants who completed it. Then ask if anyone wants to volunteer to share their statement.

Key messages ■

To be successful will take the personal and professional commitment of everyone involved.

■

We all must take responsibility for translating the learning from this training into actions that will contribute to the success of READY and similar initiatives that aim to integrate SRHR and HIV for young people in all their diversity.

Facilitator’s tips ■

You can do this activity in many different ways. The main thing is to keep it quick and light-hearted but meaningful. The session should be fun, reflective and action oriented.

Integrated SRHR and HIV interventions for young people will make a difference in my country or context by… I am dedicated to working with young people in all their diversity because… p20 READY TO LEARN: MODULE A: CORE MODULE FOR ALL USERS

Garry Robson design and illustration portfolio October 2021

READY TO LEARN: MODULE A: CORE MODULE FOR ALL USERS p21

B3 INTERACTIVE SESSION WITH YOUNG KEY POPULATIONS

Interview questions

Facilitator’s notes

Time 60 minutes

Objective What This session involves a panel discussion where young people from key populations are invited to debate topics specific to their needs.

Why It is only by listening to and hearing the voices of young people from key populations that we can properly support them in designing and delivering activities, including advocacy interventions. In READY, all activities should involve young people.

To hear directly from young people from key populations to understand the kinds of stigma and discrimination they have encountered and the impact this has had on their lives, especially on their health and sexual and reproductive lives.

■

What do you think makes young people vulnerable to HIV in our country today?

■

How can HIV prevention activities (services, campaigns and information) be designed to suit young people’s needs?

■

Can you describe your experiences of dealing with the police and the education system, and of accessing the health system? To what extent did they meet your needs?

■

If you feel comfortable to do so, can you describe how HIV has affected you in different ways (directly or indirectly)?

■

What is your message (or wish) either to policy-makers, programme managers, the people in this room or the READY programme?

■

What single piece of advice would you give to the president/prime minster to improve things for young people in our country?

Activities Exercise: Panel discussion

Facilitator’s tips

60 minutes

■

Preparation ■ Chairs (table optional) ■ Microphones, if a large room

For meaningful and safe participation of young people, make sure:

Host a panel discussion with invited young people from key populations on the kinds of stigma and discrimination they have encountered and the impact this has had on their lives, especially their health and sexual and reproductive lives.

■

The panel could be conducted like a television chat show with celebrity guests. A young person should interview the panellists using the questions on the next page.

■

Refer back to the discussion on evolving capacities, and run the session in line with the guidance given in the sections on the consent process and creating a safe environment for young people.

■

The exercise will enable topics, such as the impact of double standards, gender-based violence, stigma and discrimination, to be discussed.

■

Wrap up the session by asking volunteers from the group to say what they have learnt, or will do or think differently, because of the panel discussion. Thank everyone, especially the young people, for their open and honest participation. Then close the session.

■ ■

The experience is kept simple and light.

■

The session is set up to recognise that young people have valuable insights into their health and well-being that adults do not possess.

■

The panellists have given informed consent in writing after thorough discussions about the pros and cons of taking part, both now and in the future (e.g. once they are in a serious relationship or pursuing professional opportunities).

■

The panellists are adequately supported, either by friends and family and/or an institutional representative accompanying them to the session. To do this, learn more about the family,

The panellists have help with translation if they need it – be sure to arrange a translator if appropriate.

friends and environment in which the panellists live. Bear in mind that some caregivers are not ready to be open about their own or the young person’s HIV status.

■

Ensure that privacy and confidentiality are guaranteed, and that the panellists are aware of this. You could do this by referring to the group contract agreed at the start of the workshop.

■

Make sure the panellists feel comfortable. One way to protect the panellists is by having a mediator (the lead facilitator) filter questions from the audience back to the panel, and vice versa. In that way, if something inappropriate is asked and/or one of the young people’s answers needs clarification, filtering can be provided respectfully by the facilitator. Let the young people know they can also skip answering any questions.

p34 READY TO LEARN: MODULE B: YOUNG PEOPLE

READY TO LEARN: MODULE B: YOUNG PEOPLE p35

C4 CONSENT

Time 150 minutes

Facilitator’s notes

■

Why Consent is integral to healthy and pleasurable sexual behaviour. It should be informed, uncompromised and freely given on the basis of equality.

Parts of our body (if any) that are OK for anyone to touch.

■

Parts of our body that are OK for certain trusted people to touch. (Who?)

■

Parts of our body that are private, which no one should touch unless we want them to and unless we give our consent for them to do it.

Ask the group:

■

Why did you mark these parts as private? What does this mean? Did everyone agree? (Emphasise that everyone has the right to decide their own boundaries.)

To define consent in the context of relationships and understand how it links to social and gender norms.

■

Note: It is likely that one or more participants will have experienced some form of non-consensual activity, potentially on going, and may need support. Be ready with information about local services that can help them.

Why do we think that a sense of privacy about our bodies and personal space becomes more important as we grow up?

■

How do we feel when our privacy isn’t respected? What are the possible results?

Objective What This session explores the concept of consent and the different ways people express and ask for consent.

Ask both groups to mark on the map:

■

Activities

■

Write the word ‘consent’ on a board or a flip chart.

Let’s talk about consent

Preparation ■ Flip chart and pens

Consent

60 minutes

■

Tell the group that we are going to talk about how other people might touch you or talk to you in ways that you do not like. This could be a colleague, an older peer, a man or a woman. Tell the group that:

■

No one has a right to touch parts of your body in ways that you do not like.

■

No one has a right to approach you or talk to you in ways that make you feel uncomfortable.

■

Let’s find ways to identify unwanted sexual attention and what we can do about it.

■

Divide into two groups, either mixed or separated by gender.

■

Ask each group to draw a body map: one group draws a feminine figure, the other group draws a masculine figure.

■

Ask the group:

■

What is the first thing that comes to your mind when you hear the word ‘consent’?

■

Write some of the answers on the board or flip chart. This activity will give you a sense of what the group already knows about this subject.

■

Present this definition of consent: ‘Consent means actively agreeing to engage in romantic or sexual interaction with someone. Consent means letting someone know that their touch, sexual or romantic attention and interactions are wanted.’1

■

Go over each key part of this definition and ask the group to explain what it means in their own words. (For example, what does ‘actively agreeing’ mean? What is ‘romantic or sexual interaction’?)

Talk about the following:

■

Consent is not only for sexual activities. If someone is forcing us to do something we don’t want to do (for example, disclose HIV status) we can always say no and ask for help if we don’t know how to handle it.

■

Consent is for specific things. Go back to the body maps and make it clear that if someone says it’s ok to touch their arm, it doesn’t mean they’re letting you touch other parts of their body, such as their private parts.

■

Consent can be expressed verbally when the other person says ‘yes’, but it also shows in their body language and in their enthusiasm.

■

Likewise, non-consent can be expressed both verbally and through body language.

■

An important way to check for consent is by asking, for example, ‘Is it ok if I do this? Do you like this? Do you want me to continue?’

1. Adapted from Planned Parenthood, Sexual Consent (accessed May 2020). www.plannedparenthood.org/learn/relationships/sexual-consent.

p54 READY TO LEARN: MODULE C: GENDER, SEXUALITY AND SOCIAL NORMS

READY TO LEARN: MODULE C: GENDER, SEXUALITY AND SOCIAL NORMS p55

Garry Robson design and illustration portfolio October 2021

Project details: examples of document layout and icon design from a case study about providing technical assistance. Client: Frontline AIDS (formerly International HIV/AIDS Alliance).

DELIVERING TECHNICAL ASSISTANCE IN THE TIME OF COVI 19

ABOUT FRONTLINE AIDS Frontline AIDS wants a future free from AIDS for everyone, everywhere. Around the world, millions of people are denied HIV prevention, testing, treatment and care simply because of who they are and where they live. As a result, 1.7 million people were infected with HIV in 2019 and 690,000 died of AIDS-related illness. Together with partners on the frontline, we work to break down the social, political and legal barriers that marginalised people face, and innovate to create a future free from AIDS.

Frontline AIDS Davigdor Road Hove, East Sussex E BN United Kingdom Tel: + Fax: + Email: mail@frontlineaids.org

INTRODUCTION Frontline AIDS is well known for providing capacity-building technical assistance to organisations that receive HIV, tuberculosis and malaria-related funding. We have proven expertise in working with government bodies, national health programmes and civil society organisations to build skills in organisational development, ﬁnancial management, grant management, programming in human rights and gender, and in strengthening community systems. We were delivering numerous technical assistance assignments when the COVID-19 pandemic began in early 2020. These projects mainly support Global Fund Principal Recipients (PRs) to implement the PR Dashboard or Country Coordinating Mechanisms (CCMs) to strengthen their oversight of Global Fund grants. Consultants, who tend to be nationals of nearby countries, deliver much of this support. Normally, they do so by visiting the project country two or three times during a grant reporting cycle, providing remote coaching and mentoring between visits.

Registered charity number

www.frontlineaids.org Author: Graham Smith Editor: Hester Phillips Design: Garry Robson

COVID-19 restrictions, particularly around travel, have seen us rapidly adapt the way we deliver technical assistance. As lockdowns proliferated, we acted swiftly to protect consultants from undue risk of infection and ensure they were able to return home before borders closed.

Since then we have been taking new and flexible approaches to ensure our technical assistance projects continue to deliver, allowing us to respond to emerging needs quickly and effectively. This case study examines this adaptation and presents essential insight into how technical assistance can be effectively delivered in constrained operating environments. It is based on interviews with seven consultants engaged in Frontline AIDS’ technical assignments during COVID-19 lockdowns. The Global Fund and GIZ BACKUP Health funded all projects under discussion.

Garry Robson design and illustration portfolio October 2021

NEW OPERATING ENVIRONMENT

Delivering technical assistance during lockdown met with the following challenges:

Availability

■

Ministry of Health staﬀ had to prioritise the COVID-19 response. This severely limited their availability to engage with other issues.

■

Some grant recipients applied for additional funds from the Global Fund’s COVID-19 Response Mechanism. Such funding requests tended to be prioritised over other types of work.

Home-based working

■

In some countries, Principal Recipients and CCM members were required to work from home, but initially no systems were in place to support this. People struggled with home-based internet access and accessing key work documents.

Limited exposure to online group communication platforms

■

When restrictions began few CCM members and Principal Recipients had worked with Zoom, Blue Jeans or Microsoft Teams, let alone subscribed to packages that allowed for prolonged group interaction.

These factors delayed the delivery of technical assistance. This was especially noticeable where consultants needed country input or action to move the assignment forward (e.g. providing data, making decisions, arranging meetings). Many of the consultants interviewed described how only being able to interact with recipients virtually gave them limited leverage in the face of competing demands on recipients’ time. Consultants referred to this “out of sight, out of mind” challenge frequently when stressing the comparative advantages of in-country support.

GOING VIRTUAL

The issue with virtual is you don’t see people; even if they use video it’s still a screen. You don’t have people in front of you1.

Many felt that having been able to establish relationships and conduct groundwork for the assignment in person mitigated to some extent the impact of then having to deliver the remaining support virtually.

For technical assistance to successfully build capacity, the relationship between those providing support and those receiving it must be strong.

It is important to note that Frontline AIDS is already experienced in delivering virtual technical support. Ongoing remote coaching and mentoring of Oversight Officers and CCM Secretariat staff by consultants has long been an effective feature of the Oversight Strengthening technical assistance we provide.

All consultants participating in this case study had visited recipients at least once before lockdown. Most described these visits as essential for establishing relationships, trust and mutual understanding, and gaining commitment to proposed changes in practices and/or systems from those in leadership positions. As one consultant put it:

You cannot do that via Skype, you need to build trust, to build confidence, to develop a relationship with the person.

Likewise, PR Dashboard consultants always offer online joint support sessions with PR focal points and CCM Secretariat staff. But until now, country visits have been a key ingredient in the gold standard of technical assistance we deliver. These enable us to hold face-to-face workshops and trainings, and meet key stakeholders in person, and the absence of these activities has been challenging. 1. All quotations are from the consultants interviewed for this case study.

Garry Robson design and illustration portfolio October 2021

Project details: design layout and graphics for a guide to harm reduction programmes. Client: Frontline AIDS (formerly International HIV/AIDS Alliance).

ADVANCING THE SEXUAL AND REPRODUCTIVE HEALTH AND RIGHTS OF WOMEN WHO USE DRUGS A GUIDE FOR PROGRAMMES

This guide has been developed with meaningful involvement from women who use drugs from diverse backgrounds and sexual identification/orientation. Their involvement included extensive consultation, input, review and testing of approaches. It draws on good practice both driven and endorsed by and for women who use drugs. The meaningful involvement of women - including trans-women who use drugs - in the design, delivery, monitoring and evaluation of services and interventions should be the cornerstone of policy and practice to meet the SRHR needs of women who use drugs in their diversity. The values and preferences of women who use drugs should be gathered through a consultative process led by and for women who use drugs, to determine their needs and life priorities. The outcomes of this process can be used to both shape and monitor services and interventions.

PART 1:

THE CONTEXT FOR WOMEN WHO USE DRUGS

Women who use drugs should also be involved in the delivery of services and interventions as managers, peer outreach workers, counsellors, researchers, etc, with appropriate training, remuneration, workforce development and support. The appointment of women who use drugs in the harm reduction workforce should not merely fulfil gender inclusive and gender equity quotas as an end in themselves. Meaningful involvement promotes and provides environments for women to advocate for the inclusion and needs of women. In advocacy, women who use drugs should be resourced and empowered to speak for themselves and represent their community at all levels.

CASE STUDY

Mariam Yusuf, 22, with one of her two children. She participated in a project providing counselling and family planning support to people who use drugs in Malindi, Kenya.

FAMILY REUNIFICATION: MUSLIM EDUCATION WELFARE ASSOCIATION (MEWA), MOMBASA Around 16,100 people in Kenya inject drugs and just over 18% of them are living with HIV2. While there is little data on women who use drugs, 6.9% of Kenyan women are infected with HIV compared to 4.4% of men3. In 2016, the Muslim Education Welfare Association (MEWA) - as a partner of MAINline’s ‘Bridging the Gaps’ programme - initiated a pilot to reach more women who use drugs with SRHR and harm reduction services, and research the service gaps. The findings confirmed that women who use drugs were not accessing MEWA's drop-in centre due to stigma, shame and police violence4. In response, MEWA began providing women-only-hours with discreet access to their drop-in centre where they offered shelter, hygiene products such as sanitary pads, information on infection prevention, drug-related health knowledge, safe drug use, childcare and legal help, testing and treatment options, family planning and counselling. One of the women using the drop-in centre described how this helped her:

I didn’t know how to handle a child before and I was scared of the day I will give birth. This was really traumatic for me and I had to undergo several traditional abortions. Eventually, through female friendly hours, I overcame my fear and gave birth to a bouncing baby boy – I am now happy and feel complete as the sessions on parenting, maternal child health care and hygiene have built my confidence in caring for the child. – Zainab5

-6-

Garry Robson design and illustration portfolio October 2021

While there is no data available on the larger community of people who use drugs, among the estimated 15.6 million people who inject drugs worldwide, nearly one in five lives with HIV.6 Women make up one third of people who use drugs globally and one fifth of the global estimated number of people who inject drugs. Drug use is often seen as contrary to the socially normative roles of women as mothers, partners and caretakers, leaving women who use drugs facing greater stigma and experiencing a range of specific harms7.

-7-

07 CERVICAL CANCER TREATMENT

Winnie Nyawira is a sex worker in Kenya. She used to inject drugs but is now enrolled on a methadone programme since over a year, and says she is “doing well”.

WHY IS THIS RELEVANT TO WOMEN WHO USE DRUGS? There is no evidence that the use of illicit drugs in women causes reproductive cancers. However, all sexually active women, including trans-women who have had vaginoplasty47, should be encouraged to undergo regular screening for cervical cancer, especially if they are living with HIV. Due to higher prevalence of cervical cancer in women living with HIV, WHO recommends they should be screened for cervical cancer on diagnosis, and every 12 months for the first three years following diagnosis, regardless of age. 48 WHAT CAN HARM REDUCTION SERVICES DO?

■

Ensure that sexually active women who use drugs – especially those living with HIV – are aware of the need to screen regularly for cervical cancer and integrate cervical cancer screening services. Where screening can’t be provided on site, or where visual inspection tests reveal abnormalities, link women to trusted and reliable service providers Advocate for regular cervical cancer screening for women who are living with HIV, in line with WHO guidelines.

PROMOTING SEXUAL HEALTH AND WELLBEING OF WOMEN WHO USE DRUGS

■

CASE STUDY HARM REDUCTION SERVICES FOR YOUNG PEOPLE In Nigeria, women who use drugs face a lack of tailored SRHR services; there is criminalisation of drug use and persistent gender-based violence perpetrated by both their male partners and law enforcement agents. To help address these challenges, the NGO YouthRISE runs a drop-in centre for women who use drugs which provides social and health care. They offer a range of services including information on SRHR in a locally produced manual; as well as condoms, hygiene kits, family planning, HIV tests, STI screening and legal support for gender-based violence cases. One woman had her life transformed by the programme:

I am 19 years old. I never used condoms when engaging in sex and I had many sexual partners to keep up with my drug demands. I got pregnant a couple of times and had a series of abortions. I did not have access to information on HIV, safe sex and SRHR. I came in contact with one of the community outreach workers from YouthRISE Nigeria who invited me to a 5-day ‘Peer Educators Training’ on Sexual Reproductive Health organised at the YouthRISE Centre. I got information there on drug use, HIV, human rights, sexual and reproductive health. This training also built my capacity in being a community peer educator. I now provide information on SRHR and HIV to young women in my community. 49

In addition to the seven service areas described above, the Guttmacher-Lancet Commission report emphasises the importance of holistic sexual health and wellbeing. This implies more than the absence of problems like those discussed above, but also the ability to: enjoy a safe and pleasurable sex life with a partner (or partners) of one’s choosing and/or avoid unwanted sexual contact (e.g. sexual harassment or violence); make and enact decisions related to how, where, when and with whom to have sex, relationships, and children; and access reliable, appropriate, and respectful information and services about matters related to sex and sexuality. A reduction in healthy, fulfilling sexual relationships can increase depression and anxiety - both for men and women. When working with women over 45 years it is also important to address issues around menopause in the context of sexual health. Some drug use can have physiological effects on sexual and reproductive processes. For instance, long-term opioid use is known to decrease sexual desire and libido (and may cause erectile dysfunction), while amphetamine type substances can temporarily increase sex drive and reduce sexual inhibitions leading to possible increase in sexual risk-taking and injury. Counselling and treatment of sexual dysfunctions needs to be included in SRHR programmes. They can include strategies such as establishing support groups for people who use drugs as well as their sexual partners; couples counselling and training on communication skills and how to talk about this issue with a partner.

IMPORTANT THINGS TO REMEMBER

- 28 -

In most cultures, it is difficult for people to talk about issues related to sex and sexuality. Staff must be equipped with the knowledge and skills to balance sensitivity to cultural practices with the need to promote health and wellbeing, including discussion of the full range of LGBTQ+ sexuality issues in a non-judgemental way.

- 29 -

PRIORITIES PARTICULARLY RELEVANT FOR ADDRESSING CRITICAL BARRIERS FACED BY WOMEN WHO USE DRUGS INCLUDE:

OTHER IMPORTANT THINGS WE CAN DO ARE: PUT WOMEN WHO USE DRUGS AT THE CENTRE OF YOUR ACTIVITIES

Advocate for laws, policies, and social norms and structures that enable women who use drugs to understand, protect, and fulfil their SRHR. The criminalisation of drug use is a critical barrier stopping women who use drugs from claiming and realising their SRHR. Punitive drugs policies underpin stigma, discrimination and violence faced by this group, and make reporting violence, or seeking tailored services almost impossible.

To ensure that women access a broad range of SRHR services and can enjoy satisfying sexual health and wellbeing, they need to be at the centre of what we do. This means:

■ ■

Progressively expand access to an essential, integrated package of SRHR interventions, ensuring that the needs of women who use drugs in all their diversity are addressed. Harm reduction services can serve as an entry point to integrated SRHR services tailored for women who use drugs, provided by known, trusted providers, and to expanding referral systems.

■ ■ ■

Meaningfully involving women who use drugs in all their diversity in the design, implementation and monitoring of all services, so that their needs are at the centre of each response and so that services are welcoming and responsive. Offer women who use drugs training and sensitisation around their rights and other issues related to their (sexual) health for them to take informed decisions. Facilitate peer support, peer networks, peer outreach and other types of peer-led initiatives. Provide safe space for women who use drug, their family members and children. Consider women-only spaces or women-only hours. Involve (sexual) partners of women who use drugs and other members of their support networks, such as relatives and friends.

ENSURE STAFF ARE EQUIPPED TO WORK WITH WOMEN WHO USE DRUGS IN THEIR DIVERSITY Provide additional support. As described above, women who use drugs experience multiple stigma, discrimination and violence. Peer support and tailored counselling services, by sensitised providers with specialist knowledge, should be part of the intervention design.

Prioritise SRHR research needed for policy and programme decision-making. Evidence around the SRHR of women who use drugs is inadequate. Gender disaggregation is missing in virtually all estimates related to people who use drugs, as are intersectional identities and issues, such as the overlap between drug use and sex work and drug use among trans-women. Research priorities should be identified in consultation with women who use drugs, who should also be meaningfully involved in data gathering, analysis and validation of the research.

For services and spaces to be safe for women who use drugs in all their diversity it is vital that people working in those spaces respect them and are able to at least empathise with their realities. Teams should incorporate women who use drugs as full members of the team, rather than tokens. All team members should be trained on cross-cutting issues that relate to women who use drugs, such as transsexuality, gender norms, sexual practices and fertility. This is a first step to engaging respectfully with women who use drugs in their diversity; team members also need to be non-judgemental, not make assumptions, and be open to discussing anything that is of importance to the women they are serving. This way can they provide accurate and unbiased information. Harm reduction service providers should also sensitise and train other professionals who women who use drugs encounter, such as health workers and other staff of health centres (reception, administration, guards), social workers, police officers, prison staff, prosecutors and other law enforcement officials. Only then can they start to establish referral systems with health, social and legal facilities. DOCUMENT AND ADVOCATE

Use accountability processes at all levels to ensure that SRHR goals and commitments are realised. Women who use drugs should meaningfully participate in the development, implementation, monitoring and evaluation of national and international frameworks, guidelines and policies related to drug use. The needs and rights of women who use drugs should be integrated in national plans and strategies on topics such as HIV, SRHR, and gender-based violence.

Harm reduction implementers can and should also contribute to creating an enabling environment. Together with (networks of) women who use drugs in their diversity they need to challenge the narrative on drugs: denouncing both the war on drugs with its criminalisation of drug use and drug possession as well as the disease model that turns people who use drugs into passive victims. But they also need to advocate against the laws that criminalise same sex, sex work and abortion, and the social, cultural, medical and legal practices that limit the freedom of women to make their own informed choices. Finally, it is important to contest (sensationalised) misinformation. Harm reduction implementers, alongside women who use drugs, need to document their work and use this information to show what works and what is needed, so this can feed into national guidelines and frameworks. FINALLY We should always remember that holistic sexual health and wellbeing means much more than the absence of problems. Everyone has a right to enjoy a safe and pleasurable sex life; avoid unwanted sexual contact; decide on whether or not, when and how to have children; and access reliable, appropriate, and respectful information and services related to sex and sexuality.

- 32 -

- 33 -

Garry Robson design and illustration portfolio October 2021

Project details: illustration, icon design and graphic design layout for a social media campaign. Client: AVERT.org

Garry Robson design and illustration portfolio October 2021

Project details: Examples of infographics and icon designs for use on the Avert website and social media. Client: Avert. SUB-SAHARAN AFRICA

HIV testing coverage*, 2000-2015

100 90

77%

70%

% Percentage

70 60 50

40%

38%

40 30 20

19%

15%

10 0

Home-based testing

Mobile testing

Campaignbased testing

Community-based HIV counselling and testing

Index testing or partner notification

Voluntary counselling and testing

Providerinitiated testing and counselling

Facility-based HIV counselling and testing

*Coverage is defined as the total number of people tested/total number of people in the target population. Source: UNAIDS (2017) Blind Spot: Reaching out to men and boys www.avert.org

Discrimination against people living with HIV creates barriers to the HIV response

At least

countries

have laws that specifically criminalise HIV nondisclosure, exposure or transmission. 19 countries* are known to have applied other criminal law provisions in similar cases.

still impose travel restrictions on people living with HIV.

At least

countries

approximately one in five people* living with HIV reported having been denied healthcare, including dental care, family planning services or sexual and reproductive health services.

*With available data

Source: UNAIDS 2019 www.avert.org

Garry Robson design and illustration portfolio October 2021

Project details: illustration and design layout for an infographic about the Sustainable Development Goals (SDGs) presented as a b peaceful and inclusive societies for sustainable development. Client: Saferworld.

Putting SDG16+ into practice

11 steps to promote peace, justice and inclusion

Map the context

Raise awareness of SDG16+

Map political and conflict dynamics, identify stakeholders and current development plans

Raise awareness of SDG commitments to peace, justice and inclusion

3 Find out what people want Consult people about the priorities for peace, justice and inclusion in their context

Start a conversation

Link up initiatives Enable dialogue on SDG16+ issues between authorities and civil society

What is SDG16+? The 17 Sustainable Development Goals (SDGs) include SDG16, as well as a number of targets under other goals that are also critical for building peaceful, just and inclusive societies – particularly SDG5 on promoting gender equality and SDG10 on reducing

Garry Robson design and illustration portfolio October 2021

Connect SDG16+ with existing initiatives to support peace, justice and inclusion

inequalities. The term ‘SDG16+’ is used to describe these commitments across the 2030 Agenda, and it provides a framework for comprehensive action on a range of peace-related issues. For more see: https://cic.nyu.edu/sites/default/files/ peaceful_just_inclusive_targets_analysis_aug2016.pdf

board game focusing on SDG16: Promote

Develop new partnerships

Mobilise champions

Work with a range of people: authorities, academics, civil society, private sector and the media

Identify and invest in individuals who will champion SDG16+ nationally and globally

Strengthen accountability Support independent reporting to promote accountability for SDG16+

Connect national to global

Job done? Not quite… Monitor changes in the context that may present either threats to the process or new opportunities

Don’t get stuck in structure

Enable new voices to participate in global forums and present local experiences

A formal coalition or network can help sustain action on SDG16+, but beware of bureaucracy

Why this approach? To achieve the 2030 Agenda commitments to peace, justice and inclusion depends on engagement, ownership and action on SDG16+ by a range of people and institutions at national and sub-national levels. There is no blue-print for this process, but – based on

Saferworld’s experience of testing approaches with partners over several years – we have identified lessons on how to catalyse and support a locally-led process. These lessons are illustrated above. For more see: https://www.saferworld.org.uk/globalaction-against-conflict/2030-agenda

Garry Robson design and illustration portfolio October 2021

‫‪Total number‬‬ ‫‪of wars‬‬

‫‪The number of people forcibly displaced at the end of 2014‬‬ ‫‪had risen to a staggering 59.5 million compared to 37.5‬‬ ‫‪one in every‬‬ ‫‪122Client:‬‬ ‫‪humansSaferwo‬‬ ‫‪is‬‬ ‫‪million‬‬ ‫‪a decade ago.‬‬ ‫‪Project details: design layout and illustrations in English and Arabic for policy‬‬ ‫‪documents‬‬ ‫‪and3 Globally,‬‬ ‫‪use on social‬‬ ‫‪media.‬‬ ‫‪now either a refugee, internally displaced, or seeking asylum.‬‬ ‫)‪(>1,000 battle deaths‬‬

‫‪VOICE AND PARTICIPATION‬‬ ‫‪IN DECISION-MAKING‬‬

‫‪16.7 Ensure responsive, inclusive, partic‬‬ ‫‪making at all levels‬‬

‫‪16.9 By 2030, provide legal identity for‬‬ ‫‪16.10 Ensure public access to informatio‬‬

‫‪REDUCING VIOLENCE AND‬‬ ‫‪MAKING THE PUBLIC‬‬ ‫‪FEEL SECURE‬‬ ‫‪16.1 Significantly reduce all forms of violence and related death rates everywhere‬‬ ‫‪16.2 End abuse, exploitation, trafficking and all forms of violence against and torture‬‬ ‫‪of children‬‬

‫‪in accordance with national legisla‬‬

‫‪RECONCILIATION AND‬‬ ‫‪TOLERANCE BETWEEN‬‬ ‫‪DIFFERENT SOCIAL GROUPS‬‬ ‫‪4.7 By 2030, ensure that all learners acquire the knowledge and skills needed to‬‬

‫‪The 2030 Agenda has iden‬‬ ‫‪cross-cutting areas of vital im‬‬ ‫‪the planet. Goal 16 will be ce‬‬ ‫‪– but sustaining peace and p‬‬ ‫‪leveraging targets under ot‬‬ ‫‪means comprehensive, some‬‬ ‫‪are illustrated here and grou‬‬ ‫‪sees as the critical areas‬‬

‫‪promote sustainable development, including, among others, through education‬‬ ‫‪for sustainable development and sustainable lifestyles, human rights, gender‬‬ ‫‪equality, promotion of a culture of peace and non-violence, global citizenship‬‬ ‫‪and appreciation of cultural diversity and of culture’s contribution to sustainable‬‬ ‫‪development‬‬

‫‪SHARED ECONOMIC GROWTH‬‬ ‫‪AND OPPORTUNITIES FOR‬‬ ‫‪DECENT LIVELIHOODS‬‬ ‫‪5.a By 2030, significantly reduce illicit financial and arms flows, strengthen the‬‬

‫‪recovery and return of stolen assets and combat all forms of organized crime‬‬

‫‪5.4 Recognize and value unpaid care and domestic work through the provision of‬‬

‫‪public services, infrastructure and social protection policies and the promotion of‬‬ ‫‪shared responsibility within the household and the family as national appropriate‬‬

‫‪8.5 By 2030, achieve full and productive employment and decent work‬‬

‫‪for all women and men, including for young people and persons with‬‬ ‫‪disabilities, and equal pay for work of equal value‬‬

‫‪FAIR ACCESS TO‬‬ ‫‪SOCIAL SERVICES AND‬‬ ‫‪RESOURCES‬‬

‫‪THE ABILITY OF STATES TO‬‬ ‫‪PERFORM CORE FUNCTIONS‬‬ ‫‪EFFECTIVELY AND ACCOUNTABLY‬‬

‫‪1.4 By 2030, ensure that all men and w‬‬

‫‪vulnerable, have equal rights to ec‬‬ ‫‪basic services, ownership and control o‬‬ ‫‪inheritance, natural resources, appropr‬‬ ‫‪services, including microfinance‬‬

‫‪Arabic language adaptation‬‬ ‫‪of the English illustrations.‬‬

‫‪16.6 Develop effective, accountable and transparent institutions at all levels‬‬

‫ﻛﻔﺎﻟﺔ اﻟﻮﺻﻮل إﱃ اﻟﻌﺪاﻟﺔ‬ ‫وﺿﺒﻂ اﻟﻔﺴﺎد‬ ‫‪١٦.٣‬‬ ‫‪١٦.٥‬‬

‫ﺗﻌﺰﻳﺰ ﺳﻴﺎدة اﻟﻘﺎﻧﻮن ﻋﲆ اﻟﺼﻌﻴﺪﻳﻦ اﻟﻮﻃﻨﻲ واﻟﺪوﱄ وﺿامن ﺗﻜﺎﻓﺆ ﻓﺮص وﺻﻮل اﻟﺠﻤﻴﻊ إﱃ اﻟﻌﺪاﻟﺔ‬ ‫اﻟﺤﺪ ﺑﺪرﺟﺔ ﻛﺒرية ﻣﻦ اﻟﻔﺴﺎد واﻟﺮﺷﻮة ﺑﺠﻤﻴﻊ أﺷﻜﺎﻟﻬام‬

‫اﻳﺼﺎل اﻟﺼﻮت واﳌﺸﺎرﻛﺔ‬ ‫ﰲ ﺻﻨﻊ اﻟﻘﺮار‬ ‫‪١٦.٧‬‬ ‫‪١٦.٩‬‬ ‫‪١٦.١٠‬‬

‫ﺿامن إﺗﺨﺎذ اﻟﻘﺮارات ﻋﲆ ﻧﺤﻮ ﻣﺴﺘﺠﻴﺐ ﻟﻺﺣﺘﻴﺎﺟﺎت وﺷﺎﻣﻞ ﻟﻠﺠﻤﻴﻊ وﺗﺸﺎريك ومتﺜﻴﲇ ﻋﲆ ﺟﻤﻴﻊ‬ ‫اﳌﺴﺘﻮﻳﺎت‬ ‫ﺗﻮﻓري ﻫﻮﻳﺔ ﻗﺎﻧﻮﻧﻴﺔ ﻟﻠﺠﻤﻴﻊ‪ ،‬مبﺎ ﰲ ذﻟﻚ ﺗﺴﺠﻴﻞ اﳌﻮاﻟﻴﺪ ﺑﺤﻠﻮل ﻋﺎم ‪٢٠٣٠‬‬ ‫ﻛﻔﺎﻟﺔ وﺻﻮل اﻟﺠﻤﻬﻮر إﱃ اﳌﻌﻠﻮﻣﺎت وﺣامﻳﺔ اﻟﺤﺮﻳﺎت اﻷﺳﺎﺳﻴﺔ‪ ،‬وﻓﻘﺎ ﻟﻠﺘﴩﻳﻌﺎت اﻟﻮﻃﻨﻴﺔ‬ ‫واﻹﺗﻔﺎﻗﺎت اﻟﺪوﻟﻴﺔ‬

‫ﻣﻌﺎﻟﺠﺔ اﻟﻀﻐﻮط ﻋﺎﺑﺮة اﻟﺤﺪود‬ ‫واﻟﺘﻲ ﺗﺪﻓﻊ إﱃ اﻟﻨﺰاﻋﺎت‬ ‫‪١٦.٤‬‬ ‫‪١٦.٨‬‬ ‫‪١٣.١‬‬

‫‪٥.٣‬‬ ‫‪٥.٥‬‬ ‫‪١٠.٢‬‬ ‫‪.٥‬ج‬ ‫‪.١٦‬ب‬

‫‪١٦.١‬‬ ‫‪١٦.٢‬‬

‫ﺗﻮﺳﻴﻊ وﺗﻌﺰﻳﺰ ﻣﺸﺎرﻛﺔ اﻟﺒﻠﺪان اﻟﻨﺎﻣﻴﺔ ﰲ ﻣﺆﺳﺴﺎت اﻟﺤﻮﻛﻤﺔ اﻟﻌﺎﳌﻴﺔ‬

‫اﻟﻘﻀﺎء ﻋﲆ ﺟﻤﻴﻊ أﺷﻜﺎل اﻟﺘﻤﻴﻴﺰ ﺿﺪ ﺟﻤﻴﻊ اﻟﻨﺴﺎء واﻟﻔﺘﻴﺎت ﰲ ﻛﻞ ﻣﻜﺎن‬ ‫اﻟﻘﻀﺎء ﻋﲆ ﺟﻤﻴﻊ أﺷﻜﺎل اﻟﻌﻨﻒ ﺿﺪ ﺟﻤﻴﻊ اﻟﻨﺴﺎء واﻟﻔﺘﻴﺎت ﰲ اﳌﺠﺎﻟني اﻟﻌﺎم واﻟﺨﺎص‪ ،‬مبﺎ ﰲ ذﻟﻚ اﻹﺗﺠﺎر‬ ‫ﺑﺎﻟﺒﴩ واﻹﺳﺘﻐﻼل اﻟﺠﻨﴘ وﻏري ذﻟﻚ ﻣﻦ أﻧﻮاع اﻹﺳﺘﻐﻼل‬ ‫اﻟﻘﻀﺎء ﻋﲆ ﺟﻤﻴﻊ اﳌامرﺳﺎت اﻟﻀﺎرة‪ ،‬ﻣﻦ ﻗﺒﻴﻞ زواج اﻷﻃﻔﺎل واﻟﺰواج اﳌﺒﻜﺮ واﻟﺰواج اﻟﻘﴪي وﺗﺸﻮﻳﻪ‬ ‫اﻷﻋﻀﺎء اﻟﺘﻨﺎﺳﻠﻴﺔ ﻟﻺﻧﺎث‬ ‫ﻛﻔﺎﻟﺔ ﻣﺸﺎرﻛﺔ اﳌﺮأة ﻣﺸﺎرﻛﺔ ﻛﺎﻣﻠﺔ وﻓﻌﺎﻟﺔ وﺗﻜﺎﻓﺆ اﻟﻔﺮص اﳌﺘﺎﺣﺔ ﻟﻬﺎ ﻟﻠﻘﻴﺎدة ﻋﲆ ﻗﺪم اﳌﺴﺎواة ﻣﻊ اﻟﺮﺟﻞ‬ ‫ﻋﲆ ﺟﻤﻴﻊ ﻣﺴﺘﻮﻳﺎت ﺻﻨﻊ اﻟﻘﺮار ﰲ اﻟﺤﻴﺎة اﻟﺴﻴﺎﺳﻴﺔ واﻹﻗﺘﺼﺎدﻳﺔ واﻟﻌﺎﻣﺔ‬ ‫متﻜني وﺗﻌﺰﻳﺰ اﻹدﻣﺎج اﻹﺟﺘامﻋﻲ واﻹﻗﺘﺼﺎدي واﻟﺴﻴﺎﳼ ﻟﻠﺠﻤﻴﻊ‪ ،‬ﺑﻌﺾ اﻟﻨﻈﺮ ﻋﻦ اﻟﺴﻦ أو اﻟﺠﻨﺲ أو اﻹﻋﺎﻗﺔ‬ ‫أو اﻹﻧﺘامء اﻟﻌﺮﻗﻲ أو اﻹﺛﻨﻲ أو اﻷﺻﻞ أو اﻟﺪﻳﻦ أو اﻟﻮﺿﻊ اﻹﻗﺘﺼﺎدي أو ﻏري ذﻟﻚ‪ ،‬ﺑﺤﻠﻮل ﻋﺎم ‪٢٠٣٠‬‬ ‫اﻋﺘامد ﺳﻴﺎﺳﺎت ﺳﻠﻴﻤﺔ وﺗﴩﻳﻌﺎت ﻗﺎﺑﻠﺔ ﻟﻺﻧﻔﺎذ وﺗﻌﺰﻳﺰ اﻟﺴﻴﺎﺳﺎت واﻟﺘﴩﻳﻌﺎت اﻟﻘﺎمئﺔ ﻣﻦ ﻫﺬه اﻟﻘﺒﻴﻞ‬ ‫ﻟﻠﻨﻬﻮض ﺑﺎﳌﺴﺎواة ﺑني اﻟﺠﻨﺴني ومتﻜني ﻛﻞ اﻟﻨﺴﺎء واﻟﻔﺘﻴﺎت ﻋﲆ ﺟﻤﻴﻊ اﳌﺴﺘﻮﻳﺎت‬ ‫ﺗﻌﺰﻳﺰ اﻟﻘﻮاﻧني واﻟﺴﻴﺎﺳﺎت ﻏري اﻟﺘﻤﻴﻴﺰﻳﺔ ﻟﺘﺤﻘﻴﻖ اﻟﺘﻨﻤﻴﺔ اﳌﺴﺘﺪاﻣﺔ وإﻧﻔﺎذﻫﺎ‬

‫ﻟﻘﺪ ﺗﺒﻨﺖ اﻟﺪول اﻷﻋﻀﺎء ﻟﻸﻣﻢ اﳌﺘﺤﺪة ﻋﺎم ‪ ٢٠١٥‬ﺧﻄﺔ اﻟﺘﻨﻤﻴﺔ اﳌﺴﺘﺪاﻣﺔ ﻟﻌﺎم ‪ ،٢٠٣٠‬وﺗﻮﻓﺮ‬ ‫أﻫﺪاف اﻟﺘﻨﻤﻴﺔ اﳌﺴﺘﺪاﻣﺔ ال‪ ١٧‬وال‪ ١٦٩‬ﻏﺎﻳﺔ إﻃﺎرا ﻟﻠﺘﻨﻤﻴﺔ اﻟﺪوﻟﻴﺔ ﻣﻦ ﺧﻼل اﻹﻟﺘﺰاﻣﺎت ﻹﻧﻬﺎء‬ ‫اﻟﻔﻘﺮ‪ ،‬واﻟﺤﺪ ﻣﻦ اﻟﻌﻨﻒ‪ ،‬وﻛﻔﺎﻟﺔ اﳌﺴﺎواة‪ .‬وﺗﺠﻌﻞ ﺧﻄﺔ ‪ ٢٠٣٠‬ﺑﻨﺎء ﻣﺠﺘﻤﻌﺎت ﻣﺴﺎﳌﺔ وﻋﺎدﻟﺔ‬ ‫وﺷﺎﻣﻠﺔ – ﺣﺴﺐ ﻫﺪف اﻟﺘﻨﻤﻴﺔ اﳌﺴﺘﺪاﻣﺔ رﻗﻢ ‪ ١٦‬واﻷﻫﺪاف اﳌﺮﺗﺒﻄﺔ – أوﻟﻮﻳﺔ ﺗﻨﻤﻮﻳﺔ ﻋﺎﳌﻴﺔ‪.‬‬ ‫وﺗﻮﻓﺮ اﻟﺨﻄﺔ ﻓﺮﺻﺔ ﻓﺮﻳﺪة ﻟﺘﻌﺰﻳﺰ اﻟﺴﻼم اﳌﺴﺘﺪام ﻣﻦ ﺧﻼل ﻣﻌﺎﻟﺠﺔ اﻷﺳﺒﺎب اﻟﺠﺬرﻳﺔ ﻟﻠﻌﻨﻒ‬ ‫وﻋﺪم اﻷﻣﺎن‬ ‫وﺗﻮﺿﺢ ﻫﺬه اﻟﺼﻮرة ﻛﻴﻔﻴﺔ إدﻣﺎج اﻟﺴﻼم ﰲ ﺧﻄﺔ ‪ ٢٠٣٠‬ﻣﻦ ﺧﻼل ﺗﺴﻠﻴﻂ اﻟﻀﻮء ﻋﲆ ﺑﻌﺾ ﻣﻦ‬ ‫اﻟﻐﺎﻳﺎت اﳌﺮﺗﺒﻄﺔ مبﻨﻊ اﻟﻨﺰاع واﻟﺤﺪ ﻣﻦ اﻟﻌﻨﻒ‪ .‬وﺑﺎﻟﺮﻏﻢ ﻣﻦ أن ﻫﺬه اﻟﺼﻮرة ﻟﻴﺴﺖ ﺷﺎﻣﻠﺔ ﺑﺘﺎﺗﺎ‪،‬‬ ‫إﻻ أﻧﻬﺎ ﺗﻮﺿﺢ ﺑﻌﻀﺎ ﻣﻦ ﻏﺎﻳﺎت اﻟﺴﻼم ﻫﻨﺎ‪ ،‬وﺗﻀﻌﻬﺎ ﻣﻌﺎ ﻛﻘﻀﺎﻳﺎ أﺳﺎﺳﻴﺔ ﻟﺒﻨﺎء ﻣﺠﺘﻤﻌﺎت ﻣﺴﺎﳌﺔ‬ ‫وﻋﺎدﻟﺔ وﺷﺎﻣﻠﺔ‬

‫اﻟﻮﺻﻮل اﻟﻌﺎدل ﻟﻠﺨﺪﻣﺎت‬ ‫واﳌﻮارد اﻹﺟﺘامﻋﻴﺔ‬ ‫‪١.٤‬‬

‫ﺿامن متﺘﻊ ﺟﻤﻴﻊ اﻟﺮﺟﺎل واﻟﻨﺴﺎء‪ ،‬وﻻ ﺳﻴام اﻟﻔﻘﺮاء واﻟﻀﻌﻔﺎء ﻣﻨﻬﻢ‪ ،‬ﺑﻨﻔﺲ اﻟﺤﻘﻮق ﰲ اﻟﺤﺼﻮل‬ ‫ﻋﲆ اﳌﻮارد اﻹﻗﺘﺼﺎدﻳﺔ‪ ،‬وﻛﺬﻟﻚ ﺣﺼﻮﻟﻬﻢ ﻋﲆ اﻟﺨﺪﻣﺎت اﻷﺳﺎﺳﻴﺔ‪ ،‬وﻋﲆ ﺣﻖ إﻣﺘﻼك اﻷراﴈ‬ ‫واﻟﺘﴫف ﻓﻴﻬﺎ وﻏريه ﻣﻦ اﻟﺤﻘﻮق اﳌﺘﻌﻠﻘﺔ ﺑﺄﺷﻜﺎل اﳌﻠﻜﻴﺔ اﻷﺧﺮى وﺑﺎﳌرياث‪ ،‬وﺑﺎﻟﺤﺼﻮل ﻋﲆ‬ ‫اﳌﻮارد اﻟﻄﺒﻴﻌﻴﺔ‪ ،‬واﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ اﻟﺠﺪﻳﺪة اﳌﻼمئﺔ‪ ،‬واﻟﺨﺪﻣﺎت اﳌﺎﻟﻴﺔ مبﺎ ﰲ ذﻟﻚ اﻟﺘﻤﻮﻳﻞ اﳌﺘﻨﺎﻫﻲ‬ ‫اﻟﺼﻐﺮ‪ ،‬ﺑﺤﻠﻮل ﻋﺎم ‪٢٠٣٠‬‬

‫اﻟﺤﺪ ﺑﺪرﺟﺔ ﻛﺒرية ﻣﻦ ﺟﻤﻴﻊ أﺷﻜﺎل اﻟﻌﻨﻒ وﻣﺎ ﻳﺘﺼﻞ ﺑﻪ ﻣﻦ ﻣﻌﺪﻻت اﻟﻮﻓﻴﺎت ﰲ ﻛﻞ ﻣﻜﺎن‬ ‫إﻧﻬﺎء إﺳﺎءة ﻣﻌﺎﻣﻠﺔ اﻷﻃﻔﺎل واﺳﺘﻐﻼﻟﻬﻢ واﻹﺗﺠﺎر ﺑﻬﻢ وﺗﻌﺬﻳﺒﻬﻢ وﺳﺎﺋﺮ أﺷﻜﺎل اﻟﻌﻨﻒ اﳌﺮﺗﻜﺐ ﺿﺪﻫﻢ‬

‫اﻟﺘﺼﺎﻟﺢ وﺗﻘﺒﻞ اﻵﺧﺮﻳﻦ ﺑني‬ ‫ﻣﺨﺘﻠﻒ اﳌﺠﻤﻮﻋﺎت اﻹﺟﺘامﻋﻴﺔ‬ ‫‪٤.٧‬‬

‫اﻟﺤﺪ ﺑﻘﺪر ﻛﺒري ﻣﻦ اﻟﺘﺪﻓﻘﺎت ﻏري اﳌﴩوﻋﺔ ﻟﻸﻣﻮال واﻷﺳﻠﺤﺔ‪ ،‬وﺗﻌﺰﻳﺰ اﺳﱰداد اﻷﺻﻮل اﳌﴪوﻗﺔ وإﻋﺎدﺗﻬﺎ‬ ‫وﻣﻜﺎﻓﺤﺔ ﺟﻤﻴﻊ أﺷﻜﺎل اﻟﺠﺮميﺔ اﳌﻨﻈﻤﺔ‪ ،‬ﺑﺤﻠﻮل ﻋﺎم ‪٢٠٣٠‬‬ ‫ﺗﻌﺰﻳﺰ اﻟﻘﺪرة ﻋﲆ اﻟﺼﻤﻮد ﰲ ﻣﻮاﺟﻬﺔ اﻷﺧﻄﺎر اﳌﺮﺗﺒﻄﺔ ﺑﺎﳌﻨﺎخ واﻟﻜﻮارث اﻟﻄﺒﻴﻌﻴﺔ ﰲ ﺟﻤﻴﻊ اﻟﺒﻠﺪان‪ ،‬وﺗﻌﺰﻳﺰ‬ ‫اﻟﻘﺪرة ﻋﲆ اﻟﺘﻜﻴﻒ ﻣﻌﻬﺎ‬

‫ﻛﻔﺎﻟﺔ اﻟﻌﺪاﻟﺔ ﺑني اﳌﺠﻤﻮﻋﺎت‬ ‫اﻹﺟﺘامﻋﻴﺔ‪ ،‬وﺧﺎﺻﺔ ﺑني اﻟﺮﺟﺎل واﻟﻨﺴﺎء‬ ‫‪٥.١‬‬ ‫‪٥.٢‬‬

‫اﻟﺤﺪ ﻣﻦ اﻟﻌﻨﻒ وﺗﻮﻓري‬ ‫اﻟﺸﻌﻮر ﺑﺎﻷﻣﺎن ﻟﻠﺠﻤﻬﻮر‬

‫ﺿامن أن ﻳﻜﺘﺴﺐ ﺟﻤﻴﻊ اﳌﺘﻌﻠﻤني اﳌﻌﺎرف واﳌﻬﺎرات اﻟﻼزﻣﺔ ﻟﺪﻋﻢ اﻟﺘﻨﻤﻴﺔ اﳌﺴﺘﺪاﻣﺔ‪ ،‬مبﺎ ﰲ ذﻟﻚ ﺑﺠﻤﻠﺔ ﻣﻦ‬ ‫اﻟﺴﺒﻞ ﻣﻦ ﺑﻴﻨﻬﺎ اﻟﺘﻌﻠﻴﻢ ﻟﺘﺤﻘﻴﻖ اﻟﺘﻨﻤﻴﺔ اﳌﺴﺘﺪاﻣﺔ واﺗّﺒﺎع أﺳﺎﻟﻴﺐ اﻟﻌﻴﺶ اﳌﺴﺘﺪاﻣﺔ‪ ،‬وﺣﻘﻮق اﻹﻧﺴﺎن‪،‬‬ ‫واﳌﺴﺎواة ﺑني اﻟﺠﻨﺴني واﻟﱰوﻳﺞ ﻟﺜﻘﺎﻓﺔ اﻟﺴﻼم وﻧﺒﺬ اﻟﻌﻨﻒ واﳌﻮاﻃﻨﺔ اﻟﻌﺎﳌﻴﺔ وﺗﻘﺪﻳﺮ اﻟﺘﻨﻮع اﻟﺜﻘﺎﰲ‬ ‫وﺗﻘﺪﻳﺮ ﻣﺴﺎﻫﻤﺔ اﻟﺜﻘﺎﻓﺔ ﰲ اﻟﺘﻨﻤﻴﺔ اﳌﺴﺘﺪاﻣﺔ ﺑﺤﻠﻮل ﻋﺎم ‪٢٠٣٠‬‬

‫منﻮ اﻗﺘﺼﺎدي ﻣﺸﱰك وﻓﺮص‬ ‫ﻟﺴﺒﻞ ﻋﻴﺶ ﻛﺮميﺔ‬ ‫‪.٥‬أ‬ ‫‪٥.٤‬‬ ‫‪٨.٥‬‬

‫اﻟﻘﻴﺎم ﺑﺈﺻﻼﺣﺎت ﻟﺘﺨﻮﻳﻞ اﳌﺮأة ﺣﻘﻮﻗﺎ ﻣﺘﺴﺎوﻳﺔ ﰲ اﳌﻮارد اﻹﻗﺘﺼﺎدﻳﺔ‪ ،‬وﻛﺬﻟﻚ إﻣﻜﺎﻧﻴﺔ ﺣﺼﻮﻟﻬﺎ ﻋﲆ ﺣﻖ‬ ‫اﳌﻠﻜﻴﺔ واﻟﺘﴫف ﰲ اﻷراﴈ وﻏريﻫﺎ ﻣﻦ اﳌﻤﺘﻠﻜﺎت‪ ،‬وﻋﲆ اﻟﺨﺪﻣﺎت اﳌﺎﻟﻴﺔ‪ ،‬واﳌرياث واﳌﻮارد اﻟﻄﺒﻴﻌﻴﺔ‪،‬‬ ‫وﻓﻘﺎ ﻟﻠﻘﻮاﻧني اﻟﻮﻃﻨﻴﺔ‬ ‫اﻹﻋﱰاف ﺑﺄﻋامل اﻟﺮﻋﺎﻳﺔ واﻟﻌﻤﻞ اﳌﻨﺰﱄ ﻏري ﻣﺪﻓﻮﻋﺔ اﻷﺟﺮ وﺗﻘﺪﻳﺮﻫﺎ ﻣﻦ ﺧﻼل ﺗﻮﻓري اﻟﺨﺪﻣﺎت اﻟﻌﺎﻣﺔ واﻟﺒﻨﻰ‬ ‫اﻟﺘﺤﺘﻴﺔ ووﺿﻊ ﺳﻴﺎﺳﺎت اﻟﺤامﻳﺔ اﻹﺟﺘامﻋﻴﺔ وﺗﻌﺰﻳﺰ ﺗﻘﺎﺳﻢ اﳌﺴﺆوﻟﻴﺔ داﺧﻞ اﻷﴎة اﳌﻌﻴﺸﻴﺔ واﻟﻌﺎﺋﻠﺔ‪،‬‬ ‫ﺣﺴﺒام ﻳﻜﻮن ذﻟﻚ ﻣﻨﺎﺳﺒﺎ ﻋﲆ اﻟﺼﻌﻴﺪ اﻟﻮﻃﻨﻲ‬ ‫ﺗﺤﻘﻴﻖ اﻟﻌامﻟﺔ اﻟﻜﺎﻣﻠﺔ واﳌﻨﺘﺠﺔ وﺗﻮﻓري اﻟﻌﻤﻞ اﻟﻼﺋﻖ ﻟﺠﻤﻴﻊ اﻟﻨﺴﺎء واﻟﺮﺟﺎل‪ ،‬مبﻦ ﻓﻴﻬﻢ اﻟﺸﺒﺎب واﻷﺷﺨﺎص‬ ‫ذوو اﻹﻋﺎﻗﺔ‪ ،‬وﺗﻜﺎﻓﺆ اﻷﺟﺮ ﻟﻘﺎء اﻟﻌﻤﻞ اﳌﺘﻜﺎﰱء اﻟﻘﻴﻤﺔ‪ ،‬ﺑﺤﻠﻮل ﻋﺎم ‪٢٠٣٠‬‬

‫اﻟﻘﺪرة ﻋﲆ ﺗﻨﻔﻴﺬ اﳌﻬﺎم‬ ‫اﻷﺳﺎﺳﻴﺔ ﺑﻔﻌﺎﻟﻴﺔ وﻣﺴﺆوﻟﻴﺔ‬ ‫‪٦ .١٦‬‬

‫إﻧﺸﺎء ﻣﺆﺳﺴﺎت ﻓﻌﺎﻟﺔ وﺷﻔﺎﻓﺔ وﺧﺎﺿﻌﺔ ﻟﻠﻤﺴﺎءﻟﺔ ﻋﲆ ﺟﻤﻴﻊ اﳌﺴﺘﻮﻳﺎت‬

‫‪Garry Robson design and illustration portfolio October 2021‬‬

‫‪38‬‬

MDG 2

MDG 5

orld.

cipatory and representative decision-

r all, including birth registration

on and protect fundamental freedoms, ation and international agreements

ntified peace as one of five mportance for humanity and entral to focusing attention preventing conflict will mean ther goals too. While by no of the key targets for peace uped under what Saferworld s for peaceful societies.

women, in particular the poor and the conomic resources, as well as access to over land and other forms of property, riate new technology and financial

ENSURING ACCESS TO JUSTICE AND CONTROLLING CORRUPTION 16.3 Promote the rule of law at the national and international levels and ensure equal access to justice for all

16.5 Substantially reduce corruption and bribery in all their forms

ADDRESSING TRANSNATIONAL STRESSES THAT DRIVE CONFLICT 16.4 By 2030, significantly reduce illicit financial and arms flows, strengthen the

recovery and return of stolen assets and combat all forms of organized crime

16.8 Broaden and strengthen the participation of developing countries in the institutions of global governance

13.1 Strengthen resilience and adaptive capacity to climate-related hazards and natural disasters in all countries

ENSURING EQUALITY BETWEEN SOCIAL GROUPS, ESPECIALLY BETWEEN MEN AND WOMEN 5.1 End all forms of discrimination against all women and girls everywhere 5.2 Eliminate all forms of violence against all women and girls in the public and

private spheres, including trafficking and sexual and other types of exploitation

5.3 Eliminate all harmful practices, such as child, early and forced marriage and female genital mutilation

5.5 Ensure women’s full and effective participation and equal opportunities for

leadership at all levels of decision-making in political, economic and public life

5.c Adopt and strengthen sound policies and enforceable legislation for the

promotion of gender equality and the empowerment of all women and girls at all levels

10.2 By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status

16.b Promote and enforce non-discriminatory laws and policies for sustainable development

Garry Robson design and illustration portfolio October 2021

Project details: design layout and illustrations for a teacher training manual for use in UK schools. Client: Wendy Skelton (teaching consultant).

By directing focus on the precise skills that we want children to work on next and implementing the suggestions contained in this book, teachers can expect to see real progress in their children’s ability to write with confidence and clarity. Wendy Skelton is a specialist in children’s writing and provides training and support to schools nationally. First published 2017 © Wendy Skelton 2017 All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author. Published by Wendy Skelton www.wendyskelton.co.uk ISBN: 978-1-5272-1106-3

Design and illustrations by Garry Robson (www.garryrobson.co.uk) Illustrations © Garry Robson 2017 Printed in the UK by Colourfast.

Garry Robson design and illustration portfolio October 2021

Write-up! How to Teach Writing so that it Actually Makes a Difference

This practical and lively book presents a step-by-step approach to guiding children through the intricacies of the writing process in a way that makes the task of writing both accessible and enjoyable. With plenty of ideas and strategies for improving the quality of children’s writing at all levels – either in the context of a whole writing session or as a quick, five-minute filler – this book will be invaluable to all classroom teachers of primary-aged children.

Write-up!

How to Teach Writing so that it Actually Makes a Difference by Wendy Skelton

Principles of Feedback in a Nutshell Feedback should:

Whatever the children produce in response to your encouragement, the essential thing is to make a celebration out of their creative endeavours. Yes, there will always be improvements to make – that is the nature of learning a craft – but never allow the ‘could be better if’s to overwhelm the ‘what a great writer you’re becoming’s.

Be meaningful (child-friendly) and guide improvement through use of specific invitations for redrafting (improving quality of content)

Guide correction of mechanical errors (spelling and punctuation)

Encourage (and say why something is good)

Be constructive (say how to make a sentence better)

Challenge (extend the child to think about their writing in greater depth)

The point of the experience we are creating for the children is that they are apprentice writers. They must be given a space in which to experiment, to take risks with their developing craft, and get it wrong before they begin (more often than not) to get it right.

Feedback needs to be pertinent to this piece of writing (not referring to a set of generic objectives) and relate to sentences (or vocabulary choices) that you have highlighted.

Recognise when a child has taken a risk with their new skills and compliment them on this (even if, at the same time, suggesting how something could be ‘tweaked’ to even greater effect).

Use three colours of highlighting:

Everybody knows dogs are the smartest creatures on the planet. Don’t you just hate having a younger brother? Maths, ugh, the worst subject in the universe. Rainy days were invented so that mums could have a good old moan at you for bringing the mud in.

Allow fifteen minutes. Opening scenes and plans can be stored in writers’ folders for continuing during free writing time if the children so wish.

An invitation to redraft

Spelling and punctuation errors

135

What will I Write About? Generate broad ideas, decide on audience and format (if this has not already been set in the prompt)

Test the Idea Talk through best ideas and choose one to write about

Give the children a sweeping statement such as the ones above and ask questions like: • Who would make a statement like this? • What do their words tell us about them? • What sort of situation might be typical for them? • Where do they spend their time? • What do they like doing? On the basis of this, begin…

Story Road Map / Plan Key words only to get the ideas on paper

Get it on the Page

Free Writing Time

It’s a good idea to have a box containing lots of cards with writing prompts written on them (e.g. write about a memory from when you were very young; or give titles or first lines to spark the children’s interest). If they so choose, the children can go back to something they have already begun, either by extending it or by redrafting what is already there. It doesn’t matter about the ‘what’ so long as they are engaged in writing something that catches their interest (they can even write a textbook about their favourite interest if this is what excites them).

A ‘Writing Triumph’

The Writing Process – Outline of Stages • •

Statements or questions like these are a direct address from the narrator of the story to the reader, and as such they invite the reader’s empathy, treating them as if they were a trusted friend or confidante.

Give the children an exercise book in which it is entirely up to them what they choose to write about. Either they can run with one of the exercises listed above where you have planned for a story but not actually written it, or they can write a scene for a different story or about something else altogether.

Write-up! / Chapter 9: How to Mark and Give Feedback

Write-up! / Chapter 10: A Note about Boys

Opening Statements

First draft – write as much as possible in the time available

•

If your timetable allows (!), then it is a good habit to give the children say, thirty minutes in a week when they can write about anything they choose. If they are thinking of themselves as apprentice writers, they will constantly be adding to their writers’ notebooks (word books) and adding to the writers’ resource folders on their tables.

These pieces of writing, although they are to be acknowledged by you and can be annotated with helpful suggestions about what they might try next, are not part of the children’s formal writing output, and so they should not be assessed and should be marked with a ‘light touch’.

Be immediate and require action

Comments should:

Don’t Forget to Celebrate Success!

142

Write-up! / Chapter 3: But I Don’t Know what to Write about – Developing Children’s Confidence and Imagination

Review Self-assessment / peer-assessment – how could this be improved?

Write-up! Up-level one section only – add extra detail / better vocabulary choices / more ambitious sentence constructions

Final Check Check for spelling, punctuation and syntax errors

Take it to Press (optional) Publish or make ‘best’ copy (remember to repeat Final Check stage if work has been copied out

Write-up! / Chapter 5: The Writing Toolkit – How to Make it Work Every Time

Garry Robson design and illustration portfolio October 2021

Project details: logo, branding design, illustrations, character design and layout for promotional materials. Client: Jump Start Initiative – UK arts-based community organisation.

Garry Robson design and illustration portfolio October 2021

crea t ive myst i c a

eful bear c ur o s

munity bu m co

n lion o i ss

org yb

comms c

ing

introducing the jump start team Garry Robson design and illustration portfolio October 2021

#1. communications cyborg

mission

to share knowledge and ideas that empower local community organisations and businesses.

champion jump start's mission to empower communities, business and individuals through collaboration.

key roles online comms media relations Marketing

#2. mission power lion

powers super speedy mega brainy batteries incl.

Garry Robson design and illustration portfolio October 2021

key roles brand advocate evaluation strategy

powers super wisdom mega power awesome roar

#3. the resourceful bear

#4. the busy community bug

mission

to boldly search out and find the goodies needed for jump start and community projects.

to create collaborative partnerships with community groups, businesses & individuals.

key roles fundraising sponsorship skills sharing

powers super agility mega senses fearless

key roles connecting people networking buddying

powers super friendly mega multi-task ultra zippy

Garry Robson design and illustration portfolio October 2021

Project details: design layout and illustrations for evaluation training materials using ‘how to throw a party’ as a theme. Client: Social Value Made Real.

Garry Robson design and illustration portfolio October 2021

Client feedback Saferworld

AVERT

Elizabeth Bourne (Communications Coordinator).

Simon Moore (Head of Digital Content and Marketing).

“Garry took forward the idea we had in mind for our illustration brilliantly. He provided fantastic advice on colours, design and linking the illustration with our existing branding with an impeccable attention to detail. Fantastic work.”

“Garry has worked with us on a number of projects and is always professional, dedicated and flexible. He will pull out all the stops to get a job done on time – however tight the deadline.”

Wendy Skelton

Frontline AIDS (formerly the International HIV/AIDS Alliance)

(Education consultant). “Garry did a fantastic, speedy and professional job on producing my book. He was very intuitive and completely ‘got’ what I needed the format and layout to put across. The illustrations and cover design were both engaging and spot-on. Garry was a pleasure to work with and I would definitely recommend him to anyone who needed a creative collaborator.”

Jenny Berg (Senior Advisor: Knowledge and Communications). “Garry is great to work with – flexible around our shifting needs and time frames, delivers on deadline, often provides several options, produces good quality designs, and goes the extra mile.”

Scope

Rethinking Security

Julia Ajayi (Community Engagement Programme Lead).

Celia McKeon (Coordinator).

“Garry took time to understand our projects and the outcomes we wanted to show. He guided us skilfully through the process of building a resource that has bought the involvement of local people alive with colour and vibrancy.”

Garry Robson design and illustration portfolio October 2021

“I really appreciated Garry’s attentiveness to the brief, imaginative design, problem-solving skills and thoroughness. I t was a pleasure to work with him.”

Keep in touch

Telephone: 07504 663982

If you require any further information about me or my work please get in touch. You can view more examples of my work online via my website or social media.

Graphic design: www.garryrobson.co.uk

Email: mail@garryrobson.co.uk

Illustration: www.garryrobsonillustration.co.uk

www.linkedin.com/in/garry-robson-62187241/

Garry Robson design and illustration portfolio October 2021