youth development planning in naga

8/13/2019 Youth Development Planning in Naga

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Report on Youth Developme

APartnershipBe

tweentheCityofNagaandtheUn

iversityofBritish

Columbia

Submitted to Mayor Robre

The Naga City Planning Departmeand Dr Nora Ange

Paola CassaignDaniel erson, Meg !aul"n

Diana #eung, aCharlotte $umph

%n &une ', ()


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Acknowledgements

This research project would not have been possible without the generous help, guidance andsmiles of countless City staff, dedicated community members and Nagueo youth. The UBCTeam for outh !evelopment e"tends our heartfelt than#s to members of the $teneo de NagaUniversity %tudent Council, Councilor $llen &eondanga, members of the %angguniang 'abataan,%ir &euel Barrios, (ary $ndre )im, members of 'alipi, the (issionaries of the *oor, outh forChrist, %arah and %arah, and +ather )ouis, for their willingness to spea# with us and for sharing

so many insights.

e than# the youth in *acol for sharing with us their magical dreams, and (rs. !oringo, (rs.&amire- and (r. Clerigo for ma#ing that day possible. e also than# the members of the //0City outh 1fficials, especially Nhel and %ally for their constant support and the brave and #ind$teneo de Naga University volunteers for showing us the ropes.

e certainly could not have completed this report without the support of $loha, (iguel,Carmela and little 2acob, at %urfer3s 1utpost internet caf4.

To &ose, Chit, 2erry and illy, from the Naga City *lanning !epartment5 you have shown ustrue generosity. e are grateful to 6ice (ayor Bordadoand (ayor &obredo for giving us thisopportunity and opening the doors to City 7all. +inally, we send out our love to !r. Nora

$ngeles, a professor li#e no other8 e are grateful for all your courage, support and warmth.

%alamat po8 !yos mabalos po8

The UBC Team for outh !evelopment


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Table of Contents

About the AuthorsExecutive Summary

9. Introduction)imitations

A. Core Concepts:. %upporting a 7ealthy outh ; Community .


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@. Challenges and 1pportunities

$. (outh ealth *romotion:. 'ey +indings. ?reat *ractices

igure /."A ?lobal outh 6oices %i" *hase (odel>. $ctions and %trategies@. 1pportunities

D. Challenges

C. Creation of a eritage *reservation Course

). Collective &emittances for (outh )evelopment in %aga:. 'ey +indings. ?reat *ractices>. $ctions and %trategies@. Challenges

-. Toolkit

A. (outh Engagement Tools

:. outh +riendly Chec#list. $ccessibility>. *romotion of outh . Communications@.


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A**E%)I1 )# Interviews!E:A City outh 1fficials C1!EA %angguniang 'abataan %'!E>A outh of the *acol Urban *oor Community!E@A %' Chairperson!EDA C1 9ndividual (ember!EHA 'alipi

!E0A Brother of the (issionaries for the *oor in Barangay Cararayan


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9n my vision 9 saw many things that 9 love. 9was very grateful that people were unitedto do good things. 9 saw my family veryhappy because they have a good life. 9t isbecause of my dreams that 9 fulfill. 9 saw*hilippines is now a better place. There areno poor people, no crimes, no corruption inthe government, no shortage problems.9 wish that what 9 saw today is real oneday. Carl. 16 years old. Pacol.


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About the Authors

*aola, !an, (egan, !iana, and Charlotte are completing their (aster3s in planning at the%chool of Community and &egional *lanning in 6ancouver, British Columbia, Canada.

*aola Cassaigne F $s a child, *aola could be found spea#ing out in school against the unfairtreatment of others or perhaps in a bac# yard, scrambling up a tree. Today, she brings thatsame passion and enthusiasm to the wor# she carries out. *aola is studying social planning andinternational development and she is always ready to catch a glimpse of magic in the worldaround her.

!aniel ?erson F !an3s studies in youth engagement and social development have ta#en himfrom 6ancouver, to Bra-il, and now to Naga City. 9f he isn3t dancing on stage at *la-a Gue-on,you3ll probably find !an sharing a coffee and meal with a friend, deep in friendly discussion.

(egan +aul#ner F Though a long time ago, (egan used to get in trouble with her teachers forbeing little Imiss messy3 in class, today she is a stand out student, studying heritage planning

and international development. The wonderful people she has met in Naga City will inspire herforever.

!iana )eung F !iana3s interest are in youth engagement, housing, and cultural heritage. 7ers#ills are wide and da--ling5 she climbs boo#shelves, choreographs techno dances and infusesher life with an artistic touch.

Charlotte 7umphries F Clumsy Charlotte is always brea#ing things, but she feels the world canbe mended with all the goodness and warmth she finds in places li#e Naga City. %he is studyingsocial planning and hopes to wor# youth when she Igrows up3.


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Executive Summary

Current research into youth development shows that cities can ta#e proactive steps to promoteyouth health, wellEbeing and positive values. $ccording to this research, a youthEfriendly cityis one that considers the importance of interactions between youth and their communities,presents youth with opportunities to participate in a range of civic activities, thus enactingvarying degrees of citi-enship, and one that promotes collaborative governance.

%ince :JJ/, researchers and practitioners focusing on youth development have ac#nowledgedthe importance of participatory and collaborative approaches, wherein youth are consideredactive agents in their own development. This new paradigm is directly related to a totally newunderstanding of youth, not viewing them as a problem but as assets for communitydevelopment.

outh development is understood as an ongoing process, which should result in all youth beingable to meet their basic physical and social needs, develop individual assets and competencies,and engage with their communities.

The recommendations proposed in this report are guided by three coreprinciplesA

Supporting a Healthy Youth + Community Equation. The positive development of youthhappens not in programs but in healthy communities. $t the same time, healthy andengaged youth can foster positive transformations in their communities. Today, youthpolicies and program are centered on youthEadult partnership, stressing the importanceof the reciprocal relation among communities and youth.

Fostering Multiple Styles o Youth Citi!enship. *olicyEma#ers and youth wor#ers mustconsider what it ta#es for youth to be active citi-ens. There are different #inds ofciti-ens that relate to different #inds and levels of youth engagement.

Engaging Youth Partners in Colla"orati#e $o#ernance. hile public participation e"istsas a vital ingredient of good governance, public participation does not e=uate to an

engaged citi-enry. (any issues faced by youth are e=ually comple" and, as such,effective governance approaches must include this group as a collaborative partner indeveloping youthEspecific resolutions.

9n this report there are three levels of recommendationsA the first level addresses a framewor#for youth development5 the second level spea#s to the e"isting programs while the third levelproposes the creation of new ones. +inally, the last level refers to specific methods andtechni=ues to encourage youth organi-ing and youth engagement.

The%aga City (outh )evelopment rameworkbrings together and coordinates the interactionof three supportive structuresA

outh !evelopment *lanA a policy document created through a youth%dri#en process

outlining the various actors within Naga3s youth development landscape and the wayeach contributes to a shared vision of the future.

outh Coordination CouncilA a large umbrella organi-ation that lin#s different youthgroups with one another in order to assist them in developing functional, sustainable,healthy, and cooperative relationships. The council would also be focused on wor#ingtoward the inclusion of all youth in Naga in youth development programs andorgani-ations, in ma#ing such programs available and accessible to all, and indeveloping a youth citi-enry that is comprised of competent, strong, socially consciouspeople.


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outh Coordination 1fficeA a body the puts into practice the policies stated in theouth !evelopment *lan. 9t would be founded on partnerships between communitymembers, service providers and the government, and would serve to coordinate youthservices in Naga and provide a centrali-ed access point to information about theseservices for all Nagueos.

9n the &ecommendations for Existing *rograms there are proposals on how the

Sangguniang &a"ataan and the City Youth 'icialscan play a critical role inthe three structures described above. 9t also stressed the importance ofmodifying some functions and methods to foster a comprehensive positivedevelopment of youth in Naga.

9n the &ecommendations for the Establishment of %ew *rogramsthere are three suggestionsto tac#le specific challenges that youth in Naga face, building on some youth and communityassets that were encountered during the research.

Youth 'perated Community $arden( we propose to create a youth run and youthmaintained Community %upported $griculture C%$ project.

Youth Health Promotion(we recommend that youth become partners in the Naga

7earts and (inds program in order to bring the program more in line with youthengagement strategies, and enhance its effectiveness.

Esta"lishment o a Heritage Preser#ation Course(we recommend that $teneo de NagaUniversity establish a course in the preservation of local heritage, both built andcultural. The course would act as a tool for community investment as youth would belearning to research Naga3s rich history by interviewing elders of the community ontheir lives and their spaces. outh would also be ac=uiring s#ills in the areas ofphotography, =ualitative and =uantitative research, and architectural discourse.

Collecti#e )emittances or Youth *e#elopment in aga(we recommend creating asystem and structure to direct a small amount of the remittances flow towardssustainable youth community development projects, building the capacity of youth tosupport each other locally by wor#ing globally.

The Toolkit for (outh Engagementwhich comprises techni=ues developed byyouth organi-ations around the globe. %ome of these tools areA

outh +riendly Chec#list

outh !evelopment and Community Building 6isioning Techni=ues and Community

(apping, Communications,


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I. Introduction

Current research into youth developmentshows that cities can ta#e proactive steps topromote youth health, wellEbeing and positivevalues. $ccording to this research, a youthEfriendly city is one that considers the

importance of interactions between youth andtheir communities, presents youth withopportunities to participate in a range of civicactivities, thus enacting varying degrees ofciti-enship, and one that promotescollaborative governance.

Ta#ing into consideration this current thoughton youth development, the UBC Team forouth !evelopment conducted a study ofyouth e"periences in Naga City. The findingsfrom this study are based on demographicresearch, interviews, focus groups, wor#shops

and observations. 9n general, we found thatNaga City3s strengths in participatorygovernance and progressive youth engagementstrategies provide a strong foundation for itsyouth services, programs and activities. Thesestrengths are e"emplified by the prominenceof such programs as the %angguniang 'abataan%' and the City outh 1fficials C1. hileprograms such as these have a significantimpact on participants, we found limitationsin the access to these programs, in thecoordination of youth services within andbeyond the City, and in the institutionali-ation

of capacityEbuilding within youth developmentprograms.

e believe that Naga3s governance system andstrong commitment to youth developmentputs Naga in a favourable position to pursuean enhanced youth development strategy. $ssuch, our report outlines a set ofrecommendations which are meant tocomplement current youth developmentefforts.

1ur report begins with a short summary ofcurrent theories on youth development incities and an analysis of the Naga conte"t.Ne"t, we outline our main recommendation,which is to develop a Naga outh !evelopment+ramewor#, which would encompass threerecommended courses of actionA : thecreation of a outh !evelopment *lan, whichwould outline the mandates of a outh!evelopment Council and > the function of aouth Coordination 1ffice. 9n the ne"t

section, we provide an analysis of twosuccessful governmentEled youth programs,the %' and the C1, as well asrecommendations for their enhancement.Ne"t we propose a series of new programs.+inally, we end the report with a Tool#it,which includes a set of tools and strategies

meant to guide policyEma#ers, youthEwor#ersor community members in the pursuit ofinstitutionali-ed youth development.

3imitations

$s with any research, we recogni-e that ourunderstanding of the Naga City youthdevelopment conte"t reflects our positions asvisitors, as well as the nature of our visit toNaga. 9ndeed, as we engaged in research, weencountered a number of challenges relatedto data collection5 we had a limited amount of

time to gather data, we were unable to accessdetailed data on youth demographics forNaga, and we were unable to access recordsof past program activities and participants inyouth programs. 9n addition, ableEbodied, inEschool, and


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A. Core Concepts

$dolescence is a time of transformations.outh at this stage e"perience rapid physical,psychological, social, and cultural changes5they e"plore and develop their identities and

=uestion their place in the world. ?enerally,youth also begin to deconstruct theirenvironment. ith appropriate guidance, theymay increase their awareness of social,cultural, and political issues that affect theirlives. This is a critical moment during whichstrategic youthEfocused programs must fosteryouth engagement and leadership in positiveaction for social change.

9n the :JH/s, public policies and programsbegan reflecting an interest in understandingsystemic problems that youth face. Up until

the :JK/s, youth policies and programsfocused on alternative services andpreventative measures to help soEcalledIproblematic youth3. By :JJ/, youthdevelopment was increasingly being addressedthrough participatory and collaborativeapproaches wherein youth were consideredactive agents in their own development. Thistransition from understanding youth as aproblem, to viewing them as young peoplewhose assets should be nurtured withincommunities represents a paradigm shift inyouth service provision.

!. Supporting a ealthy (outh 4Community E5uation

Today, youth policies and program arecentered on the importance of youthEadultpartnerships. outh development isunderstood as an ongoing process, whichshould result in all youth being able to meettheir basic physical and social needs, developindividual assets and competencies, andengage with their communities. 9n turn,healthy, engaged youth can then fosterpositive transformations in their communities.This paradigm of youth development stressesthe importance of reciprocal relationshipsbetween community and youth5 this is thehealthy youth ; community e=uation.

igure !."A 7ealthy outh ; Community

'. ostering 6ultiple Styles of (outhCiti7enship

$t the core of the relationship betweenhealthy youth and healthy communities, is theidea of citi-enship. hile there is no absolute

definition of citi-enship, the concept shouldencompass the implication of an individual3sconnection to a group, community or nation,in addition to a sense of the democratic rightsand responsibilities. $ democratic societydepends on citi-ens to ma#e informedjudgments.

9n considering youth engagement, policyEma#ers and youth wor#ers must consider whatit ta#es for youth to be active citi-ens.Citi-enship can ta#e on many forms5 it caninvolve carrying out good behaviour, activism

or even action to improve a nation %herrod etal//.

!ifferent #inds of youth engagement andparticipation mirror these differing levels ofciti-enship5 youth can provide servicesvoluntarism, community service and fundraising, political engagement, youthorgani-ing for positive community change,youth participatory research and evaluation,and youth participation in decision ma#ing andgovernance.

!uring the course of *)$N D@K7, guestpresenters repeatedly lamented the lac# ofpolitical engagement or activism in Naga youthtoday. hile many factors e"ist that mayattribute to this phenomenon e.g. relativelymore stable political environment, it isimportant to loo# at how youth programs andpolicies may influence the level of youthciti-en engagement and the development ofthe #ind of citi-ens of the future in Naga.


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e propose to e"amine current and proposedyouth programs and policies in the conte"t ofdeveloping three types of citi-enshipA*ersonally responsible, participatory, andactivist citi-en esheimer and 'ahne //@5see Bo" :./ for a detailed description of thethree types.

The three types of citi-en described abovehold valuable =ualities that can help build an

effective Nagueo citi-enry, and as such, it iscrucial to develop each one of these engagedciti-en types. This classification is notcomprehensive but outlines a framewor# wecan use to assess and situate youth programsand policies in relation to the #inds ofciti-enship they foster.

/. Engaging (outh *artners inCollaborative ,overnance

hile public participation e"ists as a vitalingredient of good governance, public

participation does not e=uate to an engagedciti-enry. $ccording to Newman et al //@,public participation may increase politicalinterest but it may also fuel publicdissatisfaction when citi-ens are notcollaboratively engaged with theirgovernments. Comple" issues such as sociale"clusion, ine=ualities, and communityregeneration, for e"ample, re=uire acollaborative approach to governance to

develop appropriate solutions. (any issuesfaced by youth are e=ually comple" and, assuch, effective governance approaches mustinclude this group as a collaborative partner indeveloping youthEspecific resolutions.

$s always, establishing organi-ationalframewor#s to include youth as partners is not

enough to ensure youth development. $number of factors could negatively affect howyouth partnership in collaborative governancecan function. %ome of the factors includeto#enism or symbolic representation, decliningmotivation, and insufficient ac#nowledge,which may debilitate any potential that ayouthEadult partnership model can bring.

The following guidelines reflect some lessonslearned by organi-ations collaborating withyouthA

!emonstrate respect for youth voiceand competency

!elegate legitimate authority andresponsibility


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$. %aga Context

!. (outh and 3ocal ,overnance in %aga

*articipatory governance in Naga is regardedas one of the best practices in localgovernance, nationally, as well asinternationally, by the United Nations $ngeles//05 Naga City website //0. Two legalinnovative tools are the foundation of thissuccessful modelA the )ocal ?overnment Codeand the


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individuals suffering from any form ofdisability i"id.

9n Naga, youth are defined by individualsbetween fifteen to thirty years old. outh inNaga ma#e up H@O of its total population,ma#ing this segment of the population thelargest in this city calculated based on

statistics from State o Children in aga City,Pno dateQ. This raises enormous challengesand opportunities for youth and communitydevelopment as well as for local governance.

1. $o#ernment ProgramsNaga City 7all has responded with a number oflocal and national programs that aim todevelop young Nagueos into engagedciti-ens. The most representative ones are the%angguniang 'abataan and the City outh1fficials. 9n addition, the youth representationon the Naga City *eople3s Council offer an

collaborate structure to youth engagement ingovernance.

%angguniang 'abataan %'The nationally affiliated %angguniang'abataan youth council was created anddefined by the )ocal ?overnment Code in :JJ:to institutionali-e youth engagement in localgovernance, such that a youth council e"ists ineach one of the @>,/// barangay nationwide


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youth organi-ations or programs inNaga City.

9nformation about organi-ations andprograms is accessed mostly throughword of mouth or the radio

$ccess to different youthorgani-ations and programs is uneven,pointing to the e"istence of various

circles of youth engagement thechurch, political organi-ations whichdo not necessarily mi" or collaboratetogether

hile in school youth are wellrepresented in youth organi-ationsthere seems to be an underErepresentation of outEofEschool,wor#ing, and special youth

There is insufficient data about thedifferent sectors of youth and there isnot enough gender analysis of youth

hile there is a big interest fordelivering services to the youth, thereare no institutionali-ed strategies forassessing their needs, interests andpriorities of the different sectors andgenders

There is a negative representation ofsome sectors of the youth, potentiallydue to a lac# of understanding abouttheir needs and circumstances

outh recogni-ed that most of thedifficulties they face are aconse=uence of challenges in the

community, such asA poverty, lac# ofparental guidance, lac# of spiritualguidance, lac# of unity, lac# ofemployment opportunities

hile Nagueo youth feel they needto migrate to find better opportunitiesin the future, they feel it is theirresponsibility to improve the livingconditions in Naga


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II. &ecommendations

A. %aga City (outh )evelopment ramework

The city of Naga has a strong reputation forplanning. 9t recogni-es the need to plan in

collaborative, inclusive ways. $ Naga outh!evelopment +ramewor# N!+ would buildon this strong culture of planning, whilepushing it in new and dynamic directions.(any of the pieces needed to create theframewor# already e"ist. $ deepunderstanding of the importance ofcoordination and the value of bothparticipatory governance and youthengagement support a relatively strong servicebase for youth. ?uided by our #ey principlessupporting a healthy youth ; communitye=uation, fostering multiple styles of youth

citi-enship, and engaging youth partners incollaborative governance the N!+ wouldstrengthen and institutionali-e what Nagueoshave been wor#ing long to fosterA a city thatsupports a healthy youth population, valuingtheir voice and encouraging theircollaboration at every level of community andcity governance.

!. 0ey indings

!iscussions with members of Naga City youthorgani-ations, as well as members of thegeneral youth population revealed thatdespite strong youth programming in the City,

coordination was necessary to improveefficiency in distribution of services andprograms. 'ey findings are outlined in Table:./ below represented in a %1T analysis%trengths, ea#nesses, 1pportunities, andThreatsA


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'. )efinitions and &elationships

outh !evelopment *lanA $ policy documentoutlining the various actors within Naga3s

youth development landscape and the wayeach contributes to a shared vision of thefuture. 9t provides the mandate and theguiding principlesLcore concepts for the outhCoordination office and the outhCoordination Council.

outh Coordination CouncilA $ outh Councilis a large umbrella organi-ation that lin#sdifferent youth groups with one another in

order to assist them in developing functional,sustainable, healthy, and cooperativerelationships. The Council wor#s alongside the

office in coordinating the implementation ofthe outh !evelopment *lan.

outh Coordination 1fficeA $n office thatcoordinates youth programs in the city,provides an access point to the communityand to youth organi-ations for informationabout youth development issues. 9timplements the policies laid out in the outh!evelopment *lan, and supports the activitiesof the outh Coordination Council.

+or an illustration of the relationship between

the three components of the !evelopment+ramewor# see +igure ./ below.

Table :./ %1T %trengths, ea#nesses, 1pportunities, Threats $nalysthe 'ey +indings

Strengths:. )ots of programs. (otivated citi-ens>. *rinciples of youth

engagement andadministration

@.


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/. $enefits

The creation of an N!+ would have a doublebenefitA

+irst, this framewor# would clearly coordinatethe various departments within the city,N?1s, and the private sector, in relation tonational and state youth initiatives, leadingtoA

(ore effective delivery of youthservicesA fewer overlaps and gaps

(ore efficient and effectivedissemination of youth relatedinformation to Naga3s youthcommunities and the city at large

?reater youth input and engagement

in local governance 9mproved data gathering and

monitoring of youth related activitiesand the overall well being of Naga3syouth communities

(ore coordinated information sharingand lessons learned amongdepartments and organi-ations

$ clearer understanding of eachbody3s role to achieving an overallvision

$ clearer understanding of the systemfor outsiders

$ttracting new N?1s and e"ternalfunding sources for youth initiatives,while furthering Naga3s reputation asa forward thin#ing city in the realm ofparticipatory governance

The second benefit to the youth of Naga wouldbe found within the development of theframewor# itself. 9n order for the N!+ to

clearly reflect the realities, values, needs,and dreams of all its youth, the creation ofthe framewor# would need to be highlycollaborative and youthEdriven. The processwould unfold in three large stagesA collectinginformation, visioning, and determiningactions.


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'. Actions and Strategies

a9 $ather data to paint a richly detailed

picture o the current reality o aga8syouth populations5 or a "etterunderstanding the needs5 interests andpriorities o the dierent sectors andgenders.

This picture would be made up of both=uantitative and =ualitative data gathered andcompiled by the youth themselves, usingvarious participatory methods described in thetool#it section of this report.

2uantitative )atai %tatisticsA family and housing type,education including school attendance rates,economic characteristics especially incidenceof poverty, and street youth, healthincluding teen pregnancy, mental health,socialEisolation, safety, access to help,suicide, criminal activity including violence,and participation rates in community and civicorgani-ations and programs, disaggregated bygender

ii &esourcesA need to be mapped, providing adetailed account of who is doing what, where.This would include an inventory of allgovernmental programs at City 7all for, with,and by youth5 all N?1s run fur, with, or byyouth, as well as resources offered by theprivate sector, and informal resources.possibly gathered through the %'s F seetool#it for more details

,reat *ractice '

3hitehorse5 ,ustralia8s municipal youth plan, Mtitled *lanR //HE//KSidentifies and outlines #ey actions thatCouncil and the hitehorse community can ta#e to help the

City3s youth. 9n contrast to 6ancouver3s policy document,the hitehorse planners made a short term > year actionplan, clearly outlining goals and objectives, and actions tota#e them there.

%trengths of (odelPlan *e#elopment

The steering committee consisted of Councilors,representatives from various Council departments,local service providers and two young people

9dentification of current +ederal, %tate, and )ocalgovernment approaches to youth development

&is# and *rotective +actors tableA highlightingvarious categories of ris#s and protective factors

youth face in the community, personally, in thefamily, and at school see $ppendi" BE: fore"ample

incorporated feedbac# from surveys, focus groupsand consultations with young people, includingthose in school, those outEofEschool, and youngpeople from diverse bac#grounds. Consultationswere also conducted with service providers,parents and teachers.

Plan ContentD 'ey *riority $reas were identified Transport, 7ealth andell Being,


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Gualitative !atai Community consultations with variousyouth, in various places, at various times.$de=uate measures must be ta#en to includeinEschool, outEofEschool, wor#ing, and specialyouth, as well as those in informalsettlements, street youth, and any other

group that might be marginali-ed in society.9t would also be beneficial to consult thosewor#ing with youth, including adults wor#ingwithin youth organi-ations, teachers, and ofcourse parents.

$ll these consultations would focus onunderstandingA *atterns of inclusion ande"clusion5 barriers to access of services5barriers to effective participation ingovernance5 patterns of e"pression andcommunication5 feelings of security5 concernsand fears of youth5 hopes and desires.

The compilation of all this information can bedone by youth for youth, perhaps mobili-ed ineach barangay through their respective %'s.%' members could be trained in the surveyingand leadership s#ills necessary to coordinatethe collection of data and facilitate youthconsultations.

"9 Conduct a collecti#e #isioning processincorporating the #oices and imaginations oall youth5 articulating an ideal state or

youth in the City o aga.

This vision could have multiple componentsA

$ vision for the well being of youth,focusing on service delivery and the

elimination of problems that threatenthe welfare of young people, withgender lenses

$ vision of youth3s participation ingovernance, e"pressed as policystatements regarding youth as aresource to be called upon anddeveloped both as future leaders, and

as current e"perts in issues that affecttheir lives

$ vision of youth3s development andcapacity building, reflecting youth3sopportunities for e"perientiallearning, self development, andcommunity service

These visions should come out of consultationand visioning wor#shops such as the onedescribed in the tool#it section.

c9 :dentiy speciic actions and strategiesthat the local go#ernment can ta4e to mo#e

to/ards the #ision $ctions should be time bound and

responsible parties clearly identified.9ndicators to reflect success could alsobe included

!epending on the structures available toimplement these action plans, theactions might focus more oncoordination mechanisms through thecoordination office, rather thansubstantive program delivery

These coordination actions mightinclude suggesting certain types of

programs to N?1s and higher levels ofgovernment, and recommendations forbuilding the youth development capacityof e"isting organi-ations and programsli#e the %', the C1, and the NCC$


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C. %aga City (outh Coordination Council;%C(CC/ days, the youthwor# in their respective departments,following their counterpart around in theirday to day activities, learning how themechanics of local governance function.The last :D days are spent in the field,wor#ing on their own projects for whichthey receive a budget. hile this program

represents a significant step towardsincluding youth in local governance andorienting them towards an appreciation ofcity management, an analysis based on the> guiding principles of this report uncoversa few limitations of the program.

Supporting a Healthy Youth + CommunityEquation.hile the main focus of the C1 programseems to be more internal to City 7all,there are some ways that the youthinteract positively with their community.

!uring the :D day field wor# portion, theyouth plan, implement, and participate inactivities that serve the greater good of thecity at large, li#e cleaning up electionposters, helping younger children to read,and supporting a blood drive. They alsoprepare events for the larger youthcommunity, li#e talent competitions,providing youth a valuable venue to shareand e"press their cultures. 9n this way, theC1s interact with the city as a whole,fostering a closer relationship to themechanisms of local governance and to thepopulations living in the city.$ deeper community connection is limitedby the fact that the youth spend most oftheir time within the City 7all offices. 9naddition, the assumption that these youthrepresent the eyes of the youth of Naga hasthe danger of hiding the comple"ities ofyouth communities in Naga. The process ofselection for the C1 ensures that only the

youth who achieve high scores are allowedentry, thereby limiting the variety ofviews, opinions, e"periences, andunderstandings represented in the C1.There are no mechanisms to encourage theyouth to reach out to their greater youthcommunity when ma#ing programmingdecisions. 9nteraction with nonEC1 youth

seems to be limited to them attending orparticipating in public events such as musicconcerts or sports events.

$ related issue is the structure of the C1program and how this structure couldpromote social learning from one year tothe ne"t. $s it is now, there is no formalmechanism of evaluation for the youth atthe end of their program, nor is there anymechanism for communication from oneyear to the ne"t. This leaves the new C1sin a position of having to reinvent the

wheel each time. This also adds to theinsular =uality of the organi-ation since anyrelationships developed with otherorgani-ations and youth one year cannot bemaintained for the ne"t. 9f there weremore continuity from one year to the ne"t,the lin#ages could be further strengthenedevery year, with more added, creating ayouth development support networ# inNaga city.

Fostering Multiple Styles o YouthCiti!enship.

The C1 gives a number of youth theopportunity to e"perience a high level ofleadership and ma#e a direct impact on thefunctioning of the city. By creatingordinances that are subject to councilapproval, the C1 is able to leave theirmar# on Naga. This level of decisionma#ing power is impressive in a youthoriented program.

There would be further opportunities todevelop leadership abilities and activistciti-enship if steps were ta#en toencourage or mandate the youth of theC1 to wor# more with the youthcommunity at large. 9t is impossible for aunit of @D individuals to all collectivelyta#e on activist roles when functioning asone decision ma#ing body. !ecision ma#ingpower, and therefore true activistciti-enship is probably centrali-ed in thee"ecutive group. 9f the groups were bro#enup into teams which each lead programs


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with groups of local youth outside the C1program, the potential for more youth toe"periment with true leadership roleswould be heightened, and the input fromthese #inds of activities might be used tomore accurately reflect the realities anddesires of a more diverse set of youth whenma#ing programming decisions.

Engaging Youth Partners in Colla"orati#e$o#ernance.The C1s ta#e part in the daily operationsof City 7all, including city councilmeetings, and as such participate in localgovernance. Their shadow council anddepartment heads attempt to replicatetheir counterparts, e"ploring themechanisms of ordinance creation andpolicy debates. 9n this way, youth areengaged as limited partners in governance.

The opportunity to engage youth moredeeply as real partners in collaborativegovernance is hindered mostly by thelength of the program. The >/L:D day splitdoes not ade=uately allow for youth toaccess deep issues that might mean themost, nor does the structure encouragethem to do so. 9t is unclear of the youthare truly consulted during their stay at City7all, or just allowed to watch and observe.7aving a parallel youth city council thatma#es its own ordinances creates aseparation between youth governance and

real city governance, hindering a realpossibility for youth to be engaged in truecollaborative governance.

9deas for improving the C1 program.&ecommendations regarding the structureand administration of the program

&ethin#ing the length of theprogram to allow for more time foryouth to learn leadership andcommunity developmenttechni=ues, the mechanisms of City

7all, and the ways to become astronger voice in local governance &ethin#ing the >/L:D day split. $

longer amount of field time mightallow for more meaningfulengagement with the rest of Naga3syouth population

$ smaller base of C1 would permitthe City to divert funds to otheryouth development activities

o +or e"ample, by reducingthe number of C1s to >/the City would create anavailable budget for onefull time youth staffwor#ing in anotherfunction, such as a outhCoordination 1fficer

Consider some #ind of graduatedsystem where first year C1s aresupported by second and third yearC1s at some point during theirtenure in order to harness thebenefits of continuity

9f real partnerships between newand old C1s are impossible, thereshould at least be some #ind ofinstitutionali-ed communicationmechanism of relaying informationfrom one year to the ne"t

There should be some #ind of

alumni associationLjob placementsystem that acts as a way ofmaintaining previous participants inthe civic fold, perhaps encouragingfurther participation in other civicevents and programs and leadingmore directly to real jobs for e"C1 officials.

(ore steps need to be ta#en toensure that the program has ahigher profile and is advertised to awider set of youth, ensuring adivers set of youth are aware of the

program %teps should be institutionali-ed to

ensure that a diverse selection ofyouth is represented in theprogram, and at different levels ofthe program. !iversity shouldinclude location, socioEeconomicstatus, educational bac#ground,political affiliation, age, gender,etc.

&ecommendations regarding programmingand content of the C1 program

There should be a #ind of selfEmonitoring and assessment activityat the end the C1 program usedto both learn and reflect as muchas most possible from theire"perience, and relay informationto the ne"t year

The C1 could be mandated to loo#specifically at youth related


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development issues, focusing oncreating ordinances to empoweryouth

These ordinances could be theresult of community visioningactivities, community mapping, orother participatory assessmenttechni=ues lead for youth by

various members of the C1 outh could be encouraged to wor#

with out of school youth,incorporating a more diverseperspective, fostering lin#s amongyouth, and giving voice tomarginali-ed youth

%teps should be ta#en to ensure theC13s opinions are heard in regularcouncil business. This would meanbriefing youth about the issues thatwill be addressed and ensuring thatthey have an allotted time to

e"press their opinions to council


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I-. &ecommendations for theEstablishment of %ew *rograms

A. (outh +perated Community ,arden

The &ecommendationA Create a youth runand youth maintained Community%upported $griculture C%$ project, a

vegetable community garden, in the Urban*oor Community of *acol.

!. 0ey indings#1ne of the concerns in the City of Nagawith regards to youth issues is theproportion of outEofEschool youth thoseyouth aged :D F >/ who are not attendingany educational institution and who are notemployed. $ccording to several interviewsconducted, outEofEschool youth becomeoutEofEschool due to a number of reasonsA

)ac# of parental or spiritualguidance

)ac# of unity within the community

*overty shortage of food, cost ofeducationally related resourcescost of postEsecondary education

)ac# of employment opportunities,especially for uneducated youth

7aving to drop out of school to helpthe family earn money

There are genderEbased reasons fordrooping out school

$s a result of the factors stated above, outEofEschool youth are not only segregatedfrom the rest of the youth in Naga by theirlac# of access to education but alsobecause they ris# becoming engaged insocially unaccepted activities includingalcohol, drugs and crime andLor becausethey are too busy wor#ing and helping theirparents run the household. 1utEofEschoolyouth are thus e"cluded from participatingin youth organi-ations and the activitiesrun by such organi-ations, resulting in amarginali-ation of these youth from all

areas of the community.

,reat *ractice !# 9ai>anae Community Supported Agriculture

9n //@, a C%$ was established in ai3anae, 7awaii. Conceived from the#nowledge that not buying produce locally results in a loss of revenue focommunity and a reduction in the ability of a community to be selfEsufficient and sustainable. The reverse, buying all or the majority ofproduce locally, however, creates communities that are selfEreliant,efficient, and healthy. Buying locally not only supports local farmers andlocal industry, but the profits generated from the sale of local produce

be redirected to the improvement of other community services andprojects. (oney from supported local agriculture can be applied toA covthe production and maintenance costs of local farms5 subsidi-e the costcrop seeds and fertili-er so that new C%$3s could be established5 to sustlowEincome families5 and to be filtered into supporting local concerns Fli#e the development of a postEsecondary scholarship fund for local youtfor e"ample. 9n fact, according to a study conducted in :JJ@ and reportein this case study, a H// s=uare foot plot of land devoted to vegetablegrowing produces a profit of @D/ F H// U%! every year per plot.

The C%$ of ai3anae is operated, maintained, and the vegetablesproduced are sold locally by atEris# youth of the community. The projechas proved to be both economically and socially sustainable. 9t provides ris# youth with the opportunity to be involved in the community and tofeel accepted and proud. The farm itself provides the community with ahealthy, lowEcost food source, while helping the youth to developleadership s#ills, agricultural s#ills and techni=ues, as well as business an

customer relations s#ills F an une"pected product of the farm was thestrengthening of spiritual ties between members of the community theadults and the youth, and between the atEris# youth and the general yopopulation. 1perating successfully for over three years, the ai3anaefarm e"ists as one of the most relevant e"amples of participatory youthengagement today.

&elevance to %aga Context# The ai3anae community3s situation in7awaii is similar to that of Naga City in many ways. Both communitiessuffer the problems and repercussions generated when there is a largepercentage of local youth who do not have access to viable employmentopportunities or postEsecondary or even grade school education. 9nai3anae, as in Naga city, teenagers are Mdaunted by the costs of highereducation PtheyQ rarely proceed to college, and fail to pic# up any real js#ills because they don3t see the point. !rugs normally cop up (ata//@. 9n addition, the community members of *acol, currently, are not

buying their groceries locally because the infrastructure for such servicedoes not e"ist, the community is located outside of Naga city where theservices are located, and as a result, the people of *acol are having tospend H pesos roundEtrip and over an hours traveling time to buy food ftheir families.

ai3anae, li#e Naga, has a very young population F a median age of just years. %imilarly, both ai3anae and Naga are suffering the conse=uencesa generally young population when they should be benefiting from thepositive aspects youth should be seen as one of the most precious andvaluable resources of a community. 7owever, because families in bothlocations cannot afford the materials to send their children to grade schor college the strength that should be a young population is Mcancelled by limited educational attainment S youth too often slide into criminabehavior or engage in drug use, which tends to perpetuate the downwarspiral into crime S in ai3anae, rape, theft, and crystal methamphetam

abuse bringyouth into incursions with the law (ata //@A page.Naga could benefit from the creation of a youth run and youth maintaineC%$ just as ai3anae has continued to do over the past three years.7opefully, with the adoption of such a program the youth of Naga couldalso Mlearn to collaborate with each other and simultaneously enrichcommunity networ#s by fostering networ#s between themselves and thecommunity (ata //@A page.


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The creation of a C%$ would provide allyouth in the community, particularly outEofEschool youth, with the opportunity toparticipate in a socially acceptable andbeneficial activity F effectively includingthem and providing them with something

profitable to do during the day as opposedto searching for lowElevel jobs or turning tocrime to earn money. $t the time of thisreport there were 0D outEofEschool youthin *acol, :// male and :0D female?randview


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of the local universities could hold aninformational and planning seminar withthe participating youth on how to sell thevegetables and what to do with the moneythat is earned.

The gardenA The C%$ or %*9N garden wouldbe planted and maintained by local outEofEschool youth. The youth would be in chargeof determining what crops were planted,how the vegetables were harvested, wherethey were sold and for what price, andwhat would be done with the money madefrom the sale of the vegetables.

The benefitA The community garden wouldbe beneficial to the community in manywaysA

The residents of *acol would no

longer have to travel into Naga tobuy produce

The residents of *acol would havedaily access to nutritional locallygrown produce

The youth would be receivingvaluable s#ills includingAagriculture, business, accounting,and human resources

The local economy of *acol wouldbe supported

The profits from the garden couldbe rerouted in many different

waysAo The youth could #eep the

profitso The youth could #eep a

portion of the profits >/O EH/O and put the remainderin a community fund usedfor community basedprojects F li#e a communityscholarship fund

o The total of the profitscould be split into differentfunds for each of the youthpersonally or for thecommunity as a whole

8. Challenges and +pportunities

%tart up and maintenance costs.7owever, the %*9N farming projectas described above provides thecommunity with a much lowerstartEup cost than traditional

gardens and can be maintainedusing manual, ine"pensive tools

?ardens ta#e time to grow andprofits ta#e even longer. 7owever,as detailed above, these projectsare profitable and they benefitmore than just the economy,providing a place to strengthen

adultEyouth relations and createopportunities for pride in one3swor# and one3s community.

$s the lives of youth are constantlychanging, it may be difficult toensure that there are a sufficientnumber of youth in the communitywho are interested and willing toprovide the longer termcommitment re=uired in such aproject. 9t may be beneficial tohire a fullEtime staff member towor# the garden or to have adult

volunteers local farmers donatesome of their time to the up#eep ofthe garden. $lternatively, youthvolunteering at the garden couldparticipate for three or four monthintervals to ensure continuitywithin the program.

$. (outh ealth *romotion

&ecommendation# Create youth positions

with the earts and 6ind program

$fter early infancy, adolescence is the ne"tperiod in life during which individualse"perience the greatest general healthvulnerability (andel V 1a-ilbash, //D.Therefore, adolescents re=uire appropriatedelivery of health research, education, andcommunication to address this ris#. TheCity of Naga delivers health services andinformation to youth through a nationEwidehealth program, 7earts and (inds. erecommend that youth become partners in

the Naga 7earts and (inds program inorder to bring the program more in linewith youth engagement strategies, andenhance its effectiveness.

!. 0ey indingsHearts and Minds in aga7earts and (ind is a nationwide programthat provides health information,education, and communication to young


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+ilipinos. The Naga City chapter of thisprogram is run by the City *opulation andNutrition 1ffice staff the City *opulationand Nutrition 1ffice focuses its services tothe rehabilitation of malnourished childrenthrough supplemental feeding andnutritional care and family planningassistance among married couples. 9n

addition to providing marital counselingand contraceptives to married individuals,7earts and (inds also holds informationseminars on se"ual health and addictionsfor young Nagueos in every Naga and(etro Naga barangay.

Currently youth involvement is limited tologistical coordination by %'s. Thiscoordination includesA securing venues andpromoting seminars. $s this programtargets youth, it presents an idealopportunity to employ youthEdriven

outreach strategies, wherein youth wouldplay #ey roles in decisionEma#ing, programplanning, and seminar delivery on local7earts and (ind teams.

'. ,reat *ractices#

,reat *ractice '# ,lobal (outh -oices : (outh:driven= community hresearch and communication

This ?lobal outh 6oices project engaged youth in leading communityhealth research and producing a health communication product. / yin 9srael identified health issues in their communities, including smo#violence, friendship, suicide, and pollution, analy-ed a selected healtissues, and returned to their communities with an informative multimpresentationA slideshow presentation, video screening, and photo e"hhttpALLwww.globalyouthvoices.orgLmiddleEeastLgreetingsEen.html.

model contains H phasesA


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/. Actions and Strategies

outh could partner with the 7earts and(inds program in some or all of thefollowing waysA

The youth representatives could bee=ual partners in research,administration and service delivery

The City of Naga could re=uire theyouth representative to be enrolledin nursing or other medicalprofession training programs

7earts and (inds could host awor#shop for volunteer youthrepresentatives from each barangayand coEdevelop barangayEspecificyouth health wor#shops

7earts and (inds could deliver

youthEfocused health informationthrough a multiEpartner mass mediaproduction where production teamswould be made up of youthinvolved in health services andstudents from $teneo3s multimediaprogram.

+or e"ample, 7earts and (inds could openone or more youth positions. These youthcould steer the programming and ta#e partin decisionEma#ing as administrators, inorder for the program to better reflect the

needs of the youth population. 9n addition,youth could be employed to carry outfacilitation, in order to more effectivelyengage youth in the community throughpeerEtoEpeer outreach. +inally, youthcould lead multiEpartner healthcommunication project.

8. $enefits

Through locali-ed youthengagement, >,DKK +ilipino overseas

foreign wor#ers 1+s left the country.$ccording to the Bang#o %entral ng*ilipinas, remittances sent through formalchannels in //@ amounted to U%K.Dbillion $sis //H. $ccording to a //Dorld Ban# report, the *hilippines is thefifthElargest recipient of remittance flowsafter 9ndia, China, (e"ico, and +rance.


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Contrary to common belief, people whomigrate have more assets that the ones leftbehind. They are usually more educated,they are the strongest and the healthiest,and they have at least enough money topay for their trip. The poor of the pooresthave no opportunity to migrate.

For the families of migrant workers,remittances are generally spent on fulfillingthe basic needs of the family, betterhousing, educational opportunities forchildren, and starting or investing in small

businesses. 7owever, most of the peopledo not share the benefits of this constantflow of money. hile remittances havebuoyed the country's economy, there is aneed to explore how migration can be aninstrument for development.

9n one of the wor#shops held, theparticipants agreed that they would have

to migrate because there are noopportunities for them in the *hilippines.7owever one of their Mbiggest dreams wasto come bac# to Naga and to live up totheir responsibility of giving bac# what theyhave received.

'. ,reat *ractice#

/. Actions and Strategies

The outh Council can be theorgani-ation that brings togetheryouth that are planning to migrate.

Through any of the toolsrecommended in this report, anorgani-ation of young Nagueosmigrants can be created. Togetherthey can build a vision of their

community, they can identify whatis missing in their barangay. Theycan decide in which programs orprojects allocate the collectiveremittances. 9t is highlyrecommended that the resourcesare used to create human capitalamong the youth throughsponsoring scholarships, s#illdevelopment trainings, material forproductive projects, etc.

The organi-ation should be based inNaga, even though most of its

members will be abroad. Theorgani-ation will be in charge ofmanaging and distributing theresources.

hile the City ?overnment shouldmatch the remittances of this fund,finding other sources li#einternational organi-ations isstrongly recommended ,

9t is essential to ta#e intoconsideration selfEsustainabilityfinancial, technical,environmental and the fact that

remittances cannot provide apermanent subsidy for projects5instead, remittances should serveas a catalyst, as seed capital,perhaps in micro credit typeschemes.

The beneficiaries of the fundshould receive training if they areto start a productive project.

There should be an integrated viewin designing and e"ecutingprojects, while not forgetting thatthose projects must be initiativesof the communities themselves andthat their members should beincorporated into the projectplanning, e"ecution, andevaluation.

The connection between theuniversities and civic organi-ationsand the migrants3 origin and

,reat *ractice# /x! program in @acatecas= 6exico.

>X: program is a successful strategy underta#en by immigrantsassociations from Yacatecas clubes -acatecanos in partnership withthe +ederal and the (unicipal ?overnments in (e"ico. +or years,

immigrants3 associations sent collective remittances as donations forcommunity projects. 9n :JJ> the +ederal ?overnment began matchingthe remittance dollars allocated in this community funds. By :JJJ,municipal governments also began participating. +rom :JJJ to //>,projects were reali-ed in over >Dmunicipiosin Yacatecas. Because oftheir importance, emphasis was placed on projects for the provision ofpotable water, construction of sewer systems, electrification, roadconstruction, paving, and repairs to or construction of sports fields,churches, par#s, public pla-as, and lien-os charros rodeo rings.

This highlights three contributions of a collective remittance systemAuniting the communities of origin with the communities of destination,converting the associations into interlocutors with the three levels ofgovernment, and enabling the financing of community projects inregions that were previously marginali-ed ?arcZa Y. //>.

%trengths of the model for NagaA (e"ico and the *hilippines are two of the countries that

e"port the most immigrants per year The economy of both countries is highly dependant in

remittances Naga City has a successful culture of participation and

association The )?C allows the City to have control over the budget

The


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destination communities should bestrengthened.

8. Challenges

&emittances are private resources.The contributions should be seen asdonations that should never beenforced.

1+ face a lot of constraints anddifficult wor#ing and livingconditions. Their contribution tothe collective remittances must notbe one more burden for them. Theamount and fre=uency of theircontribution must be voluntary.


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-. Toolkit

A. (outh Engagement Tools

This section is a collection of tools thatmight be helpful to Naga on its pathtowards greater youth engagement. Thissection is in no way meant to be an

e"haustive list, but rather a sampling ofvarious methods that might spar# interesthere in Naga. The sections in this part ofthe report are also only meant to give abrief introduction to these tools, but leadto more complete references when they3reavailable.

!. (outh riendly Checklistouth friendly institutions are afundamental component of youth friendlycities. &esearch into this topic has lead tothe creation of guidelines focusing on

accessibility, promotion of youthengagement, partnerships, and capacityEbuilding. This chec#list can be used toassess an institution3s adherence to theseguidelines. This particular chec#list ismeant to act as a general guide, and canbe changed to fit the particular conte"t ofyouth development in Naga.

'. Accessibility$ccessibility refers to communication andinformation sharing. +or an institution tobe accessibly by all youth, it shouldA

*resent information in a youthEfriendly format, such as using youthto present information, avoidingjargon in presentations and writtendocuments, utili-ing a number ofdifferent types of media forinformation dissemination, andemploying a variety of strategiesfor data gathering.

Communicate information openly

(a#e efforts to encouragecreativity and difference

/. *romotion of (outh Engagementouth will be encouraged to becomeengaged in an institution if they are madeto feel that they have something of valueto contribute. $s such, institutions canpromote youth engagement bycompensating youth for their efforts.outh friendly institutions shouldA

*ay for youth staff

*rovide food at meetings,transportation fare, and honorariawhen youth devote time and s#ills

8. *artnerships9n addition to monetary compensation,youth advocates argue that partnershipsbetween adults and youth help foster

engagement. The strength of thesepartnerships lies in the sharing ofinformation as these Mare based on anunderstanding of the independent,symbiotic nature of learning and teaching,and recogni-ing that both youth and adultshave something different yet e=uallyvaluable to share with each other youthfriendly p. . 9nstitutions who fosteringpartnerships shouldA

9nvite youth to wor# in aninstitution

Create youth advisory councils

!evelop mentorship programs %ee# out support in the adult

community in the form ofIchampions3 in different Citydepartments who ma#e a case forthe benefits of youth inclusion

?. Capacity:$uilding1ften training in youth development isre=uired to develop a youthEfriendly ethicin an institution.


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rewarding those mostyouthEfriendly

$. (outh )evelopment and Community$uilding

9n this section, we present some tools thatcan be used to engage youth in positively

changing their communities. These toolsfocus on youth as a resource for communitydevelopment whose particular e"periencescan lead to a uni=ue and insightfulperspective. The ability to perceive adifferent world, live by their ideals, andchallenge the status quo5are some of thecharacteristics that ma#e youth aninvaluable force for social change.

!. -isioning Techni5ues

The biggest projects are born from the

biggest visions. +or human beings, havingand sharing visions is critical fordevelopment. 7aving a vision is having theability to imagine a worthy and possiblefuture. 6isions guide further plans andactions. $ shared vision is the starting pointfor any participatory development project5it unleashes the capacity of people to ma#epositive change. $ shared vision is a verypowerful tool that brings together thehopes, assets, creativity, commitment, andresponsibility of the participants.

There are several visioning techni=ueswhose effectiveness depends in part on thefacilitator and their ability to create a safeand reflective environment, and on the ageand circumstances of the participants.

Examples of these techniques are:

strategic vision workshop (guided

visualization), participatory theater,

drawing vision. (or an overview ofsuccessful visioning techniques, please

refer to

http:!!www.neweconomics.org!gen!uplo

ads!doc"#$#%&%%%'%"*+.doc$ctions led to by the visioning wor#shopsarise from the assessment done by youthand are planned, implemented andevaluated by them. These techni=uespromote positive adultLyouth relationshipssince most are supported by a caring adultwhose guidance is helpful for the training,planning and implementation of significant

actions, connecting to resources, and forconflict resolution.

6isioning techni=ues can be powerful toolsfor engaging marginali-ed youth, affirmingthat their needs, hopes, and positive actionis meaningful for the development of theircommunity. 9t is #ey to consider ways to

reach out to youth who, for whateverreason, have less access to social programsor youth organi-ations. 9nvite them toparticipate in a visioning wor#shop.

These wor#shops usually ta#e about .Dhours and should be scheduled at anappropriate time, in order to meet the

needs of the target youth. (for an example

of a hand-ook please refer to

http:!!www.neweconomics.org!gen!uploads!doc"#$&%%%%#"/owto.doc) The

main features of the wor#shop areA:. To stress the importance of positiveyouth leadership and organi-ationfor community development.

. To create a common vision of whatyouth want to see happening intheir lives, families, communities,city, and country. There areseveral techni=ues for doing this.They might include rela"ation,music, etc

>. To facilitate a brainstorm of theobstacles standing in the way ofthat vision5 as well as of the assetsand opportunities they have.

@. To facilitate a brainstorm of theactions that could be organi-ed inorder to challenge those obstacles,using the assets they have.

0. To help them organi-e the actionsto be carried out for an e"amplesee a4e action5 inormationhand"oo4, of the British outh1rgani-ation. 9n

http:!!www.-iglisten.co.uk!downl

oads!123"info"hand-ook.pdf,

clarifying what is going to be done,with what purpose, what specificstrategies need to be implemented,when, who are the possible allies,and who is responsible for doingwhat.

H. +ollow up the planning,implementation and evaluation ofthe actions underta#en.
http://www.neweconomics.org/gen/uploads/doc_1910200062310_PWA4.dochttp://www.neweconomics.org/gen/uploads/doc_1910200062310_PWA4.dochttp://www.neweconomics.org/gen/uploads/doc_18920003301_Howto.dochttp://www.neweconomics.org/gen/uploads/doc_18920003301_Howto.dochttp://www.biglisten.co.uk/downloads/BYC_info_handbook.pdfhttp://www.biglisten.co.uk/downloads/BYC_info_handbook.pdfhttp://www.neweconomics.org/gen/uploads/doc_1910200062310_PWA4.dochttp://www.neweconomics.org/gen/uploads/doc_1910200062310_PWA4.dochttp://www.neweconomics.org/gen/uploads/doc_18920003301_Howto.dochttp://www.neweconomics.org/gen/uploads/doc_18920003301_Howto.dochttp://www.biglisten.co.uk/downloads/BYC_info_handbook.pdfhttp://www.biglisten.co.uk/downloads/BYC_info_handbook.pdf


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Possi"le uses o 7isioning echniques oraga

$s a #ey way of creatingthe shared vision that willguide the actions of theNaga outh !evelopment+ramewor#

$s a way of reaching out to

the out of school andwor#ing youth, ensuringtheir voices are heardwithin the political system

The %'3s and C13s couldbe trained to use thesetechni=ues with theirconstituents to ma#eprogramming decisions.

'. Community 6apping for (outh in %aga

outh community mapping refers to aprocess whereby young people map outsomething of relevance to them. (aps arephysical representations of communitiesand as such, reflect the perspective, pointof view, and empowerment of those whoma#e them. By putting the mappingprocess in the hands of young people, andletting them control this process and thecontent of the maps, youth are empoweredto represent their communities from theirown perspectives. outh maps oftenhighlight places where they feel safe or in

danger, have fun, learn, heal, feel incontrol, or feel unheard. (aps can focuson promoting youth culture and identity,heritage, history, or visions of the future.By allowing youth to map what matters tothem, planners and policy ma#ers can gaina deeper insight into the way young peoplesee, understand, and interact with theirenvironments and their communities.

9n 6ancouver, a group of )atino youth usedcommunity mapping to address thelanguage barriers they perceived in the

city. !rawing on their own e"periencesand the collective #nowledge of theircommunity, they produced a detailed mapof %panish spea#ing services available tothem and how they could be accessed,identifying community gaps and strengths.

9n Belo 7ori-onte, Bra-il, youth from a poorcommunity participated in mappingwor#shops focusing on the health,

education, employment, leisure, andgovernance resources available to themlocally. These wor#shops promoted debateand dialog among the participants, sharingand validating their lived e"perience in thecommunity and created maps highlightingthe assets and gaps in the resourcesavailable to them to be documented in a

forthcoming publication by ?erson andCeasar, //0.

Community mapping is a simple activitythat can be done with few resources F allthat is needed is paper and pens, andperhaps some base maps containing thestreet structure of the area to be mappedA

:. outh should decide on an areato be mapped and the themes themaps will address

. Ne"t, youth indicate on basemaps the location of whatever it

is that is being mapped. This stepcan happen in wor#shops to reachas many youth as possible, or itcan be carried out by a team ofyouth through interviews withothers.

>. $ll the various maps should thenbe collected and analy-ed. $llthe info can be amalgamated toone map, or a few separated bytheme.

Possi"le uses or Youth Community

Mapping in aga City( %' and C1 members could be

trained in leading Community(apping wor#shops and do so inorder to determine which issues areof most relevance to theirconstituents

%'3s could use this tool to map theyouth resources and theorgani-ations active in theirbarangay to increase dialogue andcoordination among them

outh community mapping could be

used as a participative way tocollect information necessary forcreating the (unicipal outh!evelopment +ramewor#

/. Communications

1ne of the #ey findings of this report isthat there is not enough informationavailable to the youth of Naga about


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programs and services available to them, orabout ways they can e"press their voiceand give their input in governance issues.This section contains a number of ideasthat not only disseminate information toyouth, but that encourage youth e"pressionthe sharing of ideas among youth andbetween youth and the government.

@. *romotion of outh !evelopment 9nformation on

development programs andevents for youth
http://www.redejovem.org.br/http://www.takingitglobal.org/http://www.redejovem.org.br/http://www.takingitglobal.org/


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9ssue based discussionboards

outh written articlesregarding development andissues related to youth.

@ *romotion of outh Culture (usic F local bands, concert

promos, music clips, etcS $rt F photo and drawing

galleries 6ideo and other media

!iscussion boards for eachof the above, promoting alocal arts community

8. 6edia Technology

$nother opportunity to give youth voiceand representation is through digital andbroadcast media. The United Nation3s

discussion paper entitled he Youth%Friendly City recommends thatorgani-ations and governments Mdeveloppositive media images of youth and supportintegrated media promoting child andyouth friendly cities &egan V (cNulty//H. %ome youth media advocate haveeven argued that it should become Ma pillarF not just a component F of :st centurycivic curriculum &heingold //H.

9n the *hilippines, most youth already haveaccess to some form of media such asnewsletters, newspapers, maga-ines,televisions, and radio


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develop youth as peerEmentors to ensure acontinuation of youthEled programs

Possi"le uses o Media or aga

*artnerships could besought with other organi-ationsto develop participatoryprogramming

*artnerships could bedeveloped with the local mediaoutlets to encourage moreyouth input and programming

The entire enterprise engages young peoplein critically thin#ing about and researchingimportant social issues. This enables themto e"ercise their political rights, preparesthem for active participation in a

democratic society, and empowers them tocreate social change. 7art :JJA F@


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creative, gain membership in agroup, and contribute to others.%upports include nurturance,emotional safety, highe"pectations, standards andboundaries, and strategic supportthrough transitions.

hatever techni=ue is used to engageyouth in participatory research andevaluation, we recommend the use of thetable and a consideration of the #eyconcepts in $ppendi" $E

Possi"le uses or Participatory )esearchand E#aluation in aga

This tool could be used andpromoted by the youth council andthe coordination office to developresearch projects amongorgani-ations including local

universities and e"cluded youth %'s and C1 can act as lin#s for

researchers and the youthcommunities in their barangay

These tools can be used to collectthe research necessary for creatingthe Naga outh !evelopment+ramewor#.

'. *articipatory 6onitoring ramework

$ participatory monitoring framewor# is aset of guidelines and e"ercises that helpyouth and the adults wor#ing with and forthem to monitor the progression ordigression of various programs and issuesfacing youth today. The framewor#outlined below was ta#en from a UN9C


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-I. Conclusion

1ver the course of time that the UBC teamhas spent in Naga, it has become clear thatthis city3s commitment to meaningfullyengaging youth is sincere and genuine,placing it in a prime position for becominga true leader in local youth collaborative

governance. (ost of the elementsnecessary for this achievement are alreadyalive and well in this city. $ myriad ofprograms designed to serve, teach, andengage youth e"ist in various Citydepartments, N?1s, educationalinstitutions, and higher levels ofgovernment. outh participation ismandated as a fundamental component ofbarangay politics through the %', andincorporates annual and =uarterlygatherings of all youth to participate inbudget allocations and decision ma#ing.

The collaborative approach to governancefostered in this city has led to a culturesupportive of youth, recogni-ing that if thegains and progress made here in the last :Kyears is to be continued into the future, itwill be up to the younger generation tocarry on what the last so enthusiasticallychampioned.

e also suggest that more connection andcollaboration occur on multiple levels ofgovernment. 1n the national level, fore"ample, the National outh Commission

has produced a handboo# entitled,Philippine ool4it or Youth *e#elopment

Pno dateQ and the ational ,ssessment(Youth ,ttri"utes5 Participation5 andSer#ice%Pro#iders //@ that couldpotential inform local Naga youthorgani-ations with alternative ideas.

This pro youth attitude places Naga in ane"cellent position to begin pushing its

e"periences and e"periments with youthdevelopment in new and e"citingdirections. The challenges presented inthis document are not simple, small waysto improve what e"ists, but rather a newway of approaching youth developmentaltogether. The ideas suggested hereinvolve ta#ing a large step towards ensuringthat Naga is able to harness all thecollective resources for youth developmentin this city and use them in the mosteffective and efficient way possible.9nstitutionali-ing this level of coordination

will mean ensuring that this commitment toyouth development carries forward into thefuture, beyond this generation, supportinghealthy youth and healthy communities forgenerations to come. hile many obstaclesmight stand in the way of completing thistas#, the youth of Naga are some of thebrightest and most resourceful in theworld. Collectively they can overcomeobstacles, bringing them closer together,ma#ing Naga an e"ample of collaborativeyouth governance #nown across the world.The challenges are many, but if any city

can ta#e them on, Naga can.


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A**E%)I1 SECTI+% A#T++3S

A:!# *articipatory 6onitoring rameworkA:'# (outh Engagement Assessment Chart


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Appendix A:!The *articipatory 6onitoring ramework Template#

Taken rom# (u#herjee, N. //D. o/ards E#ol#ing a )ights%=ased Participatory Monitoringool or

Sustaina"le Human *e#elopment and )eduction o 7ulnera"ility o S)EE CH:-*)E

in @r"an South ,sia. UN9C


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negative criteria could have similar issues though their implications need not be the same//D. %ee Table : belowA

Table !# )rawing ,eneric Criteria from the Issues &aised by (outh;Column !. C13s mission, vision, constitution, programs, activities, characteristics and amount of

participants, outreach strategies, etc.


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A**E%)I1 )#I%TE&-IE9S

):!# City (outh +fficials ;C(+E>/

00 Assembly4 powerful assembly of members4 voters of %'

o $bility to vote and reassess %' and recall councilorso (a#es recommendations on the budget

4 (embership appro" >D/, usually there is 0DO attendance4 *arents often participate in meetings4 No strict rules regarding data gathering at assembly

Challenges etc. of S0 system4 Budget

o The )?C provides lump sum to Barangayo 9f projects of %' not aligned with goals of barangay F no money

4 Currently %ir $llen lobbying for %' fiscal autonomy in Congresso MCongress not ready for youth development %ir $llen

4 Currently, no mandated training period for incoming %' officialso %teep learning curve

%aga City currently preparing for abolishment of S0 : %CC(A


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Appendix ):/(outh of the *acol Hrban *oor Community

*articipants# @Ages# :H, :H, :0, /

+pportunities Collaboration and communication between youth organi-ations including community

organi-ations, governmental organi-ations and youth.o )in#ages between %.'. and churcho )in#ages between %.'. and, for e"ample, senior citi-enso Communication between organi-ations and youth

%piritual guidance from and between youth, community, church, parents etc

outh in *acol listen to the radio +( stations

%piritual guidanceo outh, teachers, friends, parents,

*rayers

9nspiration

$lways being positive and optimistic

$dvice from and for parents, %.'. youth

Unity

Challenges


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Appendix ):8S0 Chairperson Interview


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Appendix ):?C(+ Interview B with one current female member of the C(+

*overty is one of the biggest problems in Naga

The public school system does not wor# F it does not have enough teachers for thenumber of students and as a result students are only receiving, literally, half the

education of private school students teachers have to split classes into groups inorder to ma#e them manageable and half the students attend class in the morningwhile the other half attend in the afternoon

1ut of school youth are youth who cannot afford to be in school either because theirparents need them to wor# and earn money andLor because their parents cannot affordthe educational materials that accompany a grade school education

1ut of school youth spend time loo#ing for jobs, helping their parents, begging, sellingsecondhand or garbage items, and sometimes must resort to stealing to earn money

There is a large problem in Naga with parents who spend money gambling and drin#ing,as a result there are a lot of youth who lac# time and attention from their parents

The majority of thieves in Naga are youth F they do use weapons

There are street gangs in Naga that patrol the street, the gangs are made up of boysand girls and are referred to as B9 bad influences

Naga is seen as having two different categories of organi-ationsA : the organi-ed,political organi-ations li#e the %' and the C1 and street gangs made up of drugaddicts and criminals


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Appendix ):F

Interview with 0alipi B The (oung 3iberals

0alipi in attendanceA H members

0alipi# The 0abataang 3iberal ng *ilipinas4 'alipi formed in :JJ04 $ccredited in Naga City *eople3s Council NC*C

o &epresent the youth sector in NC*C

/ youth organi-ations represented in youth sectoro 'alipi coordinates with other sectors within the NC*C

4 outh representative in Naga City Council for omen

*rograms and activities4 Trainings

o *olitical managemento )eadershipo Career guidance

o Technical and vocational s#ills4 *oll watching4 Training ground for future leaders4 $ctivities are tied in with %# and barangay officials

6embership with 0alipi4 :DE>D filipino4 1rientation4 (onthly meetings and national and regional assembly every > and years, respectively4 (ost members are former %' members, or youth leaders from other organi-ations

student govt, s# barangay, church, @h club, fratsLsororities

*rinciples and ideology

4 freeLsocial mar#et economy4 pluralism4 democracy

6ain concerns of youth:.


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4 budget. 'alipi currently receives special funds from NC*C to carry out programs,otherwise not funded

4 Communication between groups and between City and groups


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Appendix ):J

Interview with a $rother of the 6issionaries for the *oor in BarangayCararayan.

Cararayan is the poorest Barangay in Naga F apro" H// families.(ission houses :/ people F mostly disabled, abandoned, most needy of the poor$lso does outreach wor# in the community

They ta#e care of those housed with them permanently F supply everything including food.

hen as#ed about situation for :D year olds, and youth in the barangayA (ost study high school, sometimes one child doesn3t study so that the others can.

$fter high school, no studying F some go to other family members to wor#.

Boys seldom wor# Mjust waste time all day

?irls are more dedicated to finding wor# F often travel to manila to loo# for jobs.

(ore responsible than boys

Boys depend more on stuff from parents, waiting for something to happen.


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&eferences

$ngeles, )eonora. //0. M&enegotiating !ecentrali-ation and %tatECivil %ociety&elationsA $ &eEinterpretation of Naga City3s


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?urstein, *enny, Chris )ovato and %ally &oss. //>. Mouth *articipation in *lanningA%trategies +or %ocial $ction, Canadian?ournal o @r"an )esearch5 15 , @JE0@.

7art, &oger. :JJ. Children8s Participation( From o4enism to Citi!enship. +lorence,9talyA UN9C/, //0, fromhttpALLwww.naga.gov.phLspLpdfLordJDE/J.pdf

. No date. State o Children in aga CityPslideshow presentationQ. Naga City,*hilippinesA Naga City.

National outh Council. No date. Philippine Hand"oo4 or Youth *e#elopment . (anila

Newman, 2anet, (arian Barnes, 7elen %ullivan, and $ndrew 'nops. //@. M*ublic*articipation and Collaborative ?overnance,?ournal o Social Policy5 DD, />E>.

13(alley, '. //@. Children and Young People Participating in P)SP Processes(

-essons rom Sa#e the Children8s E


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)ede ?o#em =rasil. ,ccessed on (ay D, //0, from httpALLwww.redejovem.org.br

&as#in, $n#a and !ebbie $nderson .

United Nations 7uman %ettlements *rogramme. //@. Mouth, Children and Urban?overnance, in $lo"al Campaign on @r"an $o#ernance. UN. *olicy !ialogue %eriesANumber .
http://www.redejovem.org.br/http://www.redejovem.org.br/http://spotlight.macfound.org/main/entry/howard_rheingold_participatory_media_public_voice_civic_engagement/http://spotlight.macfound.org/main/entry/howard_rheingold_participatory_media_public_voice_civic_engagement/http://www.spc.int/youth/PYC/pacific_youth_council.htmhttp://www.takingitglobal.org/http://www.chanrobles.com/localgov.htm#THE%20LOCAL%20GOVERNMENT%20CODE%20OF%20THE%20PHILIPPINEShttp://www.chanrobles.com/localgov1.htm#THE%20LOCAL%20GOVERNMENT%20CODE%20OF%20THE%20PHILIPPINEShttp://www.chanrobles.com/localgov1.htm#THE%20LOCAL%20GOVERNMENT%20CODE%20OF%20THE%20PHILIPPINEShttp://www.search-institute.org/assets/http://www.redejovem.org.br/http://spotlight.macfound.org/main/entry/howard_rheingold_participatory_media_public_voice_civic_engagement/http://spotlight.macfound.org/main/entry/howard_rheingold_participatory_media_public_voice_civic_engagement/http://www.spc.int/youth/PYC/pacific_youth_council.htmhttp://www.takingitglobal.org/http://www.chanrobles.com/localgov.htm#THE%20LOCAL%20GOVERNMENT%20CODE%20OF%20THE%20PHILIPPINEShttp://www.chanrobles.com/localgov1.htm#THE%20LOCAL%20GOVERNMENT%20CODE%20OF%20THE%20PHILIPPINEShttp://www.chanrobles.com/localgov1.htm#THE%20LOCAL%20GOVERNMENT%20CODE%20OF%20THE%20PHILIPPINEShttp://www.search-institute.org/assets/


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esheimer, 2oel and 2oseph 'ahne. //@. Mhat 'ind of Citi-enR The *olitics of0EHJ.

endy heeler no date. Youth Engagement( , Cele"ration ,cross ime and Culture(Framing the :ssue.' 'ellog +oundation from 6ision to 9nnovative 9mpact, %eminar

%eries.

illiams, La:yatesthorn.pdf
http://www.city.vancouver.bc.ca/cityclerk/cclerk/020423/a12yatesthorn.pdfhttp://www.city.vancouver.bc.ca/cityclerk/cclerk/020423/a12yatesthorn.pdf

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