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Cambodia • Positive group activities involving children are seen as a counter to negative associations such as street gangs. Useful approaches to building child participation • Supporting children to work with their community leaders to define avenues for action that build on the increasing concerns prompted by child participation • Children’s clubs or associations developing strategies with community leaders on responses to domestic violence • Encouraging ideas and activities to emerge from children themselves, as their confidence and knowledge increase; this can be assisted by encouraging critical reflection on activities or a project’s outcome • Greater linkages made between incomegenerating activities in poorer areas and approaches to build child protection through participation. Children need to have opportunity to develop vocational skills; part of this process is exposure to different job roles and opportunities. Projects play a role in education on what is appropriate work, and increase links between children and local employers. • Community leaders involved in planning and supporting child participation strategies to widen their impact on the community • Information-sharing between children and clubs, which can stimulate further ideas and options; in this way, children learn from each other and gain capacity in leadership • Projects working with children including a greater focus on communication and facilitation skills to assist youth leaders to develop capacities to take increasing ownership of activities • Increased development of materials to promote learning or follow-up activities through children’s networks • NGOs nurturing and highlighting local role models in-community to encourage children. Barriers to child participation • Suspicion from community leaders or family as to the purpose of promoting opportunities for children to organise themselves • Fear from families and leaders that children would not respect their elders if they learned about rights and became less dependent on them (respect for people older than oneself is a strong value in Cambodia). Children are at risk through being denied the right to have their opinions heard, as the 2001 UNICEF study Speaking Out showed, with only 17% of children responding “Yes, in my community my opinion and friends’ opinions matter”, compared to 43% in Indonesia and 73% in the Philippines. 20 This barrier has been addressed through structuring projects to explore social values starting with respect for others and oneself. Activities lead to children becoming more, not less, responsible. The club idea has won support in villages where it operates. • Conflicting demands on children, especially in families who were very poor, meant that some children’s level of accessing the program was lower than hoped as they were needed to look after cows or perform other roles linked to the economic fortune of the family. • Conflicting priorities within the area, such as harvest time, examinations, or natural events such as flood and drought (both of which occurred in 2002). Community participation leading to community action Children’s networks and community mobilising are significant resources in shifting attitudes and increasing local response on child protection. The CAN study 21 noted the need for policies and programs that support 20 UNICEF, Speaking Out: Voices of Children and Adolescents in East Asia and the Pacific: A regional opinion survey, Keen Publishing, Bangkok, 2001 21 Dorning K, Crying Out, World Vision International, 2002 37
Cambodia LICADHO uses a variety of visual formats to communicate simple messages to communities, including (clockwise from top): Symbols illustrating forms and impacts of child work vs. labour; photos of dramatised situations; case studies of worst forms; portraits of real-life working children; VCD video clips, and illustrated leaflets. families and build community. Two approaches in Cambodia that deserve a mention here are from UNICEF’s Community-based Social Protection Initiative and the Cambodian League for the Promotion and Defence of Human Rights (LICADHO)’s approach to protecting children from exploitative labour. UNICEF’s approach starts from the position that the family is the first line of defence for children. Volunteers from communities are trained as “social helpers” to monitor any incident of child trafficking or sexual exploitation. Social helper network meetings are regularly held with authorities to pass on information. Action is then taken against offenders. Attention to this issue gives a strong child protection message in villages targeted. 22 LICADHO, with support from the ILO, has worked with children’s associations and community groups to inform and mobilise action on exploitative forms of labour. An information kit 23 has been used by groups of trained volunteers supported by LICADHO to assist in the identification of exploitative or hazardous labour. It depicts a range of common childhood activities mixed in with four of the worst forms of child labour (sexual, hazardous, illegal and forced). 22 Fallon & Tzannotos, 1998 23 The LICADHO kit is reproduced in an online “Toolkit” appendix to Children at Risk, at http://www.children.campaign.org. 38
Page 1 and 2: Risk Laurence Gray
Page 3 and 4: Copyright © 2003 by World Vision I
Page 5 and 6: contents Useful approaches to build
Page 7 and 8: executive summary responsibility of
Page 9 and 10: executive summary The Philippines I
Page 11 and 12: introduction “How is it possible
Page 13 and 14: introduction Child as a normative f
Page 15 and 16: introduction • offer opportunity
Page 17 and 18: introduction information may emerge
Page 19 and 20: introduction Current challenges of
Page 21 and 22: introduction Planning long-term for
Page 23 and 24: introduction Because we are abandon
Page 25 and 26: Cambodia or a medical emergency. Ho
Page 27 and 28: Cambodia This drawing by a child sc
Page 29 and 30: Cambodia near the garbage dump have
Page 31 and 32: Cambodia The Mith Samlanh/Friends v
Page 33 and 34: Cambodia Mith Samlanh/Friends vocat
Page 35 and 36: Cambodia To further understand how
Page 37: Cambodia Responses were gained thro
Page 41 and 42: Cambodia Families are taught to dis
Page 43 and 44: Cambodia The Law Enforcement Agains
Page 45 and 46: Cambodia 3. The project was based o
Page 47 and 48: Indonesia • The BPS also estimate
Page 49 and 50: Indonesia For Children’s Day in J
Page 51 and 52: Indonesia Useful approaches to buil
Page 53 and 54: Indonesia Child protection concerns
Page 55 and 56: Indonesia Children in the IDP camp,
Page 57 and 58: Indonesia building strategies can b
Page 59 and 60: The Philippines • children who ar
Page 61 and 62: The Philippines • conducting a ra
Page 63 and 64: The Philippines increase opportunit
Page 65 and 66: The Philippines Barriers to child p
Page 67 and 68: Sri Lanka Children affected by conf
Page 69 and 70: Sri Lanka Partnership for education
Page 71 and 72: Sri Lanka Children’s play showing
Page 73 and 74: Sri Lanka Impact of the project Som
Page 75 and 76: Sri Lanka “I spoke to a group of
Page 77 and 78: Vietnam Background Community-based
Page 79 and 80: Vietnam • At the community level,
Page 81 and 82: Vietnam “States Parties recognise
Page 83 and 84: Vietnam “Talk is cheap. Action is
Page 85 and 86: conclusion Agencies within civil so
Page 87 and 88: ecommendations universities. Advoca
Page 89 and 90:
ecommendations • Emerging issues,
Page 91 and 92:
acknowledgements Many individuals a
Page 93 and 94:
ibliography Amnesty International,
Page 95 and 96:
appendix 1 Online toolkit The follo
Page 97:
appendix 3 Some principles of World
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