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The outcomes in bold are those that DtZ made progress on in 2017, and is followed by the actors and a reference to the country sections where this was described in more detail. Below the table, is a list of interventions that contributed to these results.
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26 Promote active and meaningful involvement of young people in policy- and decision-making Boost access to and use of youth-friendly SRHR and HIV/AIDS services Prevent and halt all forms of harmful practices against children and adolescents, including child marriage and FGM/C Children participate as agents of change in decision- making within the family, community and (local) government regarding their rights, in particular their right to protection against CSEC.
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Children (in particular child victims) access specialised services that protect them, help them rehabilitate, reintegrate and reduce their vulnerability to CSEC. All DtZ outcomes contribute to this objective, because this objective is in line with DtZ final outcome (halt all forms of CSEC).
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Children Children Children Communities Government Private Sector Objectives BZ A Outcomes DtZ Mother ToC Brasil, Dominican Republic, Nicaragua, Bolivia, India, Bangladesh, Indonesia Brasil, Dominican Republic, Bolivia, Philippines, Nicaragua, Indonesia, India, Thailand Brasil, Dominican Republic, Bolivia, Nicaragua, Colombia, Peru, Bangladesh, India, Philippines, Thailand, Indonesia Pathway Contributed C D Result 1 : Better information and greater freedom of choice for young people (10-24 year) about their sexuality In 2017, DtZ contributed to all the objectives under result 1 of MoFA: “better information and greater freedom of choice for young people (10-24 year) about their sexuality.” DtZ trained children to advocate for child rights and protect against CSEC.
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In total, 6983 boys were trained and 6668 girls were trained. Furthermore, in most countries access to specialised services by children was enhanced. In total, 2113 victims received specialised services by DtZ partners, including shelter, health services, educational services, legal aid, and 938 families of child victims received support services, including counselling and legal aid. The DtZ programme includes sexual education for young people in and outside of schools.
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In 2017, 19137 children were trained on CSEC and how to report cases. 27 Result 4: More respect for the sexual and reproductive rights of groups who are currently denied these rights Strengthen and promote use of global and (inter) national human rights frameworks for SRHR and HIV/ Aids Improve the enabling environment for sexual and reproductive health rights for all Governments develop/improve policies and guidelines in relation to CSEC.
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Law enforcement agencies diligently prosecute perpetrators of child sexual abuse and CSEC. Governments develop/improve policies and guidelines in relation to CSEC. Law enforcement agencies actively investigate cases of CSEC. Law enforcement agencies apply child-friendly protocols. Private sector effectively implements and monitors within their sector relevant codes of conduct or MoUs for child rights safeguarding, including the protection against and reporting of CSEC.
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Community-based child protection mechanisms and referral systems for victims of CSEC are in place and are effective.
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Government Government Private Sector Community Objectives BZ A Outcomes DtZ Mother ToC Indonesia, Thailand, Philippines, Bangladesh, India, Peru, Bolivia, Dominican Republic, Brasil Indonesia, Thailand, Philippines, Bangladesh, India, Peru, Colombia, Dominican Republic, Brasil Indonesia, Bangladesh, India, Peru, Colombia, Dominican Republic Indonesia, Thailand, Philippines, Bangladesh, India, Bolivia, Peru, Nicaragua, Dominican Republic, Brasil Pathway Contributed B Strengthen accountability mechanisms vis-a- vis governments, service providers and other actors Governments develop/improve policies and guidelines in relation to CSEC.
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Governments allocated or increased budget to address CSEC. Government developed Action Plans to address CSEC Government Indonesia, Thailand, Philippines, Bangladesh, India, Peru, Colombia, Dominican Republic, Brasil C Law enforcement agencies diligently prosecute perpetrators of child sexual abuse and CSEC. Law enforcement agencies facilitate the reporting of CSEC cases and receive and file reports of CSEC cases.
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28 Help to end violence and discrimination against key populations, women and girls in relation to SRHR Governments develop/improve policies and guidelines in relation to CSEC. Private sector effectively implements and monitors within their sector relevant codes of conduct or MoUs for child rights safeguarding, including the protection against and reporting of CSEC.
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Community leaders, traditional and religious leaders publicly condemn values, norms and practices that contribute to CSEC (and initiated discussions (=other outcome)).
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Government Private Sector Community Objectives BZ Outcomes DtZ Mother ToC Indonesia, Thailand, Philippines, Bangladesh, India, Peru, Colombia, Dominican Republic, Brasil Indonesia, Bangladesh, India, Peru, Colombia, Dominican Republic Indonesia, Bangladesh, India, Bolivia, Nicaragua, Dominican Republic Pathway Contributed D Strengthen communities and advocacy networks to promote SRH rights for key populations* Community leaders, traditional and religious leaders publicly condemn values, norms and practices that contribute to CSEC.
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Community-based child protection mechanisms and referral systems for victims of CSEC are in place and are effective Community Community E Indonesia, Bangladesh, India, Bolivia, Nicaragua, Dominican Republic Indonesia, Thailand, Philippines, Bangladesh, India, Bolivia, Nicaragua, Dominican Republic, Brasil *Note: The SRHR results framework of MoFA does not provide a definition on ‘key populations’.
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The DtZ Alliance considers CSEC victims and vulnerable children to CSEC also as key populations, so that is how the Alliance contribute to objective 4E. In 2017, DtZ contributed to all objectives under Result 4: “more respect for the sexual and reproductive rights of groups who are currently denied these rights”. Lobby, training and awareness raising targeting government staff and institutions resulted in enhanced human rights frameworks and implementation thereof.
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In general, enabling environment to combat CSEC was improved. Concrete results include 52 media campaigns conducted, 2408 government officials trained and 113 lobby and advocacy documents presented to government. Strengthening the role of the private sector in enhancing and implementing human rights frameworks was achieved through training and sensitisation of companies and private sector staff. 7447 private sector staff were trained in CSEC.
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7447 private sector staff were trained in CSEC. Strengthening communities to promote SRHR and combat CSEC was achieved by awareness raising and setting up community child protection and referral systems. In tota, 268 child protection committees were supported and 60 effective referral systems were established. 29 Chapter 3: Partnership This chapter describes the DtZ partnership by describing the role of DtZ’s implementing partners and their relationship with other relevant stakeholders.
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In addition, cooperation between DtZ Alliance members at implementation level, overall in the Alliance, and the partnership with MoFA will be described. 3.1 ROLE OF DTZ’S IMPLEMENTING PARTNERS AND THEIR RELATIONSHIP WITH OTHER RELEVANT STAKEHOLDERS All DtZ implementing partners are part and parcel of the social fabric of their countries. Their work under the DtZ programme complements the work and supports the roles of the private and public institutions in their countries.
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The partners recognise the responsibilities of their governments to protect and promote the rights of children. Through advocacy, they hold government and private sector actors accountable. In some cases, they deliver services that should ideally be provided by the private and public actors, such as temporary shelters for victims, legal counselling and promotion of alternative forms of income.
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They do this recognising that the ultimate responsibility for these services lies with government and that the only way to provide these services sustainably is to hand these over to communities or local authorities, as soon as possible. Often, implementing partners work in partnership with local organisations. In Brazil, partnerships were established with municipal and state schools as a fundamental entry point to reach the target population.
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Through the schools a wider network of local NGOs is reached such as ADESC, Associação de Açu da Torre, CEAP, Colégio Salesiano, whom now contribute to the work. At times, DtZ’s role is to forge tripartite agreements, such as in the Philippines, to establish roles and responsibilities of the private sector, government and NGOs in combating CSEC in Travel & Tourism.
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In many cases, the role of DtZ’s implementing partners, is to develop innovative approaches and best practices that can be replicated by government and communities. A good example is the fact that in some communities, CBCPM established by DtZ implementing partners, have come under the responsibility of local governments and that in some other communities a community fund was established to sustain the CBCPM.
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At the same time, the Alliance acknowledges that it takes a while until private sector actors see it as their own responsibility to know about CSEC, how it might manifest itself in their supply chain, and what they should do to mitigate the risk of condoning rather than preventing CSEC. An example is the work with the Code: informing and involving companies in Travel & Tourism, in CSEC.
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While some companies that were informed about CSEC, took this at heart by informing and training their staff members and a number signed ‘the Code’ (thus taking full responsibility for eradicating it from from their business), none went as far as paying for the services provided to them by DtZ’s implementing partners (e.g.
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training, advice) and very few took successful steps towards addressing some of the wider societal problems in their communities, such as lack of economic opportunities for vulnerable families. Another example is the relationship of DtZ with Google. Google in Thailand and Indonesia is actively trying to avoid that their services are being used for OCSE and they are promoting some of their existing tools to trace perpetrators.
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It is still early days, but given the repressive political environment in some countries, changes in government in others and the constantly changing nature of CSEC, it is foreseen that DtZ’s implementing partners will continue to play an important role, even beyond the reach of this programme.
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3.2 COOPERATION BETWEEN DTZ ALLIANCE MEMBERS AT THE IMPLEMENTING LEVEL AND OVERALL ALLIANCE The main premise for collaboration between Alliance and implementing partners at the national level was their complementary approach.
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For example, ECPAT in Indonesia often focuses more on high level advocacy around legalisation issues and work with the private sector, Plan’s main contribution is on prevention and promotion of good parenting practices, peer to peer support and report by CBCPMs, while TdH strengthens the collective response through its provision of services and approach to prosecution. Sometimes, the added value derives from a geographic spread and the linkages between the local to the national.
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In almost all instances, local partners value each other’s contributions, experience how they strengthen their joined response and are eager to strengthen their own work and that of the collective, through sharing best practices. The DtZ Alliance has made leaps in facilitating and stimulating knowledge and experience sharing, through 30 the DtZ learning agenda (see chapter 5), outcome harvesting meetings on national level, regional meetings and DtZ (digital) learning platform.
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The aim is to stimulate collaboration and improve the individual and joint response. This was the focus of two regional meetings that took place mid 2017. As a result of these meetings country teams defined more specific learning plans, which covered exchanges within and between countries. They started implementing these learning plans during the second half of the year. This has led to increased knowledge, better responses and collaboration.
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Secondly, partners experience the added value of working in the Alliance through their increased access to institutions and authorities. Through the DtZ network, it is easier to approach certain actors, and it has more impact to approach actors as an Alliance with a united voice. The Alliance acknowledges that there is still room for a even higher impact if joint advocacy is strengthened. A third aspect of the added value of working in an Alliance, is to make effective referrals.
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The implementing partners refer children to other partners if they move to other places or if they need services that the partner cannot provide. This could also be increasingly done, for example, with respect to the repatriation of CSEC victims between India, Bangladesh, and/or Thailand. The DtZ Alliance increases opportunities to share contacts, make referrals and exchange services to ensure the beneficiary receives the best and most appropriate care.
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DOWN TO ZERO - COLLABORATION & LEARNING COMPLEMENTARY INNOVATIVE Exchange information and build on each other’s work Compare approaches and develop a shared best practice Jointly develop innovative approaches KNOWN COLLABORATIVE Collaboration has also been an important point of attention for the Steering Committee.
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The Steering Committee distinguishes 3 levels of collaboration: Complementarity of approaches Development of shared best practices Development of new approaches The first type of collaboration was promoted by sharing information through the learning platform. The second type was facilitated by making it the main focus of the regional meetings.
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By regularly putting collaboration on the agenda of the Steering Committee and the Board of Directors, they decided to challenge themself to take the collaboration to the third level. It was agreed to push the boundaries of the DtZ programme conceptually by looking into new challenges arising from the context. The vehicle for this is DtZ’s learning agenda.
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The vehicle for this is DtZ’s learning agenda. Within the realm of the two broad learning questions (on private sector and empowerment of children), more specific ideas were developed by two learning groups. These are being pursued at present. 1. 2. 3. 31 3.3 PARTNERSHIP WITH THE MINISTRY OF FOREIGN AFFAIRS In 2017 the DtZ Alliance experienced an open and transparent relationship with the Ministry of Foreign Affairs (MoFA) in the Hague.
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MoFA has joined several DtZ Steering Committee meetings and has been engaged in the development and implementation of the programme. Members of the Alliance joined the Ministry on two occasions for learning and exchange with members of the ministry and other alliances falling under the SRHR grant. Such exchanges are greatly valued, since they improve mutual understanding and cooperation at various levels.
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Two representatives of MoFA, Lambert Grijns (Dutch HIV/AIDS - SRHR Ambassador) and Maartje van der Meulen (Policy Officer and DtZ contact person) visited two DtZ programmes in 2017; Nicaragua and Thailand, respectively. Both reflected that they were impressed by the work and the high level of expertise of the implementing partners in the DtZ programme. Since then, the DtZ Alliance experienced more understanding on CSEC and related issues from MoFA.
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The Alliance is looking forward to broaden and deepen this understanding and support on CSEC within MoFA’s departments, since it experiences throughout the implementation of the programme that CSEC is not a priority issue within the SRHR policy of the Dutch Government. The Alliance believes that this would be of mutual benefit to all parties. In the last quarter of 2017, there was a turn-over in positions at MoFA and the DtZ Desk.
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Therefore the DtZ Alliance will invest in re-establishing the good relationship between the parties in 2018. The DtZ Alliance is positive regarding the partnerships with the Dutch embassies. The level of engagement depends on the role of Embassies and the local capacity. At minimum, they keep each other informed, but often they assist each other with contacts and in some countries embassies supported aspects of our activities.
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For example, in Indonesia the Dutch Embassy organised Strategic Partnership coordination meetings regularly. For the DtZ Alliance this was an opportunity to get to know the work of another SRHR alliance and discuss possible collaboration with them. This already resulted in first steps being taken towards collaboration with CARE around reintegration of child victims in 2017.
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The DtZ Alliance and CARE have started discussions about cooperation on the allocation of reintegration budget for child victims from East Nusa Tenggara. The Dutch consul was also involved in a Gala Dinner with the private sector, conducted by the DtZ Alliance in Surabaya. Regular and effective communication with the Royal Dutch Embassy in Jakarta (through Ms. Sarah Spronk) is maintained.
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Ms. Spronk was involved in Jakarta activities on two occasions, to observe the interventions of the DtZ project related to empowering children (victims and those at risk) as well as parents. She appeared to be impressed with the DtZ project interventions and sharing from children how their lives have improved. A second example is from India.
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A second example is from India. Despite the limited capacity to engage in development cooperation, the Dutch Embassy decided to fund activities for youth empowerment in the Red Light Areas that were previously part of the DtZ programme. The third example is from Colombia, where ICCO and Renacer held meetings with the Netherlands Embassy to identify joint strategies to prevent CSEC.
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At a joint meeting, they presented a document showing the increase of Dutch travellers to the country, specifically to the city of Cartagena, through the recent start of operations of the KLM airline. The embassy took advantage of this presentation to warn relevant stakeholders that this might increase the risk of CSEC.
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The fourth example concerns Thailand, where DtZ’s local partners, arranged for the Dutch Police Liaison Officer to assist with providing training and capacity building for selected Law Enforcement officers. related to online Child Sexual Abuse and related issues. The DtZ Alliance also experiences challenges in working with the embassies. One of the challenges is their limited capacity to engage in development cooperation and their focus on trade.
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In addition, how much emphasis is placed on CSEC depends on the interests of the embassy staff. Nevertheless, the DtZ Alliance will continue building the relationship and involve embassies where possible and relevant. Another challenge is the turnover of staff within the embassies. Dutch diplomats switch from embassies every two years. Therefore the DtZ Alliance and implementing partners need to build new relationships regularly.
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32 Chapter 4: Gender and inclusiveness The DtZ Alliance acknowledges the importance of a gender perspective in the DtZ programme; gender inequality is an important driver of CSEC. While gender has always been an integral part of the DtZ programme, two aspects received more attention during 2017: Agreement about a common standard for the whole Alliance, and More attention for specific groups of children.
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Below more details about how the programmes is presently integrating gender throughout its activities, the proposed standard and focus on ‘forgotten’ groups of children. 4.1 GENDER AND INCLUSIVENESS IN ACTIVITIES The DtZ programme promotes gender equality through all its interventions. Gender is an integral part of the awareness raising curriculum activities for children, youth and communities.
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For example, in Lombok DtZ partners made religious leaders aware of the fact that gender-inequality and the role of parents in child protection, are a important contributing factors to CSEC. Consequently, religious leaders were involved in creating gender awareness in their communities by addressing these in their Friday speeches and other community and religious gatherings. Many more examples can be found in the country reports.
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4.2 GENDER FRAMEWORK The standard agreed with the DtZ Alliance for the programme is based on the gender-mainstreaming tool of Plan International22 and the minimum standards on gender as described in the cross-cutting issues paper of Terre des Hommes23. The gender framework, see Annex 3, recognises a minimum standard and an aspirational standard. It was agreed that all organisation should work towards compliance with the minimum standards immediately.
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Therefore, disaggregated data were collected on all outputs concerning the pathway ‘children’ and one output in the pathway communities. A roadmap towards the aspired standard is part of the DtZ Annual Plan 2018 plan page 15. 4.3 BOYS AND LGBTQI’S In the past years there is an increased visibility of boy victims of CSEC. The same can be said about LGBTQI’s. Data from Asia have shown not only that the amount of boy victims is much larger than expected, but that in some areas boys are the majority.
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In Latin-America, the prevalence of male victims is largely unknown. Although studies have been conducted in the last years, the understanding of boy victims and the role of gender identities of boys and girls, is still limited. Consequently, it cannot be certain that DtZ’s services and interventions address their specific vulnarbilities. In 2017 the DtZ Alliance decided to address these gaps both at the activity level in some countries (e.g.
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the Philippines) as well as through the research the Child Empowerment learning group is currently undertaking. 22 Plan Netherlands, Gender equality programme criteria 23 TdH cross-cutting issues guidelines, september 2017 o o 33 Chapter 5: Learning This chapter elaborates on how learning is integrated and facilitated in the DtZ programme. Also the lessons learned and best practices regarding empowerment and private sector are described.
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5.1 THE FACILITATION OF LEARNING IN THE DTZ PROGRAMME Learning takes place at different levels of intensity: from exchange of information, to adopting each other’s best practices, to jointly finding new solutions to recurring or new dilemmas. The DtZ Alliance aims to create a facilitating environment for continuous learning, both for implementing partners and Alliance members. Therefore the DtZ Alliance has made learning an integral part of the programme.
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In 2017, the Alliance took major steps towards the implementation of the learning agenda, by putting the infrastructure and processes in place that will make learning across the programme possible. Firstly, the Learning Platform became operational. It facilitates exchange of information and learning across the whole programme. The facilitation of digital learning, through the sharing of resources and forum discussions via the platform will be continued until the end of the programme.
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Secondly, learning was facilitated during two regional meetings (Latin-America and Asia) in August 2017. The regional meetings focussed entirely on lessons learned, best practices, new developments, and the opportunities for learning within the learning agenda. Thirdly, the countries developed their country learning plans, specifying their ideas and initiatives during the DtZ programme.
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Finally, two learning groups were established to give direction to the learning questions on the private sector and child empowerment. Their plans are based on, and support the country learning plans and questions, but they also identified some general, overarching research questions.
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The private sector learning group has the following research questions: “How to engage strategically with the private sector to ensure that we realise meaningful private sector engagement?” In 2018, efforts will be focused on sharing the best practices identified in 2017, such as working together with the ICT sector in Thailand, creating job opportunities for victims, and using cross-sector partnerships (including with the government) in order to engage with the private sector.
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Furthermore, the country level learning of the private sector learning group will focus on questions such as: How to contact the private sector? What language should be used? How to ensure commitment from the private sector to fight CSEC? How to ensure sustainability in the relationship? The learning group will stimulate active participation on the Learning Platform, and will ensure learning materials are available and accessible for all partners.
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The child empowerment learning group has the following learning question: “what are effective child empowerment strategies, taking into account age and gender?” The Alliance identified the need for a more thorough overview of academic research, and to cluster the literature into three main categories; the empowerment of victims of CSEC, how to measure child empowerment, and the empowerment of boys that are or have been victims of CSEC.
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Questions from the countries tend to be rather theoretical, and the challenge is how to relate them to their own practices. Therefore, the first step is to identify the relevant literature and make it accessible to all partners. The literature review will also identify gaps in current research, and so guide towards relevant research topics. In December an intern was hired to conduct the literature review.
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The research is planned to be finalised may 2018. based on the results of this research the next steps will be planned. From 2018 onwards the learning agenda will become a core element of the programme. A detailed planning for 2018 can be found in the DtZ 2018 Annual Plan.
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5.2 LESSONS LEARNED AND BEST PRACTICES During the regional meetings August 2017, the DtZ implementing partners shared the lessons learned and best practices which can be divided into the two working groups: empowerment and private sector. Although many lessons learned and best practices are shared, the DtZ implementing partners also identified needs and gaps on the two themes. The needs and gaps will be addressed in the DtZ working groups 2018.
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5.2.1 Empowerment Three clusters of best practices and lessons learned were identified regarding empowerment of children. Firstly, empowerment was determined at conceptual level, to clarify the nature of empowerment, and at analytical level, to determine how to identify, measure and assess empowerment. Secondly, gender was explored in the context of empowerment (see 4.2 child empowerment working group).
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Thirdly, best practices were identified o o 34 regarding community-based protection mechanisms as vehicles for child empowerment. One of the best practices identified by multiple DtZ implementing partners, is empowering child victims to become ‘agents of change’ in their communities. Children and community leaders lobby at community and local government level for better protection and safer environment, by addressing diverse needs.
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For example, in India during an awareness raising training on CSEC and trafficking in a shelter, 15 children identified social vulnerabilities such as unrealistic ambitions, false romance and the notion of “the grass is greener on the other side”. In addition, they mapped vulnerable surroundings and needs for better protection. By presenting and discussing their findings to the local government, they became agents of change.
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As a result, the local administration and DtZ implementing partners will initiate sensitisation workshops with adolescents in formal schools and take action to make the community safer for children as add street lights and more surveillance. In Latin America, adolescent leaders of the Municipal Committee for Children and Adolescent acted as agents of change in lobby activities towards the local government.
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In meetings with the Municipal Council and Municipal Executive they expressed their points of view about different threatening situations related to CSEC. In addition, they demanded the readjustment of existing regulations regarding the operation of brothels, discotheques, motels and bars. Another best practice in this area is the CBCPM in Indonesia, whereby a group of people collaborate in order to protect children from any form of violence on community level.
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Through the active involvement and empowerment of actors at community level, and links to the referral system and service providers, a sustainable CBCPM can be formed. Since Indonesia consists of various cultures spreaded over more than 17,000 islands, customary laws and local wisdom became important elements to be considered in CBCPM establishment and implementation. Steps how to form a sustainable CBCPM has been shared and elaborated during the regional meeting.
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5.2.2 Private sector During the regional meeting best practices and lessons learned were identified on tripartite engagement, economic empowerment and job placement and ICT involvement. However, the level of experience of working with the private sector varies per DtZ implementing partner. Many partners had not worked with the private sector before and experienced difficulties in identifying possible partnerships, approaching companies and convincing them to work in a partnership on child protection.
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In order to guide the DtZ implementing partners, the above difficulties will be resumed by the private sector working group on country level in 2018. In the Philippines a tripartite collaboration between the private sector (tourism industry), government and DtZ implementing partners has been established. It resulted to the enactment of a child protection ordinance in travel and tourism that denies guests check-in if they are accompanied by minors suspected of being victims of CSEC.
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Given that more cases were reported to authorities, this collaboration has proven to be a binding and effective approach to protect children against SECTT at the community level. Also it enables the local government to proactively enact policies, despite the absence of a national policy on the protecting children against SECTT.
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Another best practice with the private sector addresses the need for economic empowerment and job placement of CSEC victims as a contributing factor of their successful reintegration in their families and community. At the same time, school reinsertion and psychological and social support with families should continue. In Bolivia, a collaboration started with a food factory where cookies are made by adolescents and sold to the state for a social programme.
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The adolescents received training in baking and cooking, and received psychological, social and legal support during their participation in the project. The profit of each adolescents is saved in a bank account and handed to them when they leave the programme. By that time they know how to handle their personal expenses, because they would were trained in personal administration and accounting. In Thailand the country alliance team approached Google Thailand to interest them in the OCSE project.
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Google was sensitised on OCSE and, in coordination with the alliance team, they trained forty-five LEAs on the use of Google for Online CSEC investigation purposes. They also developed an online programme to teach children, parents and teachers how to use the internet in a safe manner. DtZ believes that this collaboration will contribute to the effective prevention of and response to OCSE.
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35 Chapter 6: Opportunities and challenges for 2018 This chapter elaborates on challenges and opportunities for 2018 in the DtZ programme. 6.1 OPPORTUNITIES 2018 is the midway point for the DtZ programme. By conducting a midterm review (MTR) the DtZ Steering Committee has the opportunity to reflect on the progress of the programme and make possible adjustments to reach the DtZ outcomes in 2020. Moreover, this is an opportunity to share thoughts and ideas how to continue with the programme after 2020.
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The learning plans in country and at the global level will generate information that will not only feed the programme going forward, but create ideas for additional activities that could be turned into new funding proposals. One of the opportunities for 2018 is the International Summit to address the protection of children from SECTT in Bogotá, Colombia.
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The Summit will be organised by the Colombian Ministry of Commerce, Industry and Tourism, in cooperation with the Tourism Authority of the Capital District of Bogota, the Colombian Ministry of Foreign Affairs, the Colombian Child Protection Authority and ECPAT Colombia – Fundación Renacer. Co- organisers are the High-Level Task Force on Child Protection in Travel and Tourism, ECPAT international and the World Travel and Tourism Council.
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The DtZ programme is currently bringing about what the Summit aims to promote: multi-sectoral, strategic and synergistic alliances promoting child protection in travel and tourism. The Summit is therefore a great opportunity for the Alliance to both showcase and learn. A considerable number of implementing partners in the DtZ programme are already ECPAT-affiliates and therefore invited. The Alliance will host and facilitate a session on collaboration between CSO’ s and the private sector.
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With a new government in place, 2018 is a key year to influence the agenda of the ministry. In 2018 there will also be several opportunities to start discussions about funding opportunities beyond 2020. In September 2018, the UN Committee on the Rights of the Child is dedicating its biannual Day of General Discussion on Children as Human Rights Defenders, seeking input from CSO’s and children.
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This could provide for an opportunity to raise attention for the empowerment and participation of children and youth at risk or victim of CSEC in the DtZ programme, as peer educators and defenders of their rights within their communities and beyond. The DtZ Alliance will possibly seek for alignment and collaboration on this with the Girls Advocacy Alliance. 6.2 CHALLENGES The learning platform is not used very actively yet. When DtZ research is published on the platform, it may used more actively.
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Nevertheless, the SC will discuss whether the platform is the right way to promote learning. 2018 will be a very busy year. The MTR will take place, learning groups will kick-off, learning plans in countries will be implemented, and external stakeholders will request inputs. Yet, the funds are limited and leave no flexibility to jump at new opportunities. The SC will have to make tough decisions about priorities.
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The DtZ Alliance realises that the Dutch Government is focussing on the reproductive health rather than on rights in SRHR. Their focus is also more geared towards adolescents, rather than children. Strict child protection policies challenged communication, especially with regards to visibility of the child in images.
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Creative solutions are being explored, such as training children in photography (and how to make quality pictures without revealing face or identity of the child) and letting them portray their reality and the impact the DtZ programme has on their lives. The continuous pressure on human rights defenders and the shrinking space of civil society makes it challenging to implement the DtZ programme.
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Recently the island Boracay is closed by the government due to environmental issues due to the amount of plastic on the island. This has effect on the DtZ programmes since Boracay is one of the areas where the DtZ programme is implemented.
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UNIVERSITÀ DEGLI STUDI DI PADOVA DEPARTMENT OF POLITICAL SCIENCE, LAW, AND INTERNATIONAL STUDIES Master’s degree in Human Rights and Multi-level Governance Can Peace Education Help Reintegrate Child Soldiers after Demobilization? The Case of Colombia and the Cátedra de la Paz. Supervisor: Prof. SARA PENNICINO Co-supervisor: CARLOS ARTURO GUTIÉRREZ-RODRÍGUEZ Candidate: SARA MELLINATO Matriculation No. : 2040627 A.Y.
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: 2040627 A.Y. 2022/2023 To my grandfathers, whose confidence in me keeps pushing me forward, even after their passing.
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1 TABLE OF CONTENTS Abstract List of abbreviations Introduction Chapter 1: Literature Review and Research Design 1.1: Literature Review 1.2: Research Design Chapter 2: The Colombian Context 2.1: The Conflict 2.1.1: Constitutional instability 2.1.2: Inequalities 2.1.3: Narcotrafficking 2.2: The 2016 Final Agreement 2.2.1: Principles 2.2.2: Victims’ Rights 2.2.3: Ceasefire 2.2.4: Participation 2.2.5: Drug Trafficking 2.2.6: Transitional justice 2.2.7 Implementation and verification Chapter 3: Childhood in Colombia 3.1: Education 2 3.1.1: Quality of the Colombian education system 3.1.2: Impact of the civil conflict 3.2: Children’s rights 3.2.1: The Colombian protection system 3.2.2: Violations during the civil conflict 3.3: Child soldiers 3.3.1: Reasons for Recruitment 3.3.2: Profile of the recruited 3.3.3: The recruiters 3.3.4: Methods of recruitment 3.3.5: Impact of violence Chapter 4: Peace education 4.1: Basic concepts 4.2: Implementation 4.2.1: Peace education and child soldiers 4.3: Cátedra de la Paz 4.3.1: Legal framework 4.3.2: The Program 4.3.3: The Role of Teachers Chapter 5: Reintegrating child soldiers 5.1: Victims or perpetrators?
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5.1.1: Impact on society 3 5.1.2: The Colombian peace process 5.1.3: Reintegration programs 5.2: The case for restorative justice 5.2.1: Restorative justice in Colombia 5.2.2: Restorative justice with child soldiers 5.3: Role of the Cátedra de la Paz 5.3.1: Results of the Cátedra de la Paz 5.3.2: Cátedra de la Paz and child soldiers Conclusion Appendixes I: Child protection in armed conflict II: The crime of child recruitment III: Restorative justice and child soldiers: The case of the DRC References 4 Abstract Despite the signing of the peace agreement in 2016 and the effort of the international community, the armed conflict in Colombia has not stopped.
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Colombian society remains very polarized and the communal ties have not been restored. Demobilized child soldiers, despite the efforts of the Colombian government, continue to face discrimination, stigma and violence on a regular basis.
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This thesis aims at shedding some light on the phenomenon and understanding whether the framework devised by the government when creating the Cátedra de la Paz can also help reintegrate child soldiers and restore the broken communal ties after almost six decades of continuous armed conflict. Key words: Child soldiers, peace education, Colombia, Cátedra de la Paz, reintegration, restorative justice.
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5 LIST OF ABBREVIATIONS AGC - Autodefensas Gaitanistas de Colombia ARN - National Agency for Reincorporation and Normalization AUC - Autodefensas Unidas de Colombia (EN: United Self-Defenses of Colombia) BACRIM - Bandas Criminales (EN: Criminal Gangs) CMPVI - Commission for Monitoring, Promoting, and Verifying the Implementation of the Final Agreement CRC - United Nations Convention on the Rights of the Child ELN - Ejército de Liberación Nacional (EN: National Liberation Army) FARC-EP - Fuerzas Armadas Revolucionarias de Colombia - Ejército Popular (EN: Revolutionary Armed Forces of Colombia - Popular Army) FPA - Final Peace Accord HRW - Human Rights Watch ICBF - Instituto Colombiano de Bienestar Familiar (EN: Colombian Institute for Family Welfare) ICC - International Criminal Court ICFES - Instituto Colombiano para la Evaluación de la Educación (EN: Colombian Institute for the Evaluation of Education) ICRC - International Committee of the Red Cross IHL - International Humanitarian Law IIEP - International Institute on Peace Education INDEPAZ - Instituto de Estudios para el Desarrollo y la Paz (EN: Institute of Studies for Development and Peace) 6 IOM - International Organization for Migration JEP - Jurisdición Especial para la Paz MNP - Movimiento de los Niños por La Paz (EN: Children's Movement for Peace) MRM - UNICEF’s Monitoring and Reporting Mechanism MVM - Monitoring and Verification Mechanism NCPS - National Comprehensive Program for the Substitution of Crops Used for Illicit Purposes NGOs -
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of Crops Used for Illicit Purposes NGOs - Non-Governmental Institutions OAS - Organization of American States OECD - Organization for Economic Cooperation and Development OTP - Office of the Prosecutor PISA - Program for International Student Assessment PTSD - Post-Traumatic Stress Disorder SDG - Sustainable Development Goals SES - Socio-economic status TIMSS - Trends in International Mathematics and Science Study UN - United Nations UNESCO - United Nations Educational, Scientific, and Cultural Organization UNICEF - United Nations Children’s Fund UP - Unión Patritóica (EN: Patriotic Union) USAID - United States Agency for International Development 7 Introduction The propensity for violent conflict arises when individuals perceive their worldview as the sole correct and acceptable one, categorizing all others as heretical or dangerous adversaries.
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This engenders a Manichean worldview that divides the world into those adhering to the right beliefs and those posing threats. Within this framework, there is a lack of acknowledgment that one's "truth" might be partial, disregarding the possibility that others possess knowledge or beliefs worthy of respect.
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The absence of recognition that truth evolves leads to an intransigent fixation on the group's current beliefs, fostering intolerance and disrespect for other cultures and ways of life, ultimately inciting anger and conflict. Simultaneously, the invisibility of human beings serves as a recipe for frustration and resentment, escalating into open conflict and rage. This invisibility refers to the failure to fully appreciate and validate the presence of others, resulting in their being ignored or exploited.
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At its extreme, this phenomenon withdraws or denies the humanity of a group, leading individuals to perceive their own worth as inferior. Invisibility, a form of quiet yet traumatic violence, compels the imperative for recognition in the fullness of humanity. The desire for this recognition, facing violent refusal, underlies many historical struggles and conflicts. The problem of invisibility extends to the larger process of social injustice and the domination of individuals by those wielding more power.
https://docs-lawep.s3.us-east-2.amazonaws.com/thematic2f/pw_2/1721999990754.pdf
https://thesis.unipd.it/retrieve/a154ab14-3a0a-4dff-ac6d-d3f23eb35f11/Mellinato_Sara.pdf
Grenada
This domination, whether through overt force or economic deprivation, consistently distorts and undermines human worth, limiting the capacity for individuals to lead fulfilling lives. Social inequality emerges as a powerful driver of anger and conflict, accompanied by violence suppressing the human desire for respect and dignity.
https://docs-lawep.s3.us-east-2.amazonaws.com/thematic2f/pw_2/1721999990754.pdf
https://thesis.unipd.it/retrieve/a154ab14-3a0a-4dff-ac6d-d3f23eb35f11/Mellinato_Sara.pdf
Grenada
This violence often begets counter-rage, as individuals refuse continued deprivation or denial of their humanity, resulting in a world scarred by social injustice and profound inequalities. Invisibility, social injustice, and domination intertwine with the culture of competition, sustained by a narrative of scarcity. This worldview, pervasive in 8 every aspect of life, fosters invidious comparison, leading to envy and constant feelings of inadequacy.
https://docs-lawep.s3.us-east-2.amazonaws.com/thematic2f/pw_2/1721999990754.pdf
https://thesis.unipd.it/retrieve/a154ab14-3a0a-4dff-ac6d-d3f23eb35f11/Mellinato_Sara.pdf
Grenada
The competitive narrative transforms others into perceived enemies, with the relentless propaganda of competition making it difficult to envision a world shaped by compassion and connection rather than fear and suspicion1. Human needs, extending beyond material desires, encompass the quest for a meaningful life. Suffering that transforms into anger arises not only from a lack of material resources but also from spiritual emptiness.
https://docs-lawep.s3.us-east-2.amazonaws.com/thematic2f/pw_2/1721999990754.pdf
https://thesis.unipd.it/retrieve/a154ab14-3a0a-4dff-ac6d-d3f23eb35f11/Mellinato_Sara.pdf
Grenada