1. (1) WHY ENGAGING WITH YOUTH IS IMPORTANT IN PEACE-BUILDING
1.1 'children are active in the construction and determination of their own social lives, the lives of those around them and the societies in which they live' (James & Prout, 1997, p.8)
1.2 Democracy
1.3 Regional stability
1.3.1 Security
1.3.2 Independence
1.3.3 Nation building
1.4 Social stability
1.4.1 Impacts on individuals
Physical
Emotional
1.4.2 Impacts on communities
Marginalization
Alienation
Discrimination
1.4.3 Involvement of youth in conflicts
As agents
As victims
1.5 Sustainability
1.5.1 Economic
1.5.2 Political
1.5.3 Socio-cultural
1.5.4 Environmental
1.6 Continuing violence
1.6.1 Experienced
1.6.2 Perpetrated
1.7 Stereotyping
1.7.1 Vulnerability
1.7.2 Trauma
1.7.3 Lack of capacity
2. (2) WHO WILL BE INVOLVED
2.1 Target Groups
2.1.1 Youth Groups
2.1.2 Youth Leaders
2.1.3 Young Peace Activists
2.1.4 Youth Gangs
2.1.5 Former Child Soldiers
2.1.6 Youth in school
2.2 Researchers
2.2.1 Rebecca Spence
Roles: project leader; peace building; policy and literature review
Relevant Experience: Timor Leste, South Africa, Solomon Islands, Bougainville
2.2.2 Jack Beetson
Roles: Aboriginal elder and activist
Relevant Experience: Australia
2.2.3 Kimberley Berglind
Roles: AusAID Policy; Digital Story-telling
Relevant Experience: PNG, Solomon Islands, Philippines
2.2.4 Bob Boughton
Roles: popular education, theory and practice; literature review
Relevant Experience: Timor Leste, Mozambique, Australia
2.2.5 Greg Carroll
Roles: Peace building; Concept Mapping; Web site Management; Digital/Video Technology
Relevant Experience: Timor Leste
2.2.6 Deborah Durnan
Roles: popular education, theory and practice; peace building
Relevant Experience: Timor Leste, Australia
2.2.7 Glenda Kupczyk-Romanczuk
Roles: Concept Mapping; Word Web Mapping; Dictionaries in Plain English
Relevant Experience: Timor Leste, Papua New Guinea, Solomon Islands, Indonesia, Mekong region
2.3 Local organizations working with youth
2.3.1 Civil society
NGOs
Teachers
Community groups
Religious groups
Environmental groups
Youth groups
2.3.2 Government Departments
Ministry of Education
Formal
Non-formal
2.4 Interested Parties
2.4.1 AusAID
2.4.2 UNICEF
2.4.3 USAid
2.4.4 World Bank
3. (3) WHERE WE WILL BE WORKING
3.1 Regional Contexts
3.1.1 Australia
3.1.2 Timor Leste
Sahe Institute
Nuno Rodrigues Bebe
UNTL
Faculty of Social Science
Antero Benedeto da Silva
Faculty of Education
Miguel Maia
Baucau Teacher's College
Margie Beck
3.1.3 Philippines
MCW
3.1.4 Solomon Islands
CSP
3.1.5 PNG
Marcelline
BICWF
Helen Hakena
UPNG, Goroka, Faculty of Education
Gairo Onagi
James Yoko
3.1.6 Indonesia
3.2 Local contexts in each country
3.2.1 Youth & Community Services
Religious Groups
Youth Clubs
Community Groups
NGOs
3.2.2 Education
Non-formal
literacy campaigns
popular education
Formal
Primary
Secondary
Tertiary
Teacher Training
4. (4) HOW WE WILL BE WORKING
4.1 Phase 1 Situational Analyses
4.1.1 Literature review
Current research
Policies and practices of international government and non-government agencies
UNICEF
World Bank
AusAid
USAid
Related policies in target and international sites
Australia
Timor Leste
Philippines
Solomon Islands
PNG
4.1.2 Contact & consultation with experts and activists working in relevant global contexts
South Africa
University of KwaZulu Natal
Geoff Harris
Astrid von Kotz
Mozambique
University of Eduardo Mondlane, Centre for Research in Non-formal Education
Debora Nandja
Agneta Lund
Dominguos Buque
4.1.3 Contact and consolidation of relationships with organizations working in our target sites
4.2 Phase 2 Youth Forums
4.2.1 In-country forums
Who is involved ?
Youth groups
Organizations working with youth
Where are they active?
Formal settings
Non-formal settings
What are the current constraints and challenges?
What are the current opportunities and strategies?
How can activities be supported?
4.2.2 Building Youth Capacity
Communication skills
Telling stories
Listening
Interviewing
Dialoguing
Sharing understandings
Literacy
Technology skills
Photography
Video recording
Computing
4.2.3 Creating informal learning networks
To systematize understandings of key issues and processes
To identify
Synergies & silences
Strengths & weaknesses
constraints & challenges
To provide mutual support
4.2.4 Developing Insights
About
Roles played by youth in earlier conflicts
Members of resistance groups
Members of gangs
Community activists
Family members
Roles played by youth now
Family members
Community activists
Members of resistance groups
Members of gangs
By
Blogs/Vlogs
Podcasts/Vodcasts
Photographs
Case studies
Story telling
Drama
Art
4.3 Phase 3 Case Studies and Workshop
4.3.1 Case Studies
Using lessons learned from other generations
How to unlearn patterns of violence
How to transform oneself
Which skills, learned in conflicts, can equip us as leaders
4.3.2 Workshop
identifying goals & visions for the future
Aspirations
Needs
Concerns
Identifying strategies that are in use now
To resist violence
For dealing with the effects of violence
To reduce alienation
To re-create community and inter-community relationships
To lessen inter-communal tensions
Becoming agents for change
Making connections
Sharing experiences and understandings
Creating networks
Multi-country symposium
Collating findings and broadcasting the project outcomes
5. (5) WHAT WE WILL PRODUCE
5.1 Phase 1 - A Researchers' & Policy Makers' Perspective: What is happening at the moment?
5.1.1 A profiling map for each target country
Agencies & organisations involved with youth
Youth groups who are active in peace building
Activities currently being undertaken
Successes achieved
Perceived threats to activities
Ways of improving engagement with youth
5.1.2 A glossary in Plain English of terminology/jargon used by agencies working in peace-building
AusAID
UN
UNICEF
UNHCR
World Bank
5.2 Phase 2 - Participatory Research: How Do We Engage with Youth and Support Them?
5.2.1 Web site
Generating shared understandings of key concepts and processes
Peace
Conflict
Peace building
Conflict resolution
Democracy
Creating a learning network
Insights
Mutual support
Directions
Contacts
5.2.2 An expanding overview map of activities in the target countries
Synergies & silences
Key understandings
Workable strategies
International contacts
Available resources
5.2.3 Training manuals
Strategies for engagement
Methodologies for peace building
5.2.4 CD Rom Dictionary in Plain English for activists and educators working in peace building
5.3 Phase 3 - A Youth Perspective: How Do Youth in Conflict Affected Areas Transform Themselves into Agents of Peace and Democracy?
5.3.1 Materials produced by youth groups for dissemination on the website / CDRom
Sound bites
Video bites
Art work
5.3.2 Case studies
Youth groups
Current youth leaders
Former youth activists
5.3.3 Policy papers
6. (6) HOW MUCH WE WILL NEED TO SPEND
6.1 For each site
6.1.1 Travel
Fares
Per Diem & Accommodation
Car hire
6.1.2 Forum costs
6.1.3 Hardware
Computers
Mini DV video cameras
Tripod
MP3 recorders
Cameras
6.1.4 Software
MindManager
MS Office
Adobe Acrobat
6.1.5 Personnel
Youth researchers
Translators
Transcribers
6.2 Project personnel
6.3 Ttravel
6.4 For multi-country symposium
6.4.1 2 people each from Timor Leste, Solomon Islands, Philippines, Indigenous Australia in Year 1
Fares
Accommodation & per diem
6.4.2 Research team
6.4.3 2 people each from Timor Leste, Solomon Islands, Philippines, Indigenous Australia, PNG, Indonesia, Fiji, South Africa, in Year 2
Fares
Accommodation & per diem
About
Title
Developing Youth Constituencies for Sustainable Peace
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