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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. 53
Indonesia Children in the IDP camp, West Kalimantan Photo: Laurence Gray Efforts to promote peace after recent conflicts and economic turmoil are relatively new in Indonesia. In West Kalimantan, World Vision has established a children’s library in an IDP area with a population of approximately 5,000. Significantly, this activity builds local capacity for peer education supervised by community members; the community supports the library, as a priority is placed on education: it is seen as a mechanism to give children options to move away from the IDP camp. Some young people go to Malaysia or the Middle East to work; the boys as labourers, the girls as maids. At the same time, the fear for children is that when they leave the community they will experience discrimination and violence. The activity has had impact on the community by drawing attention (and resources) to an issue. It has allowed discussion of children’s rights and the risks they face in a difficult environment. Some parents in the community have expressed interest in developing preparation information for children who will leave the community to seek work. Developing the capacity of children to protect themselves is seen as an important part of this. Work at community level has an important advocacy element in terms of the broader issue of the impacts of armed conflict on children, and other current and potential risks to children. Based on their project work with IDPs, NGOs have strong concerns about the risks children face from being trafficked or crossing borders in search of work, and the smuggling of babies for adoption. Local authorities are also aware of the problems as they redefine their role in applying national social protection policy. Government agencies, who are aware of unofficial border-crossing points, have taken this into account, and are able to follow up with the Malaysian Government, which has had concerns about migrant workers. Regulations on child protection are being developed for government staff. 54
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 and 38: Cambodia Responses were gained thro
Page 39 and 40: Cambodia LICADHO uses a variety of
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: Indonesia Child protection concerns
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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