Elaborated Written Test Answers –
ActionAid Bangladesh
1. What is a Human Rights-Based Approach (HRBA) and how would you apply it
in youth training?
A Human Rights-Based Approach (HRBA) in youth training ensures that all initiatives
empower young people as rights holders, while strengthening the capacity of institutions
and duty bearers to respond effectively. In the context of Bangladesh, applying HRBA means
acknowledging the systemic inequalities that affect marginalized youth—especially women,
ethnic minorities, people with disabilities, and LGBTQIA+ individuals.
To apply HRBA in youth training:
1. Engage youth in identifying their needs and co-designing training modules.
2. Use participatory tools like storytelling, community mapping, and power analysis to raise
awareness of rights and responsibilities.
3. Integrate content on rights enshrined in the Constitution of Bangladesh and global
commitments like the UNCRC and SDGs.
4. Facilitate dialogue with local government representatives, making space for advocacy
practice.
5. Ensure gender justice by applying feminist facilitation methods and ensuring safe spaces.
For example, a training module on youth civic engagement would include sessions on legal
literacy, barriers to accessing justice, and mock dialogues with duty bearers. Monitoring
mechanisms would also reflect HRBA—through tools like reflection journals and peer-led
evaluations that assess how empowered participants feel after the training. Ultimately,
HRBA ensures that capacity development is not just about skill-building but about shifting
power, challenging injustice, and enabling sustainable, youth-led social change.
2. Draft 5 key topics for a capacity development training module targeting rural
youth leaders.
A capacity development training module for rural youth leaders should be context-sensitive,
practical, and anchored in real-life challenges. Here are five key topics:
1. **Youth Leadership & Civic Participation**: This module will help participants
understand democratic structures, civic responsibility, and their role as change-makers
within local governance systems. Interactive role plays on Union Parishad structures or
community hearings can bring this topic to life.
2. **Gender Justice and Equality**: Grounded in feminist pedagogy, this session will explore
power dynamics, intersectionality, and inclusive leadership. It should unpack harmful
gender norms and offer practical tools for young people to lead gender-sensitive initiatives.
3. **Climate Resilience & Environmental Rights**: Given Bangladesh’s climate vulnerability,
youth must understand environmental justice and climate adaptation. Activities could
include risk mapping and designing community-based solutions like green spaces or waste
audits.
4. **Digital Citizenship & Media Literacy**: Youth need to safely and strategically use
technology to advocate and mobilize. This topic should cover digital safety, combating
misinformation, and ethical social media use.
5. **Community Organizing & Campaigning**: This session empowers youth to plan and
lead collective actions such as petitions, community dialogues, or local campaigns. It
includes elements of project planning, stakeholder mapping, and communications.
Each module should use participatory techniques such as case studies, games, theatre, and
visual storytelling, and culminate in youth-led action planning. These topics reflect the lived
realities of rural youth while building leadership for long-term community transformation.
3. Write 3 learning outcomes for a training on climate justice for young people.
Learning outcomes are measurable statements that define what participants should know
or be able to do after a training. For a youth climate justice training, here are three strong
outcomes:
1. **Critically Analyze Local Climate Impacts**: By the end of the training, participants will
be able to identify and analyze how climate change disproportionately affects marginalized
groups (such as farmers, coastal dwellers, and low-income families) in their local area, using
tools like community mapping or seasonal calendars.
2. **Explain the Concept of Climate Justice**: Participants will clearly define the term
'climate justice' and describe how it connects with global justice, equity, and
intergenerational responsibility. They will be able to cite examples from Bangladesh, such
as climate-induced migration in the Sundarbans or river erosion in Kurigram.
3. **Develop a Community-Level Action Plan**: Participants will design and present a
feasible climate action plan addressing a local environmental issue (e.g., plastic waste, tree
plantation, water conservation), including goals, stakeholders, timeline, and evaluation
methods.
These outcomes are aligned with Bloom’s taxonomy (analyze, explain, develop) and ensure
cognitive, emotional, and behavioral engagement. They are also linked to SDGs 13 (Climate
Action), 10 (Reduced Inequalities), and 5 (Gender Equality), reinforcing ActionAid’s rights-
based and intersectional approach to capacity building.
4. How would you ensure youth trainers are engaged and improving
continuously?
To ensure youth trainers remain engaged and continuously improve, a structured
ecosystem of learning, recognition, and accountability must be created. Firstly, I would
establish a mentorship system pairing new trainers with experienced facilitators for co-
training and reflection. This promotes mutual learning and confidence-building.
Secondly, periodic training refreshers or ‘trainer labs’ should be conducted—spaces where
trainers co-create new modules, experiment with delivery techniques, and receive peer
feedback. This can be done quarterly, either in person or online.
Thirdly, recognition mechanisms matter—such as ‘Trainer of the Month’, certification
upgrades, or social media spotlights. These forms of non-monetary motivation validate
contributions and encourage others.
Fourth, introduce a digital tracker system to collect feedback from participants after every
session. This enables data-driven performance reviews, allowing tailored support and
identifying gaps.
Fifth, allow trainers to lead or participate in national/regional youth events (e.g., ActionAid
Youth Jamboree), increasing visibility and professional growth. They should also be
encouraged to publish blogs or reflections, building their thought leadership.
Finally, involve trainers in project decision-making—inviting them to planning meetings or
evaluation sessions makes them feel part of the core process, not just external deliverers.
This continuous capacity-building cycle aligns with ActionAid’s leadership development
model, where youth are not just beneficiaries but decision-makers and community builders.
5. What is one innovative online tool you would integrate into ActionAid’s LMS-
based youth training and why?
An innovative online tool I would integrate into ActionAid’s LMS-based youth training is
**Mentimeter**. It is a cloud-based interactive presentation and polling tool that transforms
passive learning into active, inclusive engagement.
Mentimeter allows trainers to pose questions, word clouds, scales, or quizzes in real time.
Participants respond anonymously via smartphone or device, and results are instantly
displayed on-screen. This makes even shy or underrepresented youth more willing to share
opinions, particularly in mixed-gender or rural-urban settings where power dynamics often
silence certain voices.
In a session on gender norms, for example, I could ask: “What’s one stereotype you’ve heard
about girls in leadership?” The word cloud would visualize dominant perceptions, sparking
deeper discussion. For a climate justice module, real-time quizzes can reinforce learning
and promote retention.
Mentimeter is mobile-friendly, does not require logins, and can operate in low-bandwidth
areas. This makes it perfect for youth hubs with limited digital infrastructure.
The tool also stores session data, allowing trainers to analyze patterns in responses across
regions or time. This aligns well with ActionAid’s emphasis on reflective practice and data-
informed programming.
By integrating Mentimeter into LMS sessions, we make learning democratic, fun, and data-
driven—qualities that resonate with how today’s youth engage best online.
6. You’re designing an e-course. What are 3 ways you’d ensure it is youth-
friendly and inclusive?
To ensure an e-course is youth-friendly and inclusive, especially within the Bangladesh
context, the following three strategies are crucial:
1. **Language Accessibility**: Use simple, conversational Bangla-English hybrid language
(“Banglish”) that reflects how youth communicate daily. Avoid jargon or overly academic
terms. Add audio narrations or subtitles in Bangla for all videos to support diverse literacy
levels.
2. **Multimedia and Storytelling**: Young learners respond better to visual and interactive
content. The course should integrate short animated explainer videos, comic-style stories,
youth-led case studies, and gamified quizzes. These tools boost engagement and retention,
particularly among those new to digital education.
3. **Modular and Flexible Design**: Allow youth to access modules at their own pace.
Include offline-accessible PDFs and short video formats (under 5 minutes) that can be
downloaded and shared via mobile. Each module should end with a micro-activity—like
journaling, photography, or community observation—that allows offline reflection.
Additional inclusive features could involve image-rich navigation (icons for sections),
inclusive examples (e.g., showing girls, people with disabilities, and different ethnicities),
and low-tech feedback tools (like voice notes via WhatsApp).
This approach removes barriers to participation and recognizes the lived reality of many
Bangladeshi youth—especially those in remote or underserved areas. It also strengthens
ownership, as learners see their language, stories, and pace reflected in the course design.
7. Imagine a youth hub wants to celebrate International Youth Day. Suggest 3
low-cost, high-impact activities.
To celebrate International Youth Day in a low-cost yet impactful way, a youth hub can
organize activities that combine creativity, advocacy, and community engagement. Here are
three ideas:
1. **Youth-Led Dialogue and Panel Discussion**: Host a panel where local youth speak on
issues such as education access, gender equality, or climate action. Stream it live on
Facebook or YouTube using a mobile phone. Invite local leaders or school teachers as guests
to validate youth voices.
2. **Poster and Slogan Contest**: Invite youth to create posters or write slogans on this
year’s global theme (e.g., “Youth for Climate Justice”). Display them at community centers or
online. Winners can be celebrated with certificates and social media spotlights, boosting
motivation and visibility.
3. **Street Theatre or Flash Mob**: Perform short plays or choreographed flash mobs in
marketplaces or schools, focusing on a key message (e.g., ending child marriage or
promoting clean energy). These can be filmed for broader dissemination online and spark
discussion within the community.
Each activity requires minimal resources (paint, mobile data, sound system) but has the
potential to engage both youth and the broader community. Materials can be crowd-
sourced, and local businesses might sponsor refreshments or printing.
The key is participation: giving youth the agency to lead, create, and perform fosters
empowerment and showcases their leadership publicly. These actions align with
ActionAid’s goals of visibility, awareness, and youth-led advocacy on development themes.
8. What challenges do you foresee in forming and sustaining Associate Trainer
groups across districts?
Sustaining Associate Trainer (AT) groups across districts requires addressing both
structural and motivational challenges. Key challenges and responses include:
1. **Trainer Turnover**: Many ATs may relocate for education or jobs. To mitigate this,
build a larger pool in each district and rotate leadership roles. Offer certificates and micro-
credentials that add value to their CVs, incentivizing continued engagement.
2. **Lack of Remuneration**: Unpaid training roles often lead to burnout. While full salaries
may not be feasible, honorariums, transport allowances, and recognition (e.g., badges,
visibility in ActionAid social media) can boost morale.
3. **Training Quality Control**: Variations in facilitation styles can dilute impact. Regular
refresher training, field mentoring, and simple checklists ensure content quality. Peer
reviews after each session encourage reflection.
4. **Limited Communication Infrastructure**: In rural areas, weak internet limits
coordination. Use SMS groups or low-data apps like WhatsApp or Signal to communicate.
Ensure quarterly in-person meetings in accessible locations.
5. **Lack of Ownership**: If ATs feel disconnected from program decisions, motivation
drops. Involve them in co-designing training modules, monitoring sessions, and suggesting
new ideas. Rotate AT leads to foster democratic participation.
By proactively addressing these issues with structured support and localized autonomy,
ActionAid can retain a motivated, skilled, and community-rooted AT network that drives
grassroots capacity building.
9. Explain how you would document and share the impact of a step-down
training.
To document and share the impact of a step-down training effectively, a combination of
qualitative and quantitative methods should be used to capture participant learning,
behavioral change, and community outcomes.
1. **Pre/Post Assessments**: Use short surveys or reflection prompts before and after
training to measure knowledge or attitude shifts (e.g., confidence in leading a campaign,
understanding of human rights).
2. **Visual Documentation**: Take photos and short videos during sessions (with consent).
These can be compiled into short reels or “training diaries” that show the journey from start
to finish.
3. **Case Stories**: Identify 1–2 participants to develop narrative-based stories with quotes,
photos, and reflections. These should capture context, what changed, and why the training
mattered.
4. **Trainer Reflection Logs**: Ask trainers to complete post-session logs describing what
worked, what didn’t, and changes observed in participants.
5. **Community Feedback**: Collect testimonials from participants' family members or
local leaders about any visible changes (e.g., youth taking initiative in community issues).
6. **One-Page Reports**: Each step-down event should produce a short report with number
of participants, demographic breakdown, photos, feedback highlights, and next steps.
7. **Digital Sharing**: Use social media, WhatsApp groups, or ActionAid’s intranet to share
stories, ensuring cross-learning across districts.
This hybrid documentation model promotes visibility, accountability, and youth ownership
while also feeding into ActionAid’s MEL systems.
10. How would you adapt your training plan if only 50% of participants had
access to smartphones?
When only 50% of participants have access to smartphones, a blended or hybrid training
model is essential to ensure no one is excluded from the learning process. Here’s how I
would adapt the plan:
1. **Offline Learning Packets**: Develop printed materials including illustrated guides, short
activities, and simple worksheets. These can be distributed through community-based
youth hubs or local schools.
2. **Group Learning Circles**: Organize small, local learning circles where 2–3 youth share
one device. This approach not only solves access issues but also encourages collaborative
learning and peer support. Sessions can be facilitated by a youth leader or associate trainer.
3. **Community-Based Delivery**: Use common spaces like Union Digital Centers, libraries,
or even tea stalls with Wi-Fi to hold sessions. Collaborate with local organizations for safe
and equitable access.
4. **SMS or IVR-Based Instruction**: For critical updates or reflection prompts, use SMS or
Interactive Voice Response (IVR). This keeps learners informed and engaged without
needing apps or internet.
5. **Low-Bandwidth Content**: Ensure videos are compressed (e.g., <10MB) and shared via
memory cards, Bluetooth, or low-data apps like SHAREit.
6. **Tracking & Inclusion Monitoring**: Use attendance and follow-up sheets to ensure
those without smartphones are receiving support.
This model reinforces ActionAid’s inclusive education ethos, recognizing digital divides and
responding with creativity and solidarity. It’s particularly important in flood-prone or rural
areas of Bangladesh, where access is uneven but motivation among youth remains high.
11. Provide an example of how emotional intelligence helps you facilitate
better youth training.
Emotional intelligence (EI) refers to the ability to recognize, understand, and manage one’s
emotions and the emotions of others. In youth training, EI is critical for building safe,
respectful, and responsive learning environments.
For example, during a youth session on gender norms, I noticed a participant growing quiet
and withdrawn after a discussion on early marriage. Rather than proceeding with the
module, I paused for a group reflection and later spoke to her privately. It turned out she
was experiencing family pressure to marry early and felt emotionally overwhelmed. I
validated her feelings, offered support, and gave her space to participate later.
This instance showed that recognizing emotional cues, responding empathetically, and
adapting facilitation style fosters trust and inclusion. Youth are more likely to engage when
they feel heard and respected, particularly those from vulnerable or marginalized
backgrounds.
I also encourage youth trainers to use emotional check-ins (e.g., “emoji cards” or mood
meters) at the start and end of each session. This not only tracks emotional states but
normalizes self-expression.
Additionally, EI helps manage group dynamics—e.g., diffusing conflicts, affirming silent
participants, and balancing dominant voices. It’s especially valuable in gender-mixed or
post-crisis training environments.
In ActionAid’s values of solidarity, dignity, and feminist leadership, emotional intelligence is
not optional—it’s a critical competency for transformative facilitation.
12. What would a good youth-led innovation look like under this project?
Describe briefly.
A good youth-led innovation under ActionAid’s programming should be low-cost, scalable,
and directly relevant to the local context. One example could be a **solar-powered mobile
learning cart** designed by rural youth in off-grid areas.
This cart could include:
- A solar panel, a rechargeable battery, and a small projector
- Pre-loaded videos on climate change, gender rights, entrepreneurship, and digital literacy
- Basic sound system and screen made from upcycled materials
- A “learning ambassador” who takes it to community markets or schoolyards for short
learning sessions
The innovation serves multiple goals:
- Provides access to learning in underserved areas
- Creates employment for youth managing the service
- Promotes renewable energy and digital literacy
Another model could be **youth-run menstrual hygiene banks** in remote areas, where
girls design educational content and distribute reusable pads through peer networks,
breaking taboos and improving school attendance.
The strength of a good innovation lies in its:
- Ownership by youth (ideation to delivery)
- Embeddedness in community needs
- Gender-sensitivity and inclusivity
- Potential for replication by other hubs
Such models align with ActionAid’s mission to empower young people not just as
participants, but as **problem-solvers, designers, and leaders** within their communities,
using creativity to address real-world challenges.
