Professional Documents
Culture Documents
Adolescent
Participation
in Latin America
and the Caribbean
UNICEF/FHartz/Mexico/2009
Produced by:
UNICEF, Regional Office for Latin America and the Caribbean
Adolescent Development and Participation Unit
Building 102
Avenida Morse, Cuidad del Saber
Panama City, Panama
www.unicef.org/lac
CONTENTS
EDITORS’ NOTE 4
FOREWORD 5
ACRONYMS 6
INTRODUCTION
Latin America and the Caribbean in context 7
Participation in the context of civic engagement 8
Adolescent participation 8
Overview of typology of adolescent participation 9
SECTION ONE
Volunteering 11
Strengths and weaknesses of this approach to participation 11
Criteria and promising practices in volunteering 12
Examples of good practices in volunteering 12
SECTION TWO
Service-learning 15
Strengths and weaknesses of this approach to participation 15
Criteria and promising practices in service-learning 16
Examples of good practices in service-learning 16
SECTION THREE
Advocacy and Policy Influencing 19
Strengths and weaknesses of this approach to participation 19
Criteria and promising practices in advocacy and policy influencing 20
Examples of good practices in advocacy and policy influencing 20
SECTION FOUR
Conclusions, Recommendations and Policy Implications 25
APPENDICES
APPENDIX ONE 29
Self-Assessment Chart for Practitioners
APPENDIX TWO 34
Glossary
BIBLIOGRAPHY 36
3
Adolescent Participation in Latin America and the Caribbean
EDITORS’ NOTE
The Adolescent Development and Participation Unit of UNICEF in the Americas and Caribbean Regional Office
(TACRO) and Innovations in Civic Participation (ICP) are pleased to participate in this joint initiative.
ICP supports the development of innovative high-quality youth civic engagement policies and programs in the
US and around the world. We embrace a positive view of young people that recognizes their potential to create
beneficial and lasting social change in their communities through active participation in service opportunities.
We have conducted research on youth civic engagement policies and programs globally and have consulted with
governments on policy development and international organizations on investing in youth civic engagement,
including a regional asset mapping study for the UNICEF East Asia and the Pacific Regional Office.
For the past decade, UNICEF has developed our own internal capacity to provide advice and leadership to countries
in LAC for a wide spectrum of activities to ensure that young people have a voice in the places where they live and
grow. We have also supported the formation of policy and effective programs around adolescent participation and
engagement. Consequently, this partnership with ICP is even more powerful and enriching for us and for readers of
this particular publication.
TACRO has asked our office in Brazil, which has played a very important and influential role in strengthening its
policy development around participation, to share in the publication some of its experience. UNICEF officers in
Barbados and Trinidad and Tobago have also been kind enough to share their thoughts on participation. UNICEF
will continue to gather examples from the field and make them available to readers on http://www.unicef.org/lac/
through our What Works Series.
For additional examples globally, ICP maintains an online searchable database of youth civic engagement programs
and policies as well as an extensive library of ICP and non-ICP publications. More information can be found at
http://www.icicp.org.
We look forward to feedback and comments from those engaged in the field of adolescent development and
participation. You may write to UNICEF at cnorton@unicef.org and to ICP at stroud@icicp.org.
Christine Norton
Senior Advisor, Adolescent Development and Gender Equality
UNICEF TACRO
Susan Stroud
Executive Director
Innovations in Civic Participation
WHAT WORKS 4
Finding their voice: engaging adolescents in meaningful participation strategies
FOREWORD
Adolescent participation in Latin America and the Caribbean is as diverse as the ethnic, cultural, geographical,
economic, political and social diversity that characterizes this region. From participation of indigenous adolescents
living in the Amazon region, Chile, Peru, Bolivia, Colombia, and Ecuador, to boys and girls living in low-income
communities of large urban centers in Mexico City, São Paulo, Rio de Janeiro, Buenos Aires, Lima and Bogotá, to
innovative experiences of peer education in the Caribbean, to youth communication networks in Latin America ---
these are some examples of diverse regional adolescent participation.
The desire of children and adolescents to participate and their growing consciousness of participation as a
right appear as a common pattern in all these contexts. And certainly the most important result of the various
participation processes supported in the region is the fact that they increasingly evolve from a merely symbolic
action to become more in-depth processes that are linked to adolescents’ overall development.
Moreover the various participation processes have proven to enable adolescents to strengthen their competences
and life skills to realize their dreams and expectations, or what educators and policy specialists identify as rights
realization.
The authors of this report have successfully presented a typology of adolescent participation as a path to orient the
various forms that participation can take and have focused on three approaches that hold particular promise.
Through participation, adolescents develop creativity, communication skills and social awareness. They become key
players, and this provides a fantastic opportunity for families, communities, schools, policymakers, politicians and
society in general to take advantage of these qualities and include adolescents in decision-making processes.
The ultimate goal of this report is to show that, regardless of the form, adolescent participation can enhance
the capacity of adolescents to contribute to their own development and the development of their communities,
placing them as strategic actors in promoting their rights and contributing to society. Thus, adolescent participation
strengthens democracy and contributes to meaningful changes in society.
Mário Volpi
Youth & Adolescent Development Specialist
UNICEF Brazil
5
Adolescent Participation in Latin America and the Caribbean
ACRONYMS
CLAYSS: Latin American Center for Service Learning (Centro Latinoamericano de Aprendizaje y
Servicio Social)
FLACSO: Latin American School of Social Sciences (Facultad Latinoamericana de Ciencias Sociales)
WHAT WORKS 6
Finding their voice: engaging adolescents in meaningful participation strategies
INTRODUCTION
In order to assist practitioners in Latin America and the Bank (IADB) Adolescents Program with the support of
Caribbean in the development of programs to engage UNICEF, UNFPA, ECLAC, ILO, UNV, OIJ, OAS, OECD,
adolescents through participation, Innovations in Civic YABT and FLACSO, among others.2
Participation (ICP) and The Americas and Caribbean
Regional Office of UNICEF (TACRO) have developed In each section on volunteerism, service-learning, and
this handbook, which addresses the link between advocacy and policy influencing, we have included
participation and citizenship and serves as a guide the most promising examples from our research, as
to some of the most promising practices in the field. selected by our team in consultation with adolescent
Adolescent participation in the region involves a wide participation experts from the region.
array of program types and approaches. Due to varying
approaches to participation and the proliferation of Latin America and the Caribbean in
many program models, it is difficult to clarify all that context
the term “participation” encompasses.1 Therefore, this
handbook will focus on three approaches that have The Latin America and Caribbean (LAC) region is the
significant positive impacts on adolescents: most unequal region of the world, as measured by the
large gap in income distribution between the richest
1. Volunteering and the poorest.3 Currently, one of every two people in
2. Service-learning the region lives below the poverty line. Some countries
3. Advocacy and Policy Influencing have been successful in their strategies to reduce
poverty, but indicators have not changed dramatically,
We have placed additional emphasis on vulnerable showing stagnation. There are projections of increased
groups including afro-descendent and indigenous poverty as a result of the current global financial crisis.
adolescents, out-of-school adolescents, adolescents
living in ghetto or dense urban areas, adolescents living According to studies conducted by the UN Economic
on the street, and adolescents living with HIV. These Commission for Latin America and the Caribbean
groups require special attention to their unique needs (ECLAC), the “youngest in age are more affected
and, as such, may require different program models. by poverty and by the negative consequences of
poverty.”4 There is a direct relationship between
The methodology for gathering the data for this poverty and birth rate, which tends to be higher in the
handbook included two approaches. The first was an poorest households. According to ECLAC, children and
initial desk review of adolescent participation programs adolescents up to 19 years old are often trapped by
in the region. Existing databases providing examples of the vicious intergenerational cycle of poverty, lack of
participation programs were consulted, including ICP’s education and violence.
international database of youth service programs and
policies. All UNICEF country offices in TACRO were In spite of this reality, the large adolescent population
contacted and asked to submit program examples and of the region can be seen as an opportunity to
interviews were conducted with UNICEF Adolescent Officers. effect positive social change. More than 153 million
adolescents currently live in the Americas. This
From the initial information gathered, we narrowed over “demographic bonus” is a historic opportunity for
100 programs down to 35 that demonstrated some communities across Latin America and the Caribbean
of the key elements for success. We contacted these to channel the talents of adolescents into positive pro-
programs and asked them to complete a questionnaire social activities.
to obtain detailed information about all aspects of
their program design. From the 35 pre-selected
programs, 18 answered the questionnaire. Additionally,
the process and results of the “Best Practices in
Adolescent Policies and Programs in Latin America and
the Caribbean” project were examined. That initiative
started at the beginning of 2008 with the leadership
of UNESCO and the Inter-American Development
1
There are many publications on participation for children in various age groups.
For a comprehensive overview of available literature, see Child and Adolescents
Participation Resources Guide, UNICEF EAPRO, Bangkok, 2006.
2
See Acronyms page for explanations of these organizations
3
Inter-American Dialogue (2009).
4
CEPAL (2003).
Fundacion Niño del Papel/Colombia/2009
7
Adolescent Participation in Latin America and the Caribbean
Participation in the context of civic environmental sustainability, and to improve civic life
engagement through media and outreach campaigns.
Participation should be viewed within the broader In this context, a strong movement for children and
context of civic life, ensuring that adolescents are adolescent rights has also emerged. The adolescent
engaged in a variety of civic and pro-social activities and child rights advocacy agenda’s main objectives
that benefit themselves, their community and their are access to basic social services such as education
society. Participation must move beyond involvement and health, the right to be heard, the right to take part
in one-time policy summits, events or councils. It must in decision making concerning their lives, the right to
be integrated into the fabric of adolescents’ lives, be respected by their families, and the right to have
in order to provide them with the widest range of access to culture, sports and leisure. Examples of
experience and prepare them to take up the rights and this movement are happening all across the region.
responsibilities of full citizenship. For example, in Brazil “it has been possible for ‘street
educators’ … to collaborate with street children at the
The Convention on the Rights of the Child (CRC) local level throughout Brazil and to coordinate these
is a strong framework to promote adolescent many groups in a powerful movement to give a voice to
participation, since it recognizes that all children, these children and improve their lives.”9
including adolescents, have the right to participate in
all decisions that affect their lives, according to their Adolescent Participation
developing capacities and abilities. However, there
is still an evolving understanding of how the articles Adolescence is a key period in human development
of the CRC that most closely relate to participation since it is the time when a young person transitions
should be implemented in policy and programming. to the experience of full citizenship.10 This period (10-
In July of 2009, the Committee on the Rights of the 19 years of age as defined by UNICEF) is marked by
Child released a general comment on Article 12, which the progressive acquisition of civil, political, economic,
discusses participation.5 While this document still social and cultural rights. At the same time, adolescents
focuses heavily on adolescents and children bringing are experiencing profound cognitive development and
their views to “decision-making, policymaking and the thoughts, ideas and concepts developed during
preparation of laws and/or measures as well as their this period of life impact their formation as adults and
evaluation,” it also adds new and broader meaning citizens.11 That is why adolescence is a crucial period for
to the term participation.6 In particular, it states: “If encouraging even greater participation, which can lead
participation is to be effective and meaningful, it needs to increased feelings of efficacy, understanding of one’s
to be understood as a process, not as an individual role in society, and greater attainment of one’s rights.
one-off event.”7 The document also lists several
important criteria for any and all participation programs: Adolescent participation allows the adolescent to self-
transparent and informative, voluntary, respectful, manage his or her own projects, expectations, dreams,
relevant, child-friendly, inclusive, supported by training, hopes and even disagreements in a channeled way.
safe and sensitive to risk, and accountable. Through participation, adolescents are able to be the
architects of their own lives and futures; developing
We know that “participation promotes civic themselves and the communities where they are
engagement and active citizenship.”8 According to involved and becoming a collective and creative force
Mario Volpi, Adolescent Participation Specialist with for new spaces and moments that generate a better
UNICEF in Brazil, throughout the 80s and 90s in Latin future. Elaine King, Adolescent and HIV/AIDS Specialist
America, people from all sectors of society, including in the UNICEF Eastern Caribbean Office further, cites
“indigenous and afro-descendent communities, low- direct benefits of adolescent participation such as self-
income urban areas, landless and homeless populations, actualization, enhanced self confidence and self-esteem
students, street children, religious movements and a building and strengthening of communication and basic
great number of new social actors[,] came together interpersonal skills. Furthermore, participation builds an
in a strong social movement aiming to re-democratize awareness and understanding of certain civic processes
society and claiming citizenship for all.” As a result which can result in more awareness and involve young
of this broad-based movement, citizenship and people andconsequently stronger communities.12
participation have become inextricably linked to the
promotion of democracy and social justice. Increasingly, 5
United Nations, Committee on the Rights of the Child,
http://www2.ohchr.org/english/bodies/crc/comments.htm
adolescents are engaging with NGOs, governments, 6
http://www2.ohchr.org/english/bodies/crc/comments.htm, pg. 7
7
and local community groups not only to advocate 8
http://www2.ohchr.org/english/bodies/crc/comments.htm,
Landsdown, G. (2009), p. 6.
pg. 29
WHAT WORKS 8
Finding their voice: engaging adolescents in meaningful participation strategies
According to adolescent participation expert Dina upon the resiliency and creativity”16 of the adolescents.
Krauskopf, adolescent development requires a According to Mario Volpi’s experience and research in the
combination of participation, engagement and UNICEF Brazil office, “participation has proven to impact
empowerment. This is possible when “boys and girls positively adolescents’ capacity to build resources to
develop projects and proposals by themselves… and overcome the challenges of this life stage.”17
look for support and advice when they require it.”13
Overview of typology of adolescent
Countries, organizations and individuals have taken participation
a variety of approaches to implement participation
programs for adolescents. There are many excellent This handbook puts forward a typology for participation
and inspiring examples of effective programs in that emphasizes three approaches that show particular
Latin America and the Caribbean. However, much promise:
of this work has been focused on events, councils
and other forums where adolescents are not fully • Volunteering
utilized or engaged in more long-term developmental • Service-learning
programming. • Advocacy and Policy Influencing
It may also be necessary to promote a culture of Each of these approaches has strengths and
participation, as adolescent participation may not be weaknesses, and some approaches show stronger
widely accepted. According to Marlon Thompson, promise for engaging vulnerable adolescent groups.
HIV Officer in the UNICEF office in Trinidad and Our analysis of program examples from each of these
Tobago, it is important to have a ‘champion’ in the categories draws out key elements of successful
community who can bridge the gap between adults programs and makes recommendations for practitioners
and adolescents. This could be a young person seeking to implement one of the approaches.
working to ensure that “their views are being heard
and accepted,” or an adult champion for adolescent The following three sections of this handbook will be
participation that represents “adults saying we support devoted to each of the three approaches, including
you.”14 King advocates for “widespread sensitization strengths and weaknesses of each approach; the
and capacity building for adults to better encourage criteria and promising practices in this program area;
and facilitate adolescent participation” and argues that and examples of good practices in this area from the
activities “facilitated by a skilled adult who respects the LAC region, taking into special consideration those
adolescents and who is respected by the adolescents focusing on vulnerable adolescents.
seem to be more authentic and effective. Whether in
structured settings or not, skilled adult facilitators are
able to support mobilization and actions of adolescents
around specific issues helping them to grow and
develop until they can branch out on their own.”15
9
Adolescent Participation in Latin America and the Caribbean
UNICEF/MQuintero/Colombia/2007
WHAT WORKS 10
Finding their voice: engaging adolescents in meaningful participation strategies
I. VOLUNTEERING
Strengths and weaknesses of this While the reciprocity of volunteering is applicable to
approach to participation volunteers of all ages, there can be particular benefits
for adolescents, including building professional and
The concept of volunteering involves working to make technical skills as well as leadership, teamwork and
a positive difference, individually or as part of a group, other social skills. Instead of being seen as merely
for the well being of another person, a community, recipients of services or victims, volunteering enables
the environment or the society in general and without adolescents to be viewed positively as contributors to
the motivation or expectation of financial profit or their societies by members of their communities, in
compensation. addition to building a positive self-identity and sense of
empowerment.
In the Universal Declaration on Volunteering19 that was
adopted on the occasion of the International Year of Volunteering takes place with varying levels of duration
Volunteers in 2001, it was recognized that volunteer and organization. Duration can generally be placed in
action is a creative and mediating force that: three categories:
• Builds healthy, sustainable communities that • Formal, long-term service: 20 hours or more per
respect the dignity of all people; week of service for three months or longer.
• Empowers people to exercise their rights as • Part-time volunteering: anything less than formal,
human beings and, thus, to improve their lives; long-term service but more than two hours per
• Helps solve social, cultural, economic and week for two months.
environmental problems; and, • Occasional volunteering: anything less than the
• Builds a more humane and just society through above.
worldwide co-operation
Volunteering can range from formal through an
The Declaration also recognizes the right of every organization with structure and legal status to informal
woman, man and child to “freely offer their time, in which volunteers act individually or through
talent, and energy to others and to their communities” grassroots/community based organizations without legal
regardless of their cultural and ethnic origin, religion, status.
age, gender, and physical, social or economic condition.
Strengths of this approach include its flexibility,
Volunteering should meet at least four basic criteria: sustainability and structure. It has the potential to
involve many adolescents through the varying levels of
• Is intentional: The volunteers seek a positive duration and organization, as it can easily be adapted
and realistic goal and must have the consent to meet the needs and interests of a particular group.
of the community or population with whom the Volunteering programs can be designed according to
volunteer is working. the target population in terms of length and intensity
• Is justified: It responds to a real need of the of the experience, issue-areas addressed and level
recipient of the volunteer action. It is not of structure. It has the potential to meet critical
entertainment or a hobby for the volunteer and community and national needs while building solidarity
it seeks to fulfill a need that has previously been among participants and community members and
identified by the community or population with helping to bridge ethnic, socioeconomic, and religious
whom the volunteer is working. differences.
• Is not mandatory: Volunteers are not forced or
coerced into participation. Among the weaknesses of the approach, adolescents
• Is not motivated solely by self-interest or profit: can have little control in decision-making processes
The volunteers’ primary motivation is not self if the program is very structured and bureaucratic.
benefit or gratification. However, the act of Additionally, volunteering programs can be manipulated
volunteering is mutually-beneficial and the by adults to advance political or party intentions. While
volunteer will likely experience reciprocal gains this approach can be adapted to include adolescents
through the service provided. from all backgrounds, care must be taken not to
exclude groups (e.g. those needing some financial
18
International Association for Volunteer Effort, http://www.iave.org/ResourceView.asp?resourceID=166
11
Adolescent Participation in Latin America and the Caribbean
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Finding their voice: engaging adolescents in meaningful participation strategies
One of the strongest models of a volunteer program to build quality affordable housing. Un Techo Para Mi
we found was Panama Verde, a national environmental País works to improve the quality of life of millions
network managed by adolescent volunteers of families who currently live in poverty by engaging
predominantly from the provinces and rural areas thousands of volunteers, mainly adolescents, and
in Panama. Founded in 1996, Panama Verde was families in the building of transitional housing and
created under the umbrella of the Peace Corps and the implementation of social inclusion programs. The
obtained legal status as an independent NGO in 2004. organization started in Chile and today has inspired
The program offers adolescents citizenship education a regional network in 15 countries in Latin America
as well as empowering them to be proactive agents and the Caribbean, including Argentina, Bolivia, Brazil,
in their communities for sustainable development. Colombia, Costa Rica, Ecuador, El Salvador, Guatemala,
They offer training on the Convention on the Rights México, Nicaragua, Paraguay, Peru, Dominican Republic
of the Child as part of the empowerment process of and Uruguay.
adolescents regarding their rights.
The program has received numerous awards, not only
Each Panama Verde group in a community is able to because of its excellent program design and mission,
adapt to local needs, as the adolescent volunteers that but because it also strives for rigorous evaluation and
live in these communities know the community needs monitoring on program outcomes. Un Techo Para Mi
and can prioritize solutions. All the projects are based País has a Center for Social Research that documents,
on environmental sustainability and development. systematizes and analyzes the whole program model.
Young people from ages 12 to 29 are engaged in this The evaluation itself is also led by adolescents and
program, so it is flexible in including adolescents, as young people, mainly high school and university
well as other age groups. This provides a continuous students. Currently, with the support of consultants,
opportunity to serve as young people grow older and they are developing an impact evaluation system
gain new skills and knowledge. The program has been that will allow them to measure and compare the
very successful because it engages in public and private performance of each of the countries participating in
partnerships, receiving support from the government of this regional network.
Panama, as well as private and corporate foundations
such as Kellogg and SAB Miller. Un Techo Para Mi País has won awards from the Gloria
de Kriete Foundation, the government of Chile, and
The structure of Panama Verde allows adolescents to in 2008 was selected as one of the “Best Practices
gain leadership skills in a national organization, while in Policies and Programs in Latin America and the
still giving local groups flexibility. Groups around the Caribbean,” led by UNESCO and IADB. It receives
country that are part of the Panama Verde Network funding from international organizations such as the
have autonomy in the planning and implementation Inter-American Development Bank; companies such
process, within the context of the work plan of as LAN Chile, Chevron, Deloitte; and donations from
the organization that is agreed upon in the annual individuals. In 2008, they coordinated over 98,000
assembly. Annually, each group sends 2 representatives volunteers. They have built over 40,000 houses in the
to the national assembly, where major organizational region, benefitting over 16,000 families.
decisions are made. The organization is currently
in the process of generating a system for planning, It is important to note that while this program is an
monitoring, evaluating and reporting. excellent example, it engages mainly adolescents
from educated, middle to upper class families. The
To date, over 500 volunteers have participated in the program does seek to empower people in the poorest of
program (400 between 12-19 years old). There are 33 communities to advocate on their own behalf, but it has
adolescent environmental groups around the country, not yet focused on including adolescents from the most
mainly in the provinces. Each group has led at least vulnerable groups as volunteers. However, it seeks
one local community project regarding reforestation, to build solidarity between young people with greater
environmental education, trainings in HIV/AIDS, opportunities and those who are the poorest and most
leadership, drug prevention, and/or human rights. marginalized. The adolescent volunteers do a process of
reflection on their experience in this program in order to
Another excellent and award-winning example of a assess its impact on their personal and professional life.
model volunteer program is Un Techo Para Mi País. Initial studies are showing that these young volunteers
This NGO, founded in 1997, mobilizes adolescent are greatly affected by the program and continue to
volunteers in solidarity with the poorest in urban areas work on behalf of the poorest living in dense urban
areas.
13
Adolescent Participation in Latin America and the Caribbean
UNICEF/FHartz/Mexico/2009
WHAT WORKS 14
Finding their voice: engaging adolescents in meaningful participation strategies
II. SERVICE-LEARNING
Strengths and weaknesses of this There was also a sense of urgency for promoting
approach to participation active citizenship that could give sustainability to
the democratization process. Education is a key
According to the Latin American Center for Service component in the debate on inclusion, citizenship
Learning (CLAYSS) based in Buenos Aires, Argentina, building and social justice. In this context, the service-
service-learning is a “pedagogy that promotes student learning movement has grown along with broader
solidarity activities, not only to attend to the needs of social movements that promote the strengthening of
the community, but also to improve the quality of the civil society, citizenship participation and a culture of
academic learning process and personal formation of solidarity.22
values and responsible civic participation.” Service-
learning is a pedagogical tool in the category of Strengths of the service-learning approach include
“experiential learning” that connects knowledge the ability to match the level of skills and abilities of
acquisition with “service to others, which determines students with an appropriate service project, and thus
the purpose, nature and process of social and the ability to utilize service-learning broadly through
educational exchange between learners (students) and a country’s education system from early childhood
the people they serve.”20 through university education. Reflection activities offer
opportunities for intentional and intensive discussion
Program models in service-learning must balance on the cultural and historical context of social issues,
service objectives and learning objectives. If students exploration of successful and less successful solutions,
successfully complete a community service project, but and the development of civic roles and responsibilities.
have not learned the academic content required, then Students gain targeted knowledge, meet academic
the program model should be reevaluated to ensure objectives, and improve skills, such as communication,
learning is rigorous. Likewise, service programs should problem-solving, and leadership.
meet community needs, not just the needs of students
and teachers. Service-learning should be integrated into Two important strengths of this approach that
the curriculum to meet established learning objectives are particularly relevant to the Latin American and
and identified community needs. Service-learning Caribbean region, discovered by researchers and
can have a positive impact on the personal, social, practitioners in this area, are:
cognitive, and academic development of adolescents.
15
Adolescent Participation in Latin America and the Caribbean
WHAT WORKS 16
Finding their voice: engaging adolescents in meaningful participation strategies
Finally, we will share in detail the example of Sirve project. This information is compiled by an advisor,
Quisqueya, a program led by Alianza ONG in the who then prepares a report with final results and
Dominican Republic. This initiative is a network of recommendations. The evaluation process occurs
public and private organizations promoting service- directly after completion of the project in order to
learning in the Dominican Republic and benefiting rural harness the momentum and motivation of participants.
communities and marginalized urban neighborhoods. Sirve Quisqueya also organizes national forums for
Founded in 1995, the program has four main adolescents to exchange their experiences in service-
objectives: learning, where they highlight the benefits for their
communities.
• Strengthen the structure of service-learning in the
Dominican Republic. The adolescents involved receive constant supervision.
• Create opportunities, with the participation Some of the projects require the involvement of an
of schools and community organizations, to adult volunteer in order to follow up on the activities
engage adolescents in service-learning and in and to guide the financing. Adolescents also receive
the implementation of sustainable community support from the general coordination and the local
projects. organizations linked with the service projects.
• Create healthy adolescents for healthy
communities. Sirve Quisqueya has demonstrated multiple important
• Promote recognition of the practice of service- impacts on the adolescents involved in service-learning
learning. programs:
Sirve Quisqueya partners with both public and private • They become leaders in their communities,
entities, such as the local government in Santo disseminating the knowledge acquired during the
Domingo, UN Volunteers, Adolescents for Peace and service-learning experience through seminars,
many others. Sirve Quisqueya also has a partnership trainings, and more.
with the Instituto Tecnológico de Santo Domingo • They are able to design small proposals, set
(INTEC), Instituto Tecnológico de las Américas goals and implement them with success. Some
(ITLA) and Fundación Global Democracia y Desarrollo examples of these projects are: environmental
to develop the service-learning methodology and education campaigns; reforestation projects;
infrastructure for the program. community murals; recycling projects; community
libraries in marginalized areas, etc.
Adolescents engage extensively in the implementation • 100% of the participants in the service-learning
process through consultations and guided questions projects have shown interest in studying up to
when the activities are being planned. Reflection university level.
is also a key component of their approach. The • There is very low school desertion in the
methodology used by Sirve Quisqueya includes adolescents involved in these projects.
participative workshops where the adolescents present • The service projects benefit rural groups as well
the results obtained in the implementation of their as urban marginalized neighborhoods.
Colombia Niños/Colombia/2009
17
Adolescent Participation in Latin America and the Caribbean
UNICEF/JCandelaria/Mexico/2009
WHAT WORKS 18
Finding their voice: engaging adolescents in meaningful participation strategies
19
Adolescent Participation in Latin America and the Caribbean
WHAT WORKS 20
Finding their voice: engaging adolescents in meaningful participation strategies
and engagement of the Municipality Development Plan The adolescents are included from the beginning of the
2003-2007 in Sucre. This mutual learning process program in identifying the need and in designing the
resulted in the adolescents’ public policy proposal being action process. Cooperation and strategic public-private
integrated into the Strategic Development Municipality partnerships are also key elements in Sou de Atitude’s
Plan 2025. In April 2009, 739 representatives from success. These partnerships include local public
65 adolescent organizations from 8 municipal districts, institutions (state councils), civil society advocacy
3 rural and very poor, participated in “Adolescent spaces (national and international NGOs) and, in
Municipal Conferences” to build their public policies particular, media and communication channels available
proposal. in low-income communities.
UNICEF/GBell/Dominican Republic/2007
21
Adolescent Participation in Latin America and the Caribbean
Participants of the program are gathered at different Sou de Atitude believes that its method of non-formal
times to monitor progress of their projects and education is flexible and able to adjust to the needs
identify required adjustments and new strategies. The of different groups of adolescents, including those in
conclusions are included in reports that are shared vulnerable situations. As a result of its experience with
online with all the organizations and members involved. establishing this communication network and monitoring
There is also a monthly follow up with the adolescent public policies, Sou de Atitude has produced a Guide
participants to evaluate their personal and professional called: Guia de Atitude – Reflexões e Práticas sobre
development. Impacts of the program have been found Monitoramento e Ação Política, where adolescents
to include: can learn about political action, social mobilization and
communication, in a very friendly and didactic fashion.
• More interest and participation by the adolescents This Guide and more information are available at: www.
in the public sphere at the local level in their soudeatitude.org.br
communities.
• Higher levels of education achievements and The ANAR (Help to Children and Adolescents at Risk)
increased learning and communication skills. phone program in Peru is an example of a rights advocacy
• Better dialogue and communication among initiative reaching thousands of children and adolescents
adolescents with families (mutual respect, as through a confidential service by phone where they can
well as family understanding of the importance of express their concerns and demands. This service works
motivating their children to keep studying). under the principles of the CRC, promoting the participation
• The adolescents feel valued and capable of of adolescents, listening to their opinions and considering
making meaningful changes in their communities, them to be part of the solution. This is a nationally and
mainly through peer education and the interaction internationally awarded program that has been considered
with other adolescent organizations. a leading example in empowering children and adolescents
• Improved adolescents’ perception of how the on their rights as full citizens. The United Nations
government functions, including the process of Committee on the Rights of the Child36 has recommended
budget allocation and distribution. that the Peruvian government strengthen the service in
• Improved analysis and identification of the causes order to reach remote areas and benefit more children and
of social problems and efficacy in acting in adolescents.
coordination to design strategic solutions.
• Increased participation of adolescents in the Due to the adolescents’ participation and feedback,it (ANAR)
community, schools and other social groups. has promoted a train-the-trainers program in schools, training
• Media education and social mobilization serving students, teachers and parents on adolescent rights and
as key aspects of communication and a path to the service offered by this help line. It serves as channel for
understand and build a critical view of information the demands of adolescents and their families, promoting
sources available. citizenship and the development of social capital.
36
United Nations, Committee on the Rights of the Child,
<http://www.unhchr.ch/tbs/doc.nsf/0/b67fbbfa8f470bdfc125715600319d7e/$FILE/G0640887.pdf>
Colombia Niños/Colombia/2009
WHAT WORKS 22
Finding their voice: engaging adolescents in meaningful participation strategies
The issue of violence is the second most common The ANAR phone has had an impact in the following
problem (after inter-personal problems) raised by ways:
adolescents in the ANAR phone program, and thus it
was prioritized as a focus area. The initiative of one • Empowers adolescents about their right to be
adolescent participant led to the development of a treated well and their duty to treat others well
strategy to promote and expand the phone service, and contribute to their communities.
particularly regarding issues of violence. Through • Trains adolescents on their rights, the ANAR
this project, “Right to be Well Treated,” adolescents phone service, and on the methodologies and
from secondary schools are trained on their rights and tools to be trainers to replicate it with their peers
duties, identify what it means to be well treated or at schools, thus having a greater impact on the
poorly treated, and then receive information on the wider education community (students, teachers
ANAR phone service. They are also trained as trainers and parents).
themselves, so they can then replicate the workshops • Offers counseling and concrete solutions to
and further spread the information on the ANAR phone adolescents’ problems (legal, psychological and
service among their peers, teachers and parents. During social) by guiding them the appropriate services.
2008, the adolescents developed workshops with • Promotes values such as peaceful resolution of
almost 1800 students, 160 teachers and 160 parents conflicts and a culture of well treatment among
in three secondary schools. persons without violence and abuse, reflecting on
both adolescent rights and duties and their civic
ANAR works widely in partnership with public responsibilities. This has led to improvements in
and private institutions, through memorandums the inter-personal relations between students,
of understanding with government ministries, including changes in attitude and knowing how to
municipalities and corporate foundations (Telefonica respond to a threat in a nonviolent way.
Foundation in Peru). ANAR also participates in national • Offers a space and support to vulnerable groups
and international networks made up of civil society, such as adolescents in conflict with the law,
government and international organizations. victims of sexual abuse, those living with HIV/
AIDS, etc.
Monitoring is an ongoing process and it is done by
a group of practitioners from different professional
backgrounds working with ANAR, as well as the
teachers involved in the Project and the adolescents
leading the train-the-trainer workshops. The evaluation
is done by the same stakeholders every time training is
finished in one school.
UNICEF/GBell/Dominican Republic/2007
23
Adolescent Participation in Latin America and the Caribbean
UNICEF/FHartz/Mexico/2009
WHAT WORKS 24
Finding their voice: engaging adolescents in meaningful participation strategies
37
World Bank Children and Youth Unit and Innovations in Civic Participation. (2008).
ICP/Mexico/ 2007
25
Adolescent Participation in Latin America and the Caribbean
While this handbook is designed for practitioners and Implications for Policy – Elements of National Youth
the focus is on promising practices, it is also important Service Policy
to consider policy implications that can further support
(or hinder) adolescent participation. Strong national • A policy supported by the national government’s
policies for adolescents not only deliver needed legislation, as its own legislation or as a
services, but also recognize adolescents as assets and component of other legislation
provide opportunities for adolescents to contribute to • Legal regulations that establish the rights
their own development and to the development of their and duties of adolescents participating in the
communities.38 programs or councils (municipal, regional or
national adolescent councils) to develop plans to
Many of the examples of good program practices have promote participation
strong public and private institutional partnerships • A defined target population, either focusing on
supporting adolescents’ participation. Research has inclusiveness by providing opportunities for all
also shown the importance of NGOs, international adolescents (regardless of age, background,
organizations and adolescents themselves in advocating economic background) or by targeting a specific
for, creating and supporting policy for adolescent population of them (e.g. students, unemployed,
participation. In this regard, it is crucial to have rural, indigenous, afro-descendents, etc.)
a proper strong policy framework that guarantees • A defined policy objective, such as enhancing
adolescents’ rights and offers incentives to the civil student learning and civic engagement while
society institutions working with this target sector of addressing community needs; providing a
the population. mechanism for fulfilling adolescents’ participation
in pro-social activities; or increasing employability
The following list outlines elements of National Youth skills and to enhance citizenship
Service Policy as found through a survey of 19 • A defined objective for addressing community
countries in Latin America and the Caribbean.39 needs: poverty, environment, response to natural
disasters, increasing democratic participation, etc.
• A defined public budget since the presence
or absence of funding is a key issue for
implementation of policy
• Local implementation of the national policy in
partnership with schools, NGOs, community
organizations, etc. who deliver the participation
programs
• Support to the participants in the programs
(adolescents, practitioners, teachers, parents, etc)
with training, professional development, modest
monetary support or stipends, grants and seed
capital for community organizations, awards,
distinctions, etc. that can serve as incentives for
participation
• Awareness campaigns to inform, promote and
facilitate the adolescent participation using
traditional and alternative mass media tools that
help both to recruit and share success stories
38
Metz, E., Alessi, B., Stroud, S., Acevedo, R., & Smith, G. (2006).
39
Adapted from ICP’s study, Policy Scan: An Exploratory Study of National
Youth Service Policy in 19 Countries in Latin America and the Caribbean.
(2006).
UNICEF/GBell/Cuba/2007
WHAT WORKS 26
As we have shown with program practices throughout
this handbook, policies should also provide and promote
opportunities for continued engagement, not one-
time or periodic participation in events or councils.
Additionally, while some countries have policies
requiring service-learning or mandatory community-
service hours as a graduation requirement, there are
mixed opinions on this as a policy strategy – some find
it to be an effective policy that engages large numbers
of young people in a pedagogy that enhances academic
learning and is a way for young people to repay
society for their public education, whereas others cite
inconsistencies in program quality and challenges of the
perception of ‘required’ service.
UNICEF/CVillar/Belize/2006
27
Adolescent Participation in Latin America and the Caribbean
UNICEF/LDeLeon/Panama/2010
WHAT WORKS 28
Finding their voice: engaging adolescents in meaningful participation strategies
APPENDIX ONE:
Self Assessment Chart for Practitioners
This self-assessment chart is intended to help practitioners assess the extent to which they are incorporating good
practices from the “What Works” handbook into their adolescent participation program. It can be used to assess
existing programs or to assess initial plans and designs for programs.
The chart is split into four sections: 1) Adolescent Participation Fundamentals, which are relevant to all adolescent
participation programs and then a section for each Participation area: 2) Volunteering 3) Service-Learning and 4)
Advocacy and Policy Influencing.
In each section, the elements of successful programs outlined in the handbook are presented in the first column
with a number of guided questions. Practitioners can assess the current state of their program or program design in
the second column, and make notes on plans for improvement in the third column.
29
Adolescent Participation in Latin America and the Caribbean
WHAT WORKS 30
Finding their voice: engaging adolescents in meaningful participation strategies
Accountability to standards
1. Has the program identified specific outcomes and
goals?
2. Has the program designed an effective way to measure
these outcomes and goals?
3. If goals or outcomes are not met, does the program
have a plan for future improvement in the program
design?
4. Does the program have a plan to disseminate the
findings of its evaluation in order to promote effective
practice in the field?
31
Adolescent Participation in Latin America and the Caribbean
Reflection
1. What reflection activities are you using to connect
service with the curriculum and learning objectives?
2. How are you facilitating thoughtful, critical and
meaningful reflection?
3. How are you incorporating the service into the
curriculum of the class in an academically rigorous
way?
Evaluation
1. Are you giving academic credit for the service hours or
for the students’ learning?
2. What measures are you using to assess students’
learning?
3. How are you assessing the impact on the community?
(How do you know if they project is effective? How
do you know if it is producing the desired outcome?)
WHAT WORKS 32
Finding their voice: engaging adolescents in meaningful participation strategies
33
Adolescent Participation in Latin America and the Caribbean
APPENDIX TWO:
Glossary of key terminology
• Adolescent: The United Nations defines an adolescent as a person between 10-19 years old. Adolescents’
rights are protected under the framework of the Convention on the Rights of the Child (CRC).
• Advocacy and Policy Influencing: Related concepts of participation that have internal and external
components. Internal participation in this approach includes participation in councils and representation
in government bodies, involvement in local development projects, or participation in NGOs that monitor
government policies. External participation involves activities such as campaigning on a particular issue,
raising public awareness or consciousness, and working to change policy/legislation from the outside.
Participation may be internal or external or both.
• Child rights: The child and adolescent rights established in the Universal Declaration of Human Rights and
the CRC include non-discrimination; adherence to the best interests of the child; the right to life, survival and
development; and the right to participate. They represent the underlying requirements for any and all rights to
be realized.40
• Civic Engagement: working to make a difference in the life of our communities and developing the
combination of knowledge, skills, values and motivation to make that difference; promoting the quality of life
in a community, through both political and non-political processes.
• Child Participation rights: The Convention on the Rights of the Child (CRC) includes two articles relating to
the right to participate:
Article 12
1. State Parties shall assure to the child who is capable of forming his or her own views the right to express
those views freely in all matters affecting the child, the views of the child being given due weight in
accordance with the age and maturity of the child.
2. For this purpose, the child shall in particular be provided the opportunity to be heard in any judicial and
administrative proceedings affecting the child, either directly, or through a representative or an appropriate
body, in a manner consistent with the procedural rules of national law.
Article 13
1. The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and
impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the
form of art, or through any other media of the child’s choice.
2. The exercise of this right may be subject to certain restrictions, but these shall only be such as are
provided by law and are necessary:
(a) For respect of the rights or reputations of others; or
(b) For the protection of national security or of public order (ordre public), or of public health or morals.41
• Full citizenship: Refers to the progressive acquisition of civil, political, economic, social and cultural rights
by adolescents, culminating in the understanding, acceptance and action on the rights and responsibilities of
citizenship.42
• Reflection: activities designed to connect service with the academic, professional and social curriculum and
learning objectives in a thoughtful, critical and meaningful way.
40
United Nations, Convention on the Rights of the Child, http://www2.ohchr.org/english/bodies/crc/comments.htm
41
Ibid
42
Kessler, G. (1996).
WHAT WORKS 34
Finding their voice: engaging adolescents in meaningful participation strategies
• Service-learning: a “pedagogy that promotes student solidarity activities, not only to attend to the needs
of the community, but also to improve the quality of the academic learning process and personal formation
of values and responsible civic participation.”43 Service-learning is a pedagogical tool in the category of
“experiential learning” that connects knowledge acquisition with “service to others, which determines the
purpose, nature and process of social and educational exchange between learners (students) and the people
they serve.”44
• Volunteering: working to make a positive difference, individually or as part of a group, for the well being
of another person, a community, the environment or the society in general and without the motivation or
expectation of financial profit or compensation.
• Vulnerable adolescents: adolescents living in especially difficult circumstances, such as: (1) do not have a
family or come from a family that cannot cover his/her basic needs; (2) are traumatized by disaster, poverty,
or armed conflict; (3) or even live with abusive families and need to be protected from them;45 or (4) come
from socially excluded groups including afrodescendent and indigenous adolescents, those living in ghetto or
dense urban areas, adolescents living on the street, and adolescents living with HIV.
43
Centro Latinoamericano de Aprendizaje y Servicio Solidario, http://www.clayss.org.ar/as.htm
44
Stanton, T. (1990)
45
Hart, R. (1992) p. 24.
35
Adolescent Participation in Latin America and the Caribbean
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