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Children and young people’s vision for a new Haiti

Posted in children, disaster and emergencies, Haiti, participation, protection, youth, tagged children, consultation, Haiti, Oxfam, PDNA, Plan, Save, SOS, UNICEF, Vision, voices, World, youth on March 29, 2010| 3 Comments »

Report released March 29, 2010

Often adults think that children and youth don’t have the capacity to express themselves or make good decisions. I’ve been working with kids for a long time and I wholeheartedly disagree. It makes me cringe when I hear adults making a big fuss out of something intelligent that a child or a young person says.

I’m not amazed anymore when kids say something profound or brilliant – I’ve come to expect it. When trusted and given a comfortable space to say what they think, children and young people tend to bring critical insights to a situation, especially when it’s one that directly impacts on them and their lives.

So when adults are designing and implementing programs, instead of assuming that they know what is best for children and youth, it’s a good idea to actually ask them and involve them.

The “Children’s Voices in the PDNA” project (implemented by Plan with support from UNICEF) did exactly that: experienced Haitian facilitators developed a child friendly methodology to consult with 54 groups of children and youth – almost 1000 kids in total – in 9 departments in Haiti to find out what they wanted to see in the new Haiti. The resulting document in full can be found here, and is well worth a look-through.

The consultations focused on a few broad areas:

the impact of the January 2010 earthquake on children’s and youth’s lives and that of their communities
their visions for the reconstruction and long-term development of their country
their views regarding their present situations and future risks they may face
their ideas on how they would like to participate the future development of their country.

The project aimed at not only gathering opinions and ideas from the participating children and youth to feed into the PDNA, but to help them understand the PDNA process and how it would link into the long-term reconstruction in Haiti and impact on their own lives. Children and youth were also given the space to share ideas for accountability, monitoring and evaluation mechanisms.

Participants were divided into age-based groups (5-10, 11-16 and 17-24 year olds) for the consultations, and their responses were recorded according to sex in order to ensure that gender-based information was available for future program planning. The 4 main categories of the PDNA were included as well: social sectors, infrastructure, production sectors, and governance/security. In order to ensure a holistic approach when coming up with solutions, the root causes of vulnerability and risk were discussed. Environmental hazards such as earthquakes, floods, landslides, and social risks like child trafficking, child protection, violence and abuse were addressed. A summary of the children and youths priorities by age and sex is found on page 19 of the document.

Children and youth certainly had something to say.

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“I want a different Haiti where we, the youth, have a chance to participate with the government; we can be part of the government and of all activities in the country. In the past, youth had been completely excluded; we need a new strategy or approach to achieve this end.” Boy in age group 11-16, Croix des Bouquets

“I’m sure we’ll have a better Haiti with the participation of youth and children. Then, Haiti would become a beautiful country. Haiti cannot be rebuilt without the participation of children and youth, we are Haiti’s present, we will be Haiti’s future.” Girl in age group 11-16yrs, Croix des Bouquets

“After the earthquake, I have seen a deprived youth. The country had assumed a thinking mind on behalf of Haitian youth. Because in my vision, I saw there was no future for the youth. We need to make men act consciously to facilitate equal distribution of things and to help every citizen according to his needs. My advice would be to decentralize the country, think of the whole country and rebuild the country consciously. Awareness is crucial to achieve a better distribution of international aid so it can benefit those most in need.” 22 year old male, Cyvadier / South-East

“First, the focus group was a very good activity; everyone was involved and conscientious. Everyone had the opportunity to express their ideas and opinions freely. About January 12, I think everyone has his or her own way to live, understand and explain this event. But, there is still confusion and fear among people. They are traumatized and desperate. Now, we must reconsider, give room for everyone, listen to every person with positive ideas in the context of the reconstruction.” 18 year old female, Department of the West

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Permission for two of the participating youth to attend a March 30th Side Event called “A Haiti Fit for Children” and to participate in the March 31^st Donors Conference (both held in New York City), was granted. Ironically, the youth were denied visas to enter the US. In my last post about Haiti I asked “Will Haitian youth go missing again?” The answer is “yes.” But at least we can hope that their voices in written form will reach the eyes and ears of decision makers and donors. I hope that they will listen. Children under 18 make up around 50% of the population in Haiti… if they go unheard, that is a lot of missing voices.

If you are reading this blog post and you plan to launch an initiative in Haiti, I hope you also will take 15 minutes to read through the “Children and Young People’s Voices in Haiti’s Post Disaster Needs Assessment” to hear what these 1000 children and youth in Haiti have to say.

But not only that. I hope that before doing anything on the ground in Haiti, you or someone that you are working with will directly talk with and listen to Haitian children and young people, as well as with their parents, teachers, community leaders, and others in the communities that you are hoping to help or support.

Related posts on Wait… What?

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7 (or more) questions to ask before adding ICTs

Posted in Benin, development, disaster and emergencies, ICT4D, ICTs, mobile and technology, m4D, mapping, participation, protection, smart aid, VAC, tagged Africa, children, data, frontlineSMS, ICT, ICTs, mapping, mobile, mobile and technology, UNVAC, Ushahidi, violence, west, youth on February 12, 2010| 18 Comments »

Drawing by Josh Nesbit (Frontline SMS: Medic) and James Bon Tempo (Jhpiego) from an amazing brainstorming session in early Feb 2010.

When looking at integrating ICTs (Information and Communication Technology) into existing programs, or making an initiative go further or work better with ICTs, there is a lot to figure out before you even get started….

Over the past few months, I’ve been supporting the development of a mobile data gathering/ crowd sourcing and mapping workshop for youth in Benin. The training is part of a broader initiative to reduce violence against children. We’ve decided to use Frontline SMS and Ushahidi as tools in the project because we think (and want to test whether) mobile data collection/ crowd sourcing incidents of violence will allow for a better understanding of what is happening in this area. We also think that geo-visualizing reports of violence against children may have an impact on decision makers and might allow them to better plan prevention and treatment programs and services.

At first I was most worried about whether we could get the technology itself set up and working, but as I started digging in, it was immediately apparent that the technology was the last thing to worry about.

The first thing to consider is probably: Why are you doing this?

Well, we all have our different reasons….. But even in a worst case scenario where someone wants you to use ICTs because they are cool or you have funding for them (*not the case in the project I’m writing about, but I’ve seen a lot of this going around) you might be able to salvage the project if you ask the right questions and get the right people involved in finding the answers. Many of the questions I’m asking myself and my colleagues now will be asked again next week when we are all together on the ground with local staff, youth and community members. I expect there will be more questions added to this list, and that a lot of our current assumptions will change. But here is the starting list that we’re working from (in no particular order, as answering one may alter answers to another one):

1) What are your specific information and communication needs and goals?

Why are you collecting the information?
What will be done with it?
Who will it be shared with and why?
What change will it contribute to?

For example: In our case, we want to gather information on the amount, types and location of violence happening in communities where we are working on a Violence against Children (VAC) project. We want to know where the violence is happening most, and what kind of violence it is. The information will be used by the youth and project participants, staff, and relevant local or national authorities. We want to generate awareness, inform programmatic efforts, and advocate for more attention and services to prevent, respond to and treat violence against children.

2) Are you working within a particular framework or project/program already?

Do you have existing indicators that you want to meet or track using mobiles or mapping or specific information that needs to be gathered? Does someone else have existing indicators or initiatives or information needs or formats that you should be linking in with/ following/ supporting? If neither, you probably need to take a step back and think through your goals, purpose, and outline what your information needs are, and why you are gathering information or setting up a project in the first place.
Who are the target audiences/persons/decision makers/populations that you want to impact?
What information do you need to gather from and/or show to these groups in order to reach your established goals?

For example: In our case, we are framing our whole project within the UN Study on Violence against Children (UNVAC). The study identifies types of violence and contexts in which violence happens. Our information gathering will be set up within that framework. If possible, we’d also like to track the age and sex of those who experience violence, because that can help in designing prevention programs and services.

3) How is the issue you are working on currently dealt with?

Are there local structures that are involved or engaged with your topic/theme/project/initiative already?
What do they look like?
Who is involved in them?
Who currently provides solutions or responses?
How can they be involved/engaged?
What is the existing information and communications flow? Can you tap into it?
Will ICTs improve upon it? (if not, then stop here!)

For example: In our case, we need to know more about the current community attitude towards violence. We need to know more about local mechanisms and whether they deal with violence as a crime or if those who are violent towards children are ever prosecuted (whether via local justice or national judicial systems) We need to know which government services intervene or treat cases of violence. Is there a Child Helpline that we can work with? Who are the local allies? How does this initiative fit into larger district or national initiatives and where are the connection points? How can this initiative enhance and/or improve what is already existing? We will know more about this when we are on the ground next week.

4) What are the parameters for information collecting? What is the local use of ICTs?

Based on the broader framework of your project or initiative, what is the geographic range for information collecting? (1 community? One district? Nation-wide?)
Is there detailed geographical/map information for the area you want to work in? Do you actually need it? If it doesn’t exist, what will you do about it?
How do people in the community use their phones? Are they individual phones? Family phones? Community phones? Who owns phones? Who has access to them?
Do people in the community have internet access? Who? How?
What is your set-up for collecting information and who will collect it/submit it? Eg., do you expect a broad public to use SMS to send in information? Or will you do mobile data gathering where trained individuals go around collecting information using mobile based forms such as those on Frontline SMS Forms module?
How will people find out about your initiative? How will you advertise the number to send information to — by radio, television, billboards, handmade posters, word of mouth, in schools?

For example: In our case, we’ll work in only 2 districts to start. Because we are concerned about privacy and protection (eg., retaliation against children who report violence) it may be OK to work without extremely detailed maps that could identify particular households or persons. We are working with youth groups who are trained on violence, but we are afraid that they could be put at risk if they are going around collecting reports from individuals as a mobile survey. We also feel that information might not be honestly shared if it were collected in survey form. We assume that not all children own phones, but that phones are readily available. We assume that if families own phones, they are controlled by one or the other parent. In a school setting, we assume that children could borrow each other’s phones if some students have phones.

We are thinking that there will be adult allies, and that local community networks can spread the word that children can use SMS to send in violence reports. We will need to get suggestions from youth and community members on how to ensure that SMSing information in doesn’t put children at further risk if they do not own their own phone. We’ll have to find a way to remove/reduce the risk of being found out and retaliated against. If we can’t do that, we won’t do the project.

5) What are the privacy and protection issues that you may run into? This is especially critical if you are collecting information from and/or about children under legal adult age or with sensitive or potentially dangerous areas such as conflicts, elections, health or human rights.

What are the risks to those who report information?
How can this be managed in the project structure/information gathering set up?
Will you have a private Ushahidi instance or public one? (eg. available to the public, or only available to those involved in the project?) Who can access the RSS feed and the local alerts, and does this put anyone in particular at risk? If you have a public instance, who will have access to the information, and what will your parameters be for removing identifying information that could put people at risk.
How can you assure that information remains private both for individuals reporting and within the FLSMS/Ushahidi system once collected and that it’s treated confidentially by those managing the system?
Are you prepared to address any information/privacy breaches if they should happen? How? Who will be responsible?

For example: In our case we are still concerned about privacy and protection, and potential retaliation against children who could be caught reporting violence. We will discuss this in depth with staff and participating children and youth to be sure that they are aware of the implications of this type of project and information gathering.

Some potential risks that we are already aware of include: a child not deleting the SMS after reporting; a child reporting and expecting immediate help which may not be available; risk to the youth group that is promoting and leading this project; community rejection of the project.

Some possible ways of reducing risk include good promotion of how the project works and of how to delete an SMS after sending; not using an easily identifiable automatic text reply to those who report (eg., an auto reply SMS that says “thanks!” might be smarter than one that says “Thanks for reporting!”); openly raising awareness about the project and getting community support for it; ensuring adult allies and engaged adult decision makers; password protection for the website at first until we’re sure that privacy and protection are well managed and ensured. Additional mechanisms will be discussed with local staff, local youth and engaged adult community members.

6) How will you close the circle and manage expectations?

Will there be a response to those that submit information? What? Who will respond? How? What is the plan?
How will you ensure that there are not expectations around the project or information gathering system that you cannot or are not set up to meet?
How will you return the information to the community/local district/those who provided so that they can use it for decision making or program intervention?
How will on-line/offline be managed and streamlined into an information gathering, communication and feedback system that works for the different levels of access of the populations you want to collect information from and share information with?
In your project design, how will you take into consideration and maximize local information sharing formats, customs, and opportunities?
And how will you ensure that the information remains in a protected/private state in order to avoid putting anyone at risk?

For example: In our case, we are not sure yet what the local response mechanism is currently when violence is reported. We will find out more when we are on the ground in the communities next week with local staff, and we see how we can link the initiative in with existing local systems. However, we will likely not be able to provide any immediate support to those who report violence unless there is already a system in place that can be enhanced by better reporting through SMS. We will probably need to be very clear that the point of the project is to collect information for future decisions, not for providing immediate help. This may or may not have an effect on people’s interest and willingness to actually use an SMS based system to submit information.

We will discuss and agree with the community, youth, local staff and local organizations on how and when the information will available to the community in order to close the circle to be used for decision making and program design, etc. Determining who has constant access to the information is also a part of this discussion.

7) What other questions come up based on the context of your initiative and your experience?

March 1: Based on feedback to the post, I’ve added a couple more categories here:

7a) How will you ensure that your project is sustainable?

What will the project look like in 5 years? Where will it be?
What happens when you leave? Who will manage and run the initiative? Will you or someone else be needed and available later on to support? How will this be managed?
What equipment are you basing your ICT system on? Who will own and care for it? How will it be maintained/upgraded and sustained? What capacities exist (or will you strengthen) at what levels to do this? What future costs are implied in maintaining the system? How will they be covered?
Who will own/manage any equipment? How will you ensure that it’s not commandeered by those with more power in the community?
What costs need to be considered for sustained functioning, and how will they be met?

7b) What about scale? Is it something you are striving for and, if so, how will you get there?

Can the project set up/idea/initiative be replicated? Where and how?
Is scale something you are striving for? If so, is it do-able? How?
What sort of buy-in from local and/or national actors will you need to scale? How will you involve those actors early on and get their input into the process?
How are you systematizing and sharing information and lessons learned?
How and when will you monitor and evaluate the project to know what outcomes, results, and impact you had?
How will you know you had an impact at all? And how will you measure the particular impact that your ICT tools or set up had in reaching those outcomes/results/impact?

**(would still love to hear other people’s key questions too – pls comment below….)

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So, now, after all that, finally…. What will your Frontline SMS, Ushahidi set up look like?

This part is very well covered by the different toolkits that have been developed (see links at the end of this post), but so as not to leave it hanging, here are some of our technology related tasks and questions that we will address when we arrive in Benin:

Setting up Frontline SMS and our Ushahidi page for the project
Setting up an automatic link between Frontline SMS and Ushahidi so that any SMS’s that come in will go automatically to Ushahidi for uploading onto our map
Determining how we will verify reports that come in
Determining how to manage auto-replies in a way that lets the person reporting an incident know that we received it, yet doesn’t put them at risk if the wrong person finds the auto-reply message on the phone.
Estimating budget for incoming text messages
Ensuring there are no legal issues around who is holding this type of data
Linking in with a local Child Helpline to involve them in the pilot and see if we could integrate with them (and use their short code eventually if they have one)
Reviewing on-going system management needs – verifying incidents, managing the back-end on Ushahidi; who will act as the local point person
Being sure that all the technology works on the ground….
- Do we have the right equipment/phones?
- Is the laptop/server working?
- Are we able to connect with the phones?
- Is the information linking back into Ushahidi properly?
- Are key words / automated responses working?
- Is verification working?
- Can we export data?
- Other things to consider?

Useful resources:

Ushahidi’s Community Resources for Non-Techies (including the Preliminary Practical Considerations guide, which is based on the above post!)

Mobiles for Development Guide by Hannah Beardon

Changemakers and Kiwanja collaboration: SMS How To Guide

Frontline SMS: Ning group for asking questions and learning and Frontline SMS site

RANET: Utilizing Mobile: Installation and Use of Frontline SMS for basic data collection or outbound messaging (there are 3 parts to this series, and you can find it in French and Portuguese also)

Mobile Active: data about mobile use, mobile data communications costs, mobile coverage and operators by country and How to Set up an SMS System.

Mobiles-in-a-Box: Tools and Tactics for Mobile Advocacy

Ushahidi: The Ushahidi Blog

iRevolution: for broader discussions, thoughts, questions on crowdsourcing, crisis mapping, and the works.

New Tactics in Human Rights: for practical tools and discussions around new technology in human rights work

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Fostering a New Political Consciousness on Violence against Children

Posted in children, development, participation, protection, VAC, youth, tagged Africa, against, Benin, children, ICT, ICTs, map, mobile and technology, Plan, Save, UNVAC, VAC, violence, west, youth on February 7, 2010| 5 Comments »

Ending violence is not as simple as some people (and some famous-journalists-from-the-New-York-Times) might think. It’s not as easy as telling some personal stories of child victims of violence and getting people in the “West” to pay attention and care. Ending violence against children will involve some very deep and profound cultural shifts that need to be owned by local communities who have decided that they want to end violence. Violence needs to be addressed on multiple fronts over time, taking into consideration very localized contexts that frame violence against children as an accepted norm, and that allow those who commit violent acts against children to continue with impunity. Violence is not something in isolation of other currents running through a society, and much (most? all?) violence is rooted in unequal power relationships.

Next Sunday, I’m heading to Benin for a couple weeks to work on a project aimed at ending violence against children. I’ll be training colleagues from Benin and Togo on setting up an SMS based system of collecting incident reports on violence against children and mapping the incidents out. This information should allow for better tracking and understanding of what kind of violence is taking place, and for more informed thinking about sustainable solutions/responses to the violence.

My colleagues and I will then train youth in 2 communities in Benin to use the system. We’ll also train youth to do some basic audio and video testimonies. Our Togo colleagues will return to Togo to replicate the training with some youth groups there. This is all part of a larger Violence against Children (VAC) project that has been ongoing since 2008.

One thing that I like about this VAC project is that it trains and engages children and youth themselves as advocates and agents of change to end violence, together with adult community allies. As those who are experiencing this violence, it’s vital that children and youth are prepared and able to take part in stopping the cycle – it’s in their own best interest. They also need a critical mass of people locally who are aware of the negative impacts of violence, and a system that can apprehend and mete out consequences for those who commit acts of violence.

After its 4 year running period, the VAC project will have trained some 200 children and youth on the causes, manifestations and consequences of violence; ways to communicate effectively with different audiences to get the message of stopping violence across; the use of cartoons, comics, social media, radio and television to talk about issues of violence; and how to respectfully yet confidently lead intergenerational dialogue around the issue. After my 2 weeks in Benin, the youth, project staff and other participating community adults will (I hope!) be able to use mobile phones to collect information, pictures, videos and audio testimonies about violence in their communities to share locally, nationally and globally to speak to publics and decision makers.

As part of the preparation for the upcoming workshop, I’ve been reading through some reports and documentation about the project. One report stated that all children participating thus far in the project have said that there has been a concrete reduction of violence in their lives. They have consciously broken the cycle of violence themselves and have been able to talk to their families and peers, who now exercise less violence against them. Most of the youth in the participating groups have themselves been victims of violence, sometimes severe, at home on a regular basis.

The pain, the marks on my skin, swelling and wounds are the consequences of violence against me…I lose my composure and all ability to complete a task. Then there’s also the doubt, fear, stress, not wanting to talk about it and shyness. – female participant, Togo

They in turn they were often also violent towards their siblings and their peers. Participating in the project has strengthened their “be the change you want to see” mentality around violence.

“The knowledge I have gained from the project has helped me put an end to the violence that I used to carry out against my sisters, brothers, and sometimes other children. My parents have also changed – they are no longer violent towards me.” female participant, Togo

In addition to the personal changes at the level of the participants, the VAC project has built a civil society of youth who engage politically with their peers, families, schools and communities around issues of violence. The youth have also made violence against children part of the public agenda by partnering with media sources who feed their media into mainstream channels.

Participants are fostering a new political consciousness on violence against children by educating other children and youth about the UNVAC study and how violence compromises their rights. They’ve been able to create alliances between youth and adults to advance their cause and youth have been able to share their experiences and opinions with high-level policy makers, including government officials and the UN Special Representative on Violence against Children.

This project is a great example of how engaging with young people can begin to offer solutions to very complex problems, and how looking at youth, and at people in general, as participants and stakeholders and subjects of rights rather than victims, or beneficiaries, or objects of pity can have much better and more sustainable results.

The United Nations Violence against Children Study examined the violence that children around the world experience on a daily basis and documented children’s own experiences of violence in their homes, school, communities, workplace and institutions. A Child Friendly Version of the report is also available.

The VAC project is co-implemented by Plan and Save the Children in West Africa and takes place over 4 years (2008-2011) in seven countries: Togo, Ghana, Benin, Guinea, Mali, Côte d’Ivoire and Gambia in partnership with Curious Minds (Ghana), Child Protection Alliance of Gambia, youth and children’s clubs in all these countries, the African Movement for Working Children and Youth, and Planet Jeunes (a popular magazine for youth in West Africa). Through the project’s work with children, youth, parents and communities, the achievements of the VAC project to combat violence against children are directly helping to realize the UN VAC Study’s recommendations. Several action plans developed by children and youth seek the support and commitment of the UN Special Representative on Violence against Children to continue lobbying governments for change. Young people engaged in the West African VAC project are a valuable resource for the UN Special Representative, ready to support her work in Africa and beyond.

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Breaking it Down: Violence against Children

Being a Girl in Cumbana

7 (or more) questions to ask before adding ICTs

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Revisiting the topic of Girls and ICTs: Tech Salon Discussions

Posted in children, development, gender, girls, ICT4D, ICTs, mobile and technology, m4D, participation, protection, youth, tagged development, gender, girls, Global, ICT, ICTs, mobile and technology, participation, protection, Salon, tech, technology on February 4, 2010| 1 Comment »

I recently had the honor of leading a group of tech, development and gender folks in a discussion around Girls and ICTs at the Technology Salon. The conversation revolved around 5 aspects I wrote about in an earlier blog post On Girls and ICTs:

Tension between participation and protection
Online behavior is an extension of, and a potential amplifier of offline behavior
Qualifying the digital divide
Girls’ involvement in developing and designing ICT solutions for their own needs
Research on Girls and ICTs

Check out the Technology Salon’s page for a round-up of our discussions!

Photo: Informal evening one-on-one ICT time at a Youth Empowerment through Arts and Media (YETAM) project workshop in Cameroon.

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Child Protection: from Emergency Response to a Sustainable Mechanism

Posted in children, disaster and emergencies, protection, tagged adoption, aid, child, children, community, Crisis, disaster, emergency, Haiti, IDP, lest, Plan, protection, separated, Timor, toolkit, unaccompanied on February 3, 2010| 8 Comments »

There is a lot of talk about “Child Protection” these days and an increased awareness of the vulnerability of children who are separated from their parents or who have lost them due to the Haiti earthquake But what exactly does “Child Protection” mean? What does a child protection system look like on the ground? How can child protection mechanisms be set up during an emergency phase, and how can they be turned into a sustainable mechanism post-crisis?

Jose Francisco de Sousa (“Quico”), a co-worker of mine at Plan Timor-Leste, sent me written information on Plan’s child protection work in the 2006 crisis response there and talked me through some of details below. Photo: Quico.

Plan was active in the broader emergency response in Timor-Leste following the political crisis of April 2006 through work in over 40 camps for Internally Displaced Persons (IDPs). (For some deeper insight into Timor-Leste, check out this post by my twitter pal @giantpandinha).

In Timor-Leste, Plan was one of the first agencies to respond as Site Liaison Support (SLS), responsible for the coordination, operation and management of camp activities within days of the crisis. Plan’s specific focus was on addressing the needs of children in the camps, covering service provision such as the delivery of potable water to 15,000 IDPs, addressing hygiene and sanitation issues to improve health, and training youth in conflict resolution skills to aid the nation’s peace building process, and child protection.

Plan’s child protection approach included identifying, monitoring and protecting children at risk, setting up referral systems, training communities in child rights and child protection strategies and mechanisms, and ‘seconding’ Quico as an advisor to the government to strengthen its child protection systems.

Quico was “loaned out” to the Ministry of Social Solidarity (MSS) to build upon existing capacities in the Ministry of Social Solidarity (Child Protection Department) and to ensure a strongly coordinated sectoral, systems-building approach to the child protection response. Through this process, the government came to see child protection as a priority in the long term and eventually established a Child Protection Department under the MSS. So, in other words, the emergency child protection mechanisms established during the crisis were successfully built into a sustainable child protection system in the long term, and services are now available in the district and sub-district levels across the country.

As part of the process, a complete toolkit around Child Protection was created for Child Protection in Emergency and Crisis Situations.

“When the crisis began in Timor Leste, it was very difficult for us to get any resources on how best we could assist internally displaced people. During the emergency, there were many NGOs and other organizations trying to support the internally displaced through different approaches. The focus was mainly to provide the basic needs. There was no proper coordination strategy/mechanism that included broader child protection issues.

I would say that if we look at the nature of the disasters in Timor-Leste and what is happening in Haiti right now, It’s different, but I imagine (correct me if I’m wrong) that the impact of the disasters might be same, where instability is created in different sectors leading to broader child protection issues.

Plan responded to the emergency in Dili (the Capital of Timor-Leste) with immediate practical child protection measures focusing on the prevention of family separation, and the promotion of safety, and health and hygiene in camps. We also prioritised co-ordination of child protection actors by initiating a Child Protection Working Group. This filled a leadership vacuum whilst building the capacity of the Government to gradually take over leadership responsibility.”

Keep reading for an overview of the Toolkit…..or download it here.

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Plan Timor-Leste’s Child Protection Emergency Toolkit is divided into 7 parts:

1. Overview of Framework & Standards Related to an Emergency Response in Timor-Leste

This section aims to give an overview of the international, national and organizational laws, policies, standards and approaches to child protection in emergencies in order have clear guidance on how to create an appropriate framework for a potential response that is in line with global, national and internal organizational laws and policies on Child Protection in Emergencies. (If replicating the toolkit, these documents would need to be adapted to the country context). Users of the toolkit should read this section before they go on to use the other sections in the toolkit. These overviews are important to integrate into Child Protection in Emergency trainings and orientation for new staff recruited in the event of an emergency.

Some of the legal instruments and Humanitarian Principles Applicable to Child Protection in Emergencies in Timor-Leste included:

Overview of Approaches and Guidelines in Child Protection in Emergency
Timor-Leste Structural Framework of the Current System for Child Protection
Timor-Leste Legal Framework for Child Protection
Plan’s Approach to Emergency
Summary of Learning and Recommendations from 2006 Emergency Child Protection Response

2. Emergency preparedness

The section includes an overview of steps that should be taken to ensure that Plan offices are prepared for an emergency. It’s divided into two areas – programmatic preparedness and administrative preparedness. It also includes the practical internal financial codes for general emergency preparedness activities so that these are compiled and readily available to support and inform activities and rapid proposal writing in the event of an emergency. These are also useful for Country Offices to be prepared for emergency in the long term.

Programmatically, the tools include government and Child Protection Working Group contingency planning, risk analysis and scenario planning, child protection activity mapping and definition of roles and responsibilities. They also include tools developed specifically for the geographical areas where a child protection response might potentially be needed, such as contact lists for child protection actors at the municipal level, and community-based hazard, risk and capacity maps developed by children and their communities as part of Plan’s on-going mitigation activities.

The administrative tools cover generic job responsibilities, a general child protection in emergencies orientation session for newly recruited staff or those who are new to emergency response. The human resource structure of a response is defined and responsibilities are allocated within the current staff organigram. Advocacy and media standards and a stock list of necessary items for the first phase of an emergency response are also included.

3. Initial emergency response

This section contains the basic tools relevant to an initial emergency response. The emergency planning tools included in the previous section are also relevant to ensuring the most efficient response possible, in line with Plan’s community-based approach. The shape of the response will depend largely on the type, scale and location of the emergency, and any tools need to be adapted according to this context.

“One of the tools here is a child protection message to Camp Managers. During the emergency period, Plan was assigned to be responsible for a certain number of IDPs. One of our focuses was to establish and ensure that the structure in the IDP was functioning to assist the IDP’s and that we established the camp. But we also wanted to make sure that child protection was understood and prioritized in displaced persons camps. This meant that we discussed children and child centered programming with camp managers, and they worked to ensure that there would be no discrimination towards children and their families during the emergency.”

This was difficult for us to introduce in the beginning of the crisis, as people tended to have different thoughts and priorities, and it gave additional works to the IDPs. In addition to that, some organizations did not have a mandate for “child centeredness.” So we started facilitating child protection focused workshops for camp managers and other NGOs, and getting their commitment to be involved in process. Aside from that we also guided the camp manager on using the checklists as well as we assigned Plan, government and other NGO staff (who were also in IDPs) to support throughout the process, and it worked.

One of the problems that we encountered was related to volunteers. Since we were establishing a new system, we needed people to take responsibility at different levels. Camp managers already had additional child protection tasks for the whole camp, so they were supported by child protection focal points and child protection teams in each block of IDPs. I wouldn’t say it all worked perfectly. There were issues among volunteers that were brought to the Child Protection Working Group to discuss. Some NGOs who were also assigned in the IDP camps had a policy of paying camp managers and teams, which created jealously and conflict between them and the volunteers. But in the end, we developed guidelines for volunteers, establishing from the start that we would not give them cash but rather give them recognition and reward such as:

· identification cards recognizing them as volunteers

· training and continuing refresher courses

· certificates for every completed training course

· promotional t-shirts, hats, umbrellas & bags, whenever available

· public acknowledgment

· certificate of community service for every 3 months of services rendered

· access to information about suitable job vacancies in NGOs”

4. Child protection assessment

This section contains tools for use in assessing child protection-related needs. It draws heavily from the Inter Agency First Phase Child Protection Resource Kit developed by the IASC Child Protection Working Group. The assessment contains generic questions relevant to a range of child protection issues common to emergencies. They are adapted and modified according to the context of the emergency and the child protection issues that are identified as emerging. Training on ethical considerations and assessment methodologies should be conducted as necessary.

“There are 8 main focus questions in the Questionnaire for Children, for example. To find out about children’s psycho-social well being, we ask the questions:

· What are the things/activities that you like the most?

· What kind of things makes you happy or comfortable?

· What are the things/activities that you dislike?

· What kind of things makes you angry or sad?

· What kind of activities would you like to have here?

· What are the main problems that you face now?

· What would help you solve these problems?

· What are your biggest concerns or worries about the future? What do you think would help?

· Which people make you happy in the community? Why?

· Which people make you unhappy in the community? Why?”

5. Building a Child Protection System in an Emergency

The section looks first at developing child protection systems in the context of displacement. It then looks at supporting district, sub-district and village child protection systems to respond to the needs of displaced people living in host communities and other disaster-affected communities. It goes on to look at the implementation of the Child Protection Policy and ensuring the effective management of individual child protection cases. This sub-section contains guidelines on monitoring and reporting grave violations of children’s rights.

6. Key issues for children in emergency

This section looks at some of the issues that children commonly face in emergencies and appropriate child protection responses in line with international standards and according to Plan’s mandate and experience. The three key issues covered in detail are: Family Separation, Sexual Violence against Children, Psychosocial Support for Children. Each of these three issues has a sub-section containing a summary of standards and guidelines, process for prevention and response, necessary tools, and a training module for staff.

7. Monitoring and Evaluation

This section contains the tools used to monitor and evaluate child protection in emergencies interventions. These are based on tools already used by the Plan Timor-Leste Office. They are adjusted according to the needs of an emergency context and are supplemented with additional tools in line with good practice.

“In Haiti, I would say that children separated from their parents will need to be especially considered, while people will also need to be alert for the effects that the crisis may have, for example, increased violence. This will be a special concern if there were any political issues before the crisis. Psychosocial activities are very, very important too, the other key areas are likely to be water and sanitation, heath problems and education. Coordination mechanisms between aid organizations must be considered, as each organization will have their own approach but in this situation each organization needs to think about the wellbeing of children and the community.”

More resources:

The Child Protection Working Group in Haiti has created the following Guiding Principles for Unaccompanied and Separated Children Following the Haiti Earthquake, 2010.

These principles represent the views of the following agencies: the International Committee of the Red Cross (ICRC), the International Rescue Committee (IRC), Save the Children, Terre des Hommes (TdH), the United Nations Children’s Fund (UNICEF), World Vision International (WVI), Plan International, War Child UK. Organizations wishing to work on behalf of separated children are strongly encouraged to endorse these principles.

Save the Children Toolkit entitled Child Protection in Emergencies, Priorities, Principles and Practices

Plan International: Children and the Tsunami

World Vision: Protecting Children Post-Disaster

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On Girls and ICTs

Posted in children, gender, girls, ICT4D, ICTs, mobile and technology, m4D, participation, protection, social media, youth, tagged 2010, because, gender, girl, girls, ICT, ICTs, Salon, technology on January 26, 2010| 7 Comments »

At the Technology Salon hosted by the UN Foundation’s Technology Partnership with Vodafone Foundation on Jan 28, 2010, some folks from the DC area (and beyond) will gather to share experiences around girls and ICTs.

This conversation is an important one, given that gaps exist around discussion, practice and research. The information and ideas shared at the Technology Salon will feed into the contents of the Girls and ICTs chapter for Plan’s upcoming 2010 “Because I am a Girl” Report (currently in the works).

There are a few points that I hope will be considered in the Technology Salon discussion:

Tension between participation and protection.

There are many examples of ICTs being used for increased participation and connection: mobile phones for citizen journalism; Twitter revolution in Iran; girls using mobiles to ask questions about sexuality and to get information to help them improve their sexual and reproductive health; girls married off early or those living in protective societies using mobile phones to maintain contact with friends; new media tools opening up possibilities for youth engagement in important conversations that normally they would be shut out of.

However, due to the very real problems of on-line child pornography, child trafficking, child harassment, and cyber bullying, there is also a strong push for more control, more restrictions on on-line use in the name of protecting children. The tension between child participation and child protection is a very real one.

As we look at how technology and international development communities can support girls’ development, I hope it’s kept in mind that the more knowledge that girls have about the internet and ICTs in general, the more practical use they are allowed, the more coaching to help them understand implications of their actions, then the better prepared they will be to navigate these realms and to keep themselves safe. Increasing their knowledge, abilities and desire to protect themselves may be more effective than setting strict external limitations.

Actively engaging girls in this as part of an educational process can be better than restricting their use – and being open to young people’s own ideas and ways of using ICTs is critical. Adult involvement in this area is important, but it is probably more worthwhile to coach than to control. Good communication and trust between children, youth and their adult mentors and guides is critical in this process. (Excellent resources on Child Online Protection (COP) for children, youth, educators and parents came out on October 2009 and are well worth the read.)

Online behavior mirrors offline behavior.

I remember getting an obscene phone call when I was around 8 years old. My mother did not blame the telephone, however. She blamed the pervert that was calling. She made sure to teach me how to be prepared in case it happened again. She emphasized not giving out information on the phone and hanging up immediately if I felt uncomfortable or didn’t know who was calling. She did not prohibit me from ever touching the phone again or blame me, but she was vigilant for awhile.

In the same way, new ICTs themselves cannot be blamed for negative and twisted behaviors. ICTs are tools that exacerbate and extend already existing human behaviors, and the blame lies with those who are using ICTs for child trafficking, cyber bullying and the other evils associated with the internet. It’s important to address underlying behaviors. Research shows that kids who are bullied offline are often also bullied online. Girls who are vulnerable offline are likely also vulnerable online. Online is a manifestation of offline, and the root causes of girls’ vulnerabilities online cannot be blamed only on the ICT tools themselves.

I have my own daughter now, and have discussed with her many times how to keep herself safe online and on the phone. It’s important for her to know this before something happens, not during or after. She will probably be using the internet and the phone for the rest of her life, so prohibiting them is not an option, and the benefits of using these tools obviously outweigh the risks. My own involvement and use of social networking sites, texting, etc. is an excellent way for me to know how these sites are used and what security holes there are for my children on the sites. How can parents and teachers in areas with limited use of ICTs be involved and engaged to serve as coaches and leaders in on-line protection together with children? How can communities help identify existing vulnerabilities in girls (or young people in general) that might manifest themselves online and offer support to prevent exploitation?

Digital gender divide.

There are some amazing examples of ICTs helping women and girls to improve their livelihoods; for example, women selling mobile telephone services; birth attendance being improved by using mobile phones to connect women to midwives, ambulances and other medical services; educational content being expanded using internet; youth media and youth radio programs bringing girls voices and gender topics into the mix for community discussion and dialogue.

However, in places where boys and men dominate women and girls, boys and men likely also dominate the use of available ICTs. Men may control the family’s mobile phone and take it with them, or monitor women’s calls. In places where boys are more favored, their confidence to try new things is higher meaning they may rush in to use mobiles, cameras, radio equipment in projects while girls shy back. In some cases girls report that boys hog and monopolize the computers and equipment, and access is denied. I’ve seen boys criticize, scorn and ridicule girls who are using equipment for the first time, and girls become too timid to try again. In many developing countries, just getting girls to attend school is difficult. If girls are assumed to be less intelligent or less worthy than boys, and their secondary school attendance (where ICT training might be offered) is not a priority, girls will have a very difficult time ever accessing and using ICTs.

Underlying issues surrounding girls’ participation in general need to be addressed. We need to think about how ICTs can be used to help girls’ inclusion, participation and self esteem increase in general.

Girls involvement in developing and designing ICT solutions for their own needs.

Studies in several countries have shown that girls and boys use technology in different ways and for different things. What specific ICT needs do underprivileged girls in ‘developing’ countries have? Is anyone asking? What processes or solutions already exist that take girls’ ICT needs into account? What environments are necessary for girls to engage in defining, deciding and creating ICT solutions? Where are they already engaging, and how can communities, schools, organizations and businesses support and recreate those environments? How can processes and products be designed together with girls?

Tech is still a field heavily dominated by males. In the US, for example, some women in tech have pulled together to question this and to advocate for more opportunities for women to break into the male dominated worlds of publication owners, conference speakers, businesses, well known innovators, and “best of” lists. There have been protests against prominent companies for promoting “Booth Babes” and in one case last year, strippers, at tech conferences. This brings the question – in places without female tech role models and respectful environments, how can girls see themselves as leaders in this field?

Specific research on girls and ICTs.

There is not a lot of information on the impact of ICTs on the lives of girls in ‘developing’ countries, especially studies that go beyond establishment of computer centers. There is anecdotal evidence of positive impact of mobile phones on women. There are studies on the digital gender divide for women; on child trafficking and other negative aspects of the internet; and on use of internet and technology among youth in the US, UK, Australia, etc. It’s been difficult to find a lot of information on the use of ICTs by girls in the “South.” It would be interesting for more research to be done on girls and ICTs in the “South” and for some good practices to be shared. Hopefully someone at the Technology Salon will be able to share some insight on this.

Related posts:
An Example of Youth Led Community Change in Mali
Being a Girl in Cumbana
Putting Cumbana on the Map – with Ethics
Breaking it Down: Violence Against Children
Stories that Touch the Heart

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Children in Emergencies: Applying What We Already Know to the Crisis in Haiti

Posted in children, disaster and emergencies, Haiti, participation, protection, smart aid, tagged adoption, agencies, aid, best, children, coordination, disaster, emergencies, emergency, experience, Haiti, lessons, media, NGO, participation, practice, protection on January 18, 2010| 10 Comments »

In early 2005, following the Tsunami, I collaborated with a cross-section of people at the organization where I work to put together a summary of lessons learned and some short guidelines for working with children and communities in emergencies.

All of us had been directly responsible for supporting and/or coordinating disaster response with communities, staff, local and national governments, international and national NGOs, children, youth, schools and teachers, or some combination of the above, in the countries where we lived and worked. We discussed preparedness as well as relief and recovery phases. We talked about how child focused community development organizations, like the one where we worked, should look at children’s survival, development, participation and protection in a disaster situation and we created some internal guidelines.

Some of the most important things that stayed with me from the weeks we spent talking with each other, with peer organizations, and with our colleagues who were dealing with the 2004 Tsunami are related to the importance of child participation and protection during emergencies. These recommendations can be applied now to the crisis in Haiti.

Don’t assume children or their families can’t do anything for themselves. Local coping mechanisms are often overlooked and underestimated by central governments or aid organizations, creating unnecessary dependency. Participating and taking control of their situation can actually help people return to normal sooner. I clearly remember an example of an IDP camp where all the services (food, water) were at first centrally coordinated by the municipal government. A manager from our organization was able to convince the government to engage camp ‘residents’ and organize children and youth into smaller groups who handled particular responsibilities. Suddenly the trash in the camp was picked up and time spent in the food line went from 2 hours to 20 minutes, tempers lowered and people relaxed a bit and got on with things. The Children and Participation: Research, Monitoring and Evaluation with Children and Young People by Save the Children is a general guide that can help staff think through and orient participation of children and young people in emergencies. Child-Oriented Participatory Risk Assessment and Planning (COPRAP): A Toolkit developed by the Center for Disaster Preparedness (CDP) in the Philippines is another excellent resource. Both were adapted and used by Plan during the conflict in Timor Leste, for example.

Child protection is critical during an emergency and after. During a disaster the typical social patterns and groupings that protect children may be challenged or broken. Children can be further harmed, abused and exploited by those who take advantage of the chaos. Unaccompanied children can be preyed on if mechanisms are not established quickly. Personal information about children is often shared or published widely in the interest of helping find parents or relatives or find missing persons, yet it can also help unscrupulous people to identify unaccompanied children and prey on them, especially now when published on the internet. Birth registration and restoration of lost identity and other civil registration documents are critical to halt trafficking, as is close coordination among organizations, governments, communities and local agencies/staff. Community members and the affected population can play a strong role in protecting their children, as can older children themselves. The Interagency Guiding Principles on Unaccompanied and Separated Children, put together by the International Committee of the Red Cross, International Rescue Committee, Save the Children UK, United Nations Children’s Fund (UNICEF), United Nations High Commissioner for Refugees (UNHCR), and World Vision, gives an excellent overview of protection. Further resources are available at Better Care Network’s website which has materials on separated children in emergencies, how to prevent separation through good relief and response efforts, registration, documentation and tracing, emergency care arrangements, verification and family reunification.

Unaccompanied children should not be given up for foreign adoption during the emergency phase. Experience in many past emergencies and conflicts has shown that this is just not the way to go. In the emergency phase there is no way to ascertain which children are orphans with no other family at all, versus children who might be orphaned but have family somewhere who could take them in. Taking children out of the country to feed them without a long-term, sustainable plan for them can end up being more complex than finding a way to feed and care for them in country. Supporting removal of children from their own country during a time of upheaval can also engender a negative reaction among the affected population, who may come to see every external face that comes into the community or camp as someone coming to steal their children. Interim and emergency care should be consistent with the long-term goal of family reunification. More background on this can be found at the International Foster Care Association’s website.

Participation and protection go hand in hand. The greater the amount of knowledge and ownership that children, youth and their families and communities have, the safer they will be and the sooner they will recover. When the affected people have more input in the relief, recovery and reconstruction, efforts are more successful. This means linking and coordinating with existing community organizations and structures, local government mechanisms, local non-governmental organizations. Though it may appear that everything is wiped out in a major disaster, leaders will emerge and regroup. Plan’s publication “After the Cameras have Gone: Children in Disasters” offers some examples and insights on protection and participation in disaster situations.

Report ethically. The media will undoubtedly look for the ‘best’ story in the interest of raising the most funds possible for the emergency. In media-speak, unfortunately, that often means the hardest hitting story, the most emotional story, and some journalists/media folks will go extremely far to get it. However, journalists and agencies bringing journalists to affected communities should obviously not further harm children or take advantage of affected persons in their drive to get the best story. Journalists should not ask children to relive traumatic experiences or to make them tell stories that upset them just to get a shot of a child crying. The golden rule applies – how would you like it if that were you or your child? Children or other community members may be too polite or unsure of whether they can say ‘no’ to a journalist, especially if that journalist is foreign or comes with an aid agency or entity that is linked with emergency aid. Those working regularly with children and their families should ensure them that they can refuse to talk, they can halt an interview, or not have their picture taken. Local staff managing media visits should feel empowered to intervene on behalf of children in these cases. UNICEF’s “Child Rights and the Media” Guidelines for Journalists and Media Professionals, published by the International Federation of Journalists, gives a background and guide for ethical reporting on children in general. These guidelines include things like striving for sensitivity when reporting on issues involving children and avoiding use of stereotypes and sensational presentation to promote journalistic material involving children, and they should apply in emergency situations as well.

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Related posts on Wait…. What?
Child Protection: from Emergency Response to a Sustainable Mechanism

Will Haitian youth go missing again?

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An Example of Youth-Led Community Change in Mali

Posted in development, Mali, participation, protection, YETAM, tagged arts, birth, circumcision, female, Mali, media, participatory, Plan, registration, school, violence, YETAM, youth on January 11, 2010| 3 Comments »

For the past couple years, I’ve been supporting the Youth Empowerment through Arts and Media (YETAM) project in 6 African countries. One of the best things about being involved in the project is the opportunity to work with some incredible people who are developing the program strategies and implementing YETAM on the ground. Bedo, the child media program coordinator in Plan Mali, is one of those people I’ve been lucky enough to work with. He’s kind, gentle, thoughtful and soft spoken yet solid in his opinions and knowledge. His face totally lights up when he’s working with the youth. He has clear vision and gets things done, writes excellent reports, and isn’t afraid to clarify things if he’s not sure he’s understood correctly. It’s been a real pleasure working with him. On Friday, Bedo told me about some of the short-term positive results that the Mali team is seeing in the YETAM program there, which I’ll summarize below. Photo: Bedo in December 2008 at the Social Media for Social Change Workshop in Kenya.

YETAM
The YETAM project aims to help youth develop their skills to communicate, educate and advocate at local, national, and global levels about issues impacting on their lives using the arts, traditional media, and new media tools.The project methodology consists of hands-on workshops and activities where youth can improve their communication and analytical skills in order to effectively raise their viewpoints and enter into dialogue with families, peers, community members, decision makers, and the general public. Youth go through a process of participatory mapping, discussions to prioritize their key themes, topics or issues. Then they learn to use arts and media to get their messages across to those that they want to engage in helping them find solutions. To date the project is being implemented in 6 countries in Africa (Senegal, Mali, Cameroon, Rwanda, Kenya and Mozambique).

YETAM in Mali
In Mali, around 60 children and youth in a community in the Kati District have been involved in the YETAM project for about a year and a half so far. In an initial workshop, the youth raised a number of issues through participatory mapping. They researched, investigated and developed opinions on these issues further through song, poetry, theater, photo and video, and later in the process, prioritized their most important issues:

· many children do not have birth certificates

· rural exodus

· violence at school

· excision (female genital cutting).

Integrating YETAM into school curriculum

Following the prioritization of their topics, youth began an education effort around the 4 themes with the local population and local authorities from their village and surrounding villages. As part of this effort, six school teachers were appointed by local school authorities to support the youth and supervise extracurricular activities around the youths’ 4 themes. They were trained by local consultants and Plan Mali staff on participatory methodologies using arts and media as participation tools.

During this training, teachers learned to adjust their teaching styles and to address the 4 topics not as lessons taught in the classroom, but as information sharing and advocacy topics through drawings, poetry, crafts, dance, and theater. New students joined the small arts groups according to the type of activity that they were interested in. Students who had been involved longer supervised and trained newer students and helped integrate the program within the school.

In addition to the arts, youth and adults worked together on several short drama films. One of these was about female circumcision. It discusses the medical complications of circumcision in a married woman during her 1st birth. The complications were due to excision, done in infancy, and resulted in vesico-vaginal fistula. Rejected at first by her husband, the woman is eventually accepted after the husband’s becomes aware of the existence of appropriate care (free in Mali) and the commitment made between spouses at marriage.

Engaging the public and local authorities through arts and media
Through the training workshops and the production of the different arts and media materials, youth were able to form their own opinions, messages and ideas for solutions to the issues that they had prioritized. They organized a public event in the community where they performed their drama, songs and poetry pieces, showed their film, and held a panel with local authorities to discuss how to improve the four areas that they had identified. Photo: youth performing a drama piece in the village.

Short term results to build upon
According to Bedo, “Integrating the YETAM methodology with the school environment enabled teachers to learn to address and manage issues with children and youth in a participatory way. The education methods have changed and the student / teacher relationships have become less tense, especially when it comes to discussing subjects such as violence at school or practice of female circumcision.”

Bedo explained that “the introduction of the ‘violence in school’ theme by the students initially caused some frustration among teachers. At first, they felt directly targeted. But when we integrated the teachers into the process, their frustration dissolved and trust began to grow between students and teachers because teachers are discovering another way to teach and discuss sensitive issues – they are behaving as coaches.” Bedo also said that since the discussions took place at the school, the education authorities have become more interested in the topics and the project.

“At the community event,” said Bedo, “the mayor declared that the council was taking all steps to ensure that all children have birth certificates. He also addressed the migration of young people from the rural to the urban areas, saying that one of the main reasons is lack of employment. He promised to create jobs to reduce the mass exodus of young people.” Photo: Children interviewing local authorities.

One of the most extraordinary things that happened as a result of the youth’s education and advocacy, according to Bedo, was that “the village chief also made a pronouncement…. He announced that ‘The practice of female circumcision is part of our traditions. As it has adverse consequences on the health of women, I have decided to end female circumcision in the village.’”

Teachers are engaged
Teachers have been happy with the new ways of teaching and the integration of the YETAM project within their school curriculum. One teacher told Bedo that “there have been developments in many areas, especially in the areas that teachers and students developed together – birth registration, rural-urban migration, female circumcision and violence at school.”

The teacher explained that the youths’ messages have extended to parents and those who practice these phenomena. “Those who practice circumcision have pledged they will stop it. Corporal punishment is now prohibited by school rules, because we now know that violence undermines the intelligence of the child. The teachers have agreed to end it. They are ready to make every effort to pass the message of awareness among their colleagues so that together we can make every effort to end school violence….”

Youth see concrete results

Participating children also commented that they think that there have been improvements due to the project’s integration into the school. One 14 year old participant in the project said “With this new formula of YETAM, the suffering of children through corporal punishment in schools and the harmful practice of female circumcision has decreased. Before, we children, we could not stand before the public and parents to discuss the subject of female circumcision, but now we can do it. This has greatly reduced the practice of female circumcision. In our village, many people practiced circumcision, but now they say they will stop because they have learned from our messages about the harm it causes.“

Another participant, who is 12 years old, commented that “with YETAM, teachers have ceased to beat us in school. Many of our schoolmates have their birth certificates. We are noticing an improvement in our situation.“

Next steps
Bedo says that given the positive impact so far of the project, they will ask school authorities to institutionalize an annual special day for each of the 4 topics. They will continue to support the work that the youth are doing and try to involve more youth, teachers, community volunteers and surrounding villages in this type of project. Plan Mali also has plans to conduct a participatory assessment with stakeholders to evaluate the project so far and learn how to improve it.

Within the next month or so, the overall project website will be complete, and the maps, art work and videos of all 6 participating countries will be uploaded so that youth can connect with their peers in Africa as well as share ideas with youth in non-African countries. A curriculum for teachers and youth groups based on the arts and media work that the youth have done around their priority topics is in the works and will be available for schools in the participating countries.

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Breaking it Down: Violence Against Children

Posted in participation, protection, VAC, tagged Africa, cartoon, comic, media, participatory, Pictoons, Plan, UNVAC, VAC, west on September 27, 2009| 1 Comment »

How do you break down a high level UN study and connect children and youth with the information so that they can use it for their own purposes, engage others and push for a change? Through participatory arts and media, of course!

My colleague Anastasie (in the photo above) in Plan’s West Africa office is working on a project to stop Violence Against Children (VAC). “We want to make the content and follow up mechanisms of the United Nation’s VAC study widely known among children, youth and their caretakers in West Africa and mobilize a wide representation of children and youth in the region to prevent and respond to violence against children.” Anastasie told me.

“People need to know about the VAC study and its outcomes. Children and youth especially need to know so that they can participate in finding solutions. We are working to strengthen the capacities of existing children and youth organizations to play their full role in civil society. We’re helping develop their capacities to communicate efficiently and effectively about this issue so that they can influence decision making processes.”

What does that actually mean, and what does the project look like?

“We work with the participating youth and children’s organizations and the adults that work with them to build their capacities through producing comic books, cartoons, information booklets, and radio and television programs that inform about the topic of violence against children,” Anastasie told me. “We have a website with a blog to give room to children, youth and adults to share opinions on violence.” The participating groups have also formed a network and an action plan to focus them as they go forward.

For me, it’s clear that child/youth participatory media is again (disclaimer – I’m obviously passionate about this) an ideal method for both building individual level skills and capacities in children and youth, generating discussion, research and reflection among children and youth on the topic, and identifying real stories and messages that can have a strong impact on viewers and which can be used to share ideas, opinions and generate dialogue. Social media tools open the project up even further to additional audiences and allow space for those not directly participating to also join in on the discussion. Photo: Youth in Ghana filming opinions about the topic of violence.

The cartoons (go about halfway down on the page click on ‘dessins animes’) and comics (click on ‘BD’) are drawn by the children and youth themselves with the support of partner organization Pictoons (amazing short feature video about Pictoons on Africa Open for Business!). They are based on real life stories that the children and youth bring to the workshops. Once drawn and animated, adults do professional voiceovers. Currently the materials are only available in French, but they will be dubbed in additional languages to spread their impact further. The website itself has a wealth of information about violence against children, including statistics, radio discussions, videos, comic books, and the cartoons mentioned above.

In the next phase of the project, additional tools will be incorporated. “We plan to use SMS, blog and mobile reporting, and maybe Ushahidi and Frontline SMS,” said Anastasie. “I heard about these tools in a workshop last December at Plan. I thought these tools would be good for mobilization and monitoring/evaluating the project.”

The idea would be for the youth groups to collect and report on incidences of violence in their communities using SMS. They would refer people who report violence to institutions that can provide support. The incident reports would be visualized on maps to show the extent of the problem, and these maps would be used to advocate, along with the other communication materials, to local, district and national decision makers. “We plan to begin this next phase of incorporating more social media and new technologies starting in January,” said Anastasie. Photo: youth learning to use the computer to share opinions on the VAC blog.

Check out some of the materials made by the youth at the Violence against Children site. Really nice work!

The Violence Against Children project takes place in 7 countries: Benin, Ghana, Mali, Togo, Guinea Conakry, Cote d’Ivoire and Gambia in partnership with Save the Children, Curious Minds (Ghana), Child Protection Alliance of Gambia, youth and children’s clubs in all these countries, the African Movement for Working Children and Youth, and Planet Jeunes (a popular magazine for youth in West Africa). The United Nations Violence against Children (UNVAC) studywas released in 2006. It identified 5 specific places where children face violence: home, school, work, community and institutions. Recently a Special Representative on Violence Against Children (Marta Santos Pais) was appointed by the UN Secretary General to look specifically into this issues.

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Modernizing Birth Registration with Mobile Technology

Posted in children, development, ICT4D, ICTs, mobile and technology, Kenya, m4D, protection, tagged Africa, birth, data, gathering, m4d, mobile, Plan, registration on June 28, 2009| 2 Comments »

As part of our mobiles for outreach and data gathering training last week, we went out to a community about 20 minutes away from the hotel today to hear Silla, the district civil registrar, talk about a project that Plan Kenya is supporting that aims to modernize the birth registration process. Plan Kenya is looking incorporating mobile data gathering and outreach into the project, so it was a good opportunity to test data gathering. We tested the Nokia Data Gathering Software using a form that the team had created earlier in the week based on the paper forms that the District Registrars office uses. It all worked just fine. Photo: Silas from Kwale District, and Petri, Director of the Nokia Research Center in Manaus, Brazil.

Silla is really an expert on birth registration and anything that has to do with it. He can quote you just about any law related to the subject in great detail. Currently, for registering births, people have to go to the sub-registrar/assistant chief’s office which can be quite far. Once there, sometimes there are not enough actual registration forms and they just give the registration information to someone who writes it in a school notebook. Later when they have more forms, the information is transposed to the official form, and sent along for processing. It can take awhile for processing, and people have to return to the sub-registrar’s office personally if they want to find out if it’s ready. The district is quite large, so they may have to travel up to 100 kms sometimes to go into check, and the certificate may not even be ready yet. Photo: Silla schools us on civil registration and explains why the district wants to modernize the process.

I talked to Ali M and Ali K (‘the Ali’s’ as we call them, since they are pretty much inseparable) who both work with Community Based Organizations (CBOs) that are participating in the birth registration project. (They were both at the video training with me last month here also). They explained some of the main reasons that not having a birth certificate makes life difficult:

If children don’t have birth certificates, they cannot get passports obviously, but that is the least of the issues. They cannot attend secondary school without one, nor can they benefit from any type of social service or insurance. Kwale district has a very high incidence of child marriages, yet if there is no birth certificate there is no way to prove in court that a girl is too young to be married. Other kinds of abuse also cannot be proved as child abuse. Without proper registration, the district does not get its fair share of the national budget because it’s not clear how many people are actually there. Photo: Ali K and Ali M – real leaders and innovators in community development.

As the Ali’s explained, if Kwale District is successful in incorporating SMS’s, mobile data gathering, and mobile outreach into the birth registration process, not only will they be the first district in Kenya to do it, but Kwale will be the first to even computerize the birth registration process. A couple ways they want to use mobiles are to provide a phone number that people could SMS their registration number to and find out if their certificates are ready or not, thus avoiding a long trip into the district office for nothing. They are also thinking of shifting the actual data gathering from hand written (carbon paper with several copies) to mobile data gathering and computerized data storage. In any case, a full project is being developed and piloted that will automate much of the current time consuming processes.

I remember when I lived in El Salvador and the municipality changed from hand written logs to computers. You used to have to go really early in the morning and wait in a huge line to get a number. Then you waited again till they called your number, went up and gave someone your information. That person would give your information to someone else who would look up the name/date, etc. and after an hour or 2, they’d call you and give you a little piece of paper with your record number on it. From there you would go wait in the cashier line to pay a fee for the copy of the certificate. Then you would go to another line at another window and give that number to someone else and sit down again for another few hours while that person would go into the archives books (bound books of hundreds of records) and find your certificate for you (birth, death, marriage, etc.). They’d make a copy and then it had to go to an official somewhere to authorize the copy before they’d give it to you. So basically you had to get there around 7 a.m. if you wanted to get it the same day, and it was a whole day affair.

Around 2000, they got a computer system in and modernized the process. I went in to get a copy of a document, and I clearly remember the security guard laughing at me because I looked at the certificate twice in shock when I paid my fee and was handed the actual certificate after about 30 minutes.

If the Ali’s and the Kwale District are able to get the equipment and set the project up, it could mean huge time savings for people and translate into greatly increased numbers of parents getting birth certificates for their children. The Ali’s have already taken the idea to a national level meeting and have other districts interested in their idea. Hopefully Kwale pulls it off and the model can be nationalized once any kinks are worked out! Photo: Mwenda and Ali, Kwale district CBO members.

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