Ashique's story

The depth of the discussion will depend on participants' general knowledge, but try to address questions about both their views on child labour and possible solutions.

• How much did people know about the existence of child labour before doing this activity? How did they know? Where did they get the information?
• Does child labour exist in their country/city? What work do children do and why do they work?
• Should children be allowed to work if they want to?
• In what ways do we, as consumers, benefit from child labour?
• How difficult was it to think of possible steps to solve child labour? Which of the three columns - "by tomorrow", "by next month" and "by 2030" - was the most difficult to fill in? Why?
• There have been many national and international statements and conferences on child labour. Why is it still such a widespread problem in the world?
• How does the Convention on the Rights of the Child protect the exploitation of children?
• Who is responsible for solving the problem?
• What can ordinary people like us do to contribute to achieving the SDGs, especially those of eradicating extreme poverty and hunger and achieving universal primary education? How and when?

This game is part of the 'All Children, All Right(s)!' toolkit, which focuses on promoting the right to protection.

• If you want to develop participants' knowledge on the concept of child labour prior to the activity, you can use a quiz, for instance, one from the www.unicef.org or www.thinkquest.org web pages. 
• Instead of warming up with a "composed storytelling" exercise, divide the players into small groups with a maximum of 5 people per group. Give each group five pieces of A3 paper and ask them to draw five events in a typical day in Ashique's life and to present them as in a comic strip. When the groups have finished, ask to them to present their stories. 
• Participants who are good at drawing cartoons may like to draw Ashique's story as a comic strip with each scene of his life in a different square. Make sure you keep it simple, including just the basic information. Make photocopies of the story (one copy per group) and cut out the squares. Give one set of pictures to each group and ask them to make up a story about Ashique by adding short texts or speech bubbles. When the groups have finished, ask to them to present their stories. 

Source: https://www.coe.int/en/web/compass/46