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Indonesia
An integrated approach
A range of approaches can assist in building a
safer world for Indonesia’s children.
Cooperative, rather than competitive,
relationships between agencies is vital,
especially those that implement programs
with similar approaches – as with World
Vision and UNICEF in North Maluku. World
Vision and UNICEF plan to conduct a joint
in-depth education assessment as part of a
planned initiative.
Cooperation is also developing around
education projects in North Maluku with
Save the Children UK. This agency can offer
educational expertise, training and
government policy work related to its overall
strategy for developing alternative peaceoriented
curriculums with the Ministry of
Education. World Vision contributes in the
areas of community organisation, peace
building and trauma support at the
community level.
Save the Children places emphasis on
linking advocacy to field practice, and has a
clearly articulated approach. Partnership
between World Vision and Save the Children
UK is important in West Kalimantan on issues
affecting IDPs and in giving information on
child protection to the provincial
government. Save the Children also has
valuable experience and resources on
approaches to peace education. This includes
child-to-child (C2C) modules involving
children from different ethnic groups
discussing issues on child rights themes.
Partners in this process
In West Kalimantan, Save the Children and
World Vision have worked together in
establishing an NGO coalition, including local
NGOs, with the main objective of
establishing a forum where children’s issues
and common concerns can be addressed and
where mutual acceptance can be promoted.
This coalition has been acknowledged by
local government.
In a separate program in West Kalimantan,
Save the Children brings children from
different ethnic and religious backgrounds
together to present a radio program for
children by children. Children are able to get
several free hours of airtime a week. This is
broadcast in the capital (Pontianak) and taped
for use in other areas, with a total coverage
of over 1 million people. There are plans to
extend on this model as it gives an avenue to
promote children’s right to speak on issues
that affect them, and to influence community
public debate on such issues, as well as
promoting mutual acceptance. It is costeffective,
engages children, and is transferable
to other contexts where there is potential to
profile children’s issues in a range of media to
transform communities into ones that protect
their children.
Approaches that involve child participation
linked to schools are in keeping with existing
community development objectives. Local
contact with schools both strengthens
educational institutions and enables child
protection matters to be considered at policy
level. The approach is long-term and can be
integrated into curriculums. Where areas
have been affected by violence and relief
operations are in place, this approach can be
used as part of a transition from relief to
development programming (although, it
should be noted, instability may return).
Useful curriculum resources are available
from UNESCO, which has developed an
extensive resource for grades 1– 8 from its
work in Africa.
Impact of the project
The importance of access to quality
education was expressed many times by the
children, community leaders and parents
alike. A program supporting education is
therefore also a gateway to broadening
community response to issues that limit the
future of their children.
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