Module17: Adolescents & Youth Programming in Emergencies

Introduction

This module outlines 90 minutes of training activities and materials relating to education programming and adolescents & youth issuesin emergency contexts. However, as issues affecting young people are complex, multi-faceted and span across all sectors of humanitarian and development responses, it is recommendedthat more time is allocated for the training (at least two hours, four if possible).

This guide is accompanied by a PowerPoint presentation, the slides from which are included in this guide. Each number under the various sections offers instructions for the facilitator. The italicised text indicates the content that the facilitator should say to explain the slide and section to the participants. The sevensupplementary activitiesand optional group work, which are denoted by the symbol , offer suggestions for enhancing the participatory nature of the training. Instructions in the text boxes indicate which activity to reference and its objective. You will find the activities and corresponding hand-outs included at the end of this guide.

The training can be significantly strengthened byallowing extra time andfacilitating participants to reflect on their own education projects or personal experiences working with young people.It is important to emphasize the recommended resources to offer participants practical tools for implementing good practices and promoting adolescents and youth participation.

Key messages and learning points

When delivering or adapting the contents of this training module, the trainer should aim to cover – through presentations, activities or discussions – the following key points:

  • Defining adolescents and youth is complex and varies across cultures. Yet, in all communities, this period is one of transitionwhen young people make decisions that are likely to have a significant impact, be it positive or negative, on their lives in the future.
  • In emergency contexts, the challenges of this often difficult transition are compounded by the risks young people might experience and the adult responsibilities they might have to take on in the wake of natural or man-made disasters.
  • Access to quality education programming is a basic human right and is essential to human security and development across all stages of risk management –from crisis response to recovery, from development to prevention and preparedness.
  • Addressing policy issues at regional, national and international levels is paramount for addressing the needs and gaps in adolescents and youth programming.
  • Formal and non-formal education approaches need to be holistic, cross-sectoral and inclusive. To ensure programming approaches are inclusive, gender issues and young people with disabilities must be considered throughout all stages of the project cycle.
  • Meaningful youth participation needs to be prioritized throughout all stages of the project cycle. To ensure meaningful engagement of adolescents and youth in programming:
  • Effective partnerships need to be established with young people.
  • Current programming needs to be assessed and young people need to be included in a context analysis to make sure that their needs and desires are incorporated into planning and implementation of interventions.
  • Programming needs to provide adolescents and youth with opportunities for political, economic and social engagement.

These points are summarised on Slide 30, which can be used at the end of the workshop to help give participants a quick recap of the workshop contents.

Module outline

Activities marked in red are supplementary activities that we recommend you use if there is time. A basic workshop based on this module takes 90 minutes. If all core and supplementary activities are carried out, the workshop needs about 5-6 hours.

Content / Approx. time / Instructional activity
Part A: Identifying Adolescents & Youth and Key Challenges
Section1.Identifying Adolescents & Youth / 10 minutes / Presentation andoptional group work
Section 2.Key Issues & Challenges for Young People in Crisis Contexts / 10 minutes
(30 minutes) / Presentation and optional group work
(Supplementary Activity 1)
Section 3.Why Prioritize Young People in EiE Programming? / 10minutes
(30minutes)
(30+minutes) / Presentation
(Supplementary Activity 2)
(Supplementary Activity 3)
Part B: Adolescents & Youth Programming: Good Practices
Section 4. Elements of effective formal and non-formal education approaches / 15minutes
(30 minutes) / Presentation
(Supplementary Activity 4)
Section 5.Female Adolescents and Youth: Key points of consideration to ensure inclusive programming / 10 minutes / Presentation and optional group work
Section 6.Adolescents and Youth with Disabilities: Key points of consideration to ensure inclusive programming / 5 minutes
(30 minutes) / Presentation and optional group work
(Supplementary Activity 5)
Part C: Prioritizing Adolescents & Youth Participation
Section 7.Why involve Adolescents & Youth? / 10minutes
(30 minutes) / Presentation
(Supplementary Activity 6)
Section 8.Practical ways to involve youth in political, economic and social activities / 20 minutes
(30 minutes) / Presentation
(Supplementary Activity 7)
Total time / 90 minutes
(+/- 210minutes) / Core activities
(Supplementary Activities)

Preparation, resources and support materials

Materials needed
Hand-outs and preparation needed to accompany optional supplementary activities
  • Hand-out 1(The Trends) for each participant (to accompany Supplementary activity 3)
  • Hand-out 2(Action Grid) for each group(to accompany Supplementary activity 6)
  • Hand-out3(Resources for Adolescents and Youth Participation)for each participant as a reference for recommended tools and resources
  • INEE Adolescents and Youth Programming in Emergencies PowerPoint presentation
  • Sufficient copies of the INEE Minimum Standards Handbookuse during group work activities
  • Sufficient copies of the INEE Minimum Standards and INEE Thematic Brief: Youth for use during group work activities
  • Flipchart and marker pens
  • Good internet connection if utilizing Supplementary activity 5
Preparation
  • Photo copies of Hand-out 1, Hand-out 2and Hand-out 3
  • Photo copies of the INEE Thematic Brief: Youth
  • Familiarise yourself with supplementary exercises that are referenced in the text boxes throughout Parts A, B and C.

Learning objectives

  1. Using slide 2, outline the following learning objectives:
  • Identify challenges and vulnerabilities specific to adolescents and youth in crisis and post-crisis situations as well as the ways in which they can make valuable contributions to their families, schools and communities
  • Review good practices and specific recommendations for effective, quality programming for adolescents and youth
  • Learn practical ways to promote meaningful participation for adolescents and youth

Tell participants that there are a number of excellent tools to help them with their work with adolescents and youth. This module will reference many of them and they will be provided with a list of resources as well. If you are able to give participants hard copies of the tools listed under ‘Materials Needed’ during the training (or if they already have copies), they should be encouraged to use them throughout the activities to get more guidance ways in which the needs of adolescents and youth can be met.

  1. Before moving to the next slide, take the time to emphasize the following:

“There is inevitably a tension betweenunderstandinggoodpractices and the ability to apply them within a given context. Programming and interventions must be adapted to each specific situation based on local needs, available resources and the stage of emergency. The recommendations outlined in this training are aimed at improving programming approaches in order to meet the education rights and needs of young people affected by disasters. In many emergency contexts, implementing all of the following recommendations may not be feasible, especially in the immediate term. In these situations, it is critical to consult with community stakeholders and young beneficiaries to establish their priorities and incorporate the following recommendations to the extent that is feasible, utilizing the INEE Minimum Standards and suggested resources for guidance.”

Part A.Identifying Adolescents & Youth and Key Challenges

1.Defining “Adolescents and Youth”

10 minutes

1.Before showing the image containing factors on slide 3, ask the participants to list factors that might make definitions of adolescents and youth vary across cultures, regions, religions, etc. Record their responses on a flipchart orchalkboard and then show slides 3-6 to discuss factors not mentioned.

2.Using slide 3, explain:

“Adolescents or Youth is difficult to define in precise terms and varies across cultures depending on specific socio-cultural, institutional, economic and political factors. Adolescents and youth are by no means homogenous groups, but rather a diverse group characterised by gender, ethnicity, location, education, income, and resource differences.

Each individualexperiences this transition to adulthood differently depending on heror his physical, emotional and cognitive maturation as well as other factors, such as:

  • Marital status
  • Completion of studies
  • Earning an income

Additionally, each nation or regionrecognisesthis period according to theirown national laws, cultural and social norms, such as:

  • Social roles, gender, marital status and the capacity to contribute economically
  • Rituals of religion or customs (rites of passage, sometimes linked to the onset of puberty), that once successfully completed, impartadult rights and responsibilities”

3.Using slide 4, explain:

“In general, one could define the transition as a period of progression toward independent responsibility, from childhood to adulthood, and from education to employment, but for statistical purposes:

  • The United Nations define youth as persons between the ages of 15 and 24.
  • WHO (World Health Organization) defines adolescents as persons between the age of 10-19.
  • Together, these two definitions make up a group of “Young People” between the ages of 10-24.”

For the purposes of this training, we will be referring to young people, ages 10-24, as “adolescents and youth” or “young people” when reviewing key issues and sharing programming recommendations. It should be emphasized that “adolescents” and “youth” are not homogenous groups and the various age groups involved require different responses and interventions based on their specific needs. As we will see later on in the training, involving young representatives from diverse adolescent and youth groups in planning and implementation processes will help determine and address the specific needs of each age group.”

4.Using slide 5, explain:

“Regardless of how we define or categorize adolescents and youth, young people’s transition into adulthood is when they are expected to assume new responsibilities, set goals and make decisions that will positively or negatively affect lifelong potential. It is therefore crucial that all receive adequate attention and resources in emergency response and development processes.”

2.Key Issues & Challenges for Young People in Crisis

Contexts

10 minutes

  1. Have a flipchart ready with a line drawn down the middle.

2.Using slide 6, explain the following:

“In emergency contexts, this already difficult period in a young person’s life is compounded by the risks and instantaneous burden of adult responsibilities that often accompany natural or man-made disasters.

Additionally, the international community has recognized that this transitional period from childhood to adulthood is the pivotal time when experiences of poverty, inequity and violence are passed on to the next generation.

As we have witnessed on almost every continent, young people who are uprooted, jobless, intolerant, and alienated may turn to violence, crime, gangs, or armed groups, especially when they do not have opportunities for personal development or the ability to contribute in a positive way to their families and communities.”

  1. Usingslide 7, explain:

“Young people face multiple risks during natural and man-made disasters and may becomevictims of violence, abuse and exploitation.”

  1. If you used Supplementary Activity 1, skip to slide 8. If you did not, draw a line down the middle of the flipchart. Ask participants to list examples of what impacts or risks adolescent or young men might face in a man-made or natural disaster. List their responses on one side of the chart. On the other half, draw an outline of a girl and ask them to draw or list additional risks young women might face. After compiling a list of risks, invite participants to think of some positive ways young people might be impacted. Showslide8 and discuss any risks/impacts not mentioned.
  1. Using slide 8,explain:

“As discussed, adolescents and youth are the age groups most targeted for:

  • Forced recruitment into militias or extremist groups
  • Trafficking for exploitative labor or commercial sex
  • Sexual or gender-based violence, often as acts of war

Natural and man-made disasters can also lead to:

  • Loss of educational and economic opportunities
  • Risky income generating activities in order to survive (prostitution, begging, etc.)
  • Mass displacement, separation from parents or orphanhood

Despite these evident vulnerabilities, this age group receives significantly less assistance, resources and protection from the international community thanprimary school-age children. According to the World Bank, less than 8% oflending was directed specifically to secondary education projects, compared to43% for primary and 12% for tertiary education.”[1]

  1. Using slide 9, explain:

“In both natural and man-made emergencies, limited economic opportunities, a breakdown in community infrastructure and an absence of social protection leave young women especially vulnerable to gender-based violence and economic and sexual exploitation. Young women often face double discrimination based on their gender and their age. In many societies, girls are still at the bottom of the social and economic ladder and have less economic and education opportunities than boys or young men.

Young women disproportionately face:

  • A sharp decline in school enrolment and extra-curricular activities due to domestic responsibilities or fear for safety
  • Economic and sexual exploitation, including slavery, forced labor, forced prostitution, or “economic coercion”
  • Widespread sexual violence, often used as a weapon of war, severely impacts young women, resulting in:
  • Severe psychological trauma- shame, withdrawal, depression
  • Grave physical injury and health issues- sexually transmitted diseases, including HIV and AIDS, early unwanted pregnancy, unsafe abortion
  • Stigma and rejection from their families, peers and communities
  • Missed education and economic opportunities resulting from any of the above impacts”

3.The Urgency for Prioritizing Quality Education

Programming for Young People

10 minutes

1.If time allows, you can go over the international legal instruments underpinning the INEE Minimum Standards in the box below.

Otherwise, you can refer participants to the MS Handbook, page 6, for a list of all the legally binding and non-binding frameworks that underpin the right to education and then discuss the declarations provided on slide 10. To save time, you can just read the highlighted text, which briefly summarizes the declarations. Invite participants to add any national legislation to the list.

2.Using slide 10, explain:

“Providing quality education to all young people is a right in principle under several existing human rights treaties. Some declarations that relate specifically to adolescents and youth and their right to quality education include the following:

  • The Convention on the Rights of the Child:The Committee on the Rights of the Child recognizes the importance of appropriate education for the current and future health and development of adolescents, as well as for their children, and urges State parties, in line with Article 28 and 29, to ensure that secondary and higher education are available and accessible to all adolescents.[2]
  • The Convention on the Elimination of All Forms of Discrimination against Women: Article 10 specifically refers to equal access for girls, with boys, to an equal standard of education in every subject at every level.
  • 1951 Refugee Convention:States,“The Contracting States shall accord to refugee’s treatment as favorable as possible, and, in any event, not less favorable than that accorded to aliens generally in the same circumstances, with respect to education other than elementary education”. (promotes equal opportunities for refugee populations with respect to post-primary education)
  • International Covenant on Economic, Social and Cultural Rights: States, “Fundamental education shall be encouraged or intensified as far as possible for these persons who have not received or completed the whole period of primary education” (promotes basic education for over-aged adolescents and youth). Additionally, the UN Committee on Economic, Social and Cultural Rights recognizes, “…secondary education demands flexible curricula and varied delivery systems to respond to the needs of students in different social and cultural settings. The Committee encourages “alternative” educational programmes which parallel regular secondary school systems.[3]

Additionally, the INEE Minimum Standards takes the language and spirit of human rights law as the basis for education planning and helps to achieve quality education by bringing to life the principles of participation, accountability, non-discrimination and legal protection.”

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3.Using slide 11, explain:

“Investing in quality adolescents and youth programming:

  • Is the most effective way to consolidate the historical global gains that have been achievedin early and middle childhood since 1990 in areas such as child survival, improved enrolment in, for boys and girls, in primary schooling and access to safe water and critical medications[4]
  • Can strengthen young people’s ability to meet their own subsistence needs and disrupt the intergenerational cycle of poverty, inequity and gender discrimination
  • Can provide the proper skills, training and guidance to help young people contend with the implications of the global economic crisis, environmental degradation, urbanization and migration, HIV/AIDS pandemic and more frequent and severe humanitarian crises
  • Can provide, structure, vocational training, life skills and hope for the future
  • Provides physical protection from the dangers and exploitation of a crisis environment and imparts life-saving skills, such as how to avoid landmines, protection from sexual abuse, health & hygiene,HIV/AIDS prevention and sexual and reproductive health. In fact, UNICEF estimates that the lives of 1.8 million children in sub-Saharan Africa would be saved if all of their mothers had completed secondary education[5]
  • Quality secondary education will also yield long-standing returns for national and global development, imparting skills that are vital for knowledge economies and essential for development (such as abstract reasoning, problem analysis, foreign languages, and written and oral communication skills). Incorporating vocational training helps teach skills that can be transferred directly to employment, thus bolstering development.”