YOUTH CIVIC

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• Enable young people’s ownership, leadership, and accountability in peacebuilding processes and projects. (This would include access to public information) • Create a safe 268 environment for participation and be sensitive to inequalities. • Involve young people in all phases of programming and policy development. • Enhance the knowledge, skills, competencies, and attitudes of youth. • Create or expand opportunities for intergenerational and intergroup dialogue so young people may help bridge divides in their communities. • Support policies that address the full needs of young people. • Use an interdisciplinary approach when engaging young people in peacebuilding. The ground-breaking new Guiding Principles on Young People’s Participation in Peacebuilding recommend that policymakers and practitioners integrate economic, sociocultural, socio-political, and human rights approaches in promoting peacebuilding among youth. • Identify youth participation as a critical component in achieving sustainable peace. This includes rejecting the assumption that a majority of youth engage in violence and accepting the reality that most young people strive for and are actively involved in the pursuit of peace and stability. In a recently published comprehensive literature review, 269 the United Nations Children’s Fund (UNICEF) identifies the following key gaps and opportunities relevant to youth peacebuilding programming: • A comprehensive and nuanced understanding of youth and their contribution to peacebuilding needs to be developed. • It is important to acknowledge the diversity of youth experiences rather than simply focusing on youth as victims, troublemakers or peacemakers in conflict settings. Young people participate in informal governance and peace structures in a wide range of contexts outside of those affected by armed conflict. More youth-led research and analysis is needed to create a better understanding of such diversity so that positive youth voices and identities are given the attention they deserve. The multi-country, multi-agency evaluation highlights the following recommendations: • Children should be engaged as peacebuilders from a young age to ensure continuity and strengthen the impact of their participation. Children and youth should be integrated into informal governance and peace structures in a wide range of contexts, not only in situations of armed conflict. • Child and youth participation in peacebuilding must be supported by multiple stakeholders in a multitude of ways in order to strengthen the impact of their contributions. 268 A safe environment or space implies both a supportive environment built on trust and a physical space that young women and young men feel valued in. 269 M.T.A. Lopes Cardozo and others, Literature Review: Youth Agency, Peacebuilding and Education (Amsterdam, Research Consortium on Education and Peacebuilding, 2015). Available from http://learningforpeace.unicef.org/wp-content/uploads/2015/05/ Youth-Literature-Review-May15.pdf. 135
Policymakers: • Policymakers should develop a more comprehensive understanding of young people’s needs and priorities. This will require further analysis of holistic and cross-sectoral theories of change. • Governments should ensure that national youth policies are evidence-based, cut across sectors, and support active participation among youth. • Create platforms and mechanisms to engage young people in decision-making. Practitioners: • Programmes should integrate mechanisms that provide youth with the ability to monitor and evaluate their own work to support their development and growth. • Practitioners should explore the possibility of engaging youth-led organizations as advocates of youth inclusion and involvement in policy decisions. Providing advocacy training would offer young people the opportunity to enhance their leadership, mediation, negotiation, conflict-resolution, communication, and life skills, and would allow them to contribute to rebuilding positive social norms. 270 establishing accountability and securing local and regional support. • Donors must allocate long-term, sustainable funding and material support to youth– led organizations and networks, formal and informal youth groups, and individual youth initiatives. 271 REFERENCES AND SUGGESTIONS FOR FURTHER READING International instruments and resources to improve support for youth and peacebuilding Youth, civil society organizations, Governments, and international organizations and institutions have all created tools and resources focused on engaging and enabling young people as leaders in peacebuilding. These have been developed primarily across agencies with the intention of facilitating collaboration to influence the entire youth and peacebuilding sector. They include the following: United Nations Security Council Resolution 2250: The Security Council unanimously adopted on 9 December 2015, Resolution 2250 (S/RES/2250) on Youth, Peace and Security. The adoption of • Work with youth-led organizations to establish participatory governance, monitoring and evaluation processes. • In addition to facilitating communication between decision makers and youth, young people should engage in dialogue with the surrounding community as a means of both 270 United Nations Inter-agency Network on Youth Development, Working Group on Youth Participation in Peacebuilding, “Guiding principles for young people’s participation in peacebuilding”. 271 Amman Youth Declaration on Youth, Peace and Security. Adopted in Amman, Jordan, on 22 August 2015 . Available from https://www.unteamworks.org/youth4peace This point is further illustrated in the UN Security Council Resolution 2250 (S/ RES/2250) Adopted by the Security Council at its 7573rd meeting, on 9 December 2015. Available from http://www.un.org/en/ga/search/ view_doc.asp?symbol=S/RES/2250(2015) 136
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YOUTH CIVIC ENGAGEMENT
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World Youth Report Published by the
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Peace Bell Ceremony to commemorate
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CONTENTS CHAPTER 1: INTRODUCTION 10
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EXPLANATORY NOTES The terms “coun
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CHAPTER 1
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CHAPTER 1 SITUATION OF YOUTH The tr
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CHAPTER 1 YOUNG PEOPLE TAKING ACTIO
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CHAPTER 1 Introduction (chapter one
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ENGAGED CITIZENSHIP The discourse o
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Interaction theory posits that the
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social actors. It has been argued t
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eal, substantial, and significant.
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2CHAPTER Teenagers at Instituto Rec
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2CHAPTER Young people typically exp
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2CHAPTER Meanwhile, developed econo
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BOX 2.3. TRAINING AND SKILLS DEVELO
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2CHAPTER vulnerable position than t
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IN SEARCH OF BENCHMARKS FOR QUALITY
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Internships linked to educational p
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and create more detailed guidelines
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Duration. The duration of an intern
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of the global jobs crisis on young
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Lain, David, and others. Evaluating
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BOX 2.5. YOUTH ENTREPRENEURSHIP IN
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Of equal importance are those assoc
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need to work together to improve en
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Schoof, Ulrich, and Amina Semlali.
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LABOUR MARKET TRENDS AMONG YOUNG WO
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membership for young workers is sim
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if they are to participate fully in
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3 CHAPTER © UN Photo/ Paulo Filgue
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3CHAPTER With the global youth popu
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3CHAPTER NEGATIVE ENGAGEMENT When y
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YOUTH ELECTORAL PARTICIPATION James
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TABLE 3.1. POLITICAL PARTICIPATION
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FIGURE 3.2. PARTICIPATION IN ELECTO
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circumscribed political action have
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FIGURE 3.4. PARTICIPATION IN ISSUE-
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While many highly educated, relativ
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Blais, André. Political participat
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TRANSITIONS IN POWER: YOUNG PEOPLE'
Page 85 and 86: Young people in both Egypt and Tuni
Page 87 and 88: Five-Year Action Agenda. As the int
Page 89 and 90: concept remain cognizant of the his
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Page 99 and 100: and use an array of media activism
Page 101 and 102: against them. Several lampooning me
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Page 105 and 106: Technologies and communities that o
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Page 111 and 112: 4CHAPTER Involving youth—as colla
Page 113 and 114: 4CHAPTER helping those “without
Page 115 and 116: BOX 4.2. BENEFITS OF YOUTH ENGAGEME
Page 117 and 118: CHAPTER BOX 4.3. APPROACHES TO PEAC
Page 119 and 120: 4CHAPTER emotional development and
Page 121 and 122: RECONCEPTUALIZING YOUTH VOLUNTARISM
Page 123 and 124: Girl Guides. Youth volunteering pro
Page 125 and 126: young women and men. 233 Below is a
Page 127 and 128: KEY CHALLENGES AND OPPORTUNITIES So
Page 129 and 130: themselves, their families and comm
Page 131 and 132: violence—structural, 249 cultural
Page 133 and 134: • Financial and material support
Page 135: other youth to engage civically thr
Page 139 and 140: YOUTH PARTICIPATION IN SPORT FOR DE
Page 141 and 142: BOX 4.6. SPORT AND THE ENGAGEMENT O
Page 143 and 144: Provide Funding and Infrastructure.
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Page 147 and 148: 5CHAPTER YOUTH POLICYMAKING: LESSON
Page 149 and 150: RECOMMENDATIONS FOR ECONOMIC ENGAGE
Page 151 and 152: CHALLENGE POLITICAL APATHY AND EMPO
Page 153 and 154: TRANSITIONS IN POWER OPEN CHANNELS
Page 155 and 156: Youth should be developing digital
Page 157 and 158: PEACEBUILDING DEEPEN UNDERSTANDING
Page 159 and 160: ANNEX AUTHOR BIOGRAPHIES Chapter On
Page 161 and 162: Perceptions and Behaviours of Young
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YOUTH CIVIC

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