Case Studies

ADOLESCENT PROGRAMMING EXPERIENCES DURING CONFLICT AND POST-CONFLICT

For every child Health, Education, Equality, Protection ADVANCE HUMANITY Adolescent programming experiences during conflict and post-conflict CASE STUDIES

United Nations Children’s Fund (UNICEF) June 2004

COVER PHOTO: UNICEF - OPT/2003/STEVE SABELLA A Pyalara/UNICEF sponsored programme with the objective of enhancing self confidence, self expression, cooperation, leadership and skill. Beit Duko West bank, August 2003. Table of Contents ADVANCE COPY

1 Introduction to Case Studies...... 3 Acknowledgements 2Broadcasting in Albania: This document was prepared by UNICEF Programme Troç (Straight Talk) ...... 13 Division, the Office of Emergency Programmes in UNICEF and the UNICEF Innocenti Research Centre with the help and support of UNICEF Country and Regional 3 Peer-to-Peer Counselling on HIV/AIDS Offices. The Women’s Commission for Refugee Women in Angola ...... 21 and Children also supported the documentation of the participatory case study in northern Uganda. 4 Return to Happiness (Retorno de la Alegria) in Colombia ...... 29

We would like to express gratitude for the financial sup- 5Young People Participate port provided by the United Kingdom Department for in Peace-Building in Indonesia ...... 37 International Development (DFID), the United Nations Foundation and the Swedish Internation Development Agency (Sida). 6 Peer-to-Peer Counselling in the Occupied Palestinian Territory (OPT) ...... 47

7Involvement of Children in the First published in New York by UNITED NATIONS CHILDREN’S FUND (UNICEF) TRC in Sierra Leone ...... 56

©UNICEF July 2004 8Youth Education, Development and Participation Programme in Somalia ...... 65 The designations employed in this publication and the presentation of the material do not imply on the part of the United Nations Children’s Fund the expression of 9 Surviving the War on Adolescents any opinion whatsoever concerning the legal status of in Northern Uganda ...... 73 any country or territory, or of its authorities or the delimitations of its frontiers. 10 Participation of Young People in the DDR Process in Sierra Leone ...... 84

Correspondence and requests for additional copies can be directed to: opsen@unicef.org

Design: The Manifestation-Glow Press, NY 1

Introduction

The case studies presented here are plan (MTSP) priorities in the context examples of programming that of emergencies. Among the pro- encourages adolescent participation in grammes selected as ‘good practices’ community development and peace- are young people’s involvement in building during crisis. In each of the media and advocacy; HIV/AIDS aware- country situations, obstacles have been ness; community peace-building; transformed into opportunities. peer-to-peer psychosocial support; Collectively, the case studies offer a truth and justice-seeking in post- wealth of information and new ideas. conflict reconstruction; disarmament, They tell the story of sustainable demobilization and reintegration; success, showing how participation sports, education and vocational train- can contribute to the fulfilment of a ing; and research on the impact of rights-based agenda and suggesting war on children. In each of the case ways to provide a framework for young studies, the participatory component people to create better, more peaceful is highlighted, demonstrating how societies. They are also intended to participation enhances the protection raise questions and begin to address of children and adolescents and con- the gap in guidance on adolescent tributes to the success of UNICEF’s participation in programme activities approach to human rights-based and during situations of conflict and results-based programming. post-conflict.

The case studies are the result of a THE ISSUE: WHAT IS collaborative effort between key PARTICIPATION? UNICEF Country and Regional Offices, Programme Division, the Office of In the context of these case studies, Emergency Programmes in UNICEF ‘participation’ is understood in a and the UNICEF Innocenti Research programmatic sense, involving young Centre. The Women’s Commission people as active participants in the for Refugee Women and Children also design, implementation, monitoring provided significant input. and evaluation of sustainable, community-based initiatives. During a A broad range of issues has been humanitarian crisis, when the social addressed, including strategic consider- and political context is likely to be ation of UNICEF medium-term strategic threatened or destroyed, innovative

3 strategies are needed to guide and of the problem, but part of the solution. (2) Children’s right to pro- In this study, the documen- support adolescents in contributing to However, the responsibility for solving tection from violence, tation of adolescent community life. Girls are especially the problems of society – especially abuse, exploitation and participation in programme vulnerable to targeted violence during during conflict – must not be placed discrimination, including planning and implementa- conflict situations, and their specific on their shoulders. Rather, adolescents during armed conflict tion during humanitarian needs must be a priority during any should be supported in contributing emergencies has been humanitarian response. in appropriate ways to achieve realistic States Parties shall take analysed within the broader all appropriate legislative, framework of the Conven- goals. administrative, social tion on the Rights of the It is also important to consider, in a and educational measures Child. This brings into focus particular context, the most appropriate Considerable work has been done to protect the child from two key points, as articu- way for adolescents to become in recent years to advance programme all forms of physical or lated in the Convention: involved. In some cases, young people knowledge in participation and in mental violence, injury or abuse, neglect or negli- (1) Children’s right to may themselves come up with an protection for children and adolescents, gent treatment, maltreat- participation idea and, with support and guidance, but there is a need to consider more ment or exploitation, initiate community action. For example, carefully how these intersect. The need including sexual abuse, States Parties shall assure the peer-to-peer counselling project in is urgent. Unless adolescents caught in while in the care of to the child who is capable the Occupied Palestinian Territory conflict are provided with positive parent(s), legal guardian(s) of forming his or her own or any other person who views the right to express (OPT) was planned and implemented alternatives, their hopes will be shat- has the care of the child those views freely in all by adolescents from the onset. In the tered and they will be more likely to (article 19(1)); matters affecting the child, case of the disarmament, demobiliza- perpetuate the cycle of violence. If the views of the child tion and reintegration (DDR) of child opportunities are provided, adoles- In accordance with their obligations under interna- being given due weight in soldiers in Sierra Leone, opportunities cents’ energy and resilience can accordance with the age tional law to protect the and maturity of the child for participation were limited by the become a source of strength for them, civilian population in (article 12(1)); constraints of the military exercise. their families and their com-munities. armed conflicts, States However, during the reintegration Providing opportunities for adolescent Parties shall take all feasi- The child shall have the and reconciliation phase of the DDR participation in community develop- ble measures to ensure right to freedom of expres- programme, adolescents were able to ment and peace-building is therefore protection and care of chil- sion; this right shall dren who are affected by include freedom to seek, participate in school and community one of the most effective ways to build an armed conflict (article receive and impart infor- activities. the foundation for a more just and 38 (4)). mation and ideas of all peaceful society. kinds, regardless of fron- Another example is the case study These articles of the tiers, either orally, in writ- on participation of children and But adolescent participation is not a Convention underline the ing or in print, in the form need to enable and guide of art, or through any adolescents in the work of the Sierra quick fix. It requires long-term commit- the participation of children other media of the child’s Leone Truth and Reconciliation ment to develop the capacities of and adolescents in matters choice (article 13(1)); Commission. The role of children was, young people to achieve realistic goals. that concern them, while also protecting them from States Parties shall respect to a certain extent, determined by By examining good practices under- the official nature of the Commission’s way in a number of unstable situations, all forms of violence, the right of the child to especially during human- freedom of thought, con- work. However, children were able to we can begin to map the way forward, itarian emergencies. science and religion; play an effective and even an essential finding entry points for sustainable States Parties shall respect role in the process. In all these exam- solutions. The successes in specific the rights and duties of the parents and, when applica- ples, the participation of adolescents country contexts may be adapted ble, legal guardians, to has been successful within a wide to serve as the basis for more effective provide direction to the range of conditions and contexts. programming to support the develop- child in the exercise of his ment and protection of adolescents or her right in a manner One essential element, in order for in emergencies. consistent with the evolv- participation to succeed, is recognition ing capacities of the child (article 14(1)(2)); of young people’s ability to contribute Adolescents caught in conflict: to family, school and community life. the approach continued on page 5 The positive role that adolescents can play needs to be reinforced, with the Adolescence is a time to assume new understanding that they are not part responsibilities and to make decisions

4 5 that will affect lifelong promise and in response to visible problems, do not psychosocial needs of young people frustrated and more easily provoked potential. The challenges that young address the underlying causes that in conflict situations. to act in rash ways or incited to join people face – questioning parental leave adolescents exposed to violence armed groups, or they may resort authority, coming to terms with new- and exploitation in the first place. Another gap in adolescent program- to other destructive behaviours. If ado- found sexuality, accepting respon- ming during emergencies is the lescents lose hope in their future, if sibilities, testing knowledge and The preferred approach for addressing political dimension of participation. they feel they have nothing to live abilities, experimenting with social and the unmet needs of adolescents is a As pointed out in the UNICEF paper, for, they are more likely to behave in cultural boundaries – can be over- human rights-based approach to The Thin Red Line: Youth Participation ways that are harmful to themselves whelming. In conflict situations, young programming. Instead of addressing in Times of Human-made Crisis, it and others. people must somehow ‘cross over’ specific problems within a limited is important to consider the link from childhood to adulthood while context, the human rights-based between adolescent protection and confronting the brutality of war. In a approach seeks to realize adolescent participation during armed conflict TAKING ACTION: PARTICIPATION world that is stripped of safety and rights within the broader cultural, within a political context. Both IS A WAY FORWARD security, where families are separated, economic and political context, and to protection and participation are priori- parents threatened, homes destroyed, support young people’s engagement ties and the two can be at odds. Participation in home, school and schools attacked and community in home, school and community life, community life is the most effective leaders suddenly powerless to protect including during emergencies. During armed conflict, the political way to develop the potential of the vulnerable from harm, young awareness of adolescents is likely adolescents and increase their protec- people need support and guidance. Protecting adolescents at risk to be very high. Family ties and loyal- tion, especially during times of conflict They need to know whom to trust and ties, and association with national and crisis. Involving adolescents how they can contribute in positive Adolescents face multiple risks during struggles for recognition or independ- gives them the opportunity to express ways to their family, school and armed conflict and may be targeted ence, can create risks. Because of themselves and contribute their voice, community life. for violence, abuse and exploitation. the violence and injustice they face, opinions and ideas to the social They are the age group most often adolescents may feel compelled to dialogue. It also builds self-esteem Too often there is nowhere to turn. recruited by armed forces or groups take action. For example, some young and helps them find a role for them- In the midst of conflict, humanitarian for use as child soldiers, and they people in Colombia were inspired to selves in their communities. The assistance has typically focused on are most likely to be trafficked for join the Children’s Peace Movement participation of adolescents in commu- meeting the survival needs of young exploitative labour or commercial sex. after witnessing the killing of their nity life has an added advantage: children, while adolescents are over- They are the primary target for sexual friends or parents. Their decision to It brings their creativity, energy and looked. Only recently have adolescent violence and run a high risk of HIV/ speak out publicly against the violence resourcefulness into the social agenda. issues been brought to the forefront AIDS infection. Despite these evident led to a national movement and during humanitarian crises, and vulnerabilities, the adolescent age international recognition, but it also left Despite overwhelming odds, adoles- this has been largely the result of a group is the least likely to receive assis- them vulnerable to attack. In a number cents in the midst of war have problem-based approach to program- tance or protection during conflict. of instances, members were threatened demonstrated remarkable ability to ming. For example, in the face of This is because humanitarian assis- by rebel groups and local militia. In come up with creative solutions. an HIV/AIDS epidemic it is now stan- tance has typically focused on the all cases, it is essential to set clear For example, during the Kosovo crisis dard programming practice to address urgent health and nutrition needs of limits on what is appropriate participa- in 1999, some 20,000 young Kosovars adolescent health issues and engage under-five and primary school-age tion, and to recognize and carefully in six Albanian refugee camps came adolescents in efforts to prevent the children. weigh the aggravated risk that adoles- together and formed Youth Councils. spread of infection. When it comes to cents may face as advocates for peace The Youth Councils took action to disarmament, demobilization and In recent years this gap has been noted in a society torn apart by war. improve the living conditions in reintegration (DDR), it is understood – for example, in The Impact of Armed the camps, organized sports and music that separate DDR programmes are Conflict on Children, the seminal study There must also be awareness of the events, improved safety and cleanli- needed for children and adolescents by Graça Machel – and some efforts long-term risk of suppressing social ness, distributed landmine-awareness who have been recruited and used in have been made to focus greater and political motivation. Adolescents information and provided psychosocial hostilities, with specific attention to attention on adolescent development need a chance to test their ideas, to counselling for younger children. girls. And some efforts have been during humanitarian emergencies. build confidence and self-esteem, and On repatriation, when the young made to protect all children in conflict However, a much greater effort is need- to find a place in their communities. activists returned to their home vil- situations from sexual violence, abuse ed to close programming gaps in meet- Without positive opportunities to lages, many continued their community and exploitation. But those measures, ing the specific health, vocational and express their views and contribute to development work, maintaining a social change, they may become network that promotes local peace-

6 7 building efforts, including across The adolescent years are crucial IMPACT: WHAT WORKS AND WHY A number of key ‘lessons learned’ ethnic lines. because they are an important develop- are threaded through the case study mental phase, when the foundation The programmes documented in this analyses: But these and similar efforts during is laid for purposeful and moral judge- study were chosen as examples A level of trust and openness is crisis do not come without consider- ments and goals. Under the extreme specifically because they demonstrate necessary to stimulate interaction. able struggle and growing pains. conditions of war, if adolescents are left how young people can make a signifi- Participation can take many forms. In In order to develop adolescents’ without opportunities to envision a cant difference in their own lives and all cases, it should provide learning capacities and enhance their protection better future, youthful optimism may the lives of others, even and especially opportunities for adolescents to in conflict situations, proper support turn into bitter pessimism. Addressing during humanitarian emergencies. make decisions, assume leadership and guidance are needed, as well as their rights is therefore not negotiable; In some cases, communication skills roles and initiate action. opportunities for meaningful participa- it is an urgent priority. But when and media activities are the key con- In order to develop sustainable and tion in the long term. adolescent participation is introduced cern of the adolescents involved, meaningful participation, it is essen- in emergency programming, care while in other cases the entry point tial to engage adolescents from the This raises the question of what exactly must be taken to set realistic goals. may be youth clubs, youth-friendly inception of the project. is meant by ‘meaningful adolescent If participation is thwarted by manipu- health services, mine awareness, sports Recognize the talents, skills and participation’. The ‘ladder of participa- lation or false promises, the result competitions or political processes. learning abilities of adolescents, and tion’, popularized by Roger Hart, has may be harmful, increasing frustration build on existing capacities and become a benchmark for determining and leaving youth further disillusioned. Girls and boys have both demonstrated strengths. the extent to which, in a given situa- It is therefore essential that the princi- their capacity to initiate and contribute Adolescents need to ‘own’ the tion, young people are able to exercise ples – and the limits – of adolescent to programmatic development within project. Help them assume decision-making power and exert their participation are well understood. a wide range of activities and issues. responsibility for the process and own influence over the means and the They have been successful in leading outcomes. ends of their labour. This ranges from Participation is most effective as a political discussions and debates, Adolescent participation as a manipulation and tokenism on the bot- framework for the involvement of testifying in truth and reconciliation programming strategy is valid and tom rung, to full-fledged youth- young people in activities that shape processes, providing psychosocial has both short-term and long-term designed and implemented program- their world and develop their full support to younger children and raising benefits. matic responses on the top. potential. It is not just another piece to awareness of HIV/AIDS. Their energy, Integrate traditional knowledge add to the puzzle. Rather, it is a holistic enthusiasm, resilience and strong and wisdom and use local resources. The ‘ladder of participation’ was method of supporting young people’s desire for justice and peace can be a Each girl and boy is unique and conceived within the context of a development and protection, as a catalyst for peace-building in their will bring forward specific capacities developmental framework, but during process building towards community families and communities. This has and talents. Let each individual find conflict situations the entire notion engagement and laying the ground- been well demonstrated, for example, their niche, while providing full of participation shifts, like a community work for a democratic society. Although in Angola, Colombia, Kosovo, Sierra and equal opportunities to all. compass gone awry. Planning for the more time and additional resources are Leone and Timor Leste. Specific affirmative action strategies future has no meaning for a young needed to allow for young people’s will be needed to overcome ethnic, person who does not expect to live involvement in programme activity, the The common objective of the pro- religious, political or gender through another day. What was normal results achieved will be more effective. grammes profiled in this study is to discrimination. and ordinary is suddenly lost in the Meaningful participation leads in the support adolescent development Girls may need additional encour- effort to survive. And once the condi- long run to a different destination, a and protection by providing opportuni- agement and support to overcome tions of the conflict are locked into place of greater confidence and self- ties for them to take on meaningful social, cultural and economic place – when schools are closed and determination. And that adds up to roles in society. The level of risk barriers to their full participation the possibilities for recreation are sustainable capacity-building and encountered and the variety of skills in community life. obsolete – adolescents are confronted community development. It means that and capacities that adolescents Sustainability is best achieved with boredom and frustration. Adoles- young people are learning, through have mastered varies from one case through involving parents, teachers cents struggling to cross the threshold experience, to make informed deci- study to the next. In all instances, and community leaders in young into adulthood are likely to question sions, to develop stable relationships however, a conscious effort was made people’s programming activities. authority and challenge social and and to take on the responsibilities of to create a culture of non-violence Adolescents who are out of school cultural conventions. When society is democratic citizenship. Participation is, through positive and constructive should have access to programmes disrupted by war, and security is in other words, fundamental to a participation in family and community through youth groups or other threatened, the difficulties are com- human rights-based approach to pro- life. community outreach. pounded. gramming.

8 9 In order to facilitate adolescent partici- majority of adolescents who called the rapidly, involving local community Specific strategies were used to pation in programme activity during hotline were seeking advice on family groups, schools and the Catholic encourage girls’ participation. conflict and post-conflict situations, relationships, first romance, problems Church. One of the strengths of the creative and effective entry points need at school, peer pressure or school Return to Happiness project has been In Sierra Leone, UNICEF, the United to be identified. For example, in exams, as well as the political crisis. its adaptability. More recently the Nations Mission in Sierra Leone Somalia, where the governmental Colombian refugee communities (UNAMSIL) and other international and framework is fragmented, sports and In some country situations, where across the border in Panama have local child rights organizations have recreation provided an entry point for community groups are not already implemented the project through worked to involve young people in the community development. Adolescents established, strategies are needed child-friendly spaces inside the camps. Truth and Reconciliation Commission came together through sporting to create a context for adolescent (TRC), from initial preparation, to events and then began to expand their participation. In Indonesia, sympathetic Innovation is also a key strategy in background research, to final reporting activities, creating friendly community members of women’s organizations implementing youth participatory and follow up. The challenge has spaces and initiating leadership and representing the opposing factions – programmes. In Angola, local youth- been to develop child-friendly proce- vocational training. both Christian and Muslim – mobilized run non-governmental organizations dures to ensure protection: special to create interest in holding child (NGOs) are the impetus for a successful hearings for children, closed sessions, In the Occupied Palestinian Territory rights workshops. This led to involve- national HIV/AIDS awareness a safe environment for interviews, (OPT), the ‘We Care’ peer-to-peer ment in community activities and campaign. They have reached out to protected identity of child witnesses, psychosocial programme has trained the creation of a participatory Maluku the community using radio, theatre and and staff trained in psychosocial university students to provide psycho- Children’s Parliament across the public discussions and debates. They support. The aim of the TRC, in relation social support, mentoring and Muslim-Christian divide. are also providing youth-friendly health to children, is to create an impartial recreational activities for adolescents services. What was once a taboo sub- and official record of what happened in local schools and villages. Evaluation Community groups and schools can ject has become an open dialogue, during the armed conflict and to seek of the project revealed that the provide a context for opening the engaging young people, their parents, reconciliation among young people adolescents wanted to move beyond channels of communication and local and national government officials, and within their communities. psychosocial support. In a later phase, collaboration between adults and the military, police officers and truck the project has therefore been expand- adolescents. For example, in Albania, drivers – with both girls and boys ed to include two new components: young people were already mobilized taking a lead role. The activities, man- ENDING THE CYCLE OF VIOLENCE media activities and public achieve- through a network of school-based aged by adolescents, are linked to ment. The media activities component Albanian Youth Clubs. When a partner- community and government objectives Child rights advocates and human- encourages adolescents to come up ship between UNICEF and the Albanian in the fight against HIV/AIDS, which itarian workers operating in different with ideas to express themselves and National Television network was provides a broad base for support and countries and contexts can help includes a youth-run newspaper – The launched, contacts with young people sustainability. facilitate the participation of young Youth Times – as well as a successful were made through the local school- people as partners in re-establishing a weekly TV programme. The public based clubs. Young people quickly In northern Uganda the Women’s Com- protective environment and rebuilding achievement component provides took the lead, engaging their peers, mission found that a number of differ- community life. However, the risks opportunities for youth-led community families and communities. Efforts ent strategies were needed to engage must be fully understood and improvement projects. were made to ensure that girls were young people in participatory research addressed. Even more than in stable fully involved. and advocacy on issues related to situations, adults who encourage Every effort must be made to adapt the impact of conflict on adolescents. the participation of young people dur- to changing needs. For example, a In some cases, when communities The research and advocacy project ing conflict and post-conflict situations key finding of the OPT programme are displaced and without functioning included teams of young people in must carefully weigh the possibility evaluation was that most of the issues schools, other strategies may prove Kitgam and Gulu Districts. A local that adolescents who advocate social of concern to young participants – effective. In Colombia, the ‘Return youth NGO – Watwero (We can do it!) – change may face aggravated risks, both boys and girls – were typical of to Happiness’ project has enabled was already well established in Kitgam and make protection a priority at all the unmet needs of adolescents adolescents to provide psychosocial and served as the youth coordination times. everywhere, regardless of the political support to younger children through group there. In Gulu there was no situation. This was demonstrated play therapy. The catalyst for Return youth organization, and so adults from In all instances, meaningful adolescent through a youth-to-youth ‘hotline’, set to Happiness was the Colombia the community were contacted and participation can promote conflict up to address escalating violence Children’s Peace Movement. The move- served to mentor the young people resolution, tolerance and democratic during the Second Intifada. The ment, which began in 1996, expanded until gradually a youth group emerged principles, as well as developing young and undertook follow-up project work. people’s skills in negotiation, problem

10 11 2 solving, critical thinking and com- achieving realistic and sustainable munication. Participation can help to solutions. build self-esteem, teamwork and social responsibility. In addition, the Adolescents have a wealth of talents development of young people’s and abilities, and possess the capacity and their involvement in com- determination to improve the condi- munity life provide alternatives to tions of their life at home, in school exploitation and violence and thus and in the community. Young people Youth Broadcasting in increases protection. But if child rights still in their teens are eager to be advocates and humanitarian workers guided and encouraged to participate are to provide safe avenues for in positive ways but, if opportunities Albania: Troç (Straight Talk) adolescent participation, they must do not exist and if they are not able to be ready to address the issues that find an outlet, then their dreams may will be foremost in young people’s end in frustration. Much more effort is minds. It is crucial to be clear, from the urgently needed to create opportunities onset, what kinds of activities are for adolescents’ peaceful participation appropriate and constructive. There in situations of armed conflict and must also be long-term commitment to post-conflict. The capacities of today’s support young people’s efforts in generation must not be wasted.

ISSUE search of jobs has led to widespread social problems. Albanian young Albanian children have been greatly people have increasingly fallen victim affected by the turmoil that has swept to trafficking, exploitation and crime, their country since the end of Com- partly fuelled by the acute migration munism in 1991. The collapse of gover- pressure. During the transition period, nance and the rejection of the past risk behaviours such as drug use and have created a social vacuum, leaving unprotected sex are increasing. young people with little to build on. HIV/AIDS infection rates are low now, As the country has emerged from years but the epidemic is growing fast of isolation, the government has and the government is doing little to prioritized the rebuilding of physical inform and help young people protect infrastructure. Social issues, including themselves. issues of concern to adolescents, have received comparatively little attention. The results of a 2001 UNICEF/ As a result, poverty and inequality Organisation for Security and Coopera- have increased. Neighbouring conflicts tion in Europe (OSCE) youth opinion in the Balkans have further destabilized poll revealed that fewer than 1 per cent the country. of young people in Albania believe that politics will have a positive impact Internal and external migration in on their future. Two thirds expect to

“It’s our voice that will rise over all these problems.”

YOUNG TROÇ REPORTER, ALBANIA

12 13 make their future in Western Europe and production skills that prepare them Managers could not conceive of or North America. At the same time, for professional life and its challenges. giving adolescents so much freedom, Components of the 70 per cent of young people expect that The programme also develops their including relatively open access to Troç programme their lives will be better than those of critical thinking skills. By working as the airwaves. Following considerable their parents, demonstrating the opti- journalists they learn to question and discussion and reassurance they Around 80 young people work after mism that can help inform and improve analyse, and not to accept things at decided to run a trial programme. A school in 11 bureaus the situation of adolescents. face value. producer was assigned to the project in every region of the and, with UNICEF’s help and advice, country. began contacting local schools to Each bureau is ACTION BRINGING ADOLESCENTS identify interested adolescents. managed by a local TOGETHER non-governmental Troç (Straight Talk) is a one-hour Initially there were 40 participants, ages organization (NGO), which hires an adult nationwide weekly television The inspiration for Troç dates back to 14 to 17, from eight districts throughout facilitator to work programme in Albania produced by the summer of 1999, during the Kosovo the country. During their first meetings with the young people. adolescents. Troç deals with issues of crisis, when the national Albanian they watched the news and brain- The young people concern and interest to young people – Youth Club, with UNICEF support, stormed. They asked questions: Why choose story ideas, everything from children in the north joined young Kosovars in the Albanian were adolescents and women not report, prepare scripts kept out of school by fears of revenge refugee camps to take positive action. represented? Why were the broadcasts and do voiceovers, sending these elements killings to the national puppet The Youth Club led to a movement boring and overly sophisticated? They to the producer for theatre. The young reporters’ stories of young people in Albania, dedicated decided to do something different. compilation. have covered the Youth Parliament, to social change. The national partner sports heroes, the use of drugs, family Training began in December 2000. is TVSH, Albanian problems and the future of Albania, Later that year UNICEF approached Participants learned basic skills: how to national television. as they see it. About 45 per cent of the Albanian National Television hold the camera and microphone, how TVSH provides a the programmes are on young people’s network (TVSH), which reaches 98 per to shoot and conduct an interview and producer, cameraman and editor as well issues, 23 per cent each on country cent of the population, looking for how to tell their story and write the as a set and two hours issues and cultural heritage, and 10 per ways to involve adolescents in the script. They worked closely with TVSH of airtime – one hour cent on talented and distinguished media. A dialogue was started with staff and UNICEF. From the start, for the show (18:00 on youth. Albanian journalists and media nearly two thirds of the young people Saturday), and one people to establish a children’s depart- were girls and they participated for a repeat broadcast In a country where 40 per cent of the ment at TVSH. As a first step, UNICEF actively in all phases of the project. (10:00 on Sunday). UNICEF provides population is 18 or younger and provided the station with cameras, After only two months, in February equipment, training virtually every household has a televi- lights and a van to support the 2001, the first show was broadcast. and technical support. sion set, TV is a powerful medium production of a light-hearted show Once Troç was on the air, the scepti- Reporting brings youth for bringing adolescents together. It has for younger children. In 2000, with the cism of TVSH managers was gradually into contact with their proved an effective tool for building introduction of the rights-based overcome – they were won over by peers, civil society, bridges between adults and adoles- approach, the programme concept the quality of the show, the spirit of the school administrators, cents, so that the latter can play a key shifted. This involved adolescents in a young people and the excitement of political leaders, journalists and other role in moving the country forward. news programme that allowed them something so completely different professionals. to discuss issues rather than to simply from what had been done before. The programme is produced by about provide entertainment. They began 80 adolescents, ages 14 to 17, working to ask questions and focus attention on Two years later, the Troç programme in 11 bureaus throughout the country. issues of concern to children and to has proved successful and sustainable. They ‘call the shots’ in all aspects, adults. Working after school, adolescents in guided by an adult facilitator who helps each bureau produce three or four them realize their vision. On the one After assessing the station’s capacities segments a month of about five min- hand, they become agents of change, and needs, UNICEF proposed expan- utes in length. Unedited footage and a informing the country about social sion of the programme and increased script are shipped to Tirana, where the problems and responsibilities from access to the airwaves. The staff of the TVSH producer edits and compiles their perspective. On the other hand, national TV station – founded during them into a weekly programme of 45 they are learning valuable reporting the Communist era – was conservative. to 60 minutes. Each programme is

14 15 comprised of about half a dozen seg- Ultimately it is the young people secured a job as a reporter at a popular ments, plus studio interviews and who decide what they will cover and private television station solely on What young people other one-off specials. The ‘strands’ or how they will cover it. This has allowed the basis of what he had learned about write about: stories themes include: them to bring a new perspective to TV journalism through Troç, and the from Troç archives on and off the tourist map in Albania the general public in Albania, reporting young reporters are periodically live studio chat with guests on stories the adult media ignore. It approached to work with local televi- Workshop on peer education and HIV/AIDS personal story has also created controversies and, sion networks. Lack of cinema in Vlora book of the month in some cases, helped to work through Interview with 14-year- the environment social problems. For example, the old weightlifting free time Tirana bureau reported on terrible UNICEF’S ROLE champion candid camera conditions in a high school dormitory, Blood feud and its effects on young people girls and boys – relationships and the manager was called to UNICEF played a key role in starting Visit to the Shkodra school account by his supervisors and eventu- up the Troç programme, laying the Artisans’ Fair youth activities ally fired. A report on the lack of groundwork and persuading TVSH to Talk with a neurologist news of the week textbooks in Korça brought action by adopt the idea. UNICEF also wrote about coffee and its world of youth – trends the Ministry of Education – textbooks a funding proposal that brought consequences opinion were provided in time for the young in $137,000 from the Norwegian Gov- What makes the ideal girlfriend or boyfriend? e-mail and letters people to study for exams. ernment, and purchased the necessary Interview with the equipment. In addition, UNICEF Minister of Culture, But influencing public opinion on facilitated the initial programme co- Youth and Sports BUILDING SKILLS AND sensitive issues can also generate a ordination and training. Specific Excessive mobile phone OVERCOMING OBSTACLES strong public response. Young people activities undertaken by UNICEF use among young people may not understand the risks, and include: School uniforms: yes There were numerous issues to be they need guidance. Facilitators were introducing the idea to the local or no? resolved as the Troç programme gained closely involved in the production of media and persuading them that 18-year-old fisherman a wider audience. One issue was the each programme to make sure the adolescents need media access takes Troç on a fishing profile of the adult facilitators. Initially young reporters didn’t provoke public to address issues that concern them; boat the idea had been to hire professional opposition or hostility. helping TVSH understand how broadcast journalists, but UNICEF to work in partnership with an inter- felt they would have difficulty handing Ongoing training is the key to keeping national organization; over control of the show to young up the high quality of Troç pro- bringing the show’s producer to people. Instead teachers were hired grammes. In order to build solidarity meetings and conferences to share to facilitate, as they were accustomed and hone skills, the young people the success and encourage role to letting young people learn by doing. and facilitators come together once modelling of the Troç programme; a year for a one-week training. attracting donors to raise funds; Another unexpected issue was the The training focuses on reporting skills, supporting the day-to-day operations resounding success of Troç. Young writing and television production, as of the project; and people suddenly found themselves in well as issues such as ethics and building capacity through profes- the spotlight. As a result of their human rights. In addition, an adult sional trainings. success, they were provided with the producer and cameraman travel to best equipment and given broad each bureau four times a year to help Now that Troç has been on the air support. This created tension among improve the skills of the young for two and a half years, UNICEF has professional counterparts at TVSH reporters. become less actively involved. In who, when their opinions were sought addition to raising funds from the about how to improve the show, were But adults are learning too. All over Norwegian Government to provide not very forthcoming. Continued the country they are seeing the support for 2002-2005, UNICEF meets efforts were made to engage profes- strength and skills of young people, with the producer weekly, and with sionals and to benefit from their and learning about the issues that her supervisor on a monthly basis, to advice, fostering a relationship with concern them. The quality of Troç and address problems and share ideas. TVSH that was based on open the skills of its journalists are highly The challenges of working with a dialogue. respected. In fact, one adult facilitator publicly funded station in a developing

16 17 country are ever present, ranging resolve their problems and overcome children in nine cities. The research As the young reporters increasingly from overall lack of funds to the together the bitterness of the ethnic found that: participate in youth media events need to repair outdated equipment. conflict. UNICEF provided funding 58 per cent of Albania’s population outside Albania, they also serve as for the services of an international has seen the programme at least representatives, revealing its new A key part of UNICEF’s partnership producer to accompany the Troç once – a total of two million people; openness in international dialogue and role is monitoring, to see that young reporters on their one-week tour and 44 per cent of the population – demonstrating the capacities of Alban- people remain in charge and that prepare a documentary about it. 1.3 million people – watch it regular- ian youth. Troç is coming to the atten- child rights messages are constantly Troç produced and aired an episode ly, including 90 per cent of the tion of such media organizations as underscored. UNICEF also urges the about the tour, and provided input 11-15 age group; and Prix Jeunesse and was recently young reporters to use their talents during the preparation of the more than two thirds of the total the subject of an article in a book about to help build their country, and to documentary. adolescent population in Albania successful youth media initiatives use their influence as journalists to discuss the weekly programme around the world. It is also an active encourage other adolescents to do themes with their friends. participant in the Young People’s the same. ASSESSING THE IMPACT Media Network. These findings suggest the importance As the Troç programme becomes more The lack of sophistication of Troç of Troç in spreading knowledge about established in the television line-up reporters has been an asset and is, the key role of youth in the future of LESSONS LEARNED and ingrained in the mind of the Alban- in part, responsible for the pro- Albania. ian audience, UNICEF is taking a more gramme’s success. The spontaneous, Genuine participation of adolescents promotional role – helping to spread somewhat unpolished feel of the The early impact of Troç appears to in the media is both an enriching the idea of television as a tool for youth show makes for a new message that be multi-faceted. In one sense it is experience and a feasible way participation and empowerment. is fresh and unpredictable. At the practical and achieves real results, such to produce mainstream media UNICEF is also coordinating efforts to same time, the young reporters have as the instance noted above where a programmes. help the young reporters take advan- proved that their ‘amateur’ work is report on the lack of school textbooks When adolescents participate on tage of the growing number of scholar- on a par with the work of many in Korça led to the books being deliv- their own terms, audiences are ships, internships and other learning professionals. This assessment is ered by the education authorities. attracted. Millions of adults are opportunities, as well as efforts to help supported by a number of well-known Beyond such a visible impact are the willing to listen to the views of Troç apply for youth broadcast awards journalists in the country, including intangibles – the knowledge gained young people and learn about the as a way to raise its profile. Remzi Lani, Pluton Vaso, Rajmonda by society as a whole about issues that problems young people face. Nelku and Saimir Kumbaro. would otherwise go unreported, UNICEF is in a position worldwide adults’ awareness of young people’s to encourage its media partners LET’S MAKE PEACE A FASHION Young reporters are proud that their rights and abilities, the self-confidence to bring young people together with programme is helping to build a and skills that young reporters gain, enlightened broadcasters wherever The youth in Albania, Kosovo, new and better Albania. They have and the example Troç sets for adult possible. UNICEF’s longstanding Macedonia, Serbia and Slovenia have learned how to present issues, verify journalists, thereby raising reporting relationships with national media been working together to overcome facts and identify solutions. They and ethical standards. In many can help provide creative settings for ethnic barriers – to ‘say no to barriers’ have learned the influence they hold towns the Troç reporters have become young people’s participation. among young people. Since TVSH as contributors to an independent local celebrities, and sometimes UNICEF partnerships with existing broadcasts in neighbouring countries, media and to freedom of expression. residents propose issues to be mainstream media are crucial to and occasionally in Western Europe They also understand the value addressed on the air. The fact that spread young people’s messages to by satellite, there has been feedback of spreading positive messages about adolescents are, themselves, Troç’s a broad audience. across national borders. Albania, as reflected in the fact that biggest fans suggests that today’s UNICEF can provide support for a third of their programmes are generation is growing up with more training, orienting, mentoring, In 2002 one of the young reporters about young ‘heroes’ or about the awareness of the world. E-mail networking and equipping young conceived of a project for Troç to visit country’s heritage. messages received from remote producers. UNICEF can also kindle nearby countries to discuss how to areas of the country, as well as from in young practitioners a passion bring young people together. Called UNICEF commissioned a professional neighbouring countries, ask for to make their world more child- ‘Let’s Make Peace a Fashion’, the show survey of Troç’s audience in 2002 coverage of local stories. This suggests friendly and more child rights sent two young reporters to Kosovo and a quantitative nation-wide survey the extent to which adolescents focused. and Macedonia, where they met with of 4,000 households along with want the media to cover issues that UNICEF can play an important their peers and discussed ways to qualitative focus groups of adults and interest and concern them. role in advocating for the protection

18 19 3 of adolescents who participate in Brokering, training, guiding and the media, in particular by providing coalition-building are proving to be updated guidelines on positive effective roles for UNICEF. UNICEF practices, situations to avoid and does not fund productions, but opportunities and limitations for rather brings adolescent producers young reporters. This would be together with broadcasters. especially helpful as the involvement Governments and media interests of young people in media is new should provide the facilities and Peer-to-Peer Counselling and experimental. the funding. on HIV/AIDS in Angola

ISSUE were in urgent need of food aid, immunization and other basic services. Nearly 30 years of civil war in Angola came to an end in 2002 with the Another urgent concern in post-war signing of the peace agreement. During Angola is the threat of the HIV/AIDS the war, hundreds of thousands of pandemic. Although malaria has children were separated from their long been the largest single cause of families, thousands lost their parents death to children under five, new data and more than 1 million were unable to indicates that HIV/AIDS may become attend school. An entire generation in an even greater threat to survival. The Angola was born and grew up in epidemic is spreading rapidly, as the midst of war and emergency. When indicated by a recent study conducted the conflict ended, 4 million people by the National Public Health Institute were displaced inside the country, and UNICEF. The sero-prevalence of and more than 1.8 million people living women attending antenatal clinics rose in areas formerly controlled by UNITA from 3.4 per cent in 1999 to 8.6 per

“I am truly optimistic about the impact we are having with young people here. Our information centre has become a real hub for young people to congregate.... Some days we have more than 100 visitors.”

JISSOLA SAQUITA, ONE OF THE YOUTH LEADERS IN THE YOUTH-RUN NON-GOVERNMENTAL ORGANIZATION (NGO) PRAZEDOR

20 21 cent in 2001, an alarming increase of mentation of innovative approaches young people should be a priority. ship UNICEF, together with the 250 per cent. The large number of to HIV/AIDS education. NGOs, decided to pursue a mentoring internally displaced persons (IDPs), the In the beginning, there were only a strategy. In each province the most return of infected military personnel One of the national NGOs is Prazedor, few community structures in place and able youth-run NGOs underwent more to their communities, the low levels of founded and run almost entirely by young people were hesitant about intensive and in-depth training on education among children and a high young women. Prazedor began its getting involved. The relationship monitoring and evaluation, project poverty index indicate that Angola innovative outreach with radio mini- between UNICEF and the youth planning and a compendium training has almost all of the risk factors associ- dramas produced in local languages. organizations developed slowly, build- of possible innovative activities that ated with a rapid increase in sero- Within three months its messages ing trust and confidence over several the young people themselves had prevalence. Angolans up to 24 years on HIV risk and prevention had reached years. Key ingredients have proved suggested. Those NGOs then took of age comprise nearly 70 per cent nearly 3,000 school children. Now it essential to the relationship: honesty, responsibility for mentoring the smaller of the population. According to the has an array of initiatives reaching honouring commitments, training and less experienced NGOs. This most recent multiple indicator cluster more than 30,000 young people every and a shared vision and commitment strategy continued over a six-month survey (MICS), only 8 per cent of month in the southern city of Lubango, to the thematic area and to young period and proved very successful women between 15 and 49 years of where they have also established a people in particular. in building capacity throughout the age have adequate knowledge of youth information centre. NGO community. HIV/AIDS transmission and prevention. The first step was to hold training In Luanda, Huila and Benguela sessions for 30 national youth-run In total, 540 peer educators and 300 Ironically, three decades of civil war provinces, youth groups are gearing NGOs, focusing on their community activists in the provinces were trained had given Angolans a momentary up to promote HIV prevention among work and outreach. The three-week and an estimated 240,000 young buffer from HIV/AIDS. With so many diverse populations, such as female training addressed one of the following people were sensitized regarding HIV transport routes disrupted, great sex workers, children living or working components per week: peer-to-peer transmission and prevention in nine tracts of the country were closed to on the streets, young people out of education, project planning and provinces in 2002. Although the target the movement of people and thus school, church groups, health workers monitoring, and interpersonal commu- groups are principally youth and a more rapid spread of the disease was and schoolteachers. The leaders and nications. After the first training adolescents in the community, the prevented. That is why, despite the members of each youth group will courses were completed, the young youth-run NGOs are also working with increasing pace of HIV infection, be involved in all stages of the project, people identified a need for new long-haul truck drivers crossing the Angola is reporting a much lower sero- beginning with the formulation of a training materials. As a result, a new Namibian border, medical profession- prevalence rate than neighbouring survey and participation as field work- curriculum was created and is now als, the armed forces, students and Namibia or Zambia. This presents ers in the collection of data. used in all training workshops. For teachers, and vendors and clients in a rare window of opportunity for example, training was developed in the community markets. To that end, 50 Angola to act quickly and effectively, use of theatre techniques as well as peer educators have been trained in the to prevent the disastrous epidemic ENGAGING YOUNG PEOPLE IN in the testing of behaviour change military and among lorry drivers. witnessed in these neighbouring THE FIGHT AGAINST HIV/AIDS communication (BCC) materials. Youth These activities were supported countries. But the window is rapidly are now able to create and test training primarily by funds from the United closing. In 1999, when the idea of involving materials for use in their communities, Nations Foundation for International young people in an HIV/AIDS pro- a success story in its own right. Partnership (UNFIP). gramme response was first proposed ACTION in Angola, many of the HIV/AIDS It was apparent from the start that Innovative approaches interventions were concentrated in not all youth-run NGOs had the same In Angola, UNICEF is working with 30 the capitol, Luanda. There were two levels of expertise in project imple- Adolescents have come up with a youth-run NGOs in 10 provinces to reasons: ease of access and the mentation. A great majority of the series of new and creative ways encourage young people to make HIV concentration of a large proportion of smaller and less experienced NGOs to reach their target audience and have prevention part of their lives and to the population in the city. At that time needed ongoing technical assistance proved their technical capacity in the bring that initiative into their communi- the needs and wants of young people from a few larger and more established implementation of the activities. Some ties. In three provinces, the pilot in the provinces were not yet being NGOs, who were also working with of the most inventive ideas involve project trains young peer-to-peer coun- addressed by HIV/AIDS programmes, UNICEF in their provinces. This includ- working with schools, health delega- sellors and educators. Local NGOs and young people did not participate ed assistance in developing messages, tions, the military, military police, are mentored by larger and more in the process or have a voice in advanced training, and assistance traditional leaders and healers, lorry experienced national NGOs who advise the actions undertaken by the projects. in establishing contacts with the drivers and parents, as well as and assist in the design and imple- UNICEF decided that the needs of government. Building on this relation- expanding their operations into the

22 23 post-conflict ‘gathering areas’ – issues. After six months, at the ways of speaking out on HIV/AIDS locations where ex-combatants are request of young people, it was decid- prevention, they need to know how Partnership in the quartered (with their families), dis- ed that the centres should expand to frame their messages to help fight against HIV/AIDS armed and demobilized. One example to include not only information but prevent and end the stigma and dis- of the proactive approach young other activities, such as vocational crimination surrounding the disease. Youth groups, youth people are taking is Prazedor’s strategy training in English language, account- organizations, youth The framing of messages can influence NGOs of working alongside military police ing, sewing and secretarial skills; how the community will perceive and National media and to stop traffic on the roads one music, drawing and other arts; sports, relate to those affected by HIV/AIDS. international journalists, Saturday of each month so that each including soccer, basketball and volley- Once young people understand the UNICEF Goodwill car can receive two minutes of ball; and voluntary counselling and impact and implications of their efforts Ambassadors, visiting HIV/AIDS information, a condom, a testing (VCT) for HIV/AIDS. Recreation in the community, they can be more dignitaries Church leaders pamphlet and an HIV/AIDS message activities include art exhibitions, effective in building awareness and UN agencies: United about discrimination and social concerts, chess games, TV viewing tolerance. Nations Population stigmatization. This activity has now and library facilities. This enables the Fund (UNFPA), UN been replicated in all provinces, youth information and recreation The need to establish gender balance Country Team including Luanda. Youth organizations centres to serve as integrated sites for in the community groups and the Government ministries: Youth and Sport, Health, have also worked to form peer groups youth programming, including life NGOs was identified early in the Education, Social in the military and lorry driver skills-based education for out-of-school project. Initially the vast majority of the Welfare communities who serve as focal points youth, birth registration, family tracing participants were male and, although National AIDS and peer educators. The youth formed and a host of health programming. the participation of adolescent boys Commission (newly an alliance with the NGO Population This integrated approach has been was an encouraging sign, it was created) Services International (PSI) to sell supported through the donations of the essential to also engage more girls. condoms at a symbolic price. “We used Netherlands, Norway and Sweden. UNICEF took a strong position, to give condoms away,” says 18-year- insisting that girls be included. This old HIV activist Cristina, “but we found The project has evolved and expanded was further emphasized during a that it had a negative effect. People step by step. What began as two NGOs training session when boys, evaluating see no value in something that is free. working in two provinces has become personal risk, identified girls as being So now we sell two for one kwanza a network of 30 NGOs in ten provinces. at higher risk. One key strategy to (1 cent), in collaboration with PSI, and This success has been possible encourage girls’ participation is the demand has been great.” because of the motivation and active UNICEF’s engagement with parents. involvement of young people. As in so many countries, it was not The youth-run NGOs have embraced readily acceptable for girls to discuss community theatre as a key communi- matters related to sex. UNICEF cation tool. The young activists and OVERCOMING OBSTACLES advocated, together with local church actors go to schools, markets and leaders, for girls’ participation in restaurants, wherever young people Constraints encountered during the HIV awareness and prevention, explain- congregate, to perform skits and plays year included the lack of experience ing to parents the urgency of the risk that deliver messages on how to and limited resources of many of of HIV infection and how important prevent the transmission of HIV/AIDS. the youth-run NGOs. There is a need it is for young people to know how to for UNICEF field offices to work with protect themselves. The youth of the community also them more closely in the future. started a dialogue about the lack of Although there has been considerable The programme in Angola also faces recreational and vocational opportuni- success in efforts to build capacity funding constraints. Long-term funds ties in their lives and discussed, with among youth groups and youth-run are needed to strengthen sustainability UNICEF and partners, how a youth NGOs, it is essential that young and to expand the work of the youth recreation and information centre people have the guidance they need, centres. The seed money provided by would be a step in the right direction. particularly when addressing sensitive UNFIP in 1999 is now ending, and This led to a pilot project establishing issues concerning the spread of efforts are underway to identify other six youth information centres in HIV/AIDS. For example, when young funding opportunities. provincial capitals. The centres provide people create messages, skits, music, a wide range of resources on various theatre performances and other

24 25 ASSESSING THE IMPACT Training for 125 activists in gathering knowledge and brand recognition training other youth groups in commu- and family areas, leading to the to attract partners in collaboration. nication techniques, including using The human rights-based approach to sensitization of 32,400 young people, Over the years in Angola UNICEF has theatre to reach out to the community. programming has been integrated women and former combatants. established itself as a reliable partner A nationwide conference of UNICEF- into HIV/AIDS programming in Angola Training for 20 activists in the and advocate. To this end, UNICEF is supported NGOs took place in the last through the active and ongoing military and lorry driver communi- providing essential technical assistance quarter of 2003, allowing NGOs to participation of young people in every ties. and support, not only to NGOs but share training strategies and ideas in facet of programme planning and Development of a new peer also to the government, helping their areas of expertise. implementation. At the mid-term education manual (in collaboration to facilitate the involvement of young review in November 2001, young peo- with PSI). people in all aspects of community This ongoing training and exchange ple participated in the process and Development of a flip chart to be action. Further, UNICEF has played a of ideas enables young people to rank final version of the review document. used in clinics and community- vital role in uniting the UN Country priorities. As a result, activities Follow-up has also addressed the based activities for the management Team behind the initiative and coordi- undertaken at the provincial and com- concerns and requests raised by young of STIs. nating each agency’s contribution. munity levels by the youth groups people. For example, they requested Production and distribution Finally, UNICEF strives to broadly share are self-determined, with overall super- additional training and technical through national NGO networks of its data, materials and knowledge, vision and technical expertise provided support and these have been provided. pamphlets on awareness about both in UNICEF offices and also with by a network of experienced NGOs Requests for a greater focus on and prevention of HIV/AIDS in four partners, new and old. These relation- and by UNICEF. Local NGOs work in advocacy have also been addressed. national languages and in ships have proved fruitful in producing close collaboration with provincial Portuguese. results, for example, the antenatal authorities, a contact established and The importance of the human rights- Establishment of six integrated sero-prevalence data and the youth facilitated by UNICEF. The newly- based approach is that it provides youth information and recreation knowledge, attitudes, practices and established youth information and the basis for an ongoing link and feed- centres, where activities include beliefs (KAPB) survey. recreation centres will provide yet back mechanism between youth, vocational training, team sports, another opportunity for young people UNICEF and project activities. This arts, music and basic literacy and UNICEF has also established itself as to take the lead. An executive board also ensures flexibility as the youth numeracy, and which provide meet- a leader in the creation of multi-media has been formed for each centre to themselves create and implement ing spaces for young people. The materials that aim not only to educate coordinate its activities and administra- their ideas, with a continuous circle of centres provide classes to approxi- the population but also to encourage tion, and young people sit on the feedback and guidance. For example, mately 10,000 adolescents and healthy practices and responsible board, often with almost half the votes. youth-run NGOs in Luanda report young people throughout the year. behaviour change. For young people, The youth themselves, through their weekly on their activities as well as Additional services and centre UNICEF has created a catalogue of NGOs, have determined what kinds of constraints encountered. Their reports activities reach an estimated 250,000 information materials, including four activities the centres should undertake, are substantive and detailed, children, adolescents and young pamphlets, two flip charts, three the schedule of activities and the including the number and types of people annually. posters and a video series, and there rules for operation. activities undertaken, the number of Extensive, in-depth training of are new materials on the way. In people reached and pamphlets distrib- 10 youth-run NGOs. addition, new BCC materials have been An important strategy that has uted and a qualitative assessment of A youth survey reaching more than created and tested, with the help of informed UNICEF facilitation of the performance. 10,500 youth, implemented by adolescents. project is the need to be adaptable and young people. flexible as the project moves forward. Specific impacts Three new compendiums of BCC UNICEF sub-offices in provinces also Flexibility has been important both materials disaggregated by age play an important on-the-ground role, in the overall framework and in the Training and capacity-building for (8-12, 13-17, 18-24), entirely youth occasionally supervising the work details of engaging with young people. 30 youth-run NGOs in thematic driven. of youth groups. Once a specific need For example, on one occasion, issues related to HIV/AIDS, peer-to- is identified, a phone call or field visit UNICEF assisted the youth-run NGO peer education, interpersonal is scheduled to address it. Apoio as Vítimas de Minas (AVIMI) communication, project planning UNICEF’S ROLE This feedback mechanism has helped in their performance of multi-media and monitoring and evaluation. to produce new ideas and also facilitate HIV/AIDS awareness and messaging by Training for 540 peer educators and UNICEF role has been to facilitate the both the exchange of ideas among providing a violin for the AVIMI 350 community activists, leading project, providing guidance as well NGOs and the constant involvement ‘rap’ group. to the sensitization of approximately as technical and financial support. of UNICEF in the process. One example 125,000 young people nationwide. UNICEF has the credibility, technical of this exchange is youth groups

26 27 4 LESSONS LEARNED Young people will ‘stick up’ for the disadvantaged much more readily Youth participation in the creation than was thought. of projects and their involvement Young people are perhaps the in the entire process, including most innovative and creative source the monitoring and evaluating of of project ideas, both in planning projects, is a key to success. and in implementation. In order to develop sustainable and As young people become Return to Happiness (Retorno meaningful participation, it is increasingly involved in programme important to work with young people activities, they want to be eligible de la Alegria) in Colombia from the inception of the project. for incentives and salaries. UNICEF Let young people take ownership of programming needs to address the process and outcomes, and this issue with care. If properly han- maintain a mechanism for ongoing dled, incentives may help to build a feedback. sense of responsibility and self- Young people sometimes don’t esteem and support young people’s realize the importance of planning vocational interests. and monitoring; it is therefore It’s essential to be open to listen important to encourage their partici- and to engage in respectful dialogue pation through monitoring work- with young people, even when shops and ongoing monitoring their views are controversial or ISSUE children show symptoms of post- exercises. unexpected. traumatic stress: anxiety, insomnia, Young people need supervision There is an overall need to approach Colombia has been torn apart by civil nightmares, headaches and bed- and guidance to develop manage- HIV/AIDS as an emergency issue war for more than half a century. wetting. They live in fear and silence, ment capacity and creative thinking. and to convince partners that Over the last decade an estimated 2.9 taught by adults to keep quiet about This takes time, but it’s worth it. HIV/AIDS in Angola should be treated million people have been displaced what they have seen. Among the Young people should be involved as a part of emergency programme by the conflict – more than half of adolescent age group, many who have in the creation of appropriate responses and included in the them children. Most of the displaced lost parents, family members and programme benchmarks. Consolidated Appeals Process. children have witnessed atrocities friends to the violence look for or massacres; some have seen their revenge. Thousands have been recruit- parents killed or their homes destroyed. ed to join rebel or paramilitary forces. Family life, the principal social means for realizing the rights of every child, has been gravely wounded. ACTION

The threat of violence perpetrated by The ‘Return to Happiness’ programme paramilitary groups and rebel forces is designed to provide urgent mass has become a way of life for many psychosocial support to children and children throughout the country. their families affected by violence. The Approximately 80 per cent of displaced crucial component of the programme

“Some of the children have seen terrible things.... The story comes out in pieces and may take weeks to tell.”

WILFRIDO, 17, YOUTH PLAY THERAPIST FOR RETURN TO HAPPINESS

28 29 is enabling families and communities UNICEF also served as facilitator for experience of consoling younger chil- to take part in the recovery process. the Return to Happiness programme. dren and helping them overcome their Pieces of the puzzle Adolescent boys and girls, supervised In order to rapidly start the pro- distress teaches the young volunteers by teachers, are the key. The young gramme, UNICEF sought partners in how to cope. The programme includes The Return to Happiness volunteers are trained in ‘play therapy’ schools and communities and among programme reaches out to specialized support and self-help children affected by the and taught how to cultivate trust and young people themselves. Meeting groups so that, after each daily session war – children who have hope in younger children through spaces were designated in churches with the children, the adolescents have lost their parents or their games, art, puppetry, songs and story and parks, or created by setting up time to sort out their own emotional homes, or have witnessed telling. meeting areas under trees or building problems and needs. They also have atrocities carried out kiosks, that served as safe havens access to professional help and advice. against their communities. The programme mobilizes: Through their work as ‘play therapists’ for use in play therapy. Many of the If a child in the play session is deeply Girl and boy volunteers the adolescent volunteers come to children who participated in the Return disturbed, they can be referred to a from the community who serve as role models in their commu- to Happiness programme also joined psychologist working in the pro- become the ‘agents’ of nities. They create a link between in the national children’s movement gramme. psychosocial recovery; families, schools and communities, for peace. Parents, teachers, church volunteers, health forming a network of reconstructive The Return to Happiness programme workers, and community peace-building. The simplicity of is based on the idea that support is leaders who assist the the programme is its cornerstone: GOING TO SCALE brought to the children in their own programme as supervi- children’s right to play. communities. It differs from the sors or trainers and make To reach the thousands of children in Western clinical model of psychosocial up self-help groups in the community; need, more than 500 young volunteers therapy by offering a community- A ‘knapsack of dreams’ HOW IT BEGAN from 15 towns and villages were initial- based older child-to-younger child containing materials ly trained as play therapists in only four relationship. This relationship helps handmade by members Return to Happiness was created in weeks. The adolescents learned how to rebuild the children’s trust through of the community, includ- Mozambique in 1992 when that country recognize symptoms of stress in the play. Activities are organized that ing rag dolls, puppets, was devastated by war and drought. children, and how to observe and com- brings children together in a calm and wooden toys, books and songs. Recreation was used as a method municate with them. Little by little, safe place, where they can begin to of reaching large numbers of children using toys and puppets as characters in overcome their sadness. The children with psychosocial support. Four their stories, they interact in larger groups where they years later, in 1996, a similar approach were able to build relationships and are encouraged to socialize and play. was developed in Colombia, initiated create an environment where children The adolescent volunteers are able when one of the creators of the Return could express their feelings and to observe and recognize attitudes and to Happiness programme in Mozam- begin to overcome the painful experi- behaviours that need individual bique arrived at the UNICEF office in ences of war. attention. While the basic programme Colombia and saw the need to provide structure is consistent from community large-scale psychosocial support. From the start adolescents proved an to community and country to country, ideal role model for the younger chil- the toys, stories and games are adapt- In the same year, Graça Machel visited dren. They could understand very well able according to the culture and the children of Apartadó, in the war- the child’s world – the games, songs, traditions in each community, which torn Urabá region, and found that the stories, riddles and legends. In the creates a sense of local identity and children were impatient for peace. They towns and villages of Colombia they ownership. presented her with a draft ‘Declaration’, felt the same impact of terror and calling for the protection of children’s violence. They consoled and supported Toys at work rights and an end to the conflict. each other as the volunteers attempted UNICEF organized a conference of to bring back a sense of normalcy to Each volunteer receives a ‘knapsack of youth leaders and representatives from the lives of younger children. The play dreams’ with rag dolls, puppets, wood- over 20 organizations working with sessions not only create open com- en toys and books tailor-made by the children. The momentum generated at munication and trust in the relationship community. The cost amounts to about the conference mobilized children and between adolescents and younger $25 for each child in the programme. young people in what was to become children, but also build self-esteem And the local production of the knap- a national movement for peace. among the adolescent volunteers. The sack, with all its treasures, generates

30 31 income for the community. The knap- used for flight. Young volunteers may Because of the links created between sack contains a family of four rag dolls help the children tell their story using children, parents, schoolteachers and Additional programme – a woman, man, girl and boy – sewn the various toys. The dolls may be health professionals, the Return to components in the fashion and dress of their cul- used together with these wooden toys Happiness programme helps to rebuild ture. These dolls can be used as char- to make the story more vivid. family life and to improve the learning Reconciliation/conflict acters in a story or to represent real life resolution: The Return to environment in schools. It also Happiness programme characters in the life of the child. Each knapsack also includes two books. empowers and strengthens community supports conflict resolu- Through the child’s play with the dolls, In Colombia, these are El Miquito groups such as teachers, women, tion and the reconciliation volunteers can become familiar with Feliz (The Happy Little Monkey) and widows and youth. The programme process. Local authorities the child’s memories and fears, and Buenas Noches (Good Night). The has demonstrated its success through and international agencies also begin to create the threads of a stories are about overcoming children’s improved relationships between have adapted the coun- selling sessions for use new story to bring hope into their lives. stress-related problems: their aggres- teachers and children and among the in helping refugees and siveness, desire to be alone, sleepless- children themselves. This has con- their families to cope. Puppets are included in the knapsack ness and fears. The parrot, the owl tributed to the quality and relevance Health education: In to assist the volunteers in telling the and the moon are present in the tales of the education curriculum. addition to psychosocial stories found in the books. Through the and personify counsellors who help support, the children are taught proper hygiene, use of puppets, the children can more the children resolve their troubles. The The full scope of the Return to perceived as part of the easily visualize the events as they volunteers read the stories to the Happiness programme addresses strategy to enhance their unfold. Puppets also become a vehicle children, but also invent songs and psychosocial recovery, education for sense of well-being and to allow children to express their create dramas and puppet shows with peace and social mobilization. This dignity. There is also memories in a non-threatening manner. the characters of the stories. Slowly holistic approach addresses many of training for youth volun- teers on administering The puppets, like all the toys in the the children are able to enter into play the basic rights of children, as expressed first aid to children under knapsack, are customized according and overcome most of the worries in the Convention on the Rights of the their care. to local traditions. In Mozambique, an and anxieties that prevent them from Child, for example: the right to play Rebuilding and recon- African lion was among the cast of sleeping, concentrating and living a (article 31); the right to express their struction: The programme characters, but in Colombia the lion normal life. views (article 12-15); and the right to generates basic infra- was not familiar to children and a wise health and psychosocial care (articles structure important in rebuilding civil society, owl turned out to be the most suitable 23-25, 39). The programme has also such as community counsellor. Subsequently, when THREE-TIERED APPROACH effectively mobilized strong partner- halls and playgrounds for Return to Happiness was introduced ships among non-governmental organi- recreation and extra- in Timor Leste, the owl was not Return to Happiness has adopted a zations (NGOs), religious groups, school curricular activities. appropriate as a wise bird that gives three-tiered approach to the rehabilita- officials, local government officials, Another benefit is the support for the micro- counsel because owls there bring tion of children affected by trauma. health officials and young people. For economic activities of news of death. After consultation with The first tier provides general support example, in La Chinita, a barrio of local women’s groups and the community, the owl was replaced to a wide population of children Apartadó in northwest Colombia, a carpenters contracted to by a crocodile, known in the local through schools and other institutions, Return to Happiness project was set up create the play kits for culture as a wise ancestor. and is the main focus of the pro- by UNICEF and the Catholic Church in children. gramme. The second tier is directed 1997. Hundreds of young scouts and The wooden toys are designed to towards children who have more Red Cross volunteers trained as play represent many different aspects and severe symptoms of trauma. Afternoon therapists went on to conduct work- activities in a particular society. For activities conducted by youth volun- shops in schools and community example, when Return to Happiness teers for more affected children are an centres for children displaced by the was put into action after the earthquake example of the strategy at this level. violence in the region. In 1998 50 of the in El Salvador, the toy helicopter came The third tier provides special treat- volunteers from Urabá travelled to the to represent the rescue squad. In ment and support through appropriate site of the earthquake in Armenia to train war-affected regions of Colombia the mental health services, including coun- colleagues in the same techniques. truck and motorcycle stand for the selling and rehabilitation for severely Paired one-to-one with peers from arrival of the militia and their death- traumatized children. It thus helps Armenia, they effectively demonstrated squads, while the boat and horse- to increase community awareness of the flexibility of the curriculum for drawn wagon represent different psychosocial issues and strengthens times of natural disaster as well as forms of transportation commonly support for mental health services. armed conflict.

32 33 UNICEF’S ROLE The workshop included elements of aside as ‘safe havens’. They provide a In addition to the knapsacks, toys and children’s rights, and the problems location for the coordinated delivery uniforms, UNICEF provided the training When Return to Happiness was created of psychosocial recovery in general and of services such as infant feeding, for the adolescent participants and cov- in Mozambique in 1992, UNICEF played the Return to Happiness methodology nutritional support, hygiene, water and ered the costs of the workshop and a key role as the designer of the in particular. In early 2003 UNICEF sanitation services, early childhood subsequent refresher training course. methodology. In Colombia, UNICEF hosted a five-day workshop on site for care, education, recreation and psy- The adolescents and others who had adapted the programme to a new adolescent volunteers, local authorities, chosocial support. It was here that the received training from UNICEF were context and supported the training, the Catholic Church and other com- Boca de Cupe Return to Happiness able to muster emotional support and equipping and implementation of the munity leaders, with the participation programme began to unfold. courage. The Return to Happiness pro- programme throughout the country. of two Pan American Health Organi- gramme became an entry point Return to Happiness was later replicat- zation (PAHO)/World Health A child-friendly space may be informal- for mobilizing the community. ed in different emergency contexts: Organization (WHO) staff members, ly constructed or simply set up out- Venezuela after the mudslide (1999), one officer from the UN High Com- doors and marked off with tape. Although there is continued risk of Timor Leste during the civil war (2000) missioner for Refugees (UNHCR) and In Boca de Cupe, the place chosen as violence in the refugee communities of and Ecuador following a volcanic two UNICEF staff from the capital. the site was in a building belonging the Darien, the Return to Happiness eruption (2001). UNICEF has since This second session was a follow-up to the Catholic Church in a central programme has contributed to a sense presented the programme method- to the initial workshop and provided location. The building and the sur- of security and brought new life to ology at training workshops and more specific training in the Return rounding grounds were cordoned off the children. The children used a sym- conferences on psychosocial recupera- to Happiness techniques. After only six and festooned with papers and signs bol of the human hand to show their tion, for example, in Mexico (2002) months, more than 100 young people to designate an area free from violence, commitment to protect the children and in Cuba (2003). had been trained as play therapists coercion or conflict. The designated from harm. Each finger of the hand is in the Return to Happiness programme, area was also surrounded by com- raised in protection and identified with UNICEF’s role in the Return to attending to almost 500 children in munity activities, such as a cooking a particular quality associated with Happiness programme and child- more than 30 sessions. area and living areas, to help create a peace. These actions have created a friendly spaces in the Darien secure environment for children. local movement that is linked with the Then, in January 2003, four Panaman- broader Colombian Children’s Peace In the northwest of Colombia, families ian indigenous chiefs in the Darien In the child-friendly space of Boca de Movement, combining psychosocial have fled across the border into were massacred by Colombian Cupe, UNICEF worked with local support with community-based Panama, taking refuge in the border paramilitaries, causing several hundred community leaders, teachers and ado- actions for peace. province of El Darién. Although human- indigenous people to flee to Boca de lescents to put the Return to Happiness itarian agencies have access to the Cupe on the border with Colombia. programme into action, beginning the refugee communities, there is a high Later, in April 2003, the deportation process of psychosocial recovery and ASSESSING THE IMPACT risk of attack. The Darien region is from Panama of 109 Colombian civil- a return to normalcy. Despite the isolated, hard to reach, sparsely popu- ians caused great terror among the tension and danger, the space The Return to Happiness programme lated and dangerous. In mid-2002, displaced population. Many of them remained intact and inviolate during impacts children’s health and well- UNICEF posted one staff member full- also fled to the relative safety of Boca the subsequent weeks. being at home, in school and in the time in the area to work with affected de Cupe, fearing brutality either at the community. On one level, the populations. hands of the irregular armed groups Meanwhile, UNICEF procured the programme provides a basic referral of Colombians who operate in the necessary materials from Colombia, system for psychosocial support, UNICEF chose to pursue the Return to region with impunity or from the Pana- including the Return to Happiness helping to rebuild family life, restoring Happiness programme in the displaced manian police. The vulnerability of the knapsacks and toys for children, and a large measure of psychological well- communities in the Darien as a way refugee communities in the Darien left UNICEF Panama had the T-shirts, being and promoting psychosocial to provide psychosocial support. This children exposed to fear and violence. caps and megaphones made for the care for children. Young people’s initiative was deemed especially appro- adolescent volunteer counsellors- participation in and through schools priate because it is low profile and In response, the Vicariate of Darien, in-training. The counsellor uniforms is also integral to the programme, least likely to be viewed as a political a local church-based NGO with UNICEF were seen as vital in attracting and including training for teachers on how activity. To get started, in November support, led the initiative to create a sustaining the participation of the to help children recover and cope with 2002 UNICEF held an introductory ‘child-friendly space’ in the town of adolescent counsellors, providing an problems brought on by the effects three-day training workshop for 36 Boca de Cupe. Child-friendly spaces are organized alternative to the ‘allure’ of conflict and displacement. By schoolteachers from 19 communities designated areas in displacement of the guerrillas or the paramilitaries equipping these teachers with the in the Alto Tuira area of the Darien. camps and communities that are set in Colombia, or the Panamanian police. proper knowledge, the programme

34 35 5 creates a more child-friendly school on to a career in social work. The environment and increases school programme has also contributed to enrolment and attendance. The pro- young people delaying marriage as gramme also has a positive impact on they have become motivated to teacher-student relationships. continue their activities in the pro- gramme. A number of the children and In Colombia, one of the key impacts adolescents involved in Return to of the Return to Happiness programme Happiness have become leaders in the Young People Participate has been to create a culture of peace community, and all have developed in the midst of war, and to prevent the their skills in communication and in Peace-Building in Indonesia recruitment of children into armed exercised their rights to participation groups. The programme offers and free expression. The greatest adolescents a personal, family and impact may be the enrichment of community role that builds confidence, children’s lives and the creation self-esteem and a sense of belonging. of safer, more supportive families and Many children and adolescents communities, even in the midst of war. expressed their unwillingness to serve as soldiers after participating in the programme and, in one case, an LESSONS LEARNED adolescent involved in Return to Happi- ness moved out of his neighbourhood An immediate strategy for the ISSUE of children have seen their schools to avoid forced recruitment by the psychosocial recovery of children in closed, often for extended periods of guerrillas. complex emergencies is valid and Conflict and violence have harmed, time, and they continue to live in has a positive effect in both the short traumatized and displaced children communities torn apart by religious When the Colombian Children’s Peace and the long term. and women on a massive scale across intolerance. Under these circum- Movement began to gain momentum Empowering adolescents as play Indonesia. In 2002 there were an stances, children have been taught in Urabá, it energized the Return therapists is a commitment that estimated 1.4 million internally dis- to avoid and distrust one another. to Happiness programme. Many of the local emergency committees are placed persons (IDPs) in the country – adolescents who participated in the capable of fulfilling when formulating at least 70 per cent of them women and 2002 witnessed the beginning of programme as play therapists also contingency plans for vulnerable children. Christian-Muslim violence normalized relations between Muslims became involved in the national move- groups. This builds self-esteem and in Maluku and North Maluku has and Christians in Central Sulawesi, ment. Their activities in community- develops responsibility among the resulted in thousands of deaths and the North Maluku and Maluku. In a shaky based psychosocial counselling adolescent age group, giving them displacement of entire communities. atmosphere of peace negotiations, and conflict resolution were inspired an opportunity to participate as Ongoing violence has led to the IDPs began to return to their places and supported by their leadership as agents of change and peace-building segregation of Muslim and Christian of origin. Efforts towards initial advocates for peace. The daily activities in their communities. children, including in the schools. reconciliation with former neighbours of adolescent trainers constituted a Non-harmful folk traditions can be Some children have been involved in are now underway in conflict-affected sort of mini-course in conflict resolution, very successfully combined with the fighting and many have witnessed areas in transition to the post-conflict effectively offering children a visible Western psychosocial techniques in violence and atrocities. The majority phase. However, these processes alternative to armed conflict. In this providing for the emotional recovery way the Return to Happiness pro- of children. gramme lent support and credibility Using play as a tool with well- to the peace-building efforts of all structured objectives for psychosocial members of the society. recovery significantly increases the quality of children’s relationships and The programme has effectively communication. “The government and the people changed the lives of many children. Working though schools and families, must work together in order to stop the conflict, Young people who participate in as fundamental centres for therapy, Return to Happiness are encouraged permits and sustains the recovery of so that the children of the Molukus to stay in school, and some have gone children affected by war. can grow up free and easy.”

MALUKU CHILDREN’SPARLIAMENT DECLARATION, JULY 2002

36 37 focus largely on adults and rarely as one of the Child Ambassadors throughout the province Esti, a child rights engage children and adolescents from (see sidebar). supported by UNICEF and activist from Maluku different religions or ethnic groups. Save the Children-UK. She also joined a youth Across the Malukus, the physical In order to ensure province-wide Esti, a 15-year-old girl from media club and began Ambon, Maluku, is in her separation of Muslim and Christian representation and build grass-roots writing articles and reports first year of secondary children continues, leaving them support for the Children’s Parliament, on her experiences, as school. She lives with her without opportunities to learn and participatory child rights workshops well as on issues relating to mother, two sisters and one develop together. were conducted in Ambon and outlying children and child rights. In 2003 Esti attended the brother. Her father passed island groups, including Saparua, away a few years ago. Esti’s Third National Children’s dream is to study medicine Haruku, Seram, Buru, Masuhi, Tual Congress held in Bali. at the Medical School in ACTION and Langgur. Young people played a Surabaya, East Java, and key role in the planning and In Bali, Esti became a then return to Ambon In close collaboration with UNICEF implementation. In all, more than member of the team that as a paediatrician for the and NGO partners, a Muslim-Christian 1,700 youth attended the workshops, drafted the Indonesian internally displaced Children’s Peace Resolution coalition of child-focused non- the majority from internally displaced community. “There are in response to the Bali not enough doctors here,” governmental organizations (NGOs) or host communities. The workshops bombings in October 2002. she says. initiated a province-wide campaign built relationships of trust and laid She was also elected as in 2002 that resulted in the creation of the groundwork for long-term one of five Indonesian Child Over the past few years a participatory provincial Maluku children’s participation in community Ambassadors, all from conflict-affected areas, Esti has been active in the Children’s Parliament, held in Ambon peace-building, as well as for local local youth community tasked with raising interna- group, Sanggar Kreativitas in July. The Maluku Children’s ownership and sustainability. tional awareness and Anak, established by the Parliament was not only the first Numerous joint activities between reporting on problems Indonesian Muslim Stu- children’s parliament ever convened the Muslim and Christian communities facing Indonesian children. dents’ Association in in Indonesia, but was also the first were planned in connection with Hari In her capacity as a Child Ambassador, Esti will Ambon. The group holds major event that successfully crossed Anak Nasional (National Children’s regular discussions on child represent Indonesian rights and, through this the Muslim-Christian divide, with Day), and representatives were elected children at the next activism, Esti became more than 175 children participating to attend the Maluku Children’s International Children’s involved in the Malukan from all five Kabupaten (districts) of Parliamentary Congress in Ambon. Parliament, to be held Children’s Congress and Maluku. The success of the Parliament in Beijing. the Maluku Children’s is demonstrated by the fact that chil- Parliament. The focus of dren were not chosen by adults but CROSSING THE DIVIDE the Malukan Children’s Congress is child rights and elected their own representatives the problems that children through an inclusive, community- In early 2001 intense conflict was in Maluku face as a result based process involving children from still ongoing and there was no of the conflict. Esti was diverse backgrounds and ethnic interaction between the Muslim and elected by the Congress as groups. This process also provided Christian communities in the Malukus. a regional delegate to the National Indonesian a positive model and was a catalyst In addition to religious separation, Children’s Congress, held for the organization of similar there was the obstacle of geographic in Jakarta in 2002, and was participatory child parliaments in the separation, with communities often also elected by her peers other provinces. widely dispersed on outlying islands. to act as the Chair and Representative of the 2002 Maluku Children’s Parlia- Young parliamentarians from the National Children’s Day, celebrated in ment in July. Maluku Children’s Parliament went July, presented an entry point and on to elect a delegation of rep- efforts were made to organize sympa- Following her participation resentatives who travelled to the thetic members from the two opposing at the national level, Esti Indonesian National Children’s camps. Women’s organizations – continued her work with Congress in 2002 and 2003. As a sign both Muslim and Christian – the Maluku Children’s Parliament, actively part- of success and leadership, a young demonstrated sufficient ‘good will’ icipating in activities for woman from the Maluku Parliament, to mobilize, and a meeting of child conflict-affected youth Esti, was chosen by her peers at the rights advocates was convened. National Children’s Congress in Bali A number of child rights workshops continued on page 39

38 39 were conducted but, with on-going groundbreaking. For the first time Creating partnerships mistrust between the women’s children stood up and spoke for them- Colours game organizations from the two different selves. The timing was also favourable. Jaringan Peduli Anak communities and only a few months to The Maligno Peace Agreement was The ‘colours game’ consists (JPA) or the Network of of each participant selecting Concern for Children, prepare, accomplishments were signed in February 2002 and so the one or two coloured cards including local NGOs and limited. The first year – 2001 – had workshops were conducted in the and sharing positive civil society from both mostly ceremonial and recreational context of an emerging peace process. memories associated with the Muslim and Christian activities. Moreover, the fragility of the Maligno the colours and the reasons communities. Agreement resulted in added efforts for their selection. The Youth groups, including: Despite the limitations, collaboration for conflict resolution during peace participants then discuss Komite Nasional Pemuda the colour of their skin, hair Indonesia (KNPI, Indone- between the two communities was talks that took place in June 2002. and eyes and the reasons sian National Youth successful in establishing relationships A number of child rights advocates why they feel proud of Council), Ikatan Remaja and building trust among the previ- who had participated in the UNICEF ‘their’ colours. The Muhammadiyah (IRM, ously sceptical NGOs. Based on this training had a seat at the table. facilitator encourages Union of Muhammadiyah new-found trust, they were able to young participants to Youth), Himpunan discuss what they feel is Mahasiswa Islam (HMI, form Jaringan Peduli Anak (JPA) – The workshops began by introducing the message of the game. Islamic University Network of Concern for Children – and the Convention on the Rights of the The objective is to consider Students Association) that made national news. The list Child and other materials for child the uniqueness of every and Angkllatan Muda of participating organizations grew rights advocacy. Simulation games and individual and to affirm Kerja Protestan Maluku to include Ekkaleo Foundation, LAPPAN recreational activities were used to that, while different (AMKPM, Malukan ‘colours’ are sometimes (Women and Children’s Development build a relationship of trust between Protestant Youth Union). used to divide people, Officials in the Vice Foundation), Rinamakana Foundation, the adult facilitators and the young especially in conflict Governor’s and the SANIRI Foundation and the Union participants. This was especially situations, it is the many Mayor’s office. of Muhammadiyah Youth or Ikatan important in creating rapport between colours of our world that Provincial and municipal Remaja Muhammadiyah (IRM). the two religious groups. For example, make life interesting. authorities in the Ministry a ‘colours game’ was used to of Education. International NGOs and The Network wanted more than an introduce the idea that pluralism and organizations, including ‘event’. They wanted their ideas to take diversity in communities is natural UNICEF, Save the root in the communities across the and normal and should not lead Children-UK and Terre Malukus. After some brainstorming, to divisiveness (see sidebar). Role- des Hommes. the NGO network decided to spread playing and dramas were also Coordination Forum for Children: government out and bring their message to performed. Other creative activities Constraints and institutions (Department outlying island groups on Ambon, included poetry and drawing to obstacles faced in of Education, Social Saparua, Haruku, Seram and Buru illustrate the theme of ‘Peace Action’. peace-building efforts Affairs), the National Islands. Child rights workshops One exercise was to create flowers Library of Maluku and were planned to build a sustainable out of blue ribbons with messages of Long-standing religious national and international community-based framework for peace and distribute them to segregation between the NGOs involved in Muslim and Christian children’s activities peace-building, and the door was community leaders and civil and communities. opened for children to join in the military authorities. Physical separation of the work. many islands in the The children also prepared for more Malukus Province, and the The first step was to identify adoles- organized peace actions, such as public difficulty and expense in cent participants. In collaboration speeches and poetry readings. They convening meetings and engaging in dialogue with the then Provincial Ministry for invented ways to make their voices across distances of Education and Culture, the children heard. On one occasion, in February hundreds of kilometres. were chosen to represent schools 2002, workshop participants represent- Risk of incidents of throughout the province. Each of the ing all local religious and ethnic violence, including the workshops met for two to three groups visited the Governor’s Office targeting of peace activities. days and brought together 100 to as a follow-up to Valentine’s Day. They 150 adolescents – more than 1,000 performed songs and distributed red participated in all. The result was paper flowers with messages attached

40 41 reading, “Do not divide us, children Addressing the risks opment and adaptation of a Maluku-specific joint Maluku Library as a of the Molukus”, “Do not involve us in the conflict” and “Stop the violence From the beginning there was concern peace education and neutral learning centre psychosocial support cur- towards children”. Their efforts made that the peace-building activities riculum. In Ambon there were few national news. might be undermined by violence. locations where Muslim and Christian children could Fears were inflamed by extremist International Day of Peace Serious discussions took place at the voices in the two communities who interact with each other. To commemorate the One of the first steps in the workshops between groups of children criticized and threatened the International Day of Peace peace-building work was to about their rights at home, in school collaboration. Meeting sites were in 2003, UNICEF and the identify meeting places and in their communities. They talked chosen in ‘neutral territories’ near the Maluku Library organized where children from the two about their future and the future of boundary of Christian and Muslim a letter-writing competition communities could come Malukus. The meetings and discus- neighbourhoods to assuage fears, but for elementary, junior together. The Maluku and senior high school sions led to friendships. The work- the situation was tense. On one occa- Library was one such ‘neu- students in 20 Muslim and tral site’. shops also created a forum for plan- sion, when young participants were Christian villages in ning a week of joint activities around housed in the Christian neighbourhood, Ambon Island. A dialogue UNICEF assistance and sup- National Children’s Day. Children from the Muslim parents were nervous and was also organized for port has strengthened the children to enhance their ability of the Maluku Library all five districts of Maluku took part in nearly called the meeting off. performances, exhibitions, drawing participation in strengthen- to play this role. In coopera- ing the role of Maluku tion with USAID’s Office of competitions, poster competitions and The support of senior civilian and Library as a neutral place, Transition Initiatives, essays on the theme ‘Our World is a military authorities was sought in leading to the celebration UNICEF funds a computer- Pluralist World’. order to ensure that the children of the International Day training centre at the library did not become a lightning rod for of Peace, when winners of for high school children Alongside the workshops, adults active conflict within the two communities. the letter-writing competi- from the Muslim and Christ- tion and participants in ian communities. NGOs in advocating for child rights were One of the neutral territories identified the children’s dialogue from both communities brought together for a three-day train- on the ‘green line’ between the conveyed their peace mes- have conducted computer ing on guidance for youth participation Christian and Muslim neighbourhoods sages and recommenda- training courses, with over and peace-building. This training was attached to a military base. A tions to the government. 1,000 Muslim and Christian These activities involved children attending to date. was especially important for adult letter was sent to the military facilitators from outlying islands, who authorities to make them aware of the more than 1,000 children in Ambon City and Ambon Building a culture of peace were encountering the idea of activities that were going to take place Island. and non-violence children’s participation for the first and the military was sympathetic, time. It also helped to create a agreeing to provide security for UNICEF supported efforts to train children in conflict community-based structure and frame- National Children’s Day. Some activities management skills. A work for the Maluku Children’s for the Children’s Congress were held network of 40 educators, Congress and Parliament, so that at the office of the Mayor and others youth group organizers participation was not limited to a single at the Hotel Ammans, located in the and community leaders has event but was rooted in local com- neutral zone. On one occasion activities conducted conflict manage- ment training for students, munity and children’s groups. took place in a local church, with the teachers and youth groups participation of both Christian and throughout Ambon Island. Following the workshops, a Children’s Muslim youth. No violent incidents UNICEF also supported Forum was established with children occurred. In fact, the growing the printing and nationwide meeting regularly at the neutral momentum for the initiative became distribution of the United Nations Educational, location of the National Library in a stabilizing force, and gradually Scientific and Cultural Maluku (see sidebar) in order to further support for dialogue between the Organization (UNESCO) discuss and identify problems and communities was strengthened. The training, ‘Building a Culture to plan activities to be undertaken in young people found it easier to of Peace and Non-Violence’. their communities, including sports cross the cultural and religious divide, In follow-up to this peace- events such as football games and and they began to lead the process. education work, in 2003 UNICEF sparked the devel- cultural and arts activities based on the local culture. continued on page 43

42 43 UNICEF’S ROLE ASSESSING THE IMPACT dangerous, like a knife, Peace Education in Aceh my tongue can be. I realize UNICEF has played a key role as a The building of trust and broad how easy it is to hurt Pendidikan Damai (Peace others.” Another student Education Programme) has catalyst for peace-building and child participation from both the Muslim commented on the lesson been developed to intro- participation in Malukus, focusing and Christian communities in Malukus ‘Looking Within’, “Now, duce peace-building and on two main areas. The first is building – and the enthusiastic participation of when a conflict arises, I look conflict resolution into capacity among local child rights children – clearly indicates the success to myself first, and think schools in the war-torn advocates, NGOs and children; and of the peace-building initiative. One before I act.” province of Aceh. The cur- riculum is intended to: the second is providing financial strategy that has both enabled and Currently officials are 1) promote non-violence support for meetings and workshops. sustained the overall success of the grappling with the idea of and peaceful conflict res- Funds for this work have been project has been to ensure the institutionalizing the Peace olution among children provided to UNICEF by the Govern- variety and flexibility of activities Education Programme in public and private ments of Australia, the Netherlands, undertaken. Another key strategy has in the formal provincial schools through lessons curriculum. In order to and dialogue; and New Zealand and Norway. been to create ownership at the better assess that possibili- 2) introduce an understand- community level by involving young ty, an evaluation of the ing of human rights, UNICEF has also contributed to people, their parents and teachers, curriculum was conducted based on the Convention building trust and enabling a dialogue and local NGOs and community leaders in 2002, involving more on the Rights of the to re-emerge between Muslim and in programme activities. than 30 schools and over Child, as an entry point Christian communities. By acting as a 600 students as stake- for promoting children’s holders and participants. participation in neutral third party, UNICEF motivated There has been no comprehensive peaceful conflict resolu- individuals on both sides of the monitoring and evaluation of the If the programme is to be tion initiatives. conflict to meet together but did not peace-building initiative, although integrated into the provin- try to own or control the process. some evaluations have been under- cial curriculum, many more Initially, training involved UNICEF helped create the overall taken to assess the impact of specific teachers, textbooks and 50 teachers from 25 schools support resources will be in six conflict-affected project design and provided technical components, for example, the needed. Despite the evident districts of Aceh (Banda support, such as child rights training peace education curriculum in Aceh challenge, teachers and Aceh, Great Aceh, Pidie, and psychosocial counselling. (see sidebar). school administrators – Bireun, North Aceh and East Although UNICEF did attend some and students – who are Aceh). The peace education of the workshops, the community already using the peace curriculum included 21 education curriculum quickly took the lead and began to lessons conducted over one LESSONS LEARNED have made it clear that semester, and nearly 8,000 manage the workshop structure there is no turning back. students took part in 2001. and organization. In some cases, Be willing to take informed and They are convinced of In 2002 the curriculum was UNICEF helped identify resources and reasonable risks to help overcome the value of peace expanded and introduced local expertise. For example, local social barriers. education and are seeking into another 70 schools. creative ways, through partners who had earlier been trained Build collaboration between different By the end of 2002, more advocacy, to continue the than 22,000 students by UNICEF in psychosocial therapies social groups in order to create programme. from nine districts had were engaged to provide counselling opportunities for adolescents to participated. and therapy for children who had play a role in peace-building process- been traumatized by their experiences es and become positive role models The peace education cur- during the conflict. in their families and communities. riculum is rooted in Islamic and Acehnese culture, Encourage young people and which has proved to be its Identifying the lack of coordination the community to increasingly take strength. Many references among local and international NGOs, ownership of and lead the pro- are made to Qu’ranic verses as well as government institutions gramme. and Acehnese proverbs involved in children’s activities, UNICEF Strengthen coordination and that teach peace and recon- facilitated a coordination forum for collaboration among government ciliation. One student, commenting on the lesson advocacy and mediation purposes. officials and local and international ‘My Mouth is My Tiger’, NGOs to help build trust. explained, “I learned how Address discrimination, distrust and exclusion openly as the most continued on page 45 effective way to establish trusting

44 45 6 relationships across community lines. will be supported by their com- Let young people take decisions munities, for example, sports activi- and make some mistakes. They ties or training in useful skills such will learn best through their own as computers and media and experience. communications. Don’t try to force relationships Design open partnerships so that across social barriers – instead find international NGO or agency support ways to engage children in shared to selected local organizations does Peer-to-Peer Counselling in the activities so that they can exchange not result in feelings of exclusion views and develop friendships. among other local civil society Occupied Palestinian Territory (OPT) Be patient and allow time to build groups. trust among civil society groups. Plan and manage the recognition In finding ways to engage them, of children’s contributions so that the allow them to work at whatever level success of one or a few children they are able. Successes that result does not result in a situation where from their cooperation will then other children’s successes are be a natural catalyst for increased marginalized or not recognized. trust and cooperation. Include the local government Involve parents and community and counterparts in activities – to leaders throughout the process. This help build local government capacity will stimulate their support, and to address peace-building and ISSUE 92 Israeli children and one international also help to transform their thinking. community reconciliation, and to child. An estimated 9,000 Palestinian Look for entry points that are build acceptance for young people’s The current conflict in the Occupied children were injured between naturally attractive to children and role in decision-making processes. Palestinian Territory (OPT) has had September 2000 and May 2003. Most a devastating effect on the children. Palestinian children killed have been All of them are exposed in some form bystanders, in their homes or on to increased psychological stress their way to school. Schools have as a result of the violence, closures, also been seriously affected, with 580 restrictions and economic hardship school closures during military that are part of their daily lives. curfews. At least 269 schools have been damaged by shells and three The Second Intifada began in schools have been turned into military September 2000 and has been marked bases. by a sustained level of violence and a growing number of casualties. More Restrictions on mobility and lack of than 556 children under the age of security since September 2000 mean 18 had been killed as of August 2003, that children and youth have fewer including 463 Palestinian children, and fewer opportunities to play,

“This experience changed me. Before I was pessimistic about life, feeling a lot of psychological pressure. Now I recognize my problems, I know that I can solve them.”

SAMA, BETUNIA, OPT

46 47 socialize or participate in social and In addition to the support provided had become a part of their everyday created a sense of solidarity; young cultural activities. In the past year, the to adolescents, the We Care pro- lives. Young people took part in the people felt the need to extend beyond Palestinian Ministry of Education gramme gives university student thinking and planning of the project themselves and to help their peers. and Higher Education cancelled half volunteers an opportunity to contribute from the very beginning. Together PYALARA attributes the ongoing of its sporting activities for young to their community in a positive way, with guidance from PYALARA and success of the We Care programme to people. Festivals, youth forums and boosting their self-esteem. It also UNICEF, they came up with ideas and the innovative energy of the university recreational activities have also provides them with new skills, such as developed a plan of action. They and secondary school students, and been called off. In short, children have trained listening and understanding, wanted to reach out to each other and the trusting and close relationship very few opportunities for recreation. and methods of stress relief and peer to the members of their community between the two age groups. There is an urgent need, in the current counselling. The school-based sessions to build a better future. According to a situation, to support young people’s provide a peaceful and reassuring university student who conducted Gradually the project took shape. participation in community develop- outlet for adolescents to express their psychosocial sessions with adoles- The student volunteers began ment activities. views, opinions, hopes and fears, cents, “In UNICEF we found people formulating ideas about how they and find ways to deal with their stress. who listened, who cared and above would structure their first meetings Traumatic events, such as the death Furthermore, a ‘hotline’ operated by all who believed in our role”. with younger secondary school or injury of family members and university students has been estab- students, how they would build friends, can result in particularly acute lished to provide one-on-one psycho- University student volunteers ‘bridges of trust’ and seek to address psychological problems. For some social support to adolescents over the tough issues, and how they would children and adolescents, this can lead phone, especially during times of The idea was to recruit university identify those young people who might to apathy, self-doubt, withdrawal and, restricted mobility and curfews. students to give counselling and sup- need more extensive professional above all, a sense of hopelessness. For port to adolescents in secondary help. They discussed the great others experiencing extreme levels Following the psychosocial support schools throughout OPT. In the pilot responsibility they would face in of despair, there is a risk that their sessions, adolescents are given the phase, 50 university students with an responding to sometimes desperate political attitudes will harden as they opportunity to express themselves in interest in psychology and sociology situations. One volunteer said that perceive less hope for a peaceful and constructive and creative ways, for volunteered to take part. Psychologists the eight days of training were just solution to the conflict. Even so, example: were asked to help train the student “equivalent to three years of class- adolescents – their energy, enthusiasm Print and visual media, including volunteers, but at first the professional room instruction”. and resilience – remain the greatest The Youth Times newspaper community was sceptical. Some source of potential and hope in their developed by and for adolescents, discouraged the effort and pointed out In addition, universities agreed to communities. and a TV programme also prepared the evident risks involved. Despite accept the hours completed by the by and for adolescents. This these obstacles, it was decided to go volunteer university students in regular weekly TV programme – ahead. Project coordinators believed this project as ‘community service ACTION ‘Alli Soutak’ – was launched on the that young people would face greater hours’ that are regularly required International Children’s Day of risks if they were left without from each student. UNICEF works together with the Broadcasting (ICDB) in 2002. opportunities to build confidence Palestinian Youth Association for Community-based action where and take positive action in their lives. Secondary school students Leadership and Rights Activation adolescents plan their own small- Four professional trainers were (PYALARA) to support the ‘We scale projects to improve their employed for the training. The pilot project was implemented Care’ peer-to-peer counselling schools and neighbourhoods, with in 58 secondary schools throughout programme for children. The We Care the support of university student The 50 university student volunteers OPT. A decision was made to include programme trains university students volunteers. took part in an intensive eight-day schools administered by the to provide psychosocial support, training, working under extremely Palestinian Authority, schools in mentoring and recreational activities difficult circumstances. Because of the refugee camps run by the United for children and adolescents in BRINGING YOUNG PEOPLE restrictions imposed during the Second Nations Relief and Works Agency for schools and community centres. TOGETHER Intifada, some of the universities Palestine Refugees in the Near East Following the training, university were facing frequent closures. During (UNRWA) and private schools. It student volunteers conduct a series In November 2000 PYALARA met the training sessions the student was therefore necessary to build rela- of school-based psychosocial with UNICEF to brainstorm about what volunteers struggled with their own tionships and request permits or support sessions, working closely they could do to enable young people emotions and developed the skills they permission from various administrative with adolescents in the most violence- to cope with the fear and hopelessness, would need to begin to comfort officials. This proved an asset in stricken areas. and the escalation of violence, that others. The emergency situation building community networks. In the

48 49 refugee camps, the university volun- need to ‘talk’. School sessions were could speak to a female counsellor and teers chose to work with some of the not enough. Adolescents were phoning boys could speak to a male counsellor. Components of the most difficult and troubled adolescents. their university student volunteer They found that they needed to tailor peer-to-peer counselling Their target age group was 14- to counsellors, seeking additional help their responses to the specific needs of ‘pilot’ project 17-year-olds. They wanted to work with and advice. This led, in 2002, to the each caller. They could not give the adolescents in secondary schools establishing of a toll free ‘hotline’. same advice to adolescents living in a Young people in schools because they saw these young people and villages throughout conservative rural village as they gave OPT as potential agents of change, The hotline developed as an emer- to young people in the more urban 50 university student influencing their younger siblings gency response to the imposed curfews environment of Ramallah. Some young volunteers from four and their parents at home, and also and closures. Since it wasn’t possible callers revealed their identity; others universities in OPT having a positive effect on their to move about freely, the hotline did not. A logbook was kept, recording Four professionals to communities. was proposed as a way to provide help each call and the advice given so that help train the student volunteers in psycho- and support, including health and the university student volunteers could social skills At first the school administrators were life-saving responses. PYALARA later discuss the situations and the Cooperation with local cautious and some were reluctant published the hotline phone number problems that arose, and learn from school administrators to agree to peer-to-peer counselling in newspapers, on TV and over the their experience. PYALARA and UNICEF sessions that did not include oversight radio, hoping to reach a wide audience. staff providing guidance and support by school supervisors. But eventually The response was overwhelming. During the Jenin invasion they heard Networking with civil they were convinced that young Even adults called for help. In later from desperate young people and society, universities, people would be more willing to speak outreach, an effort has been made to mothers who were trapped in their school administrators, in open dialogue with counsellors if re-focus on the adolescent population houses with no food. They talked the Palestinian Ministry they were not under the supervision and so the phone number is now through the anguish. They faced their of Education and Higher Education, journalists of authority figures. In these sessions, being circulated through youth media own frustrations. And they learned and other professionals the university student volunteers and newsletters, as well as through how to listen. were able to build a relationship of school groups. trust with adolescents by encouraging Taking it to the next level: community- frank and open discussion. Additional The university students operating based response and peace-building sessions were conducted by profes- the hotline knew their limits of sionals with parents and some school intervention; all critical cases beyond Peer-to-peer counselling provided staff to enable them to better under- their capacity were referred to more much needed psychosocial support. stand and support the young people specialized service organizations. But that was not enough. Another at home and in school. To assist the volunteers in their work, brainstorming session took place, and a list of referral organizations to together the university volunteers Initially, the main objective of the follow up on questions concerning sought additional strategies to broaden sessions at the schools was to provide practical survival needs, medical care their services. They wanted to achieve psychosocial support to adolescents and psychosocial support was used. more, and they wanted to find a way traumatized as a result of the current to make their work sustainable and crisis. But, following the first few The volume of calls handled by the more effective. psychosocial sessions where rapport hotline demonstrated its attractiveness. was built, adolescents started to raise From early morning until evening at As a result, in 2002, the second phase issues of concern that are typical of the least two, and as many as four, of the project was initiated, linking the ongoing unmet needs of all adoles- university student volunteers were on psychosocial support and the hotline cents. They wanted advice on family the line, taking calls from young to creative expression and community relationships, first romance, problems people coping with trauma, violence development activities. Two at school, peer pressure and school and loss. They also received many participatory modules were introduced: exams. calls from adolescents who were seek- Media and self-expression: ing solutions to problems of everyday Adolescents write articles and stories, The hotline life and needed help in school, with and take photographs, which they parents or with friends. They made publish in their own newspaper, The The university student volunteers sure to have one girl and one boy Youth Times, with a circulation of quickly realized there was an urgent present at all times so that girl callers approximately 100,000. They also

50 51 participate in producing a weekly uling would be necessary to accom- decided to expand the original psy- TV show, which provides a public modate constraints, such as closures chosocial programme to include the Young people’s issues: forum for young people to express and curfews. But the young people media and community achievement their views and air their grievances. also recognized the need to create components mentioned above, to family problems They write about issues they care opportunities to channel their build the capacity of young people to political situation about, from human rights and frustration and energy into positive express themselves and to create gap between students politics, to creative arts and music, activities that would bring them a positive change in their families and and school admin- to sexual relationships and health sense of accomplishment and pride. communities. Meetings were held istrators care, to drug abuse, violence and with parents to encourage their lack of freedom and conflict resolution. The media The university volunteers openly involvement and understanding. The mobility module includes training in journal- discussed the possible risks of involv- meetings helped to generate more harassment ism skills, such as writing, objective ing younger secondary students in open dialogue between parents and love and flirting reporting, listening, conducting peer-to-peer counselling sessions. adolescents. emotional problems interviews and public speaking. One Together with PYALARA and UNICEF, sexual violence and child in secondary school in Ramal- the volunteers sought to minimize As evidence of the ongoing success abuse lah said that the experience had the risks involved by only traveling of the We Care programme, PYALARA early marriage changed his plans for the future, and when necessary. It was decided has been approached by school that he now aspired to become a that special taxis or cabs would trans- administrators who have requested sports reporter. port adolescents to their meetings. that the programme be expanded to Community-based action: In times They also recognized the need for include their schools, especially of crisis, engaging young people in flexibility to adapt to rapidly changing when difficulties arise or when the constructive efforts to make a security conditions. students are under particular stress. difference in their lives constitutes a The programme has been implemented major step towards seeding hope The university volunteers found that, in the West Bank, but there is a need and creativity. In groups of ten, without exception, the risks involved in for its services among adolescents accompanied by a youth leader, implementing the project were not as in Gaza. The challenge that UNICEF and adolescents select an issue to work great as the risks they faced in can- PYALARA face is how to take the on collectively. Step by step, they celling it. They found that the efforts programme to scale, in order to are guided to identify a solution that they made kept their ideals alive and provide support and create opportuni- will not only benefit the public but helped create hope for the future. ties for more adolescents. also fulfil their sense of pride and accomplishment. In Al-Ram village Specific impacts near Jerusalem, for example, a group ASSESSING THE IMPACT of 12 adolescents worked together to University student volunteers: replace all the broken windows in The We Care peer-to-peer psychosocial Learn professional skills and gain their school. They learned how to programme has grown over three practical experience through prioritize, mobilize the community, years from an innovative pilot project mentoring. address decision makers and into a full, viable programme for Benefit from career development eventually to celebrate their achieve- adolescent participation in community and new job opportunities. ment, which was applauded by all development. Despite the enormous Take on an important and positive their peers and by adults. constraints of operating under curfew role in their communities, helping and limited funding, the results to develop the capacities of demonstrate an overwhelmingly adolescents. THE RISKS positive influence on the lives of young Fulfil university requirements for participants and their families. a senior ‘seminar project’ in a The question of risk came up early in practical, hands-on manner. the project. There was open recognition A formal qualitative evaluation of the that young people might face addition- We Care programme was conducted in Adolescents in secondary school: al risks because of their participation. June 2001, including the participation Learn about young people’s rights Travel can be perilous and it was of adolescents as key stakeholders. and discuss issues that affect understood that last minute resched- On the basis of that evaluation, it was their lives, acquiring the maturity

52 53 that will enable them to address increasing ability to deal with chal- It is necessary to be responsive to identified, as a lesson learned, the issues and problems in a constructive lenges and to overcome obstacles, they local restrictions and customs, need to maintain a sense of way. have developed greater confidence particularly in rural villages where detachment. They learned how to Discuss their problems confidentially in themselves and in their future. adolescent girls and boys do not give practical advice and support, and, if they wish, anonymously UNICEF has continued to be actively mix freely, for example, by having and to refer more serious problems through the peer-to-peer telephone involved in helping to plan the female university student mentors to professionals who could give hotline. implementation of the programme, provide psychosocial support for specific assistance. Benefit from the atmosphere of care, providing financial and technical adolescent girls. School administrators need to be support and trust, knowing someone support. For example, UNICEF helped The programme expands the role included as full partners in the is there to listen to them without to identify and fund the technical for adolescents within the school programme, to build trust, so that judging and to offer constructive expertise needed to train university system, and could provide a when problems arise they can be advice. student volunteers. foundation for a more comprehen- resolved through frank and open Take practical action to create a sive mentoring system. In order dialogue. better environment in their schools The We Care programme was initiated to expand the programme and make Parents should be involved from and communities, which brings a as a pilot programme, testing innova- it sustainable in the long term, it the beginning so that they are sense of optimism. tive methods in delivering psychosocial would be important to integrate the comfortable with the programme Build confidence and self-esteem, support during a crisis situation. training of university student activities and are supportive. Parents taking pride in their accomplishments Its success testifies to the commitment counsellors into the regular course can also benefit, developing better and their ability to express them- and the abilities of the young people work of students studying psycho- communication with their adolescent selves. involved. Expanding the programme, logy and/or sociology. children and taking pride in the Learn skills that enable adolescents to reach more young people, will University student volunteers young people’s accomplishments. to express themselves in positive require greater financial support as ways with their peers through their well as strategies to fully integrate the empowerment and constructive programme components into local engagement. schools and universities to bolster sustainability.

UNICEF’S ROLE LESSONS LEARNED UNICEF has played a key role in both initiating and supporting the We Care During a crisis situation it is peer-to-peer psychosocial programme. important and feasible to maintain When the idea was first proposed normalcy and routine, to bring a by young people in PYALARA, as a way sense of security and continuity to to create opportunities for young young people’s lives – and hope for people during the ongoing crisis, the future. UNICEF saw its value and agreed to Although primarily intended as a get involved. response to the psychological and social distress of adolescents during A willingness to brainstorm with the a political crisis, the We Care pro- young people and to believe in their gramme also provides an appropriate capacities was crucial, according to the and much needed response to the Director of PYALARA. UNICEF was normal unmet needs of adolescents willing to listen and to help create trust in Palestinian society. and linkages, enabling the young Because, traditionally, women have people to realize their goals. Potential not played a lead role in family risks were weighed carefully each and society, girls need additional step of the way. The necessity of mini- encouragement and support to mizing risk became part of the participate confidently. Once they are process of capacity-building for the given the opportunity, they quickly young participants. Through their become leaders among their peers.

54 55 7 established by an Act of the Sierra feel safe when recounting their Leoneon Parliament in February 2000. experiences and avoiding further As with many other truth commissions traumatization. UNICEF, together with established in different countries over other UN agencies and the Child the last three decades, the main Protection Network (CPN) – national objective of the Sierra Leonean TRC is and international non-governmental to create an impartial record of human organizations (NGOs) and government Involvement of Children in rights violations. It was charged with counterparts – helped to develop recording those violations that child-friendly procedures including, for the Truth and Reconciliation occurred between 1991 and 1999 and example, special hearings for children, making recommendations to the closed sessions, a safe environment Commission in Sierra Leone government to prevent future conflicts. for interviews, protected identity The TRC is thus a significant step of child witnesses, and staff trained in towards the process of healing and psychosocial support for children. reconciliation for all – victims, witness- es, perpetrators and families. The TRC, together with UNICEF, the United Nations Mission in Sierra Leone What is unique about the mandate of (UNAMSIL) and other international the TRC in Sierra Leone is the attention and local child rights organizations, has it gives to the experiences of children worked to create opportunities for ISSUE with death or desensitized with drugs affected by the armed conflict. It aims children to tell what happened to them and alcohol. to involve children throughout the and to seek reconciliation among During ten years of civil war, the process and adopts child-friendly themselves and within their com- children of Sierra Leone were deliber- In 1999 the Lomé Peace Accord was procedures for children’s participation. munities. ately and routinely targeted, and signed between the Government of According to Section 6 (2) (b) of the witnessed widespread and systematic Sierra Leone and the Revolutionary TRC Act, the Commission will give The key activity involving children acts of violence and abuse. They were United Front (RUF), bringing to an “special attention to the subject of sex- was statement-taking at the community abducted and forcibly recruited as end one of the most brutal wars in ual violence and to the experiences level. A TRC statement-taker inter- child soldiers and were the victims of modern history. of women and children within the viewed children with the support of rape, mutilation, forced prostitution armed conflict”. a child protection worker, to ensure that and sexual exploitation. Child combat- The Truth and Reconciliation Commis- the children were not adversely affect- ants, themselves victims, took part sion (TRC) for Sierra Leone originates The TRC has sought to build children’s ed and that proper follow-up would in atrocities. Many were threatened from the peace agreement and was confidence and restore their sense take place. Many of the children of justice in the social and political interviewed were already part of the order while, at the same time, child protection and reintegration establishing a mechanism of accounta- programme. This helped to build a bility for crimes committed against longer-term relationship for follow-up. them. Without accountability and There were approximately 15 child reconciliation children will continue to participants in each of 13 districts. “I am very happy that at the end of everything suffer, with negative consequences Children therefore played a significant my family has now accepted me back for future peace and stability. role in the overall process. The children related their own personal experiences as a member of the family after a lot of mediation. as evidence. ACTION For this I would like to say I am grateful In addition to statement-taking, there to all the social workers and other parties Because children are among the were thematic and district hearings, primary victims of the civil war in which included children’s submissions that have made it possible for me to gain back Sierra Leone, their involvement in the in camera. This allowed children to TRC is essential. The challenge was make their voices heard without my childhood and above all my family.” to develop child-friendly procedures to endangering them, either by identi- QUOTE FROM UNICEF SUBMISSION TO TRC, STORY 2 (FEMALE CHILD) ensure their protection, helping them fication or by the stress of the hearings.

56 57 During the thematic hearings, state- children in Sierra Leone society are More than 50 local statement-takers go through the TRC process. ments were submitted that reflected taught to keep silent, and that in some were recruited and trained and, in the experiences of children. Based cases they might be afraid to tell the December 2002, the Commission began The child protection organizations on these statements, specific recom- truth or reluctant to speak in order to taking statements. UNICEF became played an active role in the identifica- mendations were made for each protect friends or family. They suggest- involved when the statement-takers tion, referral and preparation of district. ed that the TRC try to overcome these were preparing to contact children. children for the TRC. In many cases, challenges by, for example, using these organizations used the databases family discussions, creating an environ- In the beginning, children who had they had established for demobilized HOW IT BEGAN ment of respect for children’s words, taken part in the child protection and and/or separated children. They had encouraging the writing of grievances reintegration programme were long-standing relationships with the In June 2001 UNICEF, in collaboration on paper, and forming youth clubs contacted and asked to give state- children from previous demobilization with the National Forum for Human to sensitize children about issues ments. Many were reluctant. One and reunification programmes and Rights and UNAMSIL/Human Rights, affecting them. reason was confusion regarding the helped to identify children who might organized a technical meeting of relationship between the TRC and the wish to give statements. They also national and international child rights Particular emphasis was also given Special Court. Former child combat- helped explain the purpose of the TRC experts, child protection experts and to the voluntary nature of children’s ants, and also their parents, were to the children. If the child was willing a group of children. The purpose of the participation and the need to afraid that if they gave statements to to talk about their experiences, contact meeting was to recommend policies protect the confidentiality of their the TRC, the information would be was made with a TRC statement-taker. and procedures for involving children statements, as well as their anonymity. shared with the Special Court and they The collaboration between the TRC in the TRC. The children who It was also noted that children in the would then be called to testify and and child protection agencies varied participated in the technical meeting TRC process would be seen as victims perhaps even face prosecution. When from district to district. prepared their own report and of a war that targeted them and the head prosecutor for the Special recommendations. Key findings recom- exploited their vulnerability as children. Court clarified their intention that no mended that all aspects of children’s children would be prosecuted, this HEARINGS WITH CHILDREN involvement should be consistent The experts who met at the workshop helped encourage children to come for- with the Convention on the Rights of in Freetown in 2001 further recom- ward, and parents to give permission. The TRC began its public hearings on the Child and emphasized the need mended that the TRC build on existing Another difficulty was girls’ participa- 14 April, with victims, witnesses and for special attention to children in the mechanisms for the reintegration and tion in the TRC process, in particular perpetrators of the civil war telling their TRC process. reconciliation of children, particularly those who had been sexually exploited. stories in public. Hearings were held in through the work of child protection They were fearful and did not want Freetown, Kailahun, Bo, Port Loko, Among the children who participated organizations and traditional leaders their story told to others. Kabala, Kenema and other locations. in the working group at the Freetown and structures. It was recognized that In addition to the public hearings, the meeting were former child combatants reconciliation could be accomplished In January 2003 the TRC carried out an Commission held thematic hearings who were abducted by rebel forces, through, for example, the use of assessment of the ongoing statement- on the impact of the conflict on girl mothers who were forced into traditional practices and ritual cere- taking exercise and, following this, a children, the impact of the conflict on sexual relations with rebel command- monies, opportunities for children to second training of statement-takers women, the exploitation of natural ers, children who were blinded and ask forgiveness from their communities was conducted in Freetown, Bo, Makeni resources (especially diamonds) and child amputees. The children were and, alternatively, for perpetrators to and Kenema. The Child Protection other related issues. accompanied by their social workers, apologise to children. Network assisted in the training and who provided support at difficult also proposed a Framework of Cooper- During the district hearings, the moments. Together, these children ation between the TRC and the child TRC held closed hearings to listen to presented their expectations of the INVOLVEMENT OF CHILDREN protection agencies, for the protection testimonies from children and women. TRC to the experts. They confirmed IN THE PROCESS of children in the TRC process. The The child protection agencies helped that telling their stories would help the Framework focused on statement- to prepare children for the hearings process of healing and they also Several political, security and logistical taking and included provisions to and, in some districts, the children recommended that children be permit- obstacles had to be overcome before protect the identity of children partici- were well-prepared in this way. In one ted to express themselves in a variety the TRC could be established. From pating, as well as to provide psycho- district, for example, the children of ways – through oral declarations, May to October 2002 the TRC under- social support. A vulnerability checklist stayed with the social worker prior to signs and actions, facial expressions, went a preparatory phase, which was also developed as part of the their appearance before the TRC, songs, drawings and written state- included an awareness-raising cam- Framework, to help determine whether allowing them to ask difficult questions. ments. They cautioned, however, that paign for the people of Sierra Leone. a child had recovered sufficiently to In most cases, children had a good

58 59 understanding of the purpose of the Reconciliation also means account- hostilities. In the crimes under Sierra Leonean law, Special Court TRC and why their statement was ability. By gathering testimony and important. In other districts, however, creating an accurate record that prosecutions can be for Sierra Leone brought against persons children were not well informed. Some acknowledges the crimes committed, accused of sexually abusing The Special Court for Sierra children thought that the TRC could the TRC gives survivors a public girls under the age of 14. Leone was established by an international agreement provide financial support and send forum to voice the wrongs they have Although the Special Court between the Government them to school. The purpose of suffered and the causes of the conflict. has jurisdiction over per- of Sierra Leone and the the TRC was then explained in detail, At the same time, it provides a basis sons 15 years and older, the United Nations in 2000, in but this demonstrated the importance for social and political reform to Court’s Chief Prosecutor response to the atrocities of working closely with children so that prevent further abuse. announced his decision not committed during the they would be well informed and to prosecute children conflict. While it is the task under 18, since it is very of the Truth and Recon- prepared in advance. Child protection organizations that doubtful that a child under ciliation Commission to supported the children before and after 18 held a position of establish a record of what The closed hearings with the children the hearings reported that the children greatest responsibility happened during the took place at the TRC offices in the showed a positive response after during the conflict. This conflict and to come up respective districts. During these sharing their stories with the Commis- view was also supported with recommendations, the in Security Council state- Special Court has a man- hearings, military staff were present in sioners. Initially there were concerns ments that children do date to prosecute “those the TRC compound for security reasons over the possible negative impacts on not bear the “greatest who bear the greatest and their presence intimidated chil- children of remembering the horrors responsibility” for events responsibility” for crimes dren. The social workers and TRC staff of the war but, in the end, these were that took place during committed during the helped to explain the situation and not observed. Instead, children’s the war and so it is conflict. Those are the lead- reassure the children. The girls met participation in the TRC helped them “extremely unlikely” that ers who were the most juveniles will come before responsible for planning individually with female Commission- come to terms with their experiences. the Special Court. and implementing the ers and the boys met with male The children were sometimes nervous strategies of warfare in Commissioners. In addition to their at the beginning of the hearings, but Sierra Leone, including statements the children made recom- the Commissioners helped to put them atrocities targeting civilians. mendations to the TRC Commission- at ease. After the hearings children The Special Court is man- ers, requesting health care and shelter, expressed a sense of relief and pride dated to prosecute crimes often with a special plea for education. in their contribution. However, the under international One of the children composed a full impact of children’s participation humanitarian law, such as song for the Commissioners. in the TRC has not been evaluated ‘war crimes’ and ‘crimes and more must be done to assess the against humanity’ (as defined in common article 3 After the hearings child protection consequences. and Additional Protocol II agencies carried out follow-up visits to to the Geneva Conventions), monitor the situation of the children One of the boys who participated in the as well as some specified and the impact of their participation in closed hearings later told his social provisions of Sierra the TRC process. worker that the TRC “helped him talk”. Leonean criminal law. He said that after spending eight years The Statute of the Court contains crimes particularly of his life in the war, he wanted to do relevant to children, such THE IMPACT ON CHILDREN something good. A young girl who as rape, sexual slavery, delivered a statement during the hear- enforced prostitution and Reconciliation and the return to civilian ings said she felt it was important to indecent assault. Prosecu- life is a long process. For the children let people know what had been done to tions can also be brought for the conscription or of Sierra Leone it means reuniting her. She felt better knowing that people enlisting of children under with families, attending school and cared about her and her story. Both the age of 15 into armed finding a place in the community. children are currently taking part in a groups or for using them Families and communities must also vocational training programme and to participate actively in find ways to forgive and rebuild, and looking towards the future. continued on page 61 to look towards the future.

60 61 THEMATIC HEARINGS the conflict and the political and social findings. It is based on the full report, in disseminating the findings and ON CHILDREN instability. as well as information in the TRC recommendations of the TRC. database, including submissions, state- On 16 and 17 June 2003, coinciding ments, closed hearings and input to with the Day of the African Child, CHILD-FRIENDLY VERSION OF THE the National Vision for Sierra Leone UNICEF’S ROLE the TRC held public thematic hearings TRUTH AND RECONCILIATION project, sponsored by the TRC. on children’s experiences during the COMMISSION REPORT Children’s voices are included in all The process of establishing special war. The purpose of the hearings was these resources. measures for children’s participation to raise awareness about and give A further involvement of children in in the TRC, and providing technical visibility to children’s issues, and to the TRC process was the preparation A writer was provided to the TRC by assistance and support, was a com- recommend actions for improving the of a child-friendly version of the UNICEF and the task was jointly guided bined effort of many actors, including situation of young people in post-war TRC’s final report. The preparation of a by the Commission, UNICEF and the Ministry of Social Welfare, Gender Sierra Leone. child-friendly TRC report was first UNAMSIL. Children contributed and Children’s Affairs, UNAMSIL and discussed when experts and children throughout the process, helping to local and international child protection Many children participated throughout met in Freetown, in June 2001, to give shape to a report that would bring agencies and human rights organiza- the two-day public hearings. The plan how children would take part in about positive action, for and by tions. UNICEF facilitated dialogue children who were victims of the war the TRC. Because of the size and scope children. Participation in the drafting and helped build consensus among told their stories in camera. These were of the full report of the Commission – of the report came from three national the various partners. UNICEF and other recorded and shown at the hearing seven volumes covering all aspects children’s networks: the Children’s child protection agencies also with the children’s identify protected. of the war and its aftermath – it was Forum Network, the Voice of Children prepared a formal written submission, Other children, representing the inputs suggested that a shorter, simpler Radio and the first ever Children’s which was presented at the thematic from youth clubs, appeared in person version be prepared for children to National Assembly. Over 100 children hearings on children in June 2003. before the hearings. Clips from these read and understand. were involved in the drafting, of which In order to support the work of child statements were then broadcast live on 15 were closely involved, meeting protection organizations involved radio UNAMSIL and on television. The submission to the TRC by the with the writer on a daily basis. The in the TRC, UNICEF made funding Children spoke about their experiences Children’s Forum Network made child-friendly report was also discussed available. UNICEF will continue to during the conflict and presented a similar recommendation, calling for on the Voice of Children Radio. A follow up on these issues, in particular recommendations for the future. State- a child-friendly version of the report meeting was convened to discuss the as a voice for child survivors. ments made by children during the for children “as a measure to prevent child-friendly report during the closed TRC sessions that had taken recurrence of what happened”. Children’s National Assembly, which The unique capacities of young people place throughout the country were brought children together from have proved a valuable asset in presented without disclosing the It was agreed that a child-friendly districts around the country. The rebuilding their communities and, in children’s identity. Children also exhib- version of the TRC report would be children were eager to play a role and Sierra Leone, children have played ited drawings and performed dramas prepared, and the Commission were deeply interested in the content a key role through their participation in about their wartime experiences. approached UNICEF to seek collabora- and issues. the TRC. The lessons learned in Sierra tion. Although there have been more Leone will provide valuable experience The official report of the TRC is sched- more the 25 Truth and Reconciliation The Children’s Forum Network contin- in other post-conflict country situations, uled for release at the end of 2004. Commissions in various countries ued to assist with input into the demonstrating how children, as active In its final report, the Commission over the last several decades, there design process and dissemination partners in the process, can help to made recommendations to the Govern- has not been a TRC report for children strategy, working in close collaboration break the cycle of violence and re- ment of Sierra Leone on a number of before. It is the first of its kind any- with the TRC, UNICEF and UNAMSIL. establish confidence in the rule of law. key issues, including issues specific to where in the world. children. It is especially important for The child-friendly TRC report is thus a civil society, government officials UNICEF and the TRC made the initial culmination of children’s involvement LESSONS LEARNED and child rights advocates, as well as outline of the structure of the and perspective throughout the young people themselves, to follow publication and decided on the process process, from initial preparation, to The work of the TRC is not completed up on the implementation. The recom- by which to engage the participation background research, to the prepara- as yet. Reconciliation is a long process mendations not only address issues of children. The nature of their tion of the final report. In addition, and additional time will be needed directly related to the conflict – recruit- participation was determined by the the last chapter of the child-friendly to fully assess the impact of the ment of children, for example – but fact that the child-friendly report is version is a menu of activities, created Commission and to prepare lessons also refer to the underlying causes of an official account of the Commission’s by the children, to outline their role learned. Nevertheless, some pre-

62 63 8 liminary conclusions on the involve- conducting interviews in a child- ment of children in the TRC can be friendly environment and organizing shared: closed hearings for children. More attention should be given Girls should be interviewed by to collaboration and coordination female staff and measures taken to between the TRC and child pro- ensure gender sensitivity. tection organizations from the very It is important that statement-takers, beginning of the process. Commissioners and TRC staff Youth Education, Development Timely sensitization and awareness- speak and understand the language raising campaigns at the community of the child. and Participation Programme level are critical to explain the Psychosocial support for children purpose of the TRC and to promote should be provided throughout in Somalia the participation of children. all stages of the process: prior to and Children’s participation in the truth during the statement-taking, as well and reconciliation process is as after the hearings. entirely voluntary and they should Traditional ceremonies and be under no pressure to participate. forgiveness rituals can help support In addition, they reserve the right the work of the TRC but these to withdraw their participation at any practices should be in accordance ISSUE access to clean drinking water. time. with international child rights Statements from children should standards, for example, by protecting Somalia is a fragmented country that More than half the population of Soma- be taken by staff with a background the identity of the child. has been suffering from nearly 13 years lia is under 18. The current generation in human rights and child protection. Children can continue to play an of violent civil war. Since the fall of the of children in the country have known This was not always possible, but important role after the conclusion Siad Barre regime in 1991, the Somali nothing but conflict and hardship for child-friendly procedures were used of the TRC by helping to raise people have lived without a central most of their lives. Most are out of when interviewing children, and awareness about it in their schools government. Faced with the collapse school, either illiterate or semi-literate, parents, guardians or social workers and communities and of formal authority, traditional leaders with little hope for the future. Many were also present when requested lobbying for implementation of the and clan elders have reasserted are displaced and have witnessed or by the child. TRC recommendations. their control over local territories, par- sometimes taken part in violence. Special procedures must be put in An evaluation should be carried ticularly in the central and southern place so that the involvement of out to assess the overall impact of zones. Key human development indica- children in truth and justice-seeking children’s involvement in the TRC tors for Somalia paint a bleak picture: ACTION mechanisms is confidential. These on the community, as well as the One out of five children die before the procedures include, for example, impact on children themselves. age of five; only one out of eight UNICEF Somalia, through the Youth women are literate; only one out of six Education, Development and Participa- children are enrolled in primary school; tion (YEDP) Programme (YEDP), is and only one out of four families have providing a holistic approach to learn-

“I was not able to communicate well, as my ideas were few, and I did not know how best to tell people what I wanted. You can imagine my happiness when we were given a chance to be trained on these issues.”

YOUNG SOMALI GIRL

64 65 ing and youth participation for out-of- events to generate public awareness was modest – less than $300,000 for youth groups – in Puntland, Somaliland school young people between 14 and of important health concerns, such as three years – it gave the project a and central and southern Somalia – 18 years of age. The programme was the prevention of HIV/AIDS. The enthu- good start. And the young people had in leadership and organizational initiated in 1998, using sports siasm and support shown by families seemingly unlimited energy. development skills. and recreational activities as the entry and communities for the efforts of point. It has since expanded to focus adolescents to promote development The short-term goal was to organize The trained adolescents have, in turn, primarily on non-formal learning and peace-building have helped to sports and recreational activities, but met with local leaders and held and community development. The build momentum. The involvement of this was only one aspect of what the discussions and workshops in their strategy is to strengthen the country’s parents, teachers and community young people wanted to do to improve villages to communicate their ideas and loosely organized youth groups and leaders has brought force to the argu- their communities. The long-term plan activities for improving communi- civil society organizations by providing ments and efforts of the adolescents. objectives were to sustain and empow- ty life. Activities range from sports young people with training and er adolescent groups and build com- and cultural events to draining nearby capacity-building and helping them munity support. Organizing informal pools of stagnant water, breeding identify their needs and plan activities GETTING STARTED sporting events provided a framework grounds for malaria mosquitoes. The that will advance their future. More for coordinating youth activities and enthusiasm and determination of the than 200 such groups and civil society The first step was to bring adolescents creating youth-friendly community adolescents has demonstrated that, organizations across Somalia have together and encourage them to take spaces. with support and guidance, they been identified and are joining together a lead role in rebuilding their com- can play a lead role in projects for in the YEDP programme. munities. However, after more than a community learning and development. decade of conflict and weak gover- BROADENING THE SCOPE Young people do not only change A key component of YEDP has been nance, their participation had to be THROUGH TRAINING AND YOUTH- their own lives for the better; they also the initiation of a large-scale training- started from scratch. Another problem FRIENDLY COMMUNITY SPACES change the outlook of their com- of-trainers programme, to gear up was that local traditions in Somalia munities by putting creative and local adolescent groups in leadership do not place a value on young people’s In 2002 additional funds were made innovative ideas to work. and organizational skills. Access to opinions. As a starting point, UNICEF available by the Government of Japan, training and technical expertise is help- conducted a survey in 1997, receiving allowing the YEDP Programme to Youth-friendly community spaces, ing to transform these groups into feedback from more than 1,000 expand into a new phase, with a focus or youth centres, have provided an active community-based organizations, adolescents. The participants in the on leadership training. The first step encouraging environment for improving the quality of life for them- survey, who were contacted through was to gather together 23 representa- adolescents. First linked to sports selves, their families, their communities local community groups and non- tives from local NGOs and other activities, the youth-friendly community and their society. As a result, adoles- governmental organizations (NGOs), community groups to participate in spaces will be expanded during the cents are advancing the cause of proved a valuable asset in helping the leadership and organizational 2004-2008 Country Programme into peace-building and peaceful resolution to establish a network of young people development (LOD) training workshop. multi-purpose development centres. of conflict – areas of concern in Soma- who would later join together and Participants were, for the most part, These will include a range of additional lia. Adolescents are learning to apply organize themselves. young adults in their 20s and 30s. One information and other services, with conflict resolution skills to situations of the key strategies was for these local volunteers offering guidance and that arise in their daily lives. They are An effort was made to encourage girls trainers – or ‘youth mentors’ – to begin support. Once fully developed and finding ways to peacefully resolve to take part in the survey and express to work directly with adolescents. equipped, the multi-purpose develop- disagreements in their groups and their their views, on a par with the boys. ment centres will function as the families and among their friends. The young respondents identified their The second phase of the training hub of the many activities generated by Peace-building and conflict resolution most critical needs and problems, involved reaching out through local adolescents, providing information skills are heavily emphasized in the and responses were wide ranging, training workshops to a larger number on peace and conflict resolution as well leadership and organizational training indicating that no one single activity of community-based youth groups as on health issues, including HIV/ aspects of the programme. could address the many problems across the country. They were invited AIDS awareness and prevention. Youth- they faced. A comprehensive, multi- to select up to four of their members friendly health services will also be Sporting events also present an pronged approach was called for. to participate in twelve-day LOD train- provided through these centres, opportunity to deliver messages of ing workshops, conducted by the catering to the needs of young adoles- peace to a wide audience by, for The following year limited funds were initial team of youth trainers or men- cents. The package of services will example, staging dramas and parading made available through the Dutch tors. These workshops began in Octo- include voluntary counselling and with peace banners at soccer matches. and Italian UNICEF National Commit- ber 2002 and have already trained testing (VCT) for sexually transmitted Adolescents have also used these tees. Although the initial funding nearly 700 youth leaders from over 200 infections (STIs) and advice on topics

66 67 such as antenatal care. It is hoped some afternoon NFE classes at the administrative structures and advise on complete disruption of education for that by providing VCT the centres will youth centres have been rescheduled the most efficient and effective meth- over a decade. Many Somali youth increase awareness of health risks, to the evening, allowing girls to attend ods. The mentors will participate in have not acquired even basic literacy, encourage behavioural change and on completion of their household some of the group’s community activi- and the non-formal curriculum allows also serve as a focus for ‘breaking the chores. A neighbourhood escort sys- ties and will update the profile of each them to catch up. A mobile NFE kit silence’ around HIV/AIDS. tem has also been set up to ensure the of the youth groups, including informa- is also part of the package, with a focus girls’ safety. Young boys – brothers, tion on the achievement of target on life skills, including prevention of Various methods, in addition to sports, cousins or friends of the girls – escort numbers for the planned activities and HIV/AIDS infection, prevention of are used at the youth-friendly commu- them to the learning centres and then the level of community support. The female genital mutilation (FGM) and nity centres to encourage participation. play basketball and indoor games mentors will also take note of the out- promotion of better health and For example, adolescents learn to with their peers until the girls are ready standing needs of each of the groups. nutrition, gender equity and peace use music and art to communicate to be escorted back home. The combi- and conflict resolution. ideas and advocacy messages. Work- nation of these efforts to accommodate shops and trainings are also held the specific needs of female partici- NON-FORMAL EDUCATION (NFE) Young people are playing a key role in to encourage them to get involved and pants has resulted in a 54 per cent AND VOCATIONAL TRAINING securing access to vocational training. develop media skills and artistic participation rate of girls in LOD and They are seeking practical ways to expression for community outreach. NFE activities. An emerging component of the YEDP prepare themselves to earn a living and Non-formal education (NFE) classes are programme is the provision of primary become self-supporting. In order to being offered and, in some centres, level educational opportunities for help facilitate vocational training libraries have been created as well as A TAILORED APPROACH adolescents, many of whom are illiter- ,UNICEF is seeking to engage in a meeting places for youth workshops ate or semi-literate. The NFE curriculum whole new level of partnership and and conferences. The youth centres will One problem that has emerged is that has already been developed and is local involvement. This includes work- soon begin to provide a community each of the youth groups is facing its intended to provide out-of-school young ing with agencies that specialize in space for networking among various own particular challenges, and group people with basic literacy, numeracy vocational training and involving NGOs adolescent groups involved in media, training sessions cannot address so and life skills. A joint process in curricu- in the workshops and trainings. For arts and theatre. These youth-run many different needs. By taking a com- lum design has brought together example, to facilitate further discussion centres offering integrated services are prehensive and holistic approach, the Somali and international experts, UNICEF has exchanged materials with being established throughout Somalia programme became too general to resulting in a very user-friendly curricu- the United Nations Educational, with the support of local community- address specific questions raised by lum and a learning materials package. Scientific and Cultural Organization based youth groups. each of the groups. The materials have been translated into (UNECSO), whose Peer Programme Somali and printed and distributed provides pre-vocational education for In order to overcome that stumbling to NFE centres throughout the country. young people. In addition, there are A FOCUS ON GIRLS block, a third phase has been intro- The young people are leading this some emerging local NGOs that are duced to the programme, involving initiative and are themselves deter- interested in the provision of vocational Girls’ participation in YEDP activities on-site training, mentoring and moni- mined to create better educational skills to young people, including estab- was recognized as a priority from the toring advice for each of the youth opportunities. An essential part of the lishing and managing a credit scheme outset. Specific efforts have been groups. In mid-July 2003 the 23 youth effort is to create a link between the that may be able to provide start-up made to ensure that girls are given a mentors who have been conducting NFE training and the school-based repayable credit to young people. place and a voice in the network of youth group training held a meeting to curriculum. This enables young people Connecting the youth in the YEDP youth groups. The aim was to achieve develop the mentoring and monitoring to move through the NFE modules at programme with these organizations 40 per cent participation by girls strategy. This strategy includes com- their own pace and then earn a certifi- will be pursued. among the total targeted number of munity visits by each mentor to a cate that will allow them either to con- 5,400 youth over the initial three-year cluster of local adolescent groups. The tinue with their education by enrolling Linking leadership and development period. Innovative measures have been visits of two to three days provide an in the formal system or, once they training (LOD) to non-formal taken by several groups to help opportunity for close guidance and have mastered literacy and numeracy education (NFE) increase the number of girls participat- support of the various efforts and skills, to choose to pursue a vocation. ing in the programme. These include activities of the groups. During these To introduce the NFE curriculum and the design and promotion of culturally on-site visits, the mentors will assist This approach gives young people a learning materials, a core group of appropriate sports attire for girls and the groups in redefining their mission second chance to acquire basic educa- 23 educationalists were competitively the rehabilitation of sports facilities to statement, objectives and activities. tional skills that they did not receive selected from all over Somalia and better accommodate girls. In addition, They will also look at management and due to the prolonged conflict and the trained during September 2002 as

68 69 NFE trainers. As with the LOD training, training session was held, bringing the support to avoid backlash or risk to the Sports as an entry point this NFE core team requested youth trainers together to share experiences, young people, who are so eager to step and women’s groups to select teachers problems and solutions. This session forward with new ideas. It is important The strategy used during for a specialized 20-day training on was used to evaluate the most effective to move slowly and allow the process the first phase of the Youth UNICEF’s NFE methodologies, curricu- activities and strategies, drawing from to mature, and to create good will, Education, Development and Participation (YEDP) lum and learning materials. The train- the lessons of implementation, and open discussion and trust in the com- programme was to bring ing programme accommodates at least review learning materials. A similar NFE munities. This will give young people a adolescents together two teachers per youth group or organ- follow-up training session is planned chance to prove themselves and show through sports activities. ization, with additional teachers as to take place in early October 2003. how they can bring much needed Given the near absence of needed. This core team of Somali NFE skills and energy to community life. all forms of sports facilities trainers, established in October 2002, The overall aim is that the combined in Somalia for over a decade, the early focus on has trained 668 NFE teachers to date. effect of all the various components of sports generated interest These teachers are currently carrying the holistic YEDP programme activities MEASURING IMPACTS and enthusiasm among out learning activities in youth and will lead to the empowerment of Soma- youth groups and also women’s groups in their local areas. li adolescents and their participation in The positive response and active sup- helped to build community community development activities, port in local communities, and among support. The YEDP pro- gramme has been imple- The first LOD and NFE training courses thereby raising the quality of life for young people themselves, demon- menting a number of activi- were held simultaneously to enable the young people at home, in school and in strates considerable early success for ties including: trainers to interact and discuss the the community. the YEDP initiative. There are indica- Rehabilitation of sports overall issues that concern children tions of promising impacts on young grounds and stadiums and adolescents, in particular gender people’s lives and on their relationships Provision of sports equip- ment and materials issues, and to map out strategies to OVERCOMING OBSTACLES with peers and with parents, teachers Training of sports officials, network and coordinate their training AND RISKS and community leaders. such as coaches and ref- activities. Towards this end, networking erees committees for NFE and LOD have Most of the activities that young However, the YEDP programme has Hosting intra-zonal sports been formed to enable exchange of people are initiating have been wel- not undergone a systematic evaluation tournaments experiences and ideas through joint comed by the community. But, in some at this point and so the positive results Celebrating international days, such as World Foot- progress review meetings. Three youth cases, tensions have developed. When are preliminary. What is certain is that ball Day, Day of the groups, one from each zone, are devel- the youth groups focused primarily the efforts of young people are reawak- African Child and the oping a newsletter. Exchange visits on sports and cultural activities, they ening the communities and motivating International Children’s may be organized in the future. Access were on safe ground and had free and dialogue and development. There Day of Broadcasting by youth groups to radio broadcasting open discussions in the community. is considerable potential for the (ICDB), with sports events for children and youth is also being facilitated through a Now more difficult issues have arisen. programme to expand and create new training and orientation programme For example, several youth groups opportunities for young people in in Somaliland with Radio Hargeisa, have taken a position on eliminating Somalia. in collaboration with the UNICEF FGM, with young men and boys pledg- Somalia Communication Section. ing that they will marry girls who have Long-term goals not been cut. The (over the next five years): To mark the end of these first sessions youth groups have also prepared dra- To strengthen the organizational and of the training of trainers’ courses on mas and presentations on the need to managerial capacities of 3,200 youth LOD and NFE, the YEDP programme raise awareness about and prevention leaders from 800 community-based was formally launched in Hargeisa, of HIV/AIDS, against khat chewing and self-sustaining youth groups – Somaliland on 22 September 2002. The and on the promotion of peaceful reso- at least 40 per cent girls’ groups – ceremony was presided over by the lution of conflict and girls’ education. and civil society organizations work- Hon. Mohamed Farah Mohamed and ing with adolescents. the Hon. Ahmed Yusuf Dualeh, the These issues have been generally well To develop and have adopted by then Minister for Youth and Sports and received by the communities because relevant authorities a holistic and the Minister for Education of the local leaders recognize that young gender-sensitive youth development Republic of Somaliland respectively. people are motivated to improve com- policy. munity life. But activities must be With the education section, to pro- In mid-July 2003 the LOD follow-up carefully coordinated with community vide numeracy, literacy and life skills

70 71 9 education, equivalent to primary equipment and resources, as well as level, for 40,000 illiterate or semi- seed money for tournaments. Some literate young persons, of whom at support has also been made available least 40 per cent are female. for youth resource centres and To provide opportunities for 40,000 libraries, primarily in the form of soft- young persons – at least 40 per cent ware and learning materials. female – to participate in indoor and outdoor sports and recreational As the YEDP project continues to Surviving the War on and cultural activities. expand, there will be additional work To establish effective networking, to do, in particular building expertise Adolescents in Northern Uganda consultative and management struc- in psychosocial support and vocational tures to enable the adolescents to training. take key roles and responsibilities in the community as agents of change. LESSONS LEARNED

UNICEF’S ROLE It is important to include girls from the outset in order to build their UNICEF has played a key role as a leadership capacity, and to make catalyst and facilitator in the YEDP specific efforts to overcome the initiative. At the beginning of the social and cultural barriers that exist CONTEXT abducted and made to commit atroci- process UNICEF staff, in collaboration to their participation. ties against their own friends and with local NGO partners and youth Adolescents will be most effective if For the last 17 years, the region of communities, and thousands of girls groups, helped identify youth mentors they are able to help determine pro- northern Uganda known as Acholiland have been sexually enslaved as part and trainers to participate in the work- gramme priorities and goals. Asking – the districts of Gulu, Pader and of LRA rebel forces. As a result of this shops. UNICEF had already established them questions and listening to what Kitgum – has been torn apart by con- violence, many social and community a working relationship with many of they say is important to them. flict. The Lord’s Resistance Army (LRA) structures are in a state of collapse, these groups, and the new focus on Young adults in their early 20s are rebel group has targeted young people and more than 80 per cent of the participation helped to broaden the very effective as role models and for abduction and brutal attacks, population is internally displaced. network and strengthen working mentors for adolescents. making Acholiland the scene of some Roads, schools, villages and families relationships. Look for ways to provide a range of of the worst violence ever committed are falling apart, and young people services to accommodate the many against children and adolescents. More are left to find a way to survive amid UNICEF was able to cover the expenses and varied needs of young people. than 20,000 young people have been the terror and confusion. of workshop participants, but there was Flexibility is a key strategy. no additional salary or financial sup- Long-term support is essential. port. Instead, young people have been Once the programme is started, encouraged to generate local interest there must be sufficient guidance and support for their activities. Youth and follow-up from UNICEF and its “Girls in my country keep to themselves leaders have shown considerable inge- partners at the local level. nuity and enthusiasm, holding discus- Provide guidance and encourage and are quiet. Doing the study and advocacy sions and meetings with local officials discussion but don’t try to force with the Women’s Commission and my peers and NGO groups. Local community issues or actions. leaders have also been instrumental in Adolescent participation in events was helpful because a girl like myself the process. The idea is for UNICEF to and activities is not, in itself, enable youth groups and provide the sufficient. However, it is an excellent can stand up for herself and advocate for others. training and technical support, to make catalyst to encourage their involve- I now have the confidence to talk to room for their own capacities to grow ment in substantive issues that and develop. affect their lives. Gradually they policy makers about girls’ rights. I want to continue can learn and apply new skills UNICEF was also able to provide, on a towards community development to help other girls gain the same confidence.” limited basis, sports and recreation and peace-building. AKELLO BETTY OPENY, ADOLESCENT RESEARCHER, UGANDA

72 73 Although the Ugandan People’s of a youth organization in Gulu, a researchers, coordinating youth and via e-mail and telephone with the Defence Forces (UPDF) are responsible small team of adults performed this groups and15 adult advisors from the World Vision Children and War Center, for maintaining security for civilians coordination function there. Their community working together with Gulu Support the Children Organization in northern Uganda, they have so far activities were also facilitated by inter- two project coordinators from the (GUSCO) and Uganda Red Cross in faltered in the task and at times con- national organizations, including Women’s Commission. The overall Gulu. The Women’s Commission also tribute to child rights violations, includ- UNICEF, the International Rescue project seeks to improve services and consulted young people, including ing the sexual exploitation of girls. Committee (IRC) and World Vision. protection to adolescents affected Sudanese refugees, internally displaced Insecurity also severely limits access by armed conflict globally. The next Ugandans, former child soldiers, to the civilian population by human- The objective of the study was to phase of the project is to create a children orphaned by war and AIDS, itarian assistance agencies. provide adolescents with the tools to comparative analysis of the findings, child heads of household and others. identify and investigate key issues develop lessons learned and expand In addition, an estimated 200,000 facing adolescents in war-affected coordinated advocacy for policy refugees from southern Sudan have communities, and to carry out targeted and programme change, including in IDENTIFYING THE TEAMS taken refuge in northern Uganda, advocacy for concrete changes in collaboration with UNICEF. fleeing a two decade-long civil war. policy and programmes to improve The Women’s Commission had Among the nearly 27,000 Sudanese their situation. It was hoped that the developed basic guidelines and criteria refugees formerly registered in the process would also inspire adolescents THE PROJECT TAKES SHAPE for identifying adolescent researchers Achol Pii refugee settlement in the and provide them with ideas and and other local partners, which were Pader District, almost 10,000 were additional skills and resources to take In 2000 the Women’s Commission adapted to fit the local context. under 18 years of age. Following an further action on their own behalf. published ‘Untapped Potential’, a land- Gender, geographic and social diversity LRA attack and massacre in the mark report on the effects of armed were key criteria to ensure broad settlement in August 2002, the popula- The work accomplished by the conflict on adolescents. In the course representation and to maximize the tion has been displaced again to adolescents who participated in the of the study, it became clear that a new opportunity for adolescents in the Kirandongo. project has continued to inform deci- strategy was needed to build a knowl- various communities to learn from sions about programmes and policies edge base about the experiences and each other. implemented in northern Uganda, struggles faced by adolescents in RESPONSE including strengthening current efforts war-affected countries. The Women’s Logistics governed much of the selec- and new projects that involve them Commission recognized that young tion process. Because of security From May to July 2001, the non- in key leadership roles. It has also led people would need to play a key role in problems and the Ebola outbreak in governmental organization (NGO) to the formation of a new adolescent- such an effort. Gulu, selections did not take place until Women’s Commission for Refugee run NGO in Gulu and further informed the Women’s Commission arrived to Women and Children conducted the work of the youth NGO involved The Women’s Commission travelled conduct the study. At that time, local a participatory research study on the from Kitgum/Pader. Following the to Uganda to identify potential partners NGOs posted a notice for interested situation of adolescents in Acholiland. completion of the study, the Women’s and participants. With help from young people and adults, and the Fifty-four Ugandan and Sudanese Commission has continued to work UNICEF Uganda, a Women’s Commis- Women’s Commission conducted adolescent girls and boys living in with many of the adolescents and sion staff person visited Kitgum and interviews and made selections accord- these districts were the principal youth groups involved, providing Lira in the northern region and consult- ing to the mutually agreed-upon researchers and advocates for their technical assistance to them and to ed with international and local NGOs, criteria. Organizers felt that, given findings. With support from the local and international organizations as well as district government staff, competition among young people in Women’s Commission, a local youth and government agencies supporting including the International Rescue an atmosphere of scarce resources groups and adults, they worked in two their work. Committee (IRC), Associazione Volon- and limited opportunities, there would separate teams – one in Gulu, the tari per il Servizio Internazionale (AVSI), be more trust in outcomes if the other Kitgum/Pader – to design and The project is part of a series of partici- the Concerned Parents Association, Women’s Commission made the final shape their methodology, conduct the patory studies and advocacy involving Watwero (We can do it!) youth organi- choices. research and analyse and report on adolescents in situations of conflict zation and Meeting Point. Discussions their findings. and post-conflict that the Women’s were also held with the Kitgum District By contrast, in Kitgum and Pader, the Commission has also undertaken in Community Development Office. Watwero youth coordination group A local youth organization fully man- Kosovo, Sierra Leone and on the Because of the Ebola outbreak in Gulu received strong mentoring from the aged the budget and helped the Thai-Burmese border. Each of the at the time, preparations for IRC, including psychosocial support. adolescents coordinate their work in country projects includes two sub- the Gulu team were made through Thus Watwero had more lead-time and Kitgum/Pader and, in the absence teams of approximately 50 adolescent World Vision Kampala in the south, their process of team selection, which

74 75 took place before the arrival of the out every aspect of their work, from that one of the young people was ways to meet the challenge of Women’s Commission, was very group training and analysis sessions mismanaging the money. After discus- supporting young people to work detailed. In the Achol Pii refugee settle- and transportation, to stipends for sion and a thorough investigation, it together for themselves and for ment, for example, the process of the participants as payment and the was demonstrated that the rumour was one another is critical and requires selection included essays, interviews, publishing of reports. In Acholiland, not true. Another issue the young long-term commitment. and public speeches where this was a lot of money. Transparency people had to face was exactly why adolescents voted for the strongest was essential. The Women’s they were involved in the project. Designing methodology team. Also, for security reasons and to Commission also had to be prepared What was their motivation? Money? obtain a diversity of involvement, the to address the risks involved, including Prestige? At one point the youth in Both the Gulu and Kitgum/Pader teams Kitgum/Pader team was divided into a loss of funds or in-fighting. Gulu complained that their internation- participated in a three-day training, four sub-groups, including a refugee al NGO partner – World Vision – where Women’s Commission settlement, an internally displaced During the initial training of the whole had imposed too much outside control researchers and local professionals persons (IDP) camp, the town centre team, the budget was reviewed by on the project and on the available guided them through a process of and a remote village. all participants, and the groups needed funds. They insisted that they should identifying their purpose as a team, to agree on how to manage it and make decisions, which they carried out learning about research and developing Adolescent research team members make decisions based on its con- democratically. and practicing their methodology. were of both sexes, from 10 to 20 years straints. Once the funds were assigned old and included returned abductees, to the youth groups, they were Through these growing pains, the The first task was to define the bound- internally displaced Ugandans, responsible for deciding how to priori- young people learned from experience aries of the investigation. This was Sudanese refugees, adolescents living tize and where to spend the money about responsible oversight. The done by having the young people in and out of camps, those orphaned to meet their project goals. For exam- experience provided them with the address a few basic questions: What by war and by HIV/AIDS, students and ple, if a team wanted to conduct skills to write proposals with realistic are the main problems facing youth out-of-school youth, working youth, research in a particular village but budgets and action plans. Some of in northern Uganda? What are some adolescents with disabilities, youth travel there was expensive, the the young people on the Gulu team solutions? And who are ‘adolescents’ activists (e.g. for peace), teen parents members needed to determine their formed their own NGO, wrote propos- and ‘youth’ in northern Uganda and adolescent heads of household. options and make decisions accord- als and raised funds to address today? The young people demonstrat- Most of the young people were literate, ingly – possibly asking an NGO to HIV/AIDS awareness, especially among ed that they were most knowledge- but some were not. Adults with a take them or making alternate plans girls. Watwero youth group deepened able and therefore best equipped commitment to and/or experience of so they would not curtail research its focus on human rights and has to define their world. This led to frank working with young people were also elsewhere. developed projects to follow up and open discussions among the included, and many who joined the on research findings. For example, it teams. For example, the young project also worked with NGOs. Overall, the young researchers were advises a Danish-funded initiative researchers made a decision not to regarded as young ‘professionals’. to increase secondary school seek direct testimony on the issue Managing project money: Each team member and the youth opportunities for adolescents in of sexual violence, agreeing to address constructive and controversial groups were paid for their work, based northern Uganda. the issue only if the young respon- on reasonable local rates. Not only dents raised it themselves and ensuring From the beginning, the Women’s did payment help reinforce the notion The Women’s Commission maintains confidentiality. Or, they followed up Commission gave the young people full of pride in and responsibility for that financial accountability among with individual interviews and made control over the project funds. If the good work among the young people, young people is essential to participa- referrals for further support if needed. project was to realistically assist in it meant that they could forego other tion, capacity-building and sustain- building young people’s capacity and income-producing activities in order to ability, but the commitment to let The teams decided to conduct a thereby increase sustainability, the participate. Without at least some young people ‘learn through combination of focus groups, individual young people needed to take responsi- funds, many would not have been able experience’ comes with the risk of interviews and surveys of top adoles- bility and learn the skills of programme to eat or provide for their families. making mistakes that all have to be cent concerns. The young researchers management, including the essential The Women’s Commission developed willing to face. The risks are particularly contacted focus group participants task of managing a budget. Giving budget accounting forms by line strong in an environment where there by reaching out to their peers through young people control over the funds item and worked with the teams on is competition for scarce resources. local schools, community organiza- proved constructive, but also very reporting expenditures and procedures. Those who receive even a little sup- tions, church groups and camps for controversial. port, such as a meal, may be seen as IDPs and by word-of-mouth. They used Problems arose. For example, in privileged by schoolmates or com- questions on a range of topics they Each team had nearly $10,000 to carry Watwero a rumour was circulated munity members. Finding constructive had developed in their training. The

76 77 individual interviews provided more people and many southern Sudanese. The adolescent participants found doubly motivated to do their best and in-depth examples of a range of Although the length of the sessions themselves better equipped to face faithfully report the concerns of their adolescent experiences, and the ‘top varied, in general the groups spent an their problems, not only with increased communities. In follow-up, it has been concerns’ surveys developed by hour and a half talking in the focus self-esteem but also with communica- found that the adolescents have the adolescents helped them weigh groups and then half an hour filling out tion, advocacy and management skills. formed energetic, knowledgeable net- the emphasis placed on each concern the surveys. Attendance at the sessions As a result, they were enabled to works for further youth-led community- raised in discussions. was voluntary for participants, and formulate actions in effective ways and based action. The Watwero youth they were informed that their testimony to change their lives for the better. group, in particular, has the potential The focus group might be used in printed reports but The most important avenues of action to immediately build on the capacity that their identities would be kept proved to be (1) advocacy and (2) and experience gained in the process The research teams conducted their confidential for their protection. The community development and peace- of coordinating the study and to work in smaller groups or ‘sub-teams’ taking and publication of photos building. Having been given an provide leadership in developing new that included two to four adolescent was only permitted with the verbal opportunity to play a key role as actors opportunities for adolescents to take researchers and one local adult agreement of the research participants. and experts in their society, the on additional projects. research advisor, together with a adolescents became a source of mutual Women’s Commission coordinator. At the end of a three-week research support and inspiration for one When convening the focus groups, the period, after – phenomenally – inter- another. ASSESSING IMPACTS adolescent researchers took the lead viewing more than 2,000 peers and in explaining the project to participants, adults, each team reconvened to The researchers on both teams enjoyed The key to success is to create a role posing questions, generating dialogue, analyse their findings. The adults getting to know one other and the for young people as advocates in their taking notes and administering the worked with coordination group mem- young people they interviewed. They communities, making sure that the survey. One of the adolescents led the bers to produce short team reports. confronted their nervousness at speak- community understands and supports discussion, two took notes and one The team reports were then provided ing in front of others and met other their efforts. An open and trusting rela- local adult, along with the Women’s to the Women’s Commission, along new challenges with growing confi- tionship with local tribal or community Commission coordinator, observed and with the young people’s original dence and excitement. They also leaders, as well as local police, is assisted as needed. The adults also notes and data, all of which formed the worked through disagreements and essential to build a relationship of trust. helped the young people organize their basis for a final report produced by dissent about the process and support- The young people will then have the paperwork before and after each the Women’s Commission on behalf of ed each others’ progress. While they confidence to address difficult issues session. Following the sessions, the all participants. had received no promises that their that affect their lives, including vio- adolescents discussed and wrote up efforts would produce the desired lence, sexual abuse and HIV/AIDS. summaries of the overall findings, outcomes, the process showed these using standard forms created by the RESEARCH OR PSYCHOSOCIAL adolescents the potential value of As their findings created some Women’s Commission. SUPPORT? research and advocacy, and of hope controversy in the community, it was and of confidence in themselves and important that the young people were The ‘sub-teams’ could be all boys, all The youth participatory research others. They developed critical thinking not undermined by the criticism of girls or mixed. During the training project played a dual role in its impact skills, understanding for themselves local authorities or community leaders. dynamics were discussed, including the on the young people of Acholiland. what young people need and what For that reason, the Women’s Commis- advantages and disadvantages of mix- There is no doubt that the project pro- young people’s roles in community sion took responsibility for the final ing boys and girls on one team. The vided psychosocial support and built decision-making and programming project report, making sure that the young people did some experimenting, confidence and self-esteem among the for youth could be. All these skills and young researchers were not held and it was found that a focus group adolescent participants. However, the experiences are proving useful in accountable for controversial state- of about 10 was optimum, allowing all project was not primarily a psycho- other areas of their lives. ments. In one case, for example, members ample time to speak. social intervention. The purpose of the adolescents accused members of the Respondents were identified in the project was to build capacity and The adolescents knew that the research UPDF of sexual exploitation and notes by numbers to protect their support development among adoles- would be followed by advocacy abuse. The protection from the identity. cents. The dual impact of the project activities involving members of their Women’s Commission allowed happened naturally, because the issues teams in making presentations to adolescents to be more frank in their Sessions were conducted in the the young people addressed in their governmental, non-governmental and findings. language of choice of the participants, research were traumatic and their UN decision makers, such as at the mainly Luo, also known as Acholi, testimony involved a kind of ‘peer-to- UN Special Session on Children in One key priority was developing a role the native language of the Acholi peer counselling’. September 2001. They were thus for adolescents. When the Women’s

78 79 Commission first arrived in Gulu and recommendations: coordinating with the adolescent resisting impulses to fill gaps of silence invited adolescents to join in the Create a full-scale emergency researchers to promote conflict with their own thoughts or to jump project, no girls showed up. Eventually, education plan to get young people resolution, education and health-care in with help rather than letting the through concerted efforts with local back into school and to save their services. adolescent researchers work through groups and NGOs, the girls did partici- communities from further ruin; their tasks. Ultimately, however, pate and they proved themselves Press for peace in northern Uganda most adults managed to assist the to be strong leaders. But often, when it and southern Sudan, and put an THE ROLE OF THE WOMEN’S adolescents well, offering them helpful came to issues related to gender, the end to the dependency on COMMISSION suggestions rather than trying to boys were more outspoken. Due to humanitarian assistance; instruct or direct them. their traditional roles in the local Dismantle the IDP camps, where The Women’s Commission initiated society, girls needed more time and overcrowded and unsanitary the project and provided financial and Adults interviewed by adolescents encouragement to play active roles and conditions are a breeding ground technical support throughout. It also were also largely welcoming of the initiate advocacy at local levels. for disease, and where people maintained a personal and long-term young people’s research activities and are targeted for violent attack and commitment to the young people, responded to them openly as long Some local teachers served as adult abduction. which continues to inspire additional as the researchers showed them the advisors to the project and some follow-up to the project. IRC Uganda’s proper respect. Younger adolescents of the adolescents participants were Specific impacts: Psychosocial Program in Kitgum and were especially in need of guidance attending local schools. But most The adolescents on the Gulu research World Vision Uganda’s Children and from adults and older adolescents adolescents in Acholiland do not have team have formed a youth group, War Center in Gulu provided invaluable in undertaking their research responsi- the opportunity to attend school and Gulu Youth for Action (GYFA), support to the teams, encouraging bilities. All the adults were impressed so it is not possible to work through to follow-up the findings and recom- and facilitating their work from start to by the enormous dedication of the the schools in implementing the mendations of the study. GYFA finish. adolescent researchers and their project. The major areas of outcome obtained $5,000 to train peer ability to accomplish their work so and results were therefore community- educators to follow up the reproduc- The project did not ‘belong’ to the successfully. based. tive health issues. In addition, Women’s Commission, however. the Watwero youth group in Kitgam It belonged to the adolescents them- Participation, not manipulation Key findings of the study: is continuing to follow up the selves. This distinction was key to recommendations of the study. the successful outcome, and also Adolescent researchers found that Adolescents are the prime targets of The Ugandan Minister of State in necessary to the development of the there is a fine line between adult the war in northern Uganda and the Ministry of Gender, Labour and young people’s genuine participation guidance and manipulation, and that southern Sudan. During the 17-year Social Development has expressed and capacity-building throughout efforts must be made to allow young conflict they have suffered from interest in replicating the adolescent the implementation. people to set their own goals and abduction and have been forced to participation methodology in a determine their own priorities. By talk- carry out atrocities. They have lost their large-scale psychosocial support This meant that adults involved in ing to hundreds of their peers, the friends, families and communities. project. the project needed to come to terms adolescent researchers learned about In addition, they are without schooling The US Government Coordinator for with their relatively limited role as the problems faced by their friends or health care. They ranked their Refugee Assistance for the Great guides and facilitators in the service and what they wanted to do to try to most urgent concerns as: Lakes Region has secured funding to of the young people’s leadership. solve them. They were eager for Insecurities, abductions and murder expand the secondary school for The role of adults was to keep the adult guidance but not control, and Displacement Sudanese refugees in Achol Pii young people generally on track and to they enjoyed taking on responsibility Lack of education refugee settlement. help them organize themselves. The and becoming respected spokes- Lack of parental and family care, and The UN Office for the Coordination adult advisor would intervene in the persons. an increasing number of children of Humanitarian Affairs (UNOCHA) young people’s conversations and orphaned by war or HIV/AIDS will bring a group of the adolescent decision-making only when necessary The research process in northern researchers to present the study’s or requested. Uganda demonstrated that adolescents’ Other concerns included poverty findings and the recommendations ability to be proactive decision makers resulting from the conflict; lack of food, at the monthly donor meeting At first, it was difficult for the adults decreases the risk of their becoming shelter and health care; child abuse; on northern Uganda, which UNOCHA to put aside traditional authority merely passive observers of pro- and sexual and gender-based violence. hosts. structures that give precedence to their grammes and policies that happen The Danish Agency for Development opinions or ways of doing things. By around them or, worse, being Adolescents made the following Assistance (Danida) and NGOs are their own admission, they had trouble manipulated by adults – even those

80 81 adults with their best interests at have to be very careful about how we themselves, that adolescents bring to adolescents in the project who heart. If the adolescent researchers had work with adults. They also don’t their activities influence the quality are not in school, to create diversity not been able to shape the questioning always trust us with new initiatives and nature of their participation. and prevent exclusion. of their peers and adults, and review because we don’t have so much A core group of adolescents need to It’s possible to provide direct the budget and make decisions about experience. We need to continue to be literate, to deal with the focus support for the project at intervals. In its implementation, they would have build our partnerships through groups and surveys. Others can learn this case, the Women’s essentially been following the direction experience and show the effects of along the way. Commission helped set up the of adults. Challenging adult control our work.” It’s possible to reach adolescents project and then went back to New over finances on the Gulu team was a who are out of school through youth York, where they provided support turning point that led to genuine groups, NGOs, church groups and from a distance. They later returned adolescent leadership. Moreover, the LESSONS LEARNED other community-based organiza- to Acholiland to help draw up the adolescents showed a healthy scepti- tions. It’s important to have some conclusions and outcomes. cism during their work, questioning Trust and openness are necessary and shaping the process in ways that ingredients to allow something made sense and seemed fair to them. to happen. Be transparent about Without these experiences, adolescents goals, objectives and problems — would run the risk being co-opted into it will build trust and bring the best processes that may simply use them, results. rather than helping to develop their Adolescents are a source of enor- skills or to empower them. mous and invaluable ability, creativity, energy and enthusiasm. One of the young people who co- With proper guidance, their ideas founded the GYFA organization, and efforts can make an important following participation in the initial contribution to resolving conflict research and advocacy work, had and rebuilding communities. this to say: Adolescents enjoy and learn from engaging in constructive activities, “On the personal side, doing this especially when they are making research has increased my understand- decisions, providing leadership ing of gender and development and taking action. With encourage- issues. I came to understand those ment, support and guidance, their terms more as we met more people, participation builds capacity in and I realized that we are addressing ways that are useful to their lives only the effects but not the causes beyond the tasks at hand. of gender discrimination, and a shift Care should be taken that well- is necessary. GYFA is working to intended participatory processes sensitize other young people to the do not impose adult views and causes, not just the responses.... values, and result in further We haven’t, however, achieved as manipulation of adolescents. Full many goals as we hoped. When we participation goes beyond started a project related to reproductive consultation to decision-making health, an adult responsible for this and opportunities for leadership. sort of work in the town was angry that Involving young people in research he wasn’t consulted before we began. and assessment places them in Consulting him would have been a position to advocate on their own fine, but we don’t need scrutiny so behalf and to enter community much as we need technical support. discussions using information and A lot of adults just want to be paid, knowledge gained, adding legitimacy not to be really helpful. There’s too to their contributions. much corruption, and we need to The variations in experience, skills get around this. So, sometimes we and perceptions, including about

82 83 10 Children associated with rebel forces reunification were in progress. were used for various functions. Some were combatants; others were During the disarmament process porters, cooks or spies. Thousands there was little opportunity for young of girls were abducted and forced to people’s participation. The primary provide sexual services to male objective was to separate children from soldiers. Hundreds of thousands of the adult combatants as soon as Participation of Young People in other children in Sierra Leone were possible and to move them to ICCs for also affected by the war, through tracing. The goal of the demobilization the DDR Process in Sierra Leone exposure to violence and traumatic process was to provide a structured events, loss of family members, and supportive environment, but not loss of home and continual violations institutionalization. The ICCs were of their basic human rights. intended for as short a stay as possible, before the children were reunited On 7 July 1999, in Lomé, the Govern- with their families and communities. ment of Sierra Leone and the armed opposition Revolutionary United Although there was recognition of Front (RUF) signed a peace agreement the need to promote children’s that was to end the country’s eight- participation, the atrocities that had year conflict. The difficult task of occurred during the war initially led to CONTEXT Most of the children who fought with disarming and demobilizing very large a level of caution and control in the rebel forces were abducted from numbers of child combatants and centres that allowed little room for Boys and girls, some as young as their homes and families at a very helping them to return to a normal children’s expression. In some cases, five, fought as combatants in Sierra young age, and many were forced to life with their families and communities there was a lack of communication, Leone’s internal armed conflict. kill and mutilate under the influence began. When demobilization was and misinformation resulted. The Children were singled out for recruit- of drugs or alcohol or simply out of completed in January 2002, almost children and even the adults did not ment by both the armed opposition fear. Former child combatants often 70,000 ex-combatants had been know what to expect or what roles and forces fighting in support of the say that they do not know why Sierra demobilized and given resettlement they would play. Added to this was a government because they were Leoneans were killed by Sierra benefits. Of that total, almost 7,000 long-standing cultural resistance to obedient and easily manipulated. Leoneans. were children. children making decisions about their lives. However, there have been more opportunities for young people’s ACTION participation during the reintegration process, particularly during community “It is important for you to know that the journey The creation of an official disarma- reconciliation. ment, demobilization and reintegration I have made so far has been less difficult (DDR) programme in Sierra Leone The strategy that proved most effective was a central tenet of the Lomé peace in engaging children’s participation because I entered the DDR programme. accord, the first such agreement to during DDR was an approach that I did bad things in the bush and I saw recognize the special needs of children promoted both their rights and respon- in the DDR process. UNICEF was the sibilities. Most children in Sierra Leone very bad things done to both children and adults. lead agency for child protection take on some responsibility for the during the process. Children who had welfare of the family from a young age, Removing the gun from me was a vital step for me. been separated from their families but the war forced children into The programme helped me feel were demobilized and transferred to situations where they had to cope and interim care centres (ICCs) supported think for themselves. Children who natural and normal again. It helped me develop by UNICEF. They were provided were part of the fighting forces often with health-care services and found themselves in positions of ways to fit into society again.” psychosocial counselling, and partici- authority. This distortion of a child’s ALHAJI BABA SAWANEH, FORMER CHILD SOLDIER WITH THE RUF, pated in educational and recreational role created problems, but a number ADDRESSING THE SECURITY COUNCIL ON 20 NOVEMBER 2001 activities while family tracing and of children had experience that could

84 85 be re-shaped so that they could FINDING THE KEY TO UNLOCK Some participatory psychosocial sup- for enrolment and proved an easy learn to take on new responsibilities YOUNG PEOPLE’S CAPACITY port was also made available. For and cost-effective way to get children and return as responsible members Psychosocial support example, some children who had been back in school. It also helped schools of society. The children needed successfully reunited with their families deal with their desperate need for opportunities to rebuild their confi- In order to return children to their through ICCs later assisted in the supplies and provided educational dence and self-esteem and regain communities, it was necessary to find reunification of other former fighters, assistance at a crucial time, when the the trust of their communities. a way to overcome the horrors they providing peer-to-peer support and Ministry of Education, Youth and had experienced during the war. The encouraging children to return to their Sports was not able to institute a The involvement of children in educa- enormity of the task – providing families and communities. national programme. Due to the tion and child rights was particularly psychosocial support to thousands of success of CEIP it was continued and, effective, as was the responsibility children – was daunting. Initially Education as of September 2003, more than 3,000 placed on older children in the ICCs to every effort was needed to help create children were receiving support. watch over younger children and a ‘normal’ environment for children, From the beginning of the reintegration However, the CEIP programme is provide a positive role model. No to restore their hope in the future and process it was clear that education dependent on funding and is matter how structured the centre’s equip them to return to society. would be the most powerful force in experiencing difficulty in maintaining activities were, however, agencies Education, skills training, sports and the process of social reintegration. adequate long-term support for the began to realize that rehabilitation was cultural activities were encouraged By the middle of 2002 UNICEF, together thousands of children still waiting not just about the psychological to help the children develop relation- with other child protection agencies, to return to school. Discussion is process of normalization, or a matter ships with each other, with their had begun to focus on the Community underway to devise a transition plan of education or skills training for a counsellors and with their com- Education Investment Programme so that educational support can new way of life. Former child soldiers munities. (CEIP). In fact, the programme was continue, but it will be broadened had to work out ways of forging new largely a response to the growing to benefit all children in the national social identities for themselves in UNICEF and its partners have taken demand from children themselves, who education programme. post-conflict Sierra Leone. In town a broad approach to the implemen- said that going back to school was meetings and carnivals and on radio tation of psychosocial services. The their greatest desire. CEIP was initiated Children’s Clubs in the Community- broadcasts children were given the approach focuses on the need for in 2001 by the National Commission Based Reintegration Programme opportunity to speak to the village peo- rehabilitation and recovery, as well as for Disarmament, Demobilization and ple, asking for and receiving the community-based reintegration. It Reintegration (NCDDR), working By early 2002 it became clear that forgiveness of their communities has been possible in some cases for together with UNICEF and implement- a change was needed in the Child for the acts of violence they had children to play an active role and ing partners. It was intended to Protection Network (CPN), in order to committed during the war. They also to express themselves through drama, provide a standard package of material develop a participatory and therefore developed ‘jingos’ or short songs group discussion, music and art. assistance to communities to support more sustainable approach to reinte- expressing their feelings and their wish Another important activity that has education efforts as children reinte- gration. To accomplish that shift in to return to their communities, and been crucial to the reintegration grated back into their communities. focus, planning meetings and work- they performed these songs in village process is traditional practices, where The programme hinges on war-affected shops were arranged together with settings and on the radio. All these children who have been with the children being admitted to schools the Ministry of Social Welfare, Gender activities allowed them to reach out fighting forces are accepted back into without payment of fees. Instead and Children’s Affairs (MSWGCA) in and express themselves and give their families and communities of tuition fees, the schools participating April and May 2002. This initial voice to their feelings. through forgiveness rituals and cere- in CEIP receive in-kind support, pre-planning was followed by addi- monies, frequently combined with including teaching, learning and tional discussions between the Although the overall DDR process a psychosocial approach involving recreational materials such as text- MSWGCA and implementing partners was successful, it is important performances of music or drama. books and exercise books, pencils, in January 2003. A Training of Trainers to note that the success varied from These traditional practices are intended pens, chalk, footballs and volleyballs, (TOT) workshop was also conducted region to region according to local to repair the wrongs committed and as well as classroom furniture. with the CPN in January 2003, which circumstances and the capacity restore social harmony. In some engaged local leaders and CPN of implementing partners. cases, a purification ritual was Initially CEIP was intended to provide members in developing a strategy for performed where children bathed the temporary support to re-start a community-based reintegration. feet of their mothers and then drank devastated educational system. One the water, in order to purify themselves year of education was guaranteed Children’s Clubs are a key peer-group before the community and appease for former child soldiers, which relieved component of the transitional activities the ancestral deities. families of the initial financial burden in the Community-Based Reintegration

86 87 Programme. The goal of the clubs and career development. Clubs also VOCATIONAL TRAINING The vocational training has begun to is to sensitize and motivate children in organize agricultural and small focus on helping children explore community participation so that they business projects, helping to generate For some of the older children, a number of different activities and are able to integrate themselves income for young people. In one between the ages of 15 and 17, the options for their future. During follow- into community life. Children’s Clubs community the Children’s Club raised idea of returning to school can be frus- up some adolescents have given serve many diverse functions, from money to purchase a projector that trating and difficult. Their interests feedback and have been able to make offering recreation and education they have used for video shows, may be more suited to learning voca- a more informed choice about which opportunities, to providing social sup- charging a small admission fee. tional skills so that they can find work skill is most desirable and useful port, to affording opportunities for The ‘video theatre’ has proved a and earn an income. Vocational training to pursue as part of their reintegration participation in community service. popular source of entertainment in activities have served these older plan, based on their own talents and Membership is based on the location the town. youth, helping to develop their talents aptitudes and on a needs assessment of children’s home village. The clubs in business and trade. of their home locale. provide a vehicle for children to The Children’s Clubs decide for them- participate and take on leadership roles selves what they want to focus on, During the reintegration process, Sports in their communities in the rebuilding and the child protection agencies help young people were given the opportu- of social services. them accomplish their goals. Rep- nity to choose a skill to acquire and, In the ICCs sport was used to encour- resentatives of the Children’s Clubs in some districts, they have successful- age interaction between children in The Children’s Clubs are a new also participate in the community- ly apprenticed with local artisans in the centres and local children. The initiative and have progressed further based Child Welfare Committees their communities. For example, children in the ICCs and the children in some regions than in others. In (CWC), which include community lead- apprenticeship programmes offer from the communities formed teams the east, in Kailahun and Kono districts, ers, religious leaders, teachers and opportunities in carpentry, auto and played and competed with the clubs have already been estab- parents, and are instrumental in mechanics, masonry, tailoring, baking, other teams in nearby communities. lished and are beginning to function. supporting children’s reintegration tie-dyeing and hairdressing. But This has helped them become friends For example, during the Paramount and promoting education, health training alone does not create employ- and overcome the barriers that were Chieftancy Election in December and development. This links the ment. A problem arose because there created by the war. Later, as children 2002, Children’s Clubs throughout the Children’s Clubs to community life and were too few opportunities, and too were reintegrated into community District organized peace-building objectives. Efforts are underway to many youth in urgent need of help schools, sports continued to play a key activities, such as community discus- organize the local Children’s Clubs and support. role in helping to rebuild self-esteem sions and meetings, as well as dances, at the national level through the and to made it easier for children to musical performances and other Children’s Forum Network, which An additional problem was that some relate to their peers. cultural activities geared towards rec- currently exists in Freetown, and at adolescents chose or were placed in onciliation and peace-building. In the regional levels, i.e. Makeni, Bo and training courses that did not adequately Team sports are especially successful north the clubs are only just beginning Kenema. This will allow the children consider future job opportunities. in encouraging children and adoles- to be established, but there is consider- to organize regional and, ultimately, For example, some youth wanted to cents to form friendships and to able interest on the part of children national events. learn auto mechanics, but there were interact in a positive way. Sports and indications that the clubs will no vehicles to service in their commu- activities can channel aggression, become active. In the south, in Bo and Although girls play an active role in nities. This lack of coordination allowing children to learn non-violent Bonthe Districts, the Children’s Clubs the Children’s Clubs they have not occurred primarily as a result of the methods of conflict resolution. Sport are active in community peace-building taken on leadership roles in most failure to involve children and their teaches children about fair play, and activities such as town clean-up, cases. Specific strategies are needed communities in the planning. It was teamwork and respect for others. It which contributes to improving the to help girl members of the clubs soon evident that the key to a success- gives everyone a chance to join in health, sanitation and hygiene of overcome social and cultural barriers ful apprenticeship programme is and participate, to become part of the communities. to their participation so that their establishing links with the local labour team. needs and interests are addressed market from the outset, and creating Topics covered at club meetings in meetings and group activities. partnerships and alliances with the Since September 2002, the non- include club management, participation Special efforts are also needed to private sector. By involving children governmental organization (NGO) Right in community activities, education, include children with disabilities as well as members of the local To Play has been training coaches in skills training, traditional and recre- in club activities and to take into economy, it is possible to design Freetown and the surrounding regions ational activities, sporting events, account differing levels of literacy vocational training that is personally of Koidu and Makeni. Right To Play, youth-to-youth peer counselling, among members. rewarding and relevant. together with its partner NGOs, health care and HIV/AIDS awareness, including the International Rescue

88 89 Committee (IRC), Caritas Makeni, to sensitize communities about the by reintegrated adolescents. Radio exercise because there were few Enfants Refugees du Monde and the victimization of girls during the conflict broadcasts have helped to identify and opportunities to involve children at Association of Sports to Improve and most girls feared the stigma of locate girls who are still being held by that stage. However, once they arrived Refugees (ASPIR), is working to build a admitting eligibility for demobilization. their captors or those who were in an ICC, children participated through national network of trained coaches to Many girls were aware of the risks abducted and have since been released democratic representation in the work with former child combatants. of sexual infections they carried as a or have escaped. These ongoing centre’s management. In most ICCs, result of their abuse. They were efforts require collaboration with youth Children’s Councils were established afraid that the sexual abuse they had groups and with women and former and supported in order to foster OVERCOMING OBSTACLES suffered and their lack of knowledge child soldiers. The programme also rudimentary democratic principles and Specific needs of girls with regard to domestic chores encourages self-referrals at drop-in values, and to shift the ‘gun-power’ and community values would make centres. mentality that had taken hold during Disarmament as a military exercise them unwanted. the war. This reduced the number has consistently failed to attract female of incidents of violent behaviour in combatants and, in particular, girls Young mothers were especially ASSESSING IMPACTS ICCs and also helped to limit frictions who have been abducted or forced to vulnerable because their babies were in the community. Throughout the provide sexual services to armed perceived as ‘rebel children’. Many Some efforts have been made to country, ICC managers and supervisors groups. This was also the case in Sierra found it difficult to return to village life. evaluate the success of the DDR held rotational monthly meetings to Leone. As disarmament is the entry Fearing the rejection of their families process. For example, child protection share best practices and promising point into the DDR process it is essen- and communities, they returned to agencies involved in ICC management approaches regarding the management tial that strategies are developed to their commander ‘husbands’, or stayed were mandated to carry out monitoring of the centres and methods for ensure girls’ full participation. in the city where they remain vulnera- of every child in their centre every increasing the participation of children. ble to exploitation and abuse. six weeks so that children were not Long-term reintegration activities In the rush to accommodate the thou- overlooked. The monitoring required also involved young people in planning sands of boy soldiers in Sierra Leone, In order to begin to respond to the multi-disciplinary assessments of each and implementation, and a more the majority of girl soldiers who had rights of these girls, an intensive child to chart his or her progress in thorough evaluation of that process been abducted, sexually abused and intervention was designed by the core areas like health, education and would be useful. forced to accompany armed groups UNICEF Country Office within the family tracing. In some cases the received far less attention. These framework of the CPN and the monitoring was successful, but the The IRC is evaluating of the impact girls, some of whom were ‘camp Community-Based Reintegration Pro- system was patchy and not systematic. of child protection agency intervention followers’, were included as part of the gramme. It provides support for girls More monitoring and evaluation is in the DDR process, including children’s command structure in armed groups who were abducted by the fighting needed. participation. The study covers the and many took part in the fighting. forces and also proactively seeks to southern and eastern districts where If they were assigned to a commander, serve girls and young women in need. Where the monitoring process was IRC has served as lead implementing they assumed a commander’s status. Services include medical and successful, agency staff came together agency. This evaluation, currently However, under the watchful and reproductive health care, psychosocial with the children’s teachers, nurses underway, will contribute to lessons controlling eye of their commanders, counselling, life skills and vocational and tracing agents, providing a holistic learned during the DDR process in they were often afraid to step forward training, childcare, and traditional view of the child’s progress. It also Sierra Leone. and participate in the demobilization ceremonies to expedite reconciliation provided children with an opportunity process. In some cases, commanders with families and communities. Two to express how they felt about life in did not allow the girls whom they groups of children who were abducted the centres and what they would like to UNICEF’S ROLE had taken as ‘wives’ to enter into the during the conflict are served by accomplish in the future. It allowed DDR process. the project. One group is comprised children to speak about their expecta- UNICEF is the lead agency in Sierra of girls 17 years of age or younger; tions and to learn what they could Leone working for children in need Some former girl soldiers moved into the other is made up of young women realistically expect from the reintegra- of special protection, including the the ICCs and reintegration phase, between the ages of 18 and 25. tion process. demobilization and reintegration but insufficient attention was given to They are all encouraged to play an of child soldiers. The DDR process gender-specific services. In addition to active role in activities and in An overall assessment of the impact was led by the NCDDR, which was a the failure of the demobilization decision-making. of children’s participation in the DDR special commission established by the process to address their rights, the girls process has not been carried out. government. UNICEF has collaborated had their own reasons to avoid the For example, an activity that has met In fact, it would be difficult to assess throughout the DDR process with the DDR programme. Little had been done with success is a radio campaign run their participation in the disarmament NCDDR, the Ministry of Social Welfare

90 91 and with local and LESSONS LEARNED Reintegration support is far more as former combatants and isolating international child protection agencies. successful when former child soldiers them apart from the community. Selected care agencies have been Children’s participation in the DDR are integrated with their peers in Sports and recreation are particularly funded by UNICEF to work in the process is most appropriate during schools and in community activities, effective in overcoming social demobilization camps. UNICEF played demobilization and reintegration. rather than categorizing children barriers in the aftermath of war. a key role because it was seen as an The disarmament phase is structured impartial partner by the fighting forces primarily as a military exercise and and, in partnership with child protec- so participation is limited in that tion NGOs and the United Nations Mis- context. sion in Sierra Leone (UNAMSIL), was Children should be included in able to help facilitate the release of chil- the planning, implementation, dren from armed groups. policy development and evaluation of reintegration activities, particularly The first and most urgent priority for schooling and vocational training, UNICEF was to trace the families of so that the programme is tailored children and reunite them. In addition, to address their concerns. UNICEF, together with NCDDR, Counselling and guidance are helped develop reintegration policies needed to assist children when they and procedures throughout the are choosing their educational or DDR process, for example, age verifica- vocational focus in the reintegration tion and disarmament procedures for programme so that their choices children so that they were separated reflect real opportunities within their from adults. Additional measures were communities. put in place, together with child Measures must be put in place protection advisors, to determine that reflect the specific experi- children’s ages through interviews ences, needs and interests of girls and to assess the children’s physical throughout the demobilization development. UNICEF also helped and reintegration process in facilitate the transfer of children to ICCs order to eliminate gender discrim- and provided for their health, psycho- ination. social, educational and pre-vocational Cultural and traditional activities needs. Foster families were found to promote forgiveness, healing for those children who had lost their and reconciliation are especially families. The reunification included valuable in helping children counselling and other support to help to become accepted back into their the children return to their schools families and communities and and communities. can serve as an entry point for children’s participation in In follow-up, UNICEF, together with community peace-building. the Ministry of Social Welfare and Child Children who have been reunited Protection Agencies, has helped devel- and have reconciled with their op guidelines for community-based families and communities can reintegration. UNICEF continues, provide peer-to-peer support and through the CEIP programme and other encourage other former child activities, to support long-term reinte- soldiers to participate in reintegra- gration. For example, UNICEF’s unique tion. They understand the ability to act as a facilitating partner difficulties and know best how to has made it possible for the agency to advise other children. play a key role in initiating and coordi- Effective interim care centres nating the Sierra Leone CPN. (ICCs) are community-based.

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