The K ey P layers in Effecting Change

1. The Key Players in EffectingChange 28.2.2013 Edinburgh Ari Tarkiainen, PhD, R&D Advisor KUAS

2. POLICY MAKERS SOCIETY Key players MEDIA AND ARTS SOCIAL INCLUSION Children Students PARENTS ASSISTING CHILDREN PROMOTING SiS UNIVERSITIES SCHOOLS RESEACRH SisCatalys SETTING – Key playerforums

3. HANDS ON KEY PLAYERS • The first group of the key players acts on the operational manner (short- term action- effectiveness and engagement). They can be found in all sectors in society, in political, educational, higher education and research systems, but also among parents and actors in the media and arts. The roles of the key players are very much context-dependent: one key player may act simultaneously in different roles. They are often excellent in networking and collaboration. Usually, those key players are deeply committed and enthusiastic. • Hands on key players are those people who stimulate others and make things happen. They often lead and seek resources in order to make the impossible possible.

4. ENABLING KEY PLAYERS • The second group of the key players acts more in a strategic and political manner, (long- term action- sustainability and power.) These key players are usually the policy makers. They are the leaders within governments, institutions, business and community organizations. They are the people who can provide more inclusive options for children and young people and redefine preconditions for change.  • The enabling key players can also ensure that all children – regardless of their abilities, family circumstances or birthplace – have access to the educational opportunities, which will enable them to become confident, empowered independent adults, and informed citizen. • In sum, enabling key players can enable or disable actions and change by allocating resources. They might or might not provide the infrastructure for development and innovation across society. This group of key players can be found at the local and national levels, and in European and a global levels, as well.

5. SiSCatalyst and policymaking • Models of enablingparticipation and listeningchildren • Impact on policies at institutional, national and EU- level • CHILD-FRIENDLY SERVICES AND SYSTEMS • PROMOTING CHILD PARTICIPATION

6. 2015 OUTPUT VISION SHARING MODELS: learning CHILD-FRIENDLY SERVICES ENABLING PARTICIPATION STRATEGY REALITY COMMUNICATION AND INTERACTION REAL IMPACTS: interventions 2012 INPUT ROAD MAP FOR SiSCatalyst and policymaking

7. Communicating and influencing in SiSCatalyst • What is our message? • What do people already know about it, and how do they think about it? • What are our objectives? • How do we think our efforts can prove helpful? • How do we know we are moving into the right direction?

8. Communicationapproach • Agenda-setting: The media influence which issues people think are important for government to address. • Framing: The media influence how people think about and interpret ideas and issues, particularly how they think about solutions to problems. • Persuasion: The media influence how people think about attitudes and behaviors they need to adopt in order to enhance their own well-being or prevent individual loss.

9. Frames and framingapproach

10. Communicationpractices • How do people think about a particular individual, social, or political issue? • What is the public discourse on the issue? • How does this media dialogue influence and constrain the issue? • How can an issue be communicated to evoke a different way of thinking, one that illuminates alternative choices? • How can this new perspective be disseminated so that it challenges (or reinforces) the dominant perspectives?

11. CONCLUSION • WHAT ARE THE STEPS ENABLING PARTICIPATION AND LISTENING TO CHILDREN • LOCAL, NATIONAL AND EU-LEVEL • VISION, STRATEGY, MISSION, ACTION • HOW TO MAKE REAL AND SUSTAINABLE CHANGES?

12. THANK YOU FOR YOUR ATTENTION !