Mentoring Methodological Framework for MINT Project
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Mentoring Methodological Framework for MINT Project MINT Project Partners Funded by the European Union’s Asylum, Migration and Integration Fund (AMIF). 1 The development of the Mentoring Methodological Framework was first contracted to Child to Child1 in April 2019. It was revised independently at the end-term point in February 2021 in consultation with project partners by Madeeha Ansari and Jetske van Dijk, who had been part of the original team. The consultants would like to acknowledge Isabel Turner for additional guidance on the participatory review process. The content of this document represents the views of the authors only and is their sole responsibility. The European Commission does not accept any responsibility for use that may be made of the information it contains. © Cover page photo: Slovene Philantropy 1 More information at: www.childtochild.org.uk 2 Table of Contents List of acronyms ............................................................................................ 4 1. Introduction ............................................................................................... 5 1.1 The MINT project - Mentoring Component ............................................ 6 1.2 How to use this guide ............................................................................. 7 1.3 What is mentoring? ............................................................................... 9 2. Programme Design .................................................................................. 13 2.1 Safeguarding ....................................................................................... 13 2.2. Setting the programme parameters ................................................... 13 2.2. Selection and recruitment of mentors and mentees ........................... 16 2.3. Mentor training days ..........................................................................20 2.4. Matching mentors and mentees ......................................................... 26 3. Mentoring in practice ............................................................................... 28 3.1 The mentoring meetings ...................................................................... 28 3.2 Individual and group activities ............................................................ 33 3.3 Suggested activities ............................................................................. 35 3.4 Supervision and monitoring ............................................................... 38 3.5 Going Digital ....................................................................................... 43 4. Cross-cutting considerations ................................................................... 46 4.1 Child participation – a rights-based approach ..................................... 46 4.2 Overcoming cultural and language barriers ........................................ 50 4.3 Ensuring gender balance and equity ................................................... 53 5. Mentoring for Integration - Community Impact ....................................... 57 Appendix 1 - MINT Project Theory of Change ............................................... 58 Appendix 2 – Useful links ............................................................................ 59 Guiding frameworks and useful sources of support .................................. 59 Safeguarding resources ............................................................................ 59 Child participation .................................................................................... 59 Activities for mentor training .................................................................. 60 Activity sources for mentor/mentee interactions ..................................... 60 Monitoring, evaluation and learning ....................................................... 60 Advocacy examples .................................................................................. 60 Example games ......................................................................................... 61 Appendix 3 – Important sample forms ........................................................ 64 Parent/guardian consent form ................................................................. 64 Sample job description for mentors .......................................................... 66 Confidentiality agreement for mentors ..................................................... 67 Photography consent form ....................................................................... 68 Mentor-Mentee Agreement ....................................................................... 69 3 List of acronyms MINT Mentoring for integration (for children affected by migration) TCN Third country national TDH Terre des Hommes CYAM Children and youth affected by migration CtC Child to Child EU European Union FGD Focus group discussions KII Key informant interview 4 1. Introduction This Mentoring Methodological Framework was developed through the Mentoring for Integration (of third country national children affected by migration) - MINT project, co- funded by the European Union’s Asylum, Migration and Integration Fund. The MINT project is framed by Terre des Hommes’ theory of change for their Children and Youth in Migration programme, and by the strategies and priorities of the MINT project partners (MINT Project Theory of change attached as Appendix 1). MINT Project: Summary of the Action Recognizing the growing presence of children among third-country national (TCN) migrants and refugees, the need for the European Union (EU) and its Member States (MSs) to implement effective integration measures, and the challenges faced by Central European (C/SEE) MSs to fulfil EU commitments, the general objective of the MINT Project is that 120 TCN children and youth are successfully integrated in Romania, Poland, the Czech Republic and Slovenia, and that many more children benefit from increased stakeholders’ integration capacity in other EU MSs, thanks to the piloting and replication of an innovative and child and youth-led intervention. The project was led by Terre des hommes (Tdh) in Hungary, with project partners being the Organisation for Aid to Refugees (CZ), Terre des hommes in Romania (RO), Slovene Philanthropy (SLO) and Ocalenie Foundation (PL). Supporting entities included key authorities and networks at national and international level. The project was designed to promote the inclusion of TCN children in the social, cultural and political life of the host societies, as well as in education, through mentoring support; online language courses and cultural introduction; child-led awareness raising and advocacy actions on their lived realities and the huge benefits for host societies. Main outputs include a methodological framework comprising replicable mentoring guidance complemented with child-led awareness raising and advocacy guidelines, child- friendly e-learning integration tools and national and international advocacy events supported by child-led video material. Beneficiaries: TCN children; EU youth; host communities; local and national authorities; NGOs and IOs; EU agencies. Gender equality and child rights mainstreaming was to be ensured through child participation, child safeguarding, proactive outreach to marginalized children, age and gender disaggregation of data. The project ran between January 2019 and February 2021. The MINT project was an action learning and innovation programme. The first iteration of the Mentoring Methodological Framework was to inform the design of the mentoring component of the programme by MINT project partners. Project partners were encouraged to experiment with what worked best for their particular set of circumstances and communities – and to share reflections on their action learning towards the end product of an effective and innovative mentoring methodology. A contextualised, adapted and tested model was an important outcome of the MINT project. This final Framework sets out 5 guidelines drawn from existing documents and recognised good practice, as well as being informed by the experience of implementation.2 This updated Framework is a useful resource for any organisation setting up a mentoring programme aimed at enhancing integration of migrant children. 1.1 The MINT project - Mentoring Component The world is currently facing unprecedented numbers of people on the move. Migrants can face a myriad of risks before, during and after the journey – especially children. It is daunting to have to adjust to a new country if experiencing the trauma of violence or displacement - or if feeling homesick, alone and scared. Recognising those needs and challenges, the MINT project aimed to contribute to the successful integration of third country national children (TCN) in the EU, by enabling them to adjust to their host countries and reach their full potential. Group photo from Tdh Romania Mentoring has proven to be an effective way to share knowledge, increase children’s social and emotional skills, and promote integration, giving young people the tools and support that they need through a structured programme. Different forms of mentoring programmes exist around the world, such as the Big brother, Big Sister project in the US; one thing they have in common is that they prove to be beneficial for both mentees and mentors. During the MINT programme, recently arrived children were 2 The Framework revision process included a review of project documents such as mid-term and end-line reports;