TIME Europe Magazine: Voices Of A New Generation -- Jan. 27, 2003 Vol. 161, No. 4
Voices Of A New Generation
Eight young leaders head to Davos with huge hopes for Europe and big ideas about how to make a difference. Will anybody listen?
They are young, full of energy and ideas, and almost as diverse as modern Europe itself. Note their names: Ruth Aniansson, Jaan Aps, Rasmus Grue Christensen, Hakan Ener, Alexander Hoefmans, Hanan el Khatib, Ken Mifsud Bonnici, Petre Stamatescu. You'll see them in the headlines someday. Passionate about Europe at a time when most people just don't seem to care, these ambitious twentysomethings aspire to lead the Continent as lawyers, academics, NGO workers, businesspeople — maybe even politicians. A week before December's E.U. Summit in Copenhagen, the eight held a summit of their own in the Danish capital. Their mission: to prepare for this week's World Economic Forum in Davos, where they'll bring their message — "We expect much more from the E.U. than it's now delivering" — to global leaders in government, finance and industry.
Who are these eight young leaders, and why should the Davos élite listen to them? They were elected by 1,000 of their peers at last summer's Youth 2002 conference in Denmark, where young people from 33 European countries drafted a mock E.U. constitution — a blueprint for the future of Europe. The meeting was organized by the World Economic Forum, the Danish think tank Monday Morning and a consortium of youth organizations as part of the Bridging Europe Initiative, a program designed to combat apathy and encourage a new generation of leaders. As the E.U. embarks on its largest-ever expansion, writes a real constitution and seeks a single voice in the global order, these eight are acting as messengers from a skeptical generation. The theme of this year's World Economic Forum is "Building Trust" — a tall order indeed — and if that theme is to have any meaning, then the construction project must include young people like these.
Idealistic and almost impossibly eager to make a difference in the world, they have high hopes for Europe but little faith in the way it's currently being run. They want more communication from Brussels and among citizens. They want the E.U. to become an activist in world affairs. They believe a sense of European identity can and should coexist alongside national ones. Their faith in the European project compels them, as Alexander Hoefmans, 27, a wiry Belgian lawyer, says, "to stand up and shout loud for the future of Europe."
Not all the young leaders cared so much about the E.U. before Youth 2002. For some, like Ken Mifsud Bonnici of Malta, 20, an intense, almost professorial law student, phrases like democratic deficit have always rolled off the tongue. But many more were like Petre Stamatescu, 24, a Romanian and onetime aspiring pro basketballer. Yes, he was (and is) keen on politics — he's now working at the European Parliament. But when he signed up for Youth 2002, he says, "I saw it more or less as a paid holiday."
In retrospect, "it was a holiday — but we worked a lot," he says, recalling the heated, all-night debates about the group's constitution. What they produced was a vision statement that reflects the concerns of their generation, guaranteeing the right to higher education and enshrining environmental responsibility as a guiding principle of the E.U., alongside others like democracy and transparency. It will take yet more work to get the word out at Davos, where hundreds of topics crowd the agenda, and to keep the momentum going until 2004, when a follow-up to Youth 2002 is expected to coincide with the unveiling of the new E.U. constitution.
There's no danger of these young people running out of things to talk about. The four themes that emerged from Time's conversations with them — trust, making connections, European identity and Europe in the world — aren't going away. In Davos, they'll present their work and toss their ideas around with leaders. "It's an incredible opportunity — but also a responsibility," says Mifsud Bonnici. "We'll have a voice where it matters. How can you plan the world's future when you don't know what its citizens will want from it?"
TRUST
Thirteen years since the fall of the Berlin Wall, "there's a mental wall between East and West," says Hoefmans. "People in the East say, 'Does the West really want us?' And people in the West have stereotypes of the East." As he crisscrossed Poland during the past year, talking with voters and giving lectures on the E.U., he saw the divide firsthand. Most Western politicians "have no clue what enlargement is really about for the people here," he says. Many Poles, like their counterparts in other candidate countries, have too-high hopes of rapid economic progress — as well as fear of change to their way of life, no doubt exacerbated by anti-E.U. groups who play on such worries. In truth, Hoefmans found that they have little idea about what will happen when they join. They just have to trust that the leaders — of Poland and the E.U. — know what they're doing as the country heads for a vote on membership. But how can you trust when some of those leaders are in Brussels, and you don't know them and they don't know you?
Trust was a hot topic as the Bridging Europe delegates prepped for Davos. Faith in political, business and religious institutions is eroding. The Bridging Europe Scorecard, a survey of the 1,000 youth that will be released at the Forum, found that multinational corporations and religious groups are the ones young people trust least — no surprise given scandals at Enron and in the Catholic Church. More than 40% also have little trust in their own governments, a startling number since 87% of these same youth say they trust the E.U..
Brussels shouldn't start popping the corks yet. The Bridging Europe group members don't believe the E.U. is living up to expectations. They give it middling marks — not even five out of 10 — on transparency, effective use of resources and attention to citizens' views. The trust they feel is based less on what the E.U. has done than on what they hope it will do in the future. Today's challenges are too big for individual states, Mifsud Bonnici says. "Global problems require global solutions, hence the role of the E.U." Yet, says Hoefmans, "I don't trust the way it's run. I have more trust in the concept of the E.U." But what exactly is that concept? The E.U. is what the E.U. does; without concrete initiatives, talk of things like solidarity inspires little trust. "There's a lot of fluffiness when it comes to the E.U.," says Jaan Aps. "We still can't define precisely what Europe is."
The proposals being prepared by the European Convention may fill in some blanks. When the constitution goes to member states for approval, the Bridging Europe youth would like to see a massive information campaign to explain the document in clear, non-jargony language. They'd like the constitution to mirror their own, with its emphasis on citizens' rights. But no matter how it reads, "to trust something, you need knowledge about how it works," says Ruth Aniansson, 20, a cherubic European Studies major who was born in Sweden and raised in Finland. "Most people don't know how the E.U. works" — except that it excludes them from the decision-making process. "It's important that we create pressure to make our voices heard," says Hanan el Khatib, 25, who plans a career in the NGO sector. "We're ignored."
MAKING CONNECTIONS
At December's E.U. summit in Copenhagen, Hakan Ener, 22, got a taste of how difficult it is for a European citizen to be heard. Chosen to man a Youth 2002 information booth, he spent his days vying for the attention of reporters and politicians. But talking with a Turkish M.B.A. student wasn't on the agenda for most leaders, who negotiated behind closed doors, then adjourned to the media hall. There they hailed the feat of sealing enlargement as a historic moment. "The public doesn't need historic moments," says Ener. "It needs politicians who give honest opinions."
A more relevant historic moment might be an E.U. election that draws widespread participation. In the most recent E.U. parliamentary vote, in 1999, turnout dipped below 50% for the first time. Part of this apathy results from popular sentiment that Brussels is not fully accountable to voters. More than two-thirds of the Bridging Europe youth feel that the Union isn't truly democratic. Ninety percent say all E.U. documents, including meeting minutes, should be publicly available. Otherwise, says Aniansson, "we don't have any insight into what they are really doing in Brussels."
"The E.U. really needs to start from scratch" in communicating with the citizens, says Stamatescu. First, it has to use everyday language, not the jargon-filled political dialect of Brussels. Next, it has to educate youngsters about the Union. "As soon as you get to fifth grade, you should start studying a new subject — the E.U.," Stamatescu says. Then the E.U. must engage adults in the law-making process; Stamatescu suggests using community forums to gather views on major legislation from across the E.U. He notes that even when civil-society groups in Brussels chime in, all the voices are still from within the Brussels loop. Finally, an E.U. information center could be placed in every city hall, to provide a permanent point of contact for people in every community.
It's also time for the electorate to take an interest in E.U. affairs. People across the Continent may not feel connected to Brussels, but they don't feel particularly connected to their own governments either. In much of the E.U., participation in local and national votes has been falling too. Initiatives like Bridging Europe could make a difference. The delegates hope for a "trickle-down" effect from the 1,000 involved. "People are like molecules," says el Khatib. "If one moves, others will start moving."
But in which direction? The Bridging Europe group wants everyone to be drawn together: politicians to the people, East to West, young to old. But there's also the possibility that as the Europhiles immerse themselves in Project Europe, it is they, not the plan and its politicos, who will be changed. At one point during the Copenhagen discussions, Nina N&oring;rgaard, vice chair of Youth 2002, snapped, "You're like established politicians." The group was quick with criticism yet slow with solutions and had descended into Eurobabble-filled rhetoric. Some of the delegates bristled at Nørgaard's accusation, but Hoefmans agreed. "We often do sound like them," he admits. One can't help worrying that they might start acting like politicians, too.
EUROPEAN IDENTITY
Hanan el Khatib prefers not to talk about her family's origins or their immigrant experience or her birthplace. Instead, el Khatib, whose roots are Palestinian, offers a metaphor about painting. "Blends of different colors make beautiful, new and distinct shades," she says. "This is what Europe is about." Her identity? "I am Maltese. And I am European."
The question of European identity was one of the issues addressed in the Bridging Europe survey; it found that 89% of the young people feel both European and national allegiances. Of course, the Bridging Europe group tends toward Europhilia; among the broader youth population, the figure is 55%. Nearly all the survey participants see the two identities as distinct. National identity may involve music or what you eat at holidays or the language a mother uses to sing her son to sleep. European identity doesn't, and it's not about religion either. European Convention head Valéry Giscard d'Estaing may see Turkey's possible accession as "the end of the European Union," but these young people call it the right step for unity. No clash of civilizations here, because this identity, says Aniansson, "is a political and economic one" — a name embossed on your passport and the coins jingling in your pocket. "The E.U.," says Ener, "is a union of values, along with markets, and not much else." The 25 countries now or soon to be in the E.U. came together not because they are culturally alike — they often are not — but because they share some basic democratic, political and economic values and interests.
Over time, European identity may take on more characteristics now associated with national allegiances, especially if a sense of "Europeanness" is nurtured among the young. For now, though, the message from the Bridging Europe leaders is that the Europoliticos can lay off the grand symbolism of flags and anthems. Aps, a dedicated Europhile, bluntly declares, "I don't think European identity particularly matters." "The E.U. cannot force a European identity on its citizens," says Hoefmans. "This is not something that can be created top down. It has to come about the other way."
EUROPE IN THE WORLD
Rasmus Grue Christensen showed up for the first day of his internship at the U.S. Capitol on Sept. 4, 2001, expecting that his four months in the office of California Congressman Tom Lantos would teach him a lot about American government. The affable 24-year-old Dane, a philosophy student and a staffer at the human-rights group Humanity in Action, never thought it would shape his views on how the world works — and ought to work. Then came the terrorist attacks on New York and Washington. "Being at the epicenter during the attacks convinced me of the urgent necessity of global cooperation," he says. Only transnational setups like the E.U. can successfully grapple with "the borderless challenges of our modern world."
Christensen's peers agreed, with 84% in the survey saying that the E.U. should play a bigger role in global politics than it does now. Sixty percent want the E.U. to have its own seat on the U.N. Security Council. The youth put human rights high on the foreign-policy agenda — Aps says it should be the E.U.'s "guiding mission" in its work abroad — and 95% rank respect for human rights "very important" as a criterion of E.U. membership.
But consensus breaks down on the question of how the E.U. should pursue its global goals. Stamatescu, whose proposal for a professional E.U. army along the lines of the French Foreign Legion was shot down during Bridging Europe's constitutional debate, still believes that "if you don't have a proper army, you can't become a real global player." The authors instead settled for an ill-defined "common European force" drawn from the national armies, a proposal that reflects the same lack of political will that has plagued the E.U.'s real leaders.
"I definitely don't see the E.U. taking the responsibility," says Aps, suggesting that working through international organizations might be the only way forward. Christensen advocates a U.N. army as "a global enforcement system." But again, how well would this recycled idea work, unless it's given more teeth than the missions sent to the Balkans and Rwanda?
Hopeful as they might be about the future, these people are realistic about the impact they have had so far. More than 30,000 decision makers and organizations got copies of the Bridging Europe report and constitution. Bertel Haarder, Denmark's European Affairs Minister, praised the youth "for having found a balance between collaboration in Europe and the independence of states." But nobody's pretending that Giscard is using it as a blueprint for his own constitution, nor have any legislators called the youth for advice. Here's hoping the élites will start listening in Davos. Even if they don't, the young leaders remain patient. We'll have "an impact on the decision makers," s ays Hoefmans, "because that's who we might be."
Jean Monnet, one of the E.U.'s forefathers, was reportedly fond of quoting a Biblical proverb: "Where there is no vision, the people perish." But people cannot live on vision alone; where there's a lack of practical policies, the people don't do so well either. Striking a balance between grand schemes and political realities isn't easy. If these eight up-and-comers can stay grounded, if they can remember all the things about the establishment that have so irked them, maybe they'll pull it off. Maybe they can change things. Maybe they'll show that bright young things can grow up to become great leaders. Let's hope so. Europe needs them.
February 4, 2003
January 30, 2003
Multicultural Media in Scandinavia
"Multicultural Media in Scandinavia"
Nordic Symposium, Århus 27th - 30th March 2003
Geographic and symbolic boundaries are increasingly challenged by information and communication developments, as at present, more than ever before, media allow populations in local, national and transnational spaces to communicate in cheaper and quicker ways and while having the opportunity to get access to different media settings and communication flows. Emerging communication and information opportunities can allow minority communities to produce, distribute and consume alternative to the mainstream images and sounds; they can reconfirm co-presence and feed imagination of belonging in their shared media cultures. All these can have diverse consequences regarding minorities’ participation, inclusion, empowerment or even isolation.
The development and the implications of minority media cultures for ethnic communities, for social exclusion and participation and for the shaping of multicultural Scandinavia are in the core of the three day Nordic symposium Multicultural Media in Scandinavia taking place on the 27th –30th of March 2003. This workshop will be a unique opportunity for academics, minority media practitioners and NGOs to discuss key issues that relate to minority media cultures:
How culture – and media in particular – relate to minorities’ cultural and social inclusion; this will be a discussion addressing policy, political and public debates about minorities’ belonging in European space and in member-states’ societies
Whether minority communities sustain separatist cultures or participate in an emerging European multi-ethnic culture (or diverse multi-ethnic cultures)
How particular media cultures participate in creating new conditions for social inclusion and exclusion
How minorities’ experience with the media reflects a particular relation to media and communication technologies; whether media technologies change conditions within minority media cultures and the broader media environment
How national policies about minorities and the media further or obstruct their social inclusion
How minority media practitioners and academics can co-operate in order to improve the environment (politically and formally) of ethnic minority media initiatives.
"Multicultural Media in Scandinavia"
Nordic Symposium, Århus 27th - 30th March 2003
Geographic and symbolic boundaries are increasingly challenged by information and communication developments, as at present, more than ever before, media allow populations in local, national and transnational spaces to communicate in cheaper and quicker ways and while having the opportunity to get access to different media settings and communication flows. Emerging communication and information opportunities can allow minority communities to produce, distribute and consume alternative to the mainstream images and sounds; they can reconfirm co-presence and feed imagination of belonging in their shared media cultures. All these can have diverse consequences regarding minorities’ participation, inclusion, empowerment or even isolation.
The development and the implications of minority media cultures for ethnic communities, for social exclusion and participation and for the shaping of multicultural Scandinavia are in the core of the three day Nordic symposium Multicultural Media in Scandinavia taking place on the 27th –30th of March 2003. This workshop will be a unique opportunity for academics, minority media practitioners and NGOs to discuss key issues that relate to minority media cultures:
How culture – and media in particular – relate to minorities’ cultural and social inclusion; this will be a discussion addressing policy, political and public debates about minorities’ belonging in European space and in member-states’ societies
Whether minority communities sustain separatist cultures or participate in an emerging European multi-ethnic culture (or diverse multi-ethnic cultures)
How particular media cultures participate in creating new conditions for social inclusion and exclusion
How minorities’ experience with the media reflects a particular relation to media and communication technologies; whether media technologies change conditions within minority media cultures and the broader media environment
How national policies about minorities and the media further or obstruct their social inclusion
How minority media practitioners and academics can co-operate in order to improve the environment (politically and formally) of ethnic minority media initiatives.
January 28, 2003
Internews-Armenia plans more seminars in coming weeks
Internews-Armenia plans more seminars in coming weeks
Internews-Armenia is accepting applications for training seminars on TV, radio and online journalism to be conducted through late January and February.
A course on Production of Social Advertisement is intended for producers and directors of Armenian television and radio companies. It is scheduled to be conducted January 27 to February 2. The deadline for application is January 24.
The course Radio Hour Production for employees of Armenian radio companies is scheduled for February 17 to 28. The deadline for application is February 12.
And for Internet journalists in Armenia, the course Construction and Management of Online Mass Media, Internet Journalism Issues is planned for March 3 to 6. The deadline to apply is February 29.
Internews seminars focus on hands-on, practical work. Interested journalists at Armenian TV and radio stations should submit the required information to the Internews office, if they would like to participate.
For more information on the seminar, contact Internews Armenia training coordinator David Aslanyan, at telephone + 374 1 58-36-20, e-mail davida@internews.am. The Internews Armenia home page is www.internews.am .
Internews is a media assistance organization funded by the United States Agency for International Development. For more information on Internews, visit www.internews.org .
(January 23, 2003)
Internews-Armenia plans more seminars in coming weeks
Internews-Armenia is accepting applications for training seminars on TV, radio and online journalism to be conducted through late January and February.
A course on Production of Social Advertisement is intended for producers and directors of Armenian television and radio companies. It is scheduled to be conducted January 27 to February 2. The deadline for application is January 24.
The course Radio Hour Production for employees of Armenian radio companies is scheduled for February 17 to 28. The deadline for application is February 12.
And for Internet journalists in Armenia, the course Construction and Management of Online Mass Media, Internet Journalism Issues is planned for March 3 to 6. The deadline to apply is February 29.
Internews seminars focus on hands-on, practical work. Interested journalists at Armenian TV and radio stations should submit the required information to the Internews office, if they would like to participate.
For more information on the seminar, contact Internews Armenia training coordinator David Aslanyan, at telephone + 374 1 58-36-20, e-mail davida@internews.am. The Internews Armenia home page is www.internews.am .
Internews is a media assistance organization funded by the United States Agency for International Development. For more information on Internews, visit www.internews.org .
(January 23, 2003)
January 16, 2003
Refugee children in Georgia
The NGO "Educational TV Center" produced a short documentary on the problems of refugee children from Abkhazia. The children are given a rare chance to express their feelings on how they remember the war and how they feel today - far from their homes.
The film will be aired on Georgian National TV 1 on JANUARY 17th, 2003 at 5.20 pm after the daily program "Vestik".
We wait for your reply, see the film and write your comments, we are very interesing in your opinion.
Thank you
The NGO "Educational TV Center" produced a short documentary on the problems of refugee children from Abkhazia. The children are given a rare chance to express their feelings on how they remember the war and how they feel today - far from their homes.
The film will be aired on Georgian National TV 1 on JANUARY 17th, 2003 at 5.20 pm after the daily program "Vestik".
We wait for your reply, see the film and write your comments, we are very interesing in your opinion.
Thank you
January 15, 2003
WRITE FOR THE SIECUS REPORT
WRITE FOR THE SIECUS REPORT
Are you an aspiring writer? Have something important to say? Want to get published? Put your writing skills to the test. Write an article for a special edition of the SIECUS Report: "Young People Talk about Sex."
Use the following topics as a jumping off point. You could tell us about your own experiences, what's going on with your friends, your family, your school, or your community. You could tell us about something you've heard, seen, or read lately. You could show off your journalistic skills and write a news article. Or you could just give us your opinion.
The topics are:
Sexuality Education. Adults in the United States can't seem to agree on what, if anything, teens should learn about sex in school.
HIV/AIDS. Yours is the first generation that has grown up in a world that always included HIV and AIDS.
Sex Is Everywhere. You live in world where the media tells you how you should look, what you should wear, and what is considered sexy.
All we ask is that you are between 15 and 20 years old, that you write 1,000 to 1,500 words and that you submit your article with the entry form below by February 14, 2003. To protect their privacy, please change the names of any real people featured in your article.
FYI, the SIECUS Report is the bimonthly journal of the Sexuality Information and Education Council of the United States. It is read by sexuality educators, doctors, health care practitioners, sexual health advocates, and others interested in promoting sexual health and sexual rights.
For more information about SIECUS, visit our web site at http://www.siecus.org
WRITE FOR THE SIECUS REPORT
Are you an aspiring writer? Have something important to say? Want to get published? Put your writing skills to the test. Write an article for a special edition of the SIECUS Report: "Young People Talk about Sex."
Use the following topics as a jumping off point. You could tell us about your own experiences, what's going on with your friends, your family, your school, or your community. You could tell us about something you've heard, seen, or read lately. You could show off your journalistic skills and write a news article. Or you could just give us your opinion.
The topics are:
Sexuality Education. Adults in the United States can't seem to agree on what, if anything, teens should learn about sex in school.
HIV/AIDS. Yours is the first generation that has grown up in a world that always included HIV and AIDS.
Sex Is Everywhere. You live in world where the media tells you how you should look, what you should wear, and what is considered sexy.
All we ask is that you are between 15 and 20 years old, that you write 1,000 to 1,500 words and that you submit your article with the entry form below by February 14, 2003. To protect their privacy, please change the names of any real people featured in your article.
FYI, the SIECUS Report is the bimonthly journal of the Sexuality Information and Education Council of the United States. It is read by sexuality educators, doctors, health care practitioners, sexual health advocates, and others interested in promoting sexual health and sexual rights.
For more information about SIECUS, visit our web site at http://www.siecus.org
January 14, 2003
Editor for the day
'Editor for the day' prize up for grabs
By Holdthefrontpage Staff
Young journalism hopefuls from across the North East are being given a unique opportunity to edit a top daily newspaper for the day.
The prize is up for grabs as part of the School Newspaper Awards 2003, currently being run by the Newcastle Journal and sponsored by Northern Electric.
The winner of the Young Journalist of the Year category will be given the chance to participate in the production and running of the newspaper and see all departments in action.
They will also shadow editor Ged Henderson for part of the day, going into conference and helping to plan the paper.
And there will also be the opportunity to go out with a reporter and a photographer before seeing pages being planned out on the subs desk.
The annual competition is also giving away £8,000 worth of prizes to schools deemed to have produced the best newspaper, magazine or news-based website in a variety of Key Stages.
Entries are now being accepted, and winners are expected to be announced in July.
'Editor for the day' prize up for grabs
By Holdthefrontpage Staff
Young journalism hopefuls from across the North East are being given a unique opportunity to edit a top daily newspaper for the day.
The prize is up for grabs as part of the School Newspaper Awards 2003, currently being run by the Newcastle Journal and sponsored by Northern Electric.
The winner of the Young Journalist of the Year category will be given the chance to participate in the production and running of the newspaper and see all departments in action.
They will also shadow editor Ged Henderson for part of the day, going into conference and helping to plan the paper.
And there will also be the opportunity to go out with a reporter and a photographer before seeing pages being planned out on the subs desk.
The annual competition is also giving away £8,000 worth of prizes to schools deemed to have produced the best newspaper, magazine or news-based website in a variety of Key Stages.
Entries are now being accepted, and winners are expected to be announced in July.
European Documentary Network
JANUARY 16-18, "Twelve for the Future", Helsinki, Finland
TWELVE FOR THE FUTURE is a co-production workshop for young Nordic documentary filmmakers. The aim is to give them the neccessary background knowledge to work professionally within the Nordic film and TV sector. This is done through an intensive course divided in 2 parts.
- producer & director develop their mutual project
- and pitch to TV channels and film institutes
1st part: September, 2002 – Bornholm, Denmark
2nd part: January, 2003 - Helsinki, Finland
Working in small groups, TWELVE FOR THE FUTURE creates an informal atmosphere of knowledge and mutual inspiration. Guided by the tutors, the workshop will focus on each project with regard to content and financing, encouraging discussion and feedback from the colleagues in the group. The intervening period between the two parts should be used by the participants to improve their projects according to the feedback given during the first part of the course. The participants can be in contact with the tutors via e-mail, fax or phone in this period.
The second part of the workshop is concluded as the participants pitch their projects to a panel of commissioning editors from the Nordic TV channels and Film Institutes.
Selection: It is a precondition that the participants are connected to a documentary project, that would gain from being worked on with colleagues from the same Nordic cultural environment. The course is result-orientated and should, besides improving the content and the creative elements of the projects, give the participants the possibility of gaining financial contacts. We would like to encourage producer/director partners to participate together and profit from this unique possibility to develop your project together.
Course Director is Tue Steen Müller, EDN, and the content of the course is based on the knowledge and experience that EDN has achieved conducting co-production workshops throughout Europe since 1996.
Comments from previous years' participants:
"Excellent tutoring"
"Impressed that so many commissioning editors attended!"
"The most useful was meeting colleagues and having the opportunity to present an idea to a bunch of competent people"
The working language at the workshop will be English.
For more information please contact: Cecilia Lidin, EDN.
Tel: +45 33 13 11 22 – Fax: +45 33 13 11 44
E-mail: cecilia@edn.dk
JANUARY 16-18, "Twelve for the Future", Helsinki, Finland
TWELVE FOR THE FUTURE is a co-production workshop for young Nordic documentary filmmakers. The aim is to give them the neccessary background knowledge to work professionally within the Nordic film and TV sector. This is done through an intensive course divided in 2 parts.
- producer & director develop their mutual project
- and pitch to TV channels and film institutes
1st part: September, 2002 – Bornholm, Denmark
2nd part: January, 2003 - Helsinki, Finland
Working in small groups, TWELVE FOR THE FUTURE creates an informal atmosphere of knowledge and mutual inspiration. Guided by the tutors, the workshop will focus on each project with regard to content and financing, encouraging discussion and feedback from the colleagues in the group. The intervening period between the two parts should be used by the participants to improve their projects according to the feedback given during the first part of the course. The participants can be in contact with the tutors via e-mail, fax or phone in this period.
The second part of the workshop is concluded as the participants pitch their projects to a panel of commissioning editors from the Nordic TV channels and Film Institutes.
Selection: It is a precondition that the participants are connected to a documentary project, that would gain from being worked on with colleagues from the same Nordic cultural environment. The course is result-orientated and should, besides improving the content and the creative elements of the projects, give the participants the possibility of gaining financial contacts. We would like to encourage producer/director partners to participate together and profit from this unique possibility to develop your project together.
Course Director is Tue Steen Müller, EDN, and the content of the course is based on the knowledge and experience that EDN has achieved conducting co-production workshops throughout Europe since 1996.
Comments from previous years' participants:
"Excellent tutoring"
"Impressed that so many commissioning editors attended!"
"The most useful was meeting colleagues and having the opportunity to present an idea to a bunch of competent people"
The working language at the workshop will be English.
For more information please contact: Cecilia Lidin, EDN.
Tel: +45 33 13 11 22 – Fax: +45 33 13 11 44
E-mail: cecilia@edn.dk
Soap opera seminar scheduled in Albania
Soap opera seminar scheduled in Albania
A seminar on soap operas – with a difference – is scheduled on February 24 in Tirana, the capital of Albania.
Specialists in production of radio soap opera dramas from the BBC World Service, from Russia, and from international organizations will show how drama can be used as a tool for social change and a way to reinforce democracy in transitional countries.
This first Balkan seminar on soap operas is organized by the Rruga me Pisha Foundation, a local Albanian organization created in Tirana by the BBC World Service Trust. In 1999, the foundation produced the first Albanian social educative soap opera. The one-day seminar will enable producers of soap operas to share experiences.
A focus of the seminar will be “Rruga me Pisha,” the first Albanian produced radio soap opera. The soap opera aims to entertain, but also to educate, inform and raise debate. The foundation says the soap opera has been a highly effective medium for raising awareness and generating debate about essential issues affecting civil society.
For more information and application forms, contact Arben Papadhopulli, general director of the Rruga me Pisha Foundation, BBC World Service - Radio Tirana Project, Rr. Ismail Qemali Nr 11, Tirana. Albania. Telephone / fax 00 355 4 228444. Cell phone 068 20 40 928. E-mail arbenpapadhopulli@albmail.com, a.papadhopulli@talk21.com, or rrugamepisha@albaniaonline.net.
Soap opera seminar scheduled in Albania
A seminar on soap operas – with a difference – is scheduled on February 24 in Tirana, the capital of Albania.
Specialists in production of radio soap opera dramas from the BBC World Service, from Russia, and from international organizations will show how drama can be used as a tool for social change and a way to reinforce democracy in transitional countries.
This first Balkan seminar on soap operas is organized by the Rruga me Pisha Foundation, a local Albanian organization created in Tirana by the BBC World Service Trust. In 1999, the foundation produced the first Albanian social educative soap opera. The one-day seminar will enable producers of soap operas to share experiences.
A focus of the seminar will be “Rruga me Pisha,” the first Albanian produced radio soap opera. The soap opera aims to entertain, but also to educate, inform and raise debate. The foundation says the soap opera has been a highly effective medium for raising awareness and generating debate about essential issues affecting civil society.
For more information and application forms, contact Arben Papadhopulli, general director of the Rruga me Pisha Foundation, BBC World Service - Radio Tirana Project, Rr. Ismail Qemali Nr 11, Tirana. Albania. Telephone / fax 00 355 4 228444. Cell phone 068 20 40 928. E-mail arbenpapadhopulli@albmail.com, a.papadhopulli@talk21.com, or rrugamepisha@albaniaonline.net.
Interactive TV and children in the UK
Controlling the remote
Dawn Hayes
FT.com site; Jan 13, 2003
The BBC could be in danger of becoming a victim of its own success in encouraging children to interact with its digital TV channels. Disaffected parents are angry that Auntie has been encouraging their little darlings to use the red button to interact, racking up hefty phone bills in the process.
The problem became apparent during the five-week run of Making It, a mini Fame Academy designed to search out a new presenter for CBBC. The channel, aimed at 6- to 13-year-olds, prompted viewers to vote for their top candidate using their remote control and some proved to be more trigger-happy than their parents would have liked.
Since “parents are the principal constituent that CBeebies is marketed to”, according to Greg Childs, CBBC’s head of interactive services, this raises a problem. “We can’t expect kids to use the return path to simply make contact with the BBC,” says Childs. “We’re having to think hard about the structure of programmes that have a call to action as a result of this.”
The BBC drew heavily on its public service status to convince the government that it should be allowed to launch the channels, which compete with 17 commercial rivals in the UK, the world’s most developed market for children’s TV. And it argues that it has met the government’s requirement for the new channels to be distinctive, in part through building interactive services that underpin its “your input is our output” mantra for the new channels. In true Reithian spirit, they also seek to educate and entertain.
CBeebies, the pre-school channel, carries two games and an interactive story each week, accessible 24 hours a day. And CBBC offers simultaneous video streams linked to scheduled programmes.
There are signs that other broadcasters are also seeing an increase in interactive demand. More than 35m connections were made to Sky Digital’s Sky Active service from 3.6m unique households in the past 12 months, according to Robert Leach, interactive advertising controller at BSkyB.
But where commercial rivals can justify charging for interactive games and voting services, the practice doesn’t sit well with the public service ethos drawing parents back to the BBC for their kids’ entertainment. Although the BBC makes no money out of return path revenues, phone companies do.
The dilemma the BBC faces in drawing its young audience to interactivity without them incurring high phone charges threatens to jeopardise its plans to introduce text messaging to programmes on CBBC as a way to boost its flagging fortunes. Clearly it will need to find a way of appeasing parents before it does so.
dawnhayesuk@yahoo.co.uk
Controlling the remote
Dawn Hayes
FT.com site; Jan 13, 2003
The BBC could be in danger of becoming a victim of its own success in encouraging children to interact with its digital TV channels. Disaffected parents are angry that Auntie has been encouraging their little darlings to use the red button to interact, racking up hefty phone bills in the process.
The problem became apparent during the five-week run of Making It, a mini Fame Academy designed to search out a new presenter for CBBC. The channel, aimed at 6- to 13-year-olds, prompted viewers to vote for their top candidate using their remote control and some proved to be more trigger-happy than their parents would have liked.
Since “parents are the principal constituent that CBeebies is marketed to”, according to Greg Childs, CBBC’s head of interactive services, this raises a problem. “We can’t expect kids to use the return path to simply make contact with the BBC,” says Childs. “We’re having to think hard about the structure of programmes that have a call to action as a result of this.”
The BBC drew heavily on its public service status to convince the government that it should be allowed to launch the channels, which compete with 17 commercial rivals in the UK, the world’s most developed market for children’s TV. And it argues that it has met the government’s requirement for the new channels to be distinctive, in part through building interactive services that underpin its “your input is our output” mantra for the new channels. In true Reithian spirit, they also seek to educate and entertain.
CBeebies, the pre-school channel, carries two games and an interactive story each week, accessible 24 hours a day. And CBBC offers simultaneous video streams linked to scheduled programmes.
There are signs that other broadcasters are also seeing an increase in interactive demand. More than 35m connections were made to Sky Digital’s Sky Active service from 3.6m unique households in the past 12 months, according to Robert Leach, interactive advertising controller at BSkyB.
But where commercial rivals can justify charging for interactive games and voting services, the practice doesn’t sit well with the public service ethos drawing parents back to the BBC for their kids’ entertainment. Although the BBC makes no money out of return path revenues, phone companies do.
The dilemma the BBC faces in drawing its young audience to interactivity without them incurring high phone charges threatens to jeopardise its plans to introduce text messaging to programmes on CBBC as a way to boost its flagging fortunes. Clearly it will need to find a way of appeasing parents before it does so.
dawnhayesuk@yahoo.co.uk
January 13, 2003
World Youth Report 2003 - Excerpt on Youth Participation
UNEDITED VERSION-NOT AN OFFICIAL DOCUMENT
10. Youth participation
32. The frequent and widespread failure of the adult world to act in ways that promote the welfare of young people leads to a call to listen to and engage them in strengthening participatory democracy. Youth
participation can lead to better decisions and outcomes; it promotes the well being and development of young people; it strengthens their commitment to and understanding of human rights and democracy; it
protects them better and it answers the call of young people who want to take part in decision-making processes.
33. Recognition of the value of youth participation has taken hold from the global level to the local community. Recognition, however, is not the same as action, and progress in this domain has been slow.
Even in countries that have achieved progress, participation remains piecemeal and insufficiently integrated into all areas of young people’s lives. Many organizations lack confidence in seeking youth participation as a means to reach their programme goals. Initiatives may be limited to seeking the views of young people on particular issues, and rarely includes their involvement in decision-making. Young
people thus remain marginal to most democratic processes; “tokenist” participation is meaningless if it does not empower young people to influence outcomes and achieve real change.
34. Progress made to date in promoting participation should be sustained and developed. Youth participation must become an integral aspect of local, national and international policies for youth,
and provide the framework for decisions and actions that affect the daily lives of children and young people. Only then will the traditional approaches towards children and young people begin to evolve, and the oft-stated commitment to their participation begin to have meaning. The approach must promote respect for them as social actors, as agents in their own lives and as citizens of their own societies.
UNEDITED VERSION-NOT AN OFFICIAL DOCUMENT
10. Youth participation
32. The frequent and widespread failure of the adult world to act in ways that promote the welfare of young people leads to a call to listen to and engage them in strengthening participatory democracy. Youth
participation can lead to better decisions and outcomes; it promotes the well being and development of young people; it strengthens their commitment to and understanding of human rights and democracy; it
protects them better and it answers the call of young people who want to take part in decision-making processes.
33. Recognition of the value of youth participation has taken hold from the global level to the local community. Recognition, however, is not the same as action, and progress in this domain has been slow.
Even in countries that have achieved progress, participation remains piecemeal and insufficiently integrated into all areas of young people’s lives. Many organizations lack confidence in seeking youth participation as a means to reach their programme goals. Initiatives may be limited to seeking the views of young people on particular issues, and rarely includes their involvement in decision-making. Young
people thus remain marginal to most democratic processes; “tokenist” participation is meaningless if it does not empower young people to influence outcomes and achieve real change.
34. Progress made to date in promoting participation should be sustained and developed. Youth participation must become an integral aspect of local, national and international policies for youth,
and provide the framework for decisions and actions that affect the daily lives of children and young people. Only then will the traditional approaches towards children and young people begin to evolve, and the oft-stated commitment to their participation begin to have meaning. The approach must promote respect for them as social actors, as agents in their own lives and as citizens of their own societies.
MediaGuardian.co.uk - All sorts wanted
All sorts wanted
Television must do more to encourage talent from ethnic minorities. It is not that difficult, says Peter Bazalgette, who has some ideas
Monday January 13, 2003
The Guardian
A recent report from the ITC (New News, Old News) revealed that ethnic minorities feel alienated from television news. At its launch, Jon Snow made a related point - that black and Asian entrants to newsrooms are quickly persuaded on screen as reporters. This is one reason senior production remains predominantly white. Or hideously white, as Greg Dyke memorably exclaimed when he took over the BBC. A number of schemes are now under way to correct this. But we still need to come up with a further range of imaginative solutions. This particularly applies to those of us in independent production.
When our production company grew big enough to start a graduate entry scheme, we did it in the time-honoured fashion, ending up inter viewing and appointing people from the top three or four universities. To be fair, they weren't all called Cholmondley-Warner. But I felt we were not getting at the creative talent we needed. So we scrapped the scheme and instituted our Creative Interns instead. Different criteria and methods of assessment helped attract a much richer diversity. Over five years we have benefited from the ideas of an Ikea shop designer, an off-licence assistant and a baker, as well as those of a more Oxbridge persuasion. It may sound laudable but we did it for commercial reasons - we constantly need injections of fresh thinking. Tackling the lack of ethnic diversity in TV production also makes good business sense. The industry is missing out on talent.
Small things can have a big effect. An example is advertising jobs beyond the obvious places, so that they are seen by industry outsiders. This year, our company will place job ads with ethnic minority media such as the Voice and Sunrise radio. But a degree of positive discrimination is also needed and it is legal if it applies to a training scheme. This is allowing Endemol to support three TV production scholarships in the next three years at Bournemouth Media School. They will only be available to black and Asian students or applicants from areas with a low university take-up. Bournemouth Media School has had some success in diversifying its intake and now wants to open up the industry even more. It is a step towards equality of opportunity.
But the TV business is now highly casualised and many debutants start as runners rather than students. This has also become an inequitable route of entry. The low level of wages for runners means that parents often support them while they put down roots in a company. The result? A typical runner is white and middle-class. Runners are also hired in a casual manner. Favours are often done for parents in the industry - the offspring of Notting Hillbillies relying on tribal loyalties. One company in our group, Brighter Pictures, is planning a scheme to pay runners' rent.
It will be a collaboration with TVYP, the education arm of the Guardian Edinburgh International TV Festival, enabling a more diverse range of applicants. And there's the added bonus that a more formal selection process based on merit will need to be instituted. Channel 4 is also to fund 10 places a year at independent producers as part of its junior researcher scheme, aimed at industry entrants from ethnic minorities. It will be spending £500,000 on this and other initiatives designed to promote diversity. The channel is currently chairing the Cultural Diversity Network and will be relaunching its Diversity Database this month.
The most significant broadcaster, of course, by virtue of its sheer size as well as its commitment to training, is the BBC. The corporation is now less hideously white than it was: 8.6% of those on permanent or long-term contracts are black or Asian. There is confidence that a target of 10% will be met by the end of 2003, assisted by schemes such as Ascend, a management development programme for ethnic minorities. In turn, Channel 4 has a target of 11% by the end of 2003.
So now the independent production sector needs to do its bit. In our company we seem to have little difficulty recruiting a diversity of staff to our accounts and IT support departments. We have done pretty well ensuring black and Asian faces are visibly represented on screen. Now for behind the camera. Out of sight should not be out of mind.
All sorts wanted
Television must do more to encourage talent from ethnic minorities. It is not that difficult, says Peter Bazalgette, who has some ideas
Monday January 13, 2003
The Guardian
A recent report from the ITC (New News, Old News) revealed that ethnic minorities feel alienated from television news. At its launch, Jon Snow made a related point - that black and Asian entrants to newsrooms are quickly persuaded on screen as reporters. This is one reason senior production remains predominantly white. Or hideously white, as Greg Dyke memorably exclaimed when he took over the BBC. A number of schemes are now under way to correct this. But we still need to come up with a further range of imaginative solutions. This particularly applies to those of us in independent production.
When our production company grew big enough to start a graduate entry scheme, we did it in the time-honoured fashion, ending up inter viewing and appointing people from the top three or four universities. To be fair, they weren't all called Cholmondley-Warner. But I felt we were not getting at the creative talent we needed. So we scrapped the scheme and instituted our Creative Interns instead. Different criteria and methods of assessment helped attract a much richer diversity. Over five years we have benefited from the ideas of an Ikea shop designer, an off-licence assistant and a baker, as well as those of a more Oxbridge persuasion. It may sound laudable but we did it for commercial reasons - we constantly need injections of fresh thinking. Tackling the lack of ethnic diversity in TV production also makes good business sense. The industry is missing out on talent.
Small things can have a big effect. An example is advertising jobs beyond the obvious places, so that they are seen by industry outsiders. This year, our company will place job ads with ethnic minority media such as the Voice and Sunrise radio. But a degree of positive discrimination is also needed and it is legal if it applies to a training scheme. This is allowing Endemol to support three TV production scholarships in the next three years at Bournemouth Media School. They will only be available to black and Asian students or applicants from areas with a low university take-up. Bournemouth Media School has had some success in diversifying its intake and now wants to open up the industry even more. It is a step towards equality of opportunity.
But the TV business is now highly casualised and many debutants start as runners rather than students. This has also become an inequitable route of entry. The low level of wages for runners means that parents often support them while they put down roots in a company. The result? A typical runner is white and middle-class. Runners are also hired in a casual manner. Favours are often done for parents in the industry - the offspring of Notting Hillbillies relying on tribal loyalties. One company in our group, Brighter Pictures, is planning a scheme to pay runners' rent.
It will be a collaboration with TVYP, the education arm of the Guardian Edinburgh International TV Festival, enabling a more diverse range of applicants. And there's the added bonus that a more formal selection process based on merit will need to be instituted. Channel 4 is also to fund 10 places a year at independent producers as part of its junior researcher scheme, aimed at industry entrants from ethnic minorities. It will be spending £500,000 on this and other initiatives designed to promote diversity. The channel is currently chairing the Cultural Diversity Network and will be relaunching its Diversity Database this month.
The most significant broadcaster, of course, by virtue of its sheer size as well as its commitment to training, is the BBC. The corporation is now less hideously white than it was: 8.6% of those on permanent or long-term contracts are black or Asian. There is confidence that a target of 10% will be met by the end of 2003, assisted by schemes such as Ascend, a management development programme for ethnic minorities. In turn, Channel 4 has a target of 11% by the end of 2003.
So now the independent production sector needs to do its bit. In our company we seem to have little difficulty recruiting a diversity of staff to our accounts and IT support departments. We have done pretty well ensuring black and Asian faces are visibly represented on screen. Now for behind the camera. Out of sight should not be out of mind.
January 10, 2003
Children's Media Center (CMC) - Kyrgyzstan
Children's Media Center (CMC) - Kyrgyzstan
Summary
Created in 1999 to pursue the mission of "Children for Children", the Children's Media Center (CMC) is based in the Republican Methodological-Training Center of Aesthetic Education for Children and supported by the Save the Children Fund (United Kingdom). The 50 young members of CMC hail from schools and journalism training programmes at universities on in the city of Bishkek. CMC works in TV, publishing, and rights advocacy in two languages: Kyrgyz and Russian. The goals of CMC include:
Creating the conditions for children's self-expression
Studying and raising awareness about children's problems in Kyrgyz society
Disseminating information about children's rights
Making children in Kyrgyzstan aware of the UN International Convention on the Rights of the Child.
Main Communication Strategies
CMC's television, publishing, and advocacy initiatives are conducted almost exclusively by children themselves; when adults - faculty at journalism programmes at local universities - get involved, their role is to facilitate rather than to lead. CMC members define their own problems, work out the themes for the plot, conduct the necessary research, and write the articles and scenarios. The adults act as consultants when needed, assist with the production process, and coordinate the work of the children.
CMC has published ten issues of the magasine "Neboskreb-Munara" ("Skyscraper") in Russian and Kyrgyz languages. (Six of these issues were funded by the Democratic Commission of the US Embassy). In addition, CMC published and distributed 1,000 copies of "Convention on the Child's Rights by the Child's Eyes" (in pictures) to pupils of Bishkek and Chui oblast.
CMC also uses video and television to draw attention to children's rights.
CMC has produced two video-albums consisting of interactive videos focussed on different articles of the Convention on the Child's rights. The third album is in the works.
Four short videos were produced about how kids in Bishkek celebrate International Day of Children's Protection. These videos feature kids from the House of the Child, orphans in the streets, and kids with their parents in amusement parks. There is also a documentary detailing the efforts of kids from orphanages who cleaned up the river Alamedin (with the support of the Swiss Coordination Bureau in Bishkek and Alpine Fund). Finally, a short film called "Children of Underground" was created about CMC's efforts to befriend and help a twelve-year-old boy named Andrey who lives on the street. The shooting crew of this film were invited to the national TV studio to present the film and to discuss how the film was created.
Since April, 2001 CMC members have been working as part of the CNN Student Bureau (CNN SB) in Bishkek. Students of CNN SB Bishkek have made ten video stories for CNN, two of which have aired on CNN as of this writing. One of them concerns children's right to express their own opinion, using the example of "Neboskreb-Munara" magasine. Two web stories also appeared on the CNN website.
CMC produced a film "Inclusive Education in Naryn town" on behalf of Save the Children (UK). This film is in Russian, English, and Kyrgyz.
CMC has started producing a new monthly youth TV programme called "Neboskreb", which will feature highlights and announcements from "Neboskreb-Munara" magasine. The first programme will be broadcast in July, 2003.
The following advocacy efforts have been a cornerstone of CMC's work:
A series of training sessions on the Convention on the Child's Rights was conducted by children at Bishkek schools
Two CMC representatives participated in the workshop and training of facilitators for "Children, Citizenship and Governance", organised by Save the Children (UK), in Delhi, India in November, 2000.
A series of advocacy projects were organised in Voznesenovskaya colony in the Children Protection Center and in the Children Adaptation Center.
CMC participated in Conference of Youth Organisations in Budapest and in Berlin as representatives of youth from Central Asia.
Development Issues
Children, Youth, Rights, Child Protection, Environment.
Key Points
In October, 2000, CMC was registered as a Public Union in the Ministry of Justice of Kyrgyz Republic.
CNN SB is a joint effort between CNN and Turner Learning, the educational division of Turner Broadcasting System, Inc., to provide an opportunity for young journalists around the world to develop their skills and share their perspective.
Partners
Funding provided by Save the Children (UK), CNN SB, Democratic Commission of the US Embassy, Swiss Coordination Bureau in Bishkek, and Alpine Fund.
Source
Letters sent from Nuriya, CMC Coordinator at the CNN Student Bureau in Bishkek, to The Communication Initiative on November 6 and December 3, 2002.
For more information, contact:
Chinara Donbaeva
Coordinator
Save the Children (UK)
Tel.: (996 312) 664839, 664827
Fax: (996 - 312) 664475
cdonbaeva@scuk.kg
Placed on The Communication Initiative site December 30, 2002.
Children's Media Center (CMC) - Kyrgyzstan
Summary
Created in 1999 to pursue the mission of "Children for Children", the Children's Media Center (CMC) is based in the Republican Methodological-Training Center of Aesthetic Education for Children and supported by the Save the Children Fund (United Kingdom). The 50 young members of CMC hail from schools and journalism training programmes at universities on in the city of Bishkek. CMC works in TV, publishing, and rights advocacy in two languages: Kyrgyz and Russian. The goals of CMC include:
Creating the conditions for children's self-expression
Studying and raising awareness about children's problems in Kyrgyz society
Disseminating information about children's rights
Making children in Kyrgyzstan aware of the UN International Convention on the Rights of the Child.
Main Communication Strategies
CMC's television, publishing, and advocacy initiatives are conducted almost exclusively by children themselves; when adults - faculty at journalism programmes at local universities - get involved, their role is to facilitate rather than to lead. CMC members define their own problems, work out the themes for the plot, conduct the necessary research, and write the articles and scenarios. The adults act as consultants when needed, assist with the production process, and coordinate the work of the children.
CMC has published ten issues of the magasine "Neboskreb-Munara" ("Skyscraper") in Russian and Kyrgyz languages. (Six of these issues were funded by the Democratic Commission of the US Embassy). In addition, CMC published and distributed 1,000 copies of "Convention on the Child's Rights by the Child's Eyes" (in pictures) to pupils of Bishkek and Chui oblast.
CMC also uses video and television to draw attention to children's rights.
CMC has produced two video-albums consisting of interactive videos focussed on different articles of the Convention on the Child's rights. The third album is in the works.
Four short videos were produced about how kids in Bishkek celebrate International Day of Children's Protection. These videos feature kids from the House of the Child, orphans in the streets, and kids with their parents in amusement parks. There is also a documentary detailing the efforts of kids from orphanages who cleaned up the river Alamedin (with the support of the Swiss Coordination Bureau in Bishkek and Alpine Fund). Finally, a short film called "Children of Underground" was created about CMC's efforts to befriend and help a twelve-year-old boy named Andrey who lives on the street. The shooting crew of this film were invited to the national TV studio to present the film and to discuss how the film was created.
Since April, 2001 CMC members have been working as part of the CNN Student Bureau (CNN SB) in Bishkek. Students of CNN SB Bishkek have made ten video stories for CNN, two of which have aired on CNN as of this writing. One of them concerns children's right to express their own opinion, using the example of "Neboskreb-Munara" magasine. Two web stories also appeared on the CNN website.
CMC produced a film "Inclusive Education in Naryn town" on behalf of Save the Children (UK). This film is in Russian, English, and Kyrgyz.
CMC has started producing a new monthly youth TV programme called "Neboskreb", which will feature highlights and announcements from "Neboskreb-Munara" magasine. The first programme will be broadcast in July, 2003.
The following advocacy efforts have been a cornerstone of CMC's work:
A series of training sessions on the Convention on the Child's Rights was conducted by children at Bishkek schools
Two CMC representatives participated in the workshop and training of facilitators for "Children, Citizenship and Governance", organised by Save the Children (UK), in Delhi, India in November, 2000.
A series of advocacy projects were organised in Voznesenovskaya colony in the Children Protection Center and in the Children Adaptation Center.
CMC participated in Conference of Youth Organisations in Budapest and in Berlin as representatives of youth from Central Asia.
Development Issues
Children, Youth, Rights, Child Protection, Environment.
Key Points
In October, 2000, CMC was registered as a Public Union in the Ministry of Justice of Kyrgyz Republic.
CNN SB is a joint effort between CNN and Turner Learning, the educational division of Turner Broadcasting System, Inc., to provide an opportunity for young journalists around the world to develop their skills and share their perspective.
Partners
Funding provided by Save the Children (UK), CNN SB, Democratic Commission of the US Embassy, Swiss Coordination Bureau in Bishkek, and Alpine Fund.
Source
Letters sent from Nuriya, CMC Coordinator at the CNN Student Bureau in Bishkek, to The Communication Initiative on November 6 and December 3, 2002.
For more information, contact:
Chinara Donbaeva
Coordinator
Save the Children (UK)
Tel.: (996 312) 664839, 664827
Fax: (996 - 312) 664475
cdonbaeva@scuk.kg
Placed on The Communication Initiative site December 30, 2002.
A Commitment to Children TV Series - Tajikistan
A Commitment to Children TV Series - Tajikistan
Summary
In 2003, UNICEF Tajikistan plans to expand its cooperation with the mass media (in particular, with the Republican/Governmental TV company) through a television series focussed on protecting the rights of children. The objectives of "A Commitment to Children" will be to:
create awareness in civil society on the rights of the child by highlighting children in need of special protection measures
inform the audience about the situation of children who are deprived of family care, the government efforts to address them, and the responses of international agencies and NGOs to these issues
capture children's views and inform the public about what they experience and what needs to be done.
Main Communication Strategies
As of this writing, the exact nature of the proposed programme is being elaborated and, thus, is in draft form. However, organisers project that the series will include 16 episodes, each of them devoted to a particular theme. Some episodes will consist in commentary and on-site shots, some will predominantly involve interviews, and others will address children's perspectives and suggestions for change - in their own words. In addition, panel discussions (UNICEF round tables/seminars) involving people and officials who are concerned with the issue, including children, may make up the format of the programmes. The planned programme is slated to be broadcast in the programme slot devoted to the subject of orphans every week: Tuesdays from 6:30 PM to 6:45 PM. The content may include subjects and themes like:
The Convention on the Rights of the Child (with an emphasis on articles relating to the rights of children to be protected, and associated obligations on the part of the government and civil society, communities, and parents)
the situation of children in need of special protection, like street children, children deprived of parental care, working children, drug-abusing children, children who are victims of sexual abuse, child prostitutes, and children in prison;
responsible parenting
girls and education
community-based alternatives to institutionalising children, like adoption, sponsorship, and foster care
government legislation, programmes, and projects
projects supported by international agencies and conducted by NGOs
results of relevant research.
The approach will be defined by positive criticism; reflections that point to a solution; direct challenges to the state, government, and civil society to address the problems of these children; and prominence given to the voices of concerned people and children rather than commentators.
Development Issues
Children, Rights.
Key Points
It is expected that the pilot phase will last 18 weeks or more. The total period of the project may last 6 months. A steering committee will be set up to guide the development of the programme and to monitor implementation. The committee will also assist in development of a strategy to assess the impact of the programme.
Partners
UNICEF, Governmental Republican TV.
Source
Letter from Furkat Lutfulloev sent to The Communication Initiative on December 7, 2002.
For more information, contact:
Furkat Lutfulloev
Mational Child Protection Officer
UNICEF Tajikistan, Central Asian Republics and Kazakhstan (CARK) Area Office
Dushanbe, Tajikistan
Tel.: (++372) 218261
flutfulloev@unicef.org
Placed on The Communication Initiative site December 16, 2002.
A Commitment to Children TV Series - Tajikistan
Summary
In 2003, UNICEF Tajikistan plans to expand its cooperation with the mass media (in particular, with the Republican/Governmental TV company) through a television series focussed on protecting the rights of children. The objectives of "A Commitment to Children" will be to:
create awareness in civil society on the rights of the child by highlighting children in need of special protection measures
inform the audience about the situation of children who are deprived of family care, the government efforts to address them, and the responses of international agencies and NGOs to these issues
capture children's views and inform the public about what they experience and what needs to be done.
Main Communication Strategies
As of this writing, the exact nature of the proposed programme is being elaborated and, thus, is in draft form. However, organisers project that the series will include 16 episodes, each of them devoted to a particular theme. Some episodes will consist in commentary and on-site shots, some will predominantly involve interviews, and others will address children's perspectives and suggestions for change - in their own words. In addition, panel discussions (UNICEF round tables/seminars) involving people and officials who are concerned with the issue, including children, may make up the format of the programmes. The planned programme is slated to be broadcast in the programme slot devoted to the subject of orphans every week: Tuesdays from 6:30 PM to 6:45 PM. The content may include subjects and themes like:
The Convention on the Rights of the Child (with an emphasis on articles relating to the rights of children to be protected, and associated obligations on the part of the government and civil society, communities, and parents)
the situation of children in need of special protection, like street children, children deprived of parental care, working children, drug-abusing children, children who are victims of sexual abuse, child prostitutes, and children in prison;
responsible parenting
girls and education
community-based alternatives to institutionalising children, like adoption, sponsorship, and foster care
government legislation, programmes, and projects
projects supported by international agencies and conducted by NGOs
results of relevant research.
The approach will be defined by positive criticism; reflections that point to a solution; direct challenges to the state, government, and civil society to address the problems of these children; and prominence given to the voices of concerned people and children rather than commentators.
Development Issues
Children, Rights.
Key Points
It is expected that the pilot phase will last 18 weeks or more. The total period of the project may last 6 months. A steering committee will be set up to guide the development of the programme and to monitor implementation. The committee will also assist in development of a strategy to assess the impact of the programme.
Partners
UNICEF, Governmental Republican TV.
Source
Letter from Furkat Lutfulloev sent to The Communication Initiative on December 7, 2002.
For more information, contact:
Furkat Lutfulloev
Mational Child Protection Officer
UNICEF Tajikistan, Central Asian Republics and Kazakhstan (CARK) Area Office
Dushanbe, Tajikistan
Tel.: (++372) 218261
flutfulloev@unicef.org
Placed on The Communication Initiative site December 16, 2002.
Documentary Film Project - Tajikistan
Documentary Film Project - Tajikistan
Summary
From July to October, 2002, the child protection and communication divisions of UNICEF Tajikistan created a documentary film about the lives of children in institutions* in Tajikistan. The film was designed to show the real conditions in institutions and to help change the minds of officials about de-institutionalisation.
* "Institutions" refers to all types of residential care where infants and children deprived of parental care are raised, including orphanages, boarding schools, and homes for mentally retarded children, children with developmental problems, and children who are ill.
Main Communication Strategies
As part of their efforts to monitor the condition of its institutions, the Governmental Republican TV crew conducted field visits to residential care facilities to interview children. These face-to-face encounters constitute the bulk of the hour-and-a-half film. Several of the children interviewed appeal to their parents to take them back into the family. For instance, at the beginning of the film, one child notes that he is happy to have toys, food, games, and friends provided to him, but still feels lonely for his family:
Question: Do you like the place you stay and are you satisfied of the condition possessed?
Response: (seen a hesitation to reply Yes or No.) Here you see, we have everything. We have toys and food and we play games and we have friends but we don't have our parents with us here.
Question: do you have parents?
Response: Yes, I have my mother, grandmother, grandfather, sisters, uncle and aunts, but they do not come to see me here.
Question: what would you say to them through our TV?
Response: please, come and take me home to my sisters. Why you have abandoned me here? Why you do not visit me? I miss you very much, please come. I will peer my eyes for you.
A series of separate ten-minute sections of the film have been broadcast on the Republican channel, where the programme entitled "World of Kindness" airs once per week on Tuesday evenings, when the majority of Tajikistan people are at home.
Development Issues
Children.
Partners
UNICEF, Governmental Republican TV.
Source
Letter from Furkat Lutfulloev sent to The Communication Initiative on December 7, 2002.
For more information, contact:
Furkat Lutfulloev
Mational Child Protection Officer
UNICEF Tajikistan, Central Asian Republics and Kazakhstan (CARK) Area Office
Dushanbe, Tajikistan
Tel.: (++372) 218261
flutfulloev@unicef.org
Placed on The Communication Initiative site December 16, 2002.
Documentary Film Project - Tajikistan
Summary
From July to October, 2002, the child protection and communication divisions of UNICEF Tajikistan created a documentary film about the lives of children in institutions* in Tajikistan. The film was designed to show the real conditions in institutions and to help change the minds of officials about de-institutionalisation.
* "Institutions" refers to all types of residential care where infants and children deprived of parental care are raised, including orphanages, boarding schools, and homes for mentally retarded children, children with developmental problems, and children who are ill.
Main Communication Strategies
As part of their efforts to monitor the condition of its institutions, the Governmental Republican TV crew conducted field visits to residential care facilities to interview children. These face-to-face encounters constitute the bulk of the hour-and-a-half film. Several of the children interviewed appeal to their parents to take them back into the family. For instance, at the beginning of the film, one child notes that he is happy to have toys, food, games, and friends provided to him, but still feels lonely for his family:
Question: Do you like the place you stay and are you satisfied of the condition possessed?
Response: (seen a hesitation to reply Yes or No.) Here you see, we have everything. We have toys and food and we play games and we have friends but we don't have our parents with us here.
Question: do you have parents?
Response: Yes, I have my mother, grandmother, grandfather, sisters, uncle and aunts, but they do not come to see me here.
Question: what would you say to them through our TV?
Response: please, come and take me home to my sisters. Why you have abandoned me here? Why you do not visit me? I miss you very much, please come. I will peer my eyes for you.
A series of separate ten-minute sections of the film have been broadcast on the Republican channel, where the programme entitled "World of Kindness" airs once per week on Tuesday evenings, when the majority of Tajikistan people are at home.
Development Issues
Children.
Partners
UNICEF, Governmental Republican TV.
Source
Letter from Furkat Lutfulloev sent to The Communication Initiative on December 7, 2002.
For more information, contact:
Furkat Lutfulloev
Mational Child Protection Officer
UNICEF Tajikistan, Central Asian Republics and Kazakhstan (CARK) Area Office
Dushanbe, Tajikistan
Tel.: (++372) 218261
flutfulloev@unicef.org
Placed on The Communication Initiative site December 16, 2002.
Theatre for Development (TfD) -
Theatre for Development (TfD)
Since 1999, Save the Children (UK) Office for South and Central Asia region has been promoting the use of TfD in its work with children and young people in the South and Central Asia Region with the objective of ensuring that the voices and concerns of children and young people can be incorporated in the designing and implementing of programmes that affect their lives. The dynamic process stimulates thinking and debate and has enabled children and adults to identify and act upon alternative solutions for problems faced by children's and the community. It has helped address power relations between significant adults and children. TfD has been used in research, evaluation, monitoring and for advocacy.
TfD involves tools and processes such as:
Conceptualizing, writing, making plays and performing;
Art, music, song and dance;
Analysing problems and finding their root causes;
Children engaging with adults and other children for bringing about positive changes;
Negotiations with those in authority.
"Theatre for Development (TfD) is ...a changeable continuous process of development through theatre/creative forms of expression. It is cultural action for change. Cultural action is intervention in reality by cultural means.
TfD is one tool in the wider development process. Theatre is used differently than before in TfD."
- from an International workshop of TfD activists held in Bangladesh, 2000
Use of TfD in work around sexual health and HIV/AIDS sexual behavior and its added value
The magnitude of the HIV/AIDS infection is varied in the countries of Asia. Although some countries still show low HIV prevalence, the underlying factors that determine vulnerability to the pandemic is prevalent in most of the countries, highlighting the urgent need for greater understanding of issues around sexual health and sexual behavior. In many ways, HIV has forced discourses on sexual behavior out of the closet but discussion on sexual behavior is still taboo and certain sections in the society fear that these interventions will promote sexual activity in children and young people leading to erosion of their culture. Furthermore programmes addressing sexual health and sexual behavior are often accused to have arisen out of a western or donor driven agenda and seen an imposition of western morals and values. There is very little or no community ownership of the interventions.
Providing technical information on HIV/AIDS is relatively easy but for it to be useful the information has to be relevant moreover information does not automatically translate to behavior change. SCUK has seen encouraging results in using these approaches in work on sexual health, sexual behavior and HIV/AIDS in the countries of South and Central Asia.
The emphasis on collective exploration generates spontaneity that facilitates identification of issues that are often associated with taboos, shame and fear.
TfD ensures that communities and children are active participants not as passive recipients to information. This encourages community ownership and participation.
Helps in identifying and exploring the root causes, questioning of practices that increase risk or harm, the power relations and other determinants of sexual behavior and responding to these issues in ways that are contextually and culturally appropriate and not on prescriptions from outside.
The whole process increases the sense of control of children and communities over their existing situation.
The approach incorporates principles of good development practice and rights based approach to work.
This process was explored in more detail in an event in 2002 - click here for more details about this event.
Contact:
Vijay Rajkumar
Save the Children (UK)
Office for South and Central Asia Region
P O Box 5850 Kupondol
Kathmandu, Nepal
Tel: 977-1-527152, 523924
Fax: 977-1-527266
vijay@scfoscar.org.np
Placed on The Communication Initiative site August 8 2002.
Theatre for Development (TfD)
Since 1999, Save the Children (UK) Office for South and Central Asia region has been promoting the use of TfD in its work with children and young people in the South and Central Asia Region with the objective of ensuring that the voices and concerns of children and young people can be incorporated in the designing and implementing of programmes that affect their lives. The dynamic process stimulates thinking and debate and has enabled children and adults to identify and act upon alternative solutions for problems faced by children's and the community. It has helped address power relations between significant adults and children. TfD has been used in research, evaluation, monitoring and for advocacy.
TfD involves tools and processes such as:
Conceptualizing, writing, making plays and performing;
Art, music, song and dance;
Analysing problems and finding their root causes;
Children engaging with adults and other children for bringing about positive changes;
Negotiations with those in authority.
"Theatre for Development (TfD) is ...a changeable continuous process of development through theatre/creative forms of expression. It is cultural action for change. Cultural action is intervention in reality by cultural means.
TfD is one tool in the wider development process. Theatre is used differently than before in TfD."
- from an International workshop of TfD activists held in Bangladesh, 2000
Use of TfD in work around sexual health and HIV/AIDS sexual behavior and its added value
The magnitude of the HIV/AIDS infection is varied in the countries of Asia. Although some countries still show low HIV prevalence, the underlying factors that determine vulnerability to the pandemic is prevalent in most of the countries, highlighting the urgent need for greater understanding of issues around sexual health and sexual behavior. In many ways, HIV has forced discourses on sexual behavior out of the closet but discussion on sexual behavior is still taboo and certain sections in the society fear that these interventions will promote sexual activity in children and young people leading to erosion of their culture. Furthermore programmes addressing sexual health and sexual behavior are often accused to have arisen out of a western or donor driven agenda and seen an imposition of western morals and values. There is very little or no community ownership of the interventions.
Providing technical information on HIV/AIDS is relatively easy but for it to be useful the information has to be relevant moreover information does not automatically translate to behavior change. SCUK has seen encouraging results in using these approaches in work on sexual health, sexual behavior and HIV/AIDS in the countries of South and Central Asia.
The emphasis on collective exploration generates spontaneity that facilitates identification of issues that are often associated with taboos, shame and fear.
TfD ensures that communities and children are active participants not as passive recipients to information. This encourages community ownership and participation.
Helps in identifying and exploring the root causes, questioning of practices that increase risk or harm, the power relations and other determinants of sexual behavior and responding to these issues in ways that are contextually and culturally appropriate and not on prescriptions from outside.
The whole process increases the sense of control of children and communities over their existing situation.
The approach incorporates principles of good development practice and rights based approach to work.
This process was explored in more detail in an event in 2002 - click here for more details about this event.
Contact:
Vijay Rajkumar
Save the Children (UK)
Office for South and Central Asia Region
P O Box 5850 Kupondol
Kathmandu, Nepal
Tel: 977-1-527152, 523924
Fax: 977-1-527266
vijay@scfoscar.org.np
Placed on The Communication Initiative site August 8 2002.
January 9, 2003
Youth Media and Democracy in Nepal
Youth Media and Democracy in Nepal
I Youth, Media and Democracy : Concept and Context
The triangular relationship among the youths, media and democracy in to-day's globalized world has become a subject matter of prime concern in any political and social system. It would be important to note here that the youths are the subjects of socialization within the nation state, the media are the means of such socialization and democracy, thus, become a value or ideal to be achieved both by the subjects, and the means.
The youths as the subjects of socialization and as the dynamic sectors of the society have to play constructive role in the process of democratization and in the realization of the concepts of HRs, good governance, decentralized administration and the promotion of system of transparency, accountability, responsibility and the rule of law. As the largest consumers of both the electronic and printed media, the youths in any social and political system remain as the most conscious, educated and well informed groups whose roles, among other things, as the vehicle of change, development and modernization is particularly notable.
The youths as the subjects of socialization have to play crucial role in inculcating democratic values, faith and belief among the citizens, revolt against the authoritarian regimes and promote pluralistic polity and work for the realization and promotion of human rights. Youths, in this sense, are mediating links between the past and the future and between children and old generation.
II The Media in Nepal
With the dispensation of pluralistic polity and the inclusion of the press and publication right and right to information in the 1990 constitution, the Nepalese media have got favourable environment to flourish. As full legal and constitutional freedom for the media is guaranteed, efforts have been made to promote diversity, professionalism and careerism. Media are the carriers of messages in society and help to convert inputs into outputs and correct the unrealized outputs through feedback processes. Reasonable restrictions on media, however, can be imposed on certain conditions which "undermine the sovereignty and integrity of thinking or which may Jeopardize the harmonious relations subsisting among the peoples of various castes, tribes or communities, or on any act of sedition, defamation contempt of court or incitement to an offence or on any act which may be contrary to decent public behaviour or morality" (Art, 13).
Positive Achievements of Media in Post-1990 Nepal
In post 1990 Nepal, the media have played crucial and constructive role in providing impartial information of the citizens, institutionalizing democratic values and ideals and inculcating parliamentary culture among the citizens, and advocating the human rights (HRs) of the minorities and weaker sections of the society (e.g. women, child, labour, dalits, Janajaties, Adibasies, linguistic, socio cultural, religious and regional minorities) in different dimensions (civil, political, economic, social, cultural rights, right to development and preservation of environment). They have served as the effective means of socialization for the youths; creation of democratic citizenship; transformation of people into public; means of providing feedback between societal and state values so that system maintenance can find encouragement. Similarly, they have contributed in the process of acculturation; developed conformity between system and the people and sought equilibrium in every sector of society.
Media Challenges in Nepal
In the triangular relationship among the three factors- democracy, media and youth, the media faces a number of challenges and problems. As the media have become partisan in most cases, they have contributed less to the institutionalization and inculcation of democratic values among the citizens and have produced private views and opinions and false consciousness restricting public right to information. As private media have continued to provoke events and views of their political taste, this tendency has largely created a threat to good governance, system of transparency and accountability. The government media have become the month piece of government alone rather than giving a wider coverage of news of opposition parties and minorities. In general, the Nepalese media have lost the credibility of the people.
The role of the Nepalese media in socializing the youths about human rights and democratic values and their challenges can be analyzed on the basis of the following points:
Manufacturing Consent Versus Public Opinion Formation
The mass media in pluralistic polity and open society are considered as the effective instruments of educating people about public affairs and policies; democratic values and various dimensions (civil, political, economic, social, cultural, right to development and right to protect the environment) of constitutional and human rights human rights. Political scientists have attached much importance to the daily press in educating the citizens about democratic values and forming public opinion in open society. Daily press, as Lippmann considers it as the "bible of democracy", has to play extraordinary role in an illiterate and under developed society like Nepal. The media, thus, are the effective means of public opinion formation.
In post 1990 Nepal, the Nepalese media have played constructive and effective role in public opinion formation, in providing information and educating the citizens and socializing the youths about the democratic values and human rights. But some of them are said to have informed or manufactured their own taste of consent, under cult the possibility of alternative perspective and projected that they are the only producers of truth and, therefore, only their views should be respected by the society at large.
Information age Vs. ill-information of Nepalese
In the current globalized concept of "global village" or "global family", information technology or information revolution, it is the most important duty of the media to report objectively or to provide adequate, impartial and non-bias information to the citizens respecting their right to information. But the symptoms of yellow journalism and the ill-information mentality in some of the media or media personalities have created some challenges in this respect. During the last 12 months, the killings of the Maoists and the security forces by each other had encouraged the tendency of ill information and distortion of the news and facts.
Event Provocation Vs. Reporting Objectively
The mass media, among other duties, have to report objectively about the event after detailed research or collecting fact or adequate information about public affairs so that youths learn the knowledge, information, habit and practice of democracy. The Nepalese media are often involved in event provocation or are to be blamed for creating/starting unnecessary rumours, false propaganda and bazaar gossips (e.g. in the case of Rhitik Roshan few years back). Good and effective media coverage in most cases can reduce such rumours.
False consciousness Vs. Democratic will Formation
The Nepalese media, particularly in post 1990 days, have played important roles in institutionalizing democratic values and human rights. They have raised the issues problems and grievances of the sovereign people. Media's critical views, reviews, opinion and issues help youth get exposure in a world of democracy and enable themselves to make meaningful choice on public matters affecting their lives, liberty and property.
As the media in Nepal (both the printed and electronic ones and particularly the former one) are politically partitioned on ideological grounds, they used to provide the citizens false consciousness, half/distorted/ incomplete/biased information that suited to their political colour, interprets or taste. This tendency has encouraged or forced to listen either BBC or CNN for impartial interpretation of news and views. As a result, some media have created credibility gap in the functioning of the body politik of the nation and, scantly, eroded the compliance of citizens on the system.
Right to Information/Free access to Information Vs. Controlled Information
The media in Nepal can broadly be classified in three categories. The government owned and controlled media including Radio Nepal, Nepal TV and printed media- The Rising Nepal (English Daily) and Gorkhapatra (Nepali Daily) carry the government news and views; are bias and enjoy less or almost no autonomy. The privately owned and run newspapers in Kathmandu and in few facilitated urban centers or district head quarters, except very few, face a number of problems and challenges including that of the resources, management, leadership and flow of information. Some newspapers are formally and informally associated with or operate within party lines. Interesting enough, most larger political parties or their factions run at least a newspaper that has mass circulation within the kingdom, besides running their own party paper or magazine (e.g. Nava Yug of the CPN-UML). "The national print media seems to be more interested in covering the activities and views points of major political parties and the political class rather than the citizens-at-large. A majority of the newspapers cater only to a small urban elite and are a little significance in the over process of political education. Perhaps most significantly a majority of Nepali are illiterate and live in rural areas where access to newspapers is difficult" (International IDEA, 1997: 33). As right to information is weak and as no separate Act on it has been made the system of transparency has virtually been affected.
Parochial Outlook Vs. Global/broader Perspective
Instead of encouraging broader national and global perspectives, the media in a pluralistic and open society are often involved in promoting narrow ideas and outlook and parochial loyalties based on ethnicity, race, caste, tribe, religion, region, language, culture or in one word "identity politics" which often can encourage fragmentation and disintegration in different forms and shapes in society. This has fragmented the "public sphere" and disabled the power of authorities to enforce collective action.
2.2.7 Independent Media Vs. Partitioned Media
Independent and politically neutral media like Telegraph weekly in post 1990 Nepal have to face a number of problems. If such media would not be encouraged (financially and in other ways) in future, it would be difficult to get independent and impartial news and views. Interestingly enough, the party government in Nepal, as DR Dahal (2002: 19-52) in an edited book Media in Society views, "often chooses policies to serve partisan interests, not the general interest of the public."
III Youths in Nepalese Context
The Nepalese Youths during the Rana (1846-1950) and the non-party Panchayat period (1961-1989) had played important role in conducting anti-government activities and introducing and institutionalizing democratic values within the kingdom. Their role in the 1990 mass uprising in restoring pluralistic polity was particularly notable. In most cases, the Nepalese media have become the instruments in this direction.
3.1 Achievements of the Youths in Post 1990 Nepal
In post 1990 Nepal, the youths have worked as subjects of socialization, agents of change, development and modernization. As sister organizations of political parties, they have contributed much to the institutionalization of democratic polity; promotion of Human Rights (HRs); and challenging the traditional values such as caste differences and untouchability, discrimination (sex, racial and others) and other parochial loyalties. Modern youths entrusted with the ideal potential of life constitute a vibrant civil society with the capacity to articulate the peoples aspirations for modernity, social justice and freedom.
3.2 Challenges of the Nepalese Youths in General
As the Nepalese political system in post 1990 days has largely failed to bring the youths in the main stream politics and in central leadership and failed to address the problems, challenges, grievances and issues of the youths including unemployment, poverty, inequality, alienation, dependency, migration, rebellion, drug abuse, human trafficking, abroad, (including the youths, girls, child, labour etc.) violence, crime (bribery, blackmail, dacoity, robbery, smuggling, murder), drug peddling (alcohol, opium, heroin, cocaine, Ganja/cannabis, glue solvents, smack) environmental pollution, this sector suffers a number of challenges. Nearly 60,000 youths according to one statistics, have turned into severe druggists. (NTV News, Poush 6, 2059, 8 pm). The differences in the quality of education between the English-medium private boarding schools and low quality government schools produce two categories of youths in Nepal. Nepali polity awfully suffers from the deficiency of intergeneration justice both in terms of representation in public power and in decision-making. The youths between the age group 15-30, are not represented in political power and thus have no leaders in political parties and in political power to represent their interests.
3.2.1 Problems of the Maoist Youths
Since the inauguration of "people's war" by the Maoists, the youths have been largely used by them in particularly the Western Mountain and hill districts in their "Red Army" as their "Red Guards" and trained in guerrilla warfare. The last twelve months have witnessed the killings of more than 4000 people in the clashes between the Maoist youths and the armed forces in which the youths are particularly killed. They have used the school going youths in their 'Red Army." Due to the Maoist insurgency, the unemployed youths in most of the backward villages were mobilized by the Maoists under their popular slogan "at least one youth from one family" to fight against the government in establishing their party-led Jana Sarkar. Those youths who had not joined the Maoist camps face a number problems. As they remained unemployed, they have turned into severe druggists, gamblers, pickpocketers, liers, cheaters, betrayers. In most villages in the Western Himalayan Mountain and hill districts, the youths are either the gun-carrier guerrillas of the Maoists in their Jana Sarkar or have fled to neighboring India for jobs. Those areas, where the youths were killed in the name of Maoists, have virtually turned into youthless areas virtually living only the elderly persons or widows.
3.2.2 Problems of the Youth Women in General
Trafficking of the human beings including the youths women, girl-child, prostitution, rape are some of the severe problems. According to one informal statistics, more than seven lac Nepali girl-child/women serve as pros in the prostitutions of Indian cities. Among the various challenges and common problems faced by youth women in general in Nepal, girl trafficking to the prostitution centers of India, Hong Kong, Pakistan, Bangladesh, Gulf Countries, suffering the HIV/AIDs problems of Youth women's participation in social, political and economic life, problems of women empowerment gender discrimination, domestic and other violences against women, malnutrition, sex tourism are most important ones. Their other challenges include low status of women n society, their role and responsibilities confined to the household, no control over family funds, no participation in family decisions, beating by husbands, low literacy rate, little knowledge about health acre and family planning.
According one CWIN statistics, more than two lac Nepali youth women are trafficked in which women of 10-14 years of age group remain nearly 30%. According to one research conducted by New Era few years back, nearly five thousand to seven thousand of 10-20 years of age group are every year trafficked to India. Among those trafficked, nearly 60% are from Tamang, Brahamins, Chhetries and Dalits and 40% from Gurung, Magar, Bhujel, Kumal, Newar and Terai groups. According to one statistics, women in Asia are forced to enter in sex trade without interest in it. One Internet Website (www.trfficked_women.org.) survey concerned with human trafficking and sex trade, 3% youth women are sold in prostitution centers by their male friends; 4% sold after they are raped; 5% sold after they were raped by their step-fathers, 32% sold by forgery and tricked by their family members or relatives, 8% sold after their guardians failed to pay the debts and 4% were sold in prostitution centers after they were brought to urban centers in search of jobs. Like this Asian scene, no such detailed research has been conducted in Nepal but girl trafficking is a serious problem in the kingdom. The Nepalese political system has failed to address their problems and grievances and bring them in the main stream politics.
3.2.2 Problems of the Maoist Youth Women
An informal statistics reveal that nearly 40% females of 15-30 year age bracket in the remote areas are employed in Maoist Red Army. They are not in a position to get education and other facilities of the state.
3.2.3 Problems of the Dalit Youth Women
The Dalit Youth Women have to face some specific problems in this direction.
The Nepalese political system has, thus failed completely to include and bring the youths in general, the youth women in general, Maoist youth women, the youths from Janajatis, Dalits, Adabasies and minorities in the main stream politics and thus failed to get their active support within the system. If this tendency continues in future it will further encourage politics of alienation (political, geographic, regional religious, socio-cultural, linguistic, ethnic and others).
Conclusion
The future of democracy in Nepal lies in the creative role of the youths. Media can play a role in educating youths about their civic and political rights and responsibilities, about civic action and peace. Given the trend of migration, alienation and rebellion tendencies among the youths, it is height time for the media to highlight positive values of democracy and mobilize them for the purposive politics of political stability, social justice, peace and development. In a multi-cultural countries like Nepal gripped by fault lines, media persons must try to transcend their parochial loyalties and promote democratic politics as an instrument of social and economic transformation so that every Nepali claims a stake in the nation-hood and contributes proportionately to the benefits of youths on whom the future of this nation rests.
Youth Media and Democracy in Nepal
I Youth, Media and Democracy : Concept and Context
The triangular relationship among the youths, media and democracy in to-day's globalized world has become a subject matter of prime concern in any political and social system. It would be important to note here that the youths are the subjects of socialization within the nation state, the media are the means of such socialization and democracy, thus, become a value or ideal to be achieved both by the subjects, and the means.
The youths as the subjects of socialization and as the dynamic sectors of the society have to play constructive role in the process of democratization and in the realization of the concepts of HRs, good governance, decentralized administration and the promotion of system of transparency, accountability, responsibility and the rule of law. As the largest consumers of both the electronic and printed media, the youths in any social and political system remain as the most conscious, educated and well informed groups whose roles, among other things, as the vehicle of change, development and modernization is particularly notable.
The youths as the subjects of socialization have to play crucial role in inculcating democratic values, faith and belief among the citizens, revolt against the authoritarian regimes and promote pluralistic polity and work for the realization and promotion of human rights. Youths, in this sense, are mediating links between the past and the future and between children and old generation.
II The Media in Nepal
With the dispensation of pluralistic polity and the inclusion of the press and publication right and right to information in the 1990 constitution, the Nepalese media have got favourable environment to flourish. As full legal and constitutional freedom for the media is guaranteed, efforts have been made to promote diversity, professionalism and careerism. Media are the carriers of messages in society and help to convert inputs into outputs and correct the unrealized outputs through feedback processes. Reasonable restrictions on media, however, can be imposed on certain conditions which "undermine the sovereignty and integrity of thinking or which may Jeopardize the harmonious relations subsisting among the peoples of various castes, tribes or communities, or on any act of sedition, defamation contempt of court or incitement to an offence or on any act which may be contrary to decent public behaviour or morality" (Art, 13).
Positive Achievements of Media in Post-1990 Nepal
In post 1990 Nepal, the media have played crucial and constructive role in providing impartial information of the citizens, institutionalizing democratic values and ideals and inculcating parliamentary culture among the citizens, and advocating the human rights (HRs) of the minorities and weaker sections of the society (e.g. women, child, labour, dalits, Janajaties, Adibasies, linguistic, socio cultural, religious and regional minorities) in different dimensions (civil, political, economic, social, cultural rights, right to development and preservation of environment). They have served as the effective means of socialization for the youths; creation of democratic citizenship; transformation of people into public; means of providing feedback between societal and state values so that system maintenance can find encouragement. Similarly, they have contributed in the process of acculturation; developed conformity between system and the people and sought equilibrium in every sector of society.
Media Challenges in Nepal
In the triangular relationship among the three factors- democracy, media and youth, the media faces a number of challenges and problems. As the media have become partisan in most cases, they have contributed less to the institutionalization and inculcation of democratic values among the citizens and have produced private views and opinions and false consciousness restricting public right to information. As private media have continued to provoke events and views of their political taste, this tendency has largely created a threat to good governance, system of transparency and accountability. The government media have become the month piece of government alone rather than giving a wider coverage of news of opposition parties and minorities. In general, the Nepalese media have lost the credibility of the people.
The role of the Nepalese media in socializing the youths about human rights and democratic values and their challenges can be analyzed on the basis of the following points:
Manufacturing Consent Versus Public Opinion Formation
The mass media in pluralistic polity and open society are considered as the effective instruments of educating people about public affairs and policies; democratic values and various dimensions (civil, political, economic, social, cultural, right to development and right to protect the environment) of constitutional and human rights human rights. Political scientists have attached much importance to the daily press in educating the citizens about democratic values and forming public opinion in open society. Daily press, as Lippmann considers it as the "bible of democracy", has to play extraordinary role in an illiterate and under developed society like Nepal. The media, thus, are the effective means of public opinion formation.
In post 1990 Nepal, the Nepalese media have played constructive and effective role in public opinion formation, in providing information and educating the citizens and socializing the youths about the democratic values and human rights. But some of them are said to have informed or manufactured their own taste of consent, under cult the possibility of alternative perspective and projected that they are the only producers of truth and, therefore, only their views should be respected by the society at large.
Information age Vs. ill-information of Nepalese
In the current globalized concept of "global village" or "global family", information technology or information revolution, it is the most important duty of the media to report objectively or to provide adequate, impartial and non-bias information to the citizens respecting their right to information. But the symptoms of yellow journalism and the ill-information mentality in some of the media or media personalities have created some challenges in this respect. During the last 12 months, the killings of the Maoists and the security forces by each other had encouraged the tendency of ill information and distortion of the news and facts.
Event Provocation Vs. Reporting Objectively
The mass media, among other duties, have to report objectively about the event after detailed research or collecting fact or adequate information about public affairs so that youths learn the knowledge, information, habit and practice of democracy. The Nepalese media are often involved in event provocation or are to be blamed for creating/starting unnecessary rumours, false propaganda and bazaar gossips (e.g. in the case of Rhitik Roshan few years back). Good and effective media coverage in most cases can reduce such rumours.
False consciousness Vs. Democratic will Formation
The Nepalese media, particularly in post 1990 days, have played important roles in institutionalizing democratic values and human rights. They have raised the issues problems and grievances of the sovereign people. Media's critical views, reviews, opinion and issues help youth get exposure in a world of democracy and enable themselves to make meaningful choice on public matters affecting their lives, liberty and property.
As the media in Nepal (both the printed and electronic ones and particularly the former one) are politically partitioned on ideological grounds, they used to provide the citizens false consciousness, half/distorted/ incomplete/biased information that suited to their political colour, interprets or taste. This tendency has encouraged or forced to listen either BBC or CNN for impartial interpretation of news and views. As a result, some media have created credibility gap in the functioning of the body politik of the nation and, scantly, eroded the compliance of citizens on the system.
Right to Information/Free access to Information Vs. Controlled Information
The media in Nepal can broadly be classified in three categories. The government owned and controlled media including Radio Nepal, Nepal TV and printed media- The Rising Nepal (English Daily) and Gorkhapatra (Nepali Daily) carry the government news and views; are bias and enjoy less or almost no autonomy. The privately owned and run newspapers in Kathmandu and in few facilitated urban centers or district head quarters, except very few, face a number of problems and challenges including that of the resources, management, leadership and flow of information. Some newspapers are formally and informally associated with or operate within party lines. Interesting enough, most larger political parties or their factions run at least a newspaper that has mass circulation within the kingdom, besides running their own party paper or magazine (e.g. Nava Yug of the CPN-UML). "The national print media seems to be more interested in covering the activities and views points of major political parties and the political class rather than the citizens-at-large. A majority of the newspapers cater only to a small urban elite and are a little significance in the over process of political education. Perhaps most significantly a majority of Nepali are illiterate and live in rural areas where access to newspapers is difficult" (International IDEA, 1997: 33). As right to information is weak and as no separate Act on it has been made the system of transparency has virtually been affected.
Parochial Outlook Vs. Global/broader Perspective
Instead of encouraging broader national and global perspectives, the media in a pluralistic and open society are often involved in promoting narrow ideas and outlook and parochial loyalties based on ethnicity, race, caste, tribe, religion, region, language, culture or in one word "identity politics" which often can encourage fragmentation and disintegration in different forms and shapes in society. This has fragmented the "public sphere" and disabled the power of authorities to enforce collective action.
2.2.7 Independent Media Vs. Partitioned Media
Independent and politically neutral media like Telegraph weekly in post 1990 Nepal have to face a number of problems. If such media would not be encouraged (financially and in other ways) in future, it would be difficult to get independent and impartial news and views. Interestingly enough, the party government in Nepal, as DR Dahal (2002: 19-52) in an edited book Media in Society views, "often chooses policies to serve partisan interests, not the general interest of the public."
III Youths in Nepalese Context
The Nepalese Youths during the Rana (1846-1950) and the non-party Panchayat period (1961-1989) had played important role in conducting anti-government activities and introducing and institutionalizing democratic values within the kingdom. Their role in the 1990 mass uprising in restoring pluralistic polity was particularly notable. In most cases, the Nepalese media have become the instruments in this direction.
3.1 Achievements of the Youths in Post 1990 Nepal
In post 1990 Nepal, the youths have worked as subjects of socialization, agents of change, development and modernization. As sister organizations of political parties, they have contributed much to the institutionalization of democratic polity; promotion of Human Rights (HRs); and challenging the traditional values such as caste differences and untouchability, discrimination (sex, racial and others) and other parochial loyalties. Modern youths entrusted with the ideal potential of life constitute a vibrant civil society with the capacity to articulate the peoples aspirations for modernity, social justice and freedom.
3.2 Challenges of the Nepalese Youths in General
As the Nepalese political system in post 1990 days has largely failed to bring the youths in the main stream politics and in central leadership and failed to address the problems, challenges, grievances and issues of the youths including unemployment, poverty, inequality, alienation, dependency, migration, rebellion, drug abuse, human trafficking, abroad, (including the youths, girls, child, labour etc.) violence, crime (bribery, blackmail, dacoity, robbery, smuggling, murder), drug peddling (alcohol, opium, heroin, cocaine, Ganja/cannabis, glue solvents, smack) environmental pollution, this sector suffers a number of challenges. Nearly 60,000 youths according to one statistics, have turned into severe druggists. (NTV News, Poush 6, 2059, 8 pm). The differences in the quality of education between the English-medium private boarding schools and low quality government schools produce two categories of youths in Nepal. Nepali polity awfully suffers from the deficiency of intergeneration justice both in terms of representation in public power and in decision-making. The youths between the age group 15-30, are not represented in political power and thus have no leaders in political parties and in political power to represent their interests.
3.2.1 Problems of the Maoist Youths
Since the inauguration of "people's war" by the Maoists, the youths have been largely used by them in particularly the Western Mountain and hill districts in their "Red Army" as their "Red Guards" and trained in guerrilla warfare. The last twelve months have witnessed the killings of more than 4000 people in the clashes between the Maoist youths and the armed forces in which the youths are particularly killed. They have used the school going youths in their 'Red Army." Due to the Maoist insurgency, the unemployed youths in most of the backward villages were mobilized by the Maoists under their popular slogan "at least one youth from one family" to fight against the government in establishing their party-led Jana Sarkar. Those youths who had not joined the Maoist camps face a number problems. As they remained unemployed, they have turned into severe druggists, gamblers, pickpocketers, liers, cheaters, betrayers. In most villages in the Western Himalayan Mountain and hill districts, the youths are either the gun-carrier guerrillas of the Maoists in their Jana Sarkar or have fled to neighboring India for jobs. Those areas, where the youths were killed in the name of Maoists, have virtually turned into youthless areas virtually living only the elderly persons or widows.
3.2.2 Problems of the Youth Women in General
Trafficking of the human beings including the youths women, girl-child, prostitution, rape are some of the severe problems. According to one informal statistics, more than seven lac Nepali girl-child/women serve as pros in the prostitutions of Indian cities. Among the various challenges and common problems faced by youth women in general in Nepal, girl trafficking to the prostitution centers of India, Hong Kong, Pakistan, Bangladesh, Gulf Countries, suffering the HIV/AIDs problems of Youth women's participation in social, political and economic life, problems of women empowerment gender discrimination, domestic and other violences against women, malnutrition, sex tourism are most important ones. Their other challenges include low status of women n society, their role and responsibilities confined to the household, no control over family funds, no participation in family decisions, beating by husbands, low literacy rate, little knowledge about health acre and family planning.
According one CWIN statistics, more than two lac Nepali youth women are trafficked in which women of 10-14 years of age group remain nearly 30%. According to one research conducted by New Era few years back, nearly five thousand to seven thousand of 10-20 years of age group are every year trafficked to India. Among those trafficked, nearly 60% are from Tamang, Brahamins, Chhetries and Dalits and 40% from Gurung, Magar, Bhujel, Kumal, Newar and Terai groups. According to one statistics, women in Asia are forced to enter in sex trade without interest in it. One Internet Website (www.trfficked_women.org.) survey concerned with human trafficking and sex trade, 3% youth women are sold in prostitution centers by their male friends; 4% sold after they are raped; 5% sold after they were raped by their step-fathers, 32% sold by forgery and tricked by their family members or relatives, 8% sold after their guardians failed to pay the debts and 4% were sold in prostitution centers after they were brought to urban centers in search of jobs. Like this Asian scene, no such detailed research has been conducted in Nepal but girl trafficking is a serious problem in the kingdom. The Nepalese political system has failed to address their problems and grievances and bring them in the main stream politics.
3.2.2 Problems of the Maoist Youth Women
An informal statistics reveal that nearly 40% females of 15-30 year age bracket in the remote areas are employed in Maoist Red Army. They are not in a position to get education and other facilities of the state.
3.2.3 Problems of the Dalit Youth Women
The Dalit Youth Women have to face some specific problems in this direction.
The Nepalese political system has, thus failed completely to include and bring the youths in general, the youth women in general, Maoist youth women, the youths from Janajatis, Dalits, Adabasies and minorities in the main stream politics and thus failed to get their active support within the system. If this tendency continues in future it will further encourage politics of alienation (political, geographic, regional religious, socio-cultural, linguistic, ethnic and others).
Conclusion
The future of democracy in Nepal lies in the creative role of the youths. Media can play a role in educating youths about their civic and political rights and responsibilities, about civic action and peace. Given the trend of migration, alienation and rebellion tendencies among the youths, it is height time for the media to highlight positive values of democracy and mobilize them for the purposive politics of political stability, social justice, peace and development. In a multi-cultural countries like Nepal gripped by fault lines, media persons must try to transcend their parochial loyalties and promote democratic politics as an instrument of social and economic transformation so that every Nepali claims a stake in the nation-hood and contributes proportionately to the benefits of youths on whom the future of this nation rests.
Zero Tolerance: Racial Harassment in School Worsens for Scapegoated Students
Zero Tolerance: Racial Harassment in School Worsens for Scapegoated Students
By Jennifer Emiko Boyden
RaceWire
It didn’t start on Sept. 11.
But it did get significantly worse.
People are afraid to sit next to you on the bus. Random strangers on the street point their finger, shouting that you’re a terrorist. Kids on the opposing soccer team throw rocks at you while you’re trying to play.
That’s what life’s been like since Sept. 11 for Najwa Ahmed, 17-year-old Muslim student at Abraham Lincoln High School in San Francisco.
"I’ve been spit at in the face. This guy literally tried to run over me and called me a suicide bomber," Ahmed said.
The events of Sept. 11 fueled anti-Arab and Anti-Muslim sentiment in the U.S. and unleashed a rash of hate crimes against anyone who looks like "the enemy." For those perceived to be Arab, Muslim or Middle Eastern, expressing cultural or religious difference from the mainstream has become increasingly hazardous. Some Muslim women stopped wearing their head covering, the hijab. Some Sikh men cut their hair and beards and removed their turbans. Some even changed their names.
"You hear it out there in the community, of individuals who shy away from using their Arabic names," said Ra’id Faraj, public relations director with the Council on American Islamic Relations (CAIR) in Southern California. " It’s unfortunate, especially for those who are very young who have not reached an age where they can defend their views, opinions or their very names."
For Arab, Muslim and South Asian youth, adults at their schools often fail to come to their defense when they are molested by their peers. In fact, advocates say that perpetrators of hate violence on school campuses are more commonly authority figures than students.
At a Hayward high school, for example, a student was listening for his name as his science teacher called roll. After the teacher called the last name "Mohammed" he followed with, "the terrorist who bombed our buildings." The student reported the incident to the principal, who asked the teacher to apologize to the student.
In another case, verbal harassment was coupled with physical assault. When a French teacher at a San Francisco high school took his class to computer lab, a young Muslim student and her lab partner couldn’t understand his directions. When they asked for clarification, the teacher grabbed the Muslim student by the hijab, pulling her head back to position her ear near his mouth and asked, "Can you hear me now?" According to Helal Omeira, executive director of CAIR in Northern California, the principal of the school would not disclose what kind of disciplinary action would be taken against the teacher.
In the weeks immediately following the attacks, there were also reports of teachers kicking Arab, Muslim and South Asian students out of their classrooms.
Racial profiling and zero tolerance in public schools took on new meanings and intensity after Sept. 11. But what didn’t change is the failure of school officials to respond appropriately.
"Though many adults perpetrated harassment and general hostility towards Arab, Muslim and South Asian students, the burden of discipline and punishment is always geared towards and placed on students," said Kanwarpal Dhaliwal, member of Alliance of South Asians Taking Action (ASATA), a Bay Area-based group that works to end violence and other forms of oppression against South Asian communities. "Instead of being proactive and supporting student engagement around the events of 9/11, most schools took the single measure of being more ardent in discipline and punishment, including punishment for questioning and criticizing adults."
The situation in schools reflects the broader society, which has seen a pronounced increase in hate crimes over the past year. And by any account, advocates say the numbers on record may be just the tip of the iceberg.
The Attorney General of California recently reported that the number of anti-Islamic hate crime victims in the state rose from five in 2000 to 87 in 2001. "Anti-other ethnicity/national origin" hate crimes, which include those directed at Arabs and Middle Easterners, increased from 99 in 2000 to 501 in 2001.
However, some incidents that are considered hate crimes by affected communities do not violate state or federal criminal statutes, which is one reason why numbers reported to community-based organizations are often higher than those kept by government bodies. The San Francisco chapter of the American Arab Anti-Discrimination Committee recorded 134 hate motivated incidents in the Bay Area between Sept. 14, 2001 and Oct. 30, 2002. In the first six months after the attacks, CAIR received 1,717 reports of hate violence, with 328 in California.
"When we’re talking about immigrant communities," explained Bahar Mirhosseini of the ADC, "immigration status can make it complicated or intimidating for people to report what happens, especially when there is police misconduct involved as the major problem in the incident being reported."
In response to the problem, a coalition of groups, including ASATA, Intergroup Clearinghouse, Chinese for Affirmative Action, Islamic Networks Group, came together in April to form the United Response Collaborative. The collaborative provides victim assistance and referrals, advocacy, and violence prevention training. Youth Together and Cultural Unity–two programs based at Berkeley High School-also created a "buddy system" for youth who were being harassed or feared they would be targeted.
But education is just part of the solution. Promoting tolerance shapes people’s hearts and minds, but policies that discourage and appropriately punish hateful acts also need to be enforced, advocates say. They stress zero tolerance for any identity-based violence, because the consequences are dire.
"Name-calling has effects that are much more systemic and damaging because it also comes with violence and discrimination and a lack of adequate resources," said Youmna Chlala, training and education director with WILD for Human Rights in San Francisco. "In order to adequately address the needs of recent immigrants or refugee youth, you have to take into account that they have come from war or situations of conflict and economic struggle."
Still, in spite of everything, Ahmed maintains pride in who she is as well as compassion for her fellow Americans.
"The first couple of weeks after 9/11 my parents wanted me to take the scarf off, [saying] ‘that’s dangerous, you shouldn’t be yourself right now…But I’m wearing the scarf and I’m really proud now," said Ahmed. "I know people are frustrated, but they shouldn’t take their frustration out on me."
Zero Tolerance: Racial Harassment in School Worsens for Scapegoated Students
By Jennifer Emiko Boyden
RaceWire
It didn’t start on Sept. 11.
But it did get significantly worse.
People are afraid to sit next to you on the bus. Random strangers on the street point their finger, shouting that you’re a terrorist. Kids on the opposing soccer team throw rocks at you while you’re trying to play.
That’s what life’s been like since Sept. 11 for Najwa Ahmed, 17-year-old Muslim student at Abraham Lincoln High School in San Francisco.
"I’ve been spit at in the face. This guy literally tried to run over me and called me a suicide bomber," Ahmed said.
The events of Sept. 11 fueled anti-Arab and Anti-Muslim sentiment in the U.S. and unleashed a rash of hate crimes against anyone who looks like "the enemy." For those perceived to be Arab, Muslim or Middle Eastern, expressing cultural or religious difference from the mainstream has become increasingly hazardous. Some Muslim women stopped wearing their head covering, the hijab. Some Sikh men cut their hair and beards and removed their turbans. Some even changed their names.
"You hear it out there in the community, of individuals who shy away from using their Arabic names," said Ra’id Faraj, public relations director with the Council on American Islamic Relations (CAIR) in Southern California. " It’s unfortunate, especially for those who are very young who have not reached an age where they can defend their views, opinions or their very names."
For Arab, Muslim and South Asian youth, adults at their schools often fail to come to their defense when they are molested by their peers. In fact, advocates say that perpetrators of hate violence on school campuses are more commonly authority figures than students.
At a Hayward high school, for example, a student was listening for his name as his science teacher called roll. After the teacher called the last name "Mohammed" he followed with, "the terrorist who bombed our buildings." The student reported the incident to the principal, who asked the teacher to apologize to the student.
In another case, verbal harassment was coupled with physical assault. When a French teacher at a San Francisco high school took his class to computer lab, a young Muslim student and her lab partner couldn’t understand his directions. When they asked for clarification, the teacher grabbed the Muslim student by the hijab, pulling her head back to position her ear near his mouth and asked, "Can you hear me now?" According to Helal Omeira, executive director of CAIR in Northern California, the principal of the school would not disclose what kind of disciplinary action would be taken against the teacher.
In the weeks immediately following the attacks, there were also reports of teachers kicking Arab, Muslim and South Asian students out of their classrooms.
Racial profiling and zero tolerance in public schools took on new meanings and intensity after Sept. 11. But what didn’t change is the failure of school officials to respond appropriately.
"Though many adults perpetrated harassment and general hostility towards Arab, Muslim and South Asian students, the burden of discipline and punishment is always geared towards and placed on students," said Kanwarpal Dhaliwal, member of Alliance of South Asians Taking Action (ASATA), a Bay Area-based group that works to end violence and other forms of oppression against South Asian communities. "Instead of being proactive and supporting student engagement around the events of 9/11, most schools took the single measure of being more ardent in discipline and punishment, including punishment for questioning and criticizing adults."
The situation in schools reflects the broader society, which has seen a pronounced increase in hate crimes over the past year. And by any account, advocates say the numbers on record may be just the tip of the iceberg.
The Attorney General of California recently reported that the number of anti-Islamic hate crime victims in the state rose from five in 2000 to 87 in 2001. "Anti-other ethnicity/national origin" hate crimes, which include those directed at Arabs and Middle Easterners, increased from 99 in 2000 to 501 in 2001.
However, some incidents that are considered hate crimes by affected communities do not violate state or federal criminal statutes, which is one reason why numbers reported to community-based organizations are often higher than those kept by government bodies. The San Francisco chapter of the American Arab Anti-Discrimination Committee recorded 134 hate motivated incidents in the Bay Area between Sept. 14, 2001 and Oct. 30, 2002. In the first six months after the attacks, CAIR received 1,717 reports of hate violence, with 328 in California.
"When we’re talking about immigrant communities," explained Bahar Mirhosseini of the ADC, "immigration status can make it complicated or intimidating for people to report what happens, especially when there is police misconduct involved as the major problem in the incident being reported."
In response to the problem, a coalition of groups, including ASATA, Intergroup Clearinghouse, Chinese for Affirmative Action, Islamic Networks Group, came together in April to form the United Response Collaborative. The collaborative provides victim assistance and referrals, advocacy, and violence prevention training. Youth Together and Cultural Unity–two programs based at Berkeley High School-also created a "buddy system" for youth who were being harassed or feared they would be targeted.
But education is just part of the solution. Promoting tolerance shapes people’s hearts and minds, but policies that discourage and appropriately punish hateful acts also need to be enforced, advocates say. They stress zero tolerance for any identity-based violence, because the consequences are dire.
"Name-calling has effects that are much more systemic and damaging because it also comes with violence and discrimination and a lack of adequate resources," said Youmna Chlala, training and education director with WILD for Human Rights in San Francisco. "In order to adequately address the needs of recent immigrants or refugee youth, you have to take into account that they have come from war or situations of conflict and economic struggle."
Still, in spite of everything, Ahmed maintains pride in who she is as well as compassion for her fellow Americans.
"The first couple of weeks after 9/11 my parents wanted me to take the scarf off, [saying] ‘that’s dangerous, you shouldn’t be yourself right now…But I’m wearing the scarf and I’m really proud now," said Ahmed. "I know people are frustrated, but they shouldn’t take their frustration out on me."
January 8, 2003
World Association of Newspapers - Our next project : a global study on coverage of the young
Our next project : a global study on coverage of the young
The WAN World Young Reader Network invites newspapers to join schools in a global study about the coverage of young people.
Newspapers around the world, in partnership with two school classes, will be participating in the comparative study in which students will collect information from local newspapers about how young people are portrayed.
In brief, students ages 11 and 12 will study the content about children in your newspaper from Monday to Friday, 31 March to 4 April. They will cut out all the stories about children that week and put them into seven categories, including "chidren are great," "children are victims," etc. Each class prepares a simple three-page report of their results, plus one piece of advice for the newspaper.
Results will be combined into a worldwide report to be presented at the 5th World Young Reader Conference set for 7 to 10 September 2003 in Helsinki Finland.
A Norwegian team made up of child psychologist Dr. Magne Raundalen (Bergen) and Newspaper in Education (NIE) Manager Jan Vincens Steen (Oslo) are conducting the survey with the support of UNICEF Norway.
"People don't need to worry about language," said Mr. Steen, who is also the Norwegian representative on WAN's Young Reader Committee. "We'll handle the translation of the reports."
Deadline for joining the project is 15 February.
To join the project or get more details, contact :
WAN World Young Reader Network amcmane@wan.asso.fr or Fax +331 47 42 49 48
Our next project : a global study on coverage of the young
The WAN World Young Reader Network invites newspapers to join schools in a global study about the coverage of young people.
Newspapers around the world, in partnership with two school classes, will be participating in the comparative study in which students will collect information from local newspapers about how young people are portrayed.
In brief, students ages 11 and 12 will study the content about children in your newspaper from Monday to Friday, 31 March to 4 April. They will cut out all the stories about children that week and put them into seven categories, including "chidren are great," "children are victims," etc. Each class prepares a simple three-page report of their results, plus one piece of advice for the newspaper.
Results will be combined into a worldwide report to be presented at the 5th World Young Reader Conference set for 7 to 10 September 2003 in Helsinki Finland.
A Norwegian team made up of child psychologist Dr. Magne Raundalen (Bergen) and Newspaper in Education (NIE) Manager Jan Vincens Steen (Oslo) are conducting the survey with the support of UNICEF Norway.
"People don't need to worry about language," said Mr. Steen, who is also the Norwegian representative on WAN's Young Reader Committee. "We'll handle the translation of the reports."
Deadline for joining the project is 15 February.
To join the project or get more details, contact :
WAN World Young Reader Network amcmane@wan.asso.fr or Fax +331 47 42 49 48
January 7, 2003
AGORA 2003
AGORA 2003, Bologna, Italy - June 14-17, 2003
After seven years of successful running and worldwide recognition, AGORA, the Regional Mediterranean Summit on Media for Children organised by the European Children’s Television Centre, travels to Bologna, Italy with the collaboration of RaiSat Ragazzi.
AGORA 2003 focuses on the theme Convergence Trends in Media for Children to point out the main aspects of the media convergence market, analysing its development, new trends and the most innovative projects.
AGORA 2003 targets on:
Exchanges and Co-productions: co-production synergies amongst the Mediterranean Professionals and the global industry. It points out new projects and co-production proposals based on the use of different media, improving the European Media market bent on children. In this way, it pools together European Mediterranean countries, allowing them to form new synergies, strengthen their market position on a global landscape and create new innovative projects.
Children’s Channels and TV programmes Market: case study on Mediterranean pre-schooler programmes and on the new trend of thematic channels market.
Mediterranean Observatory on Youth and Media: the policy co-operation, monitoring and networking of the region with the other European countries. This initiative has been subsumed in the European Action Programme for the Dialogue between Cultures and Civilisations /EUROMED.
Media Summer School: the project for the nourishment of children's new talent, by exposing them to top quality professional teaching.
Roaming Reporters and Kids For Kids Festival: the policy of promoting children's innovations and artistic creations
World Audiovisual Expo on Youth and Sports: the initiative of the Hellenic General Secretariat for Youth in view of the realisation of an exposition of audio-visual products and innovations made by youngsters and for youngsters, scheduled to take place in 2004 in Greece .
AGORA 2003, Bologna, Italy - June 14-17, 2003
After seven years of successful running and worldwide recognition, AGORA, the Regional Mediterranean Summit on Media for Children organised by the European Children’s Television Centre, travels to Bologna, Italy with the collaboration of RaiSat Ragazzi.
AGORA 2003 focuses on the theme Convergence Trends in Media for Children to point out the main aspects of the media convergence market, analysing its development, new trends and the most innovative projects.
AGORA 2003 targets on:
Exchanges and Co-productions: co-production synergies amongst the Mediterranean Professionals and the global industry. It points out new projects and co-production proposals based on the use of different media, improving the European Media market bent on children. In this way, it pools together European Mediterranean countries, allowing them to form new synergies, strengthen their market position on a global landscape and create new innovative projects.
Children’s Channels and TV programmes Market: case study on Mediterranean pre-schooler programmes and on the new trend of thematic channels market.
Mediterranean Observatory on Youth and Media: the policy co-operation, monitoring and networking of the region with the other European countries. This initiative has been subsumed in the European Action Programme for the Dialogue between Cultures and Civilisations /EUROMED.
Media Summer School: the project for the nourishment of children's new talent, by exposing them to top quality professional teaching.
Roaming Reporters and Kids For Kids Festival: the policy of promoting children's innovations and artistic creations
World Audiovisual Expo on Youth and Sports: the initiative of the Hellenic General Secretariat for Youth in view of the realisation of an exposition of audio-visual products and innovations made by youngsters and for youngsters, scheduled to take place in 2004 in Greece .
Entertaining the masses in Transition
Entertaining the masses in Transition
By Sam Vaknin
UPI Senior Business Correspondent
From the Business & Economics Desk
Published 1/3/2003 1:19 PM
SKOPJE, Macedonia, Jan. 2 (UPI) -- Karl Marx decried religion as "opium for the masses." Yet no divine worship has attained the intensity of the fatuous obsession of Central and East Europeans with the diet of inane conspiracy theories, gaudy soap operas and televised gambling they are fed daily by their local media.
There is little else offered except the interminable babble of self-important politicians. It is the rule of the abysmally lowest common denominator.
In Macedonia, it is impossible to avoid a certain entertainer, a graceless Neanderthal hulk with a stentorian voice, deafeningly employed in a doomed attempt to appear suavely quaint and uproariously waggish. The natives love him.
Private, commercial, TV in the Czech Republic -- notably "Nova" -- has surpassed its American role models. It has long been reduced to a concoction of soft porn, sound-bite tabloid journalism and Latin American "telenovelas". Jan Culik, publisher of the influential Czech Internet daily, Britske listy, once described its programming as "sex, violence and voyeurism ... a tabloid approach."
The situation is no different, nor much improved, elsewhere, from Russia to Slovenia. As Andrew Stroehlein, former editor in chief of Central Europe Review, so aptly put it -- "Garbage in, money out."
This sad state of affairs was brought on by a confluence of economic fads (such as privatization, commercialization and foreign ownership) and technologies of narrowcasting -- satellites, video cassette recorders, cable TV, regional and local "stealth" TV stations and, in the not so distant future, Internet broadband and HDTV.
Writing in Central Europe Review about the Romanian scene, Catherine Lovatt observed that "television was one medium through which Romanians could vicariously experience the "Western" dream. The popularity of programs such as "Melrose Place" indicates a preference for certain lifestyles -- lifestyles that are as glamorous as they are out of reach. The seemingly unabating craving for commercial TV has been fuelled by the need to escape the Communist past and the stresses of today's reality."
Grasping its importance as a tool of all-pervasive indoctrination, television was introduced early on by the communist masters of the region. Still -- tortuous stretches of personality cult and blatant, laughable, propaganda aside -- monopolistic, state-owned communist TV, not encumbered by the need to compete, offered an admirable menu of educational, cultural and horizon expanding programming.
It is all gone now. The region is drowning in cheaply produced mock talk shows, hundreds of episodes of Latin American serials, hours on end of live bingo and lottery drawings, tattered B movies, pirated new releases and sitcoms and compulsively repeated newscasts.
From Ukraine to Bulgaria, commercial channels are prone to featuring occultists, conspiracy theorists, anti-Semitic "historians," hate speech proponents, racists, rabid nationalists and other unadulterated wackos and have taken to vigorously promoting their pet peeves and outlandish conjectures.
The intrigue-inclined postulate that this visual effluent is intended to numb its hapless recipients and render them oblivious to the insufferable drudgery of their dreary, crime-infested, corruption-laden and, in general, rather doomed lives. It is instigated by unscrupulous politicians, they whisper, eyes darting nervously. It is a form of state-sponsored drug, also known as escapism.
How to reconcile this paranoid depiction of a predatory state with the fact that most private television stations throughout the region are owned by hard-nosed, often foreign, businessmen?
The suspicious point to the fact that "local content" and "cultural minimum" license requirements are rarely imposed by regulators. National broadcasting permits were granted to cronies and insiders and withheld from potential "troublemakers" and dissidents.
It is also true that, as Stroehlein puts it, there is a massive "repatriation of profits generated from newly private stations to Western firms." As a result, "local production companies are losing out, and the loss of funds damages the domestic entertainment and arts industry and the economy as a whole."
And the collusion-minded have a point. The dumbing-down of audiences is as dangerous to newfound political and economic freedoms as are more explicit forms of repression. Both democracy and the free market will not survive long in the absence of an informed, alert, intellectually agile public. It is hard to retain one's critical faculties under the onslaught of televised conspicuous consumption and the unmitigated folly of mass entertainers.
Many scholars and media observers believe that the battle has already been lost.
Peter Bajomi-Lázár, associate professor at the Communication Department of Kodolanyi University College, Budapest-Szekesfehervar in Hungary, wrote in January 2002 in a comparative study titled "Public Service Television in East Central Europe": "The transformation of public service television from a tool of agitation and propaganda into an agent of democratic control has been but a partial success in East Central Europe. Public service television channels have failed to find their identities and audiences in a market dominated by commercial broadcasters. Some of them are underfunded and their journalists encounter political pressure."
But even where public broadcasters enjoy the proceeds of a BBC-like television tax -- as in Macedonia -- they fail to attract spectators. The stark reality is that when people are faced with a choice between intellectually demanding and challenging programs and easily digestible variety shows they plump for the latter. It is easy to condition people to complacent passivity and inordinately tough to snap out of it once exposed.
The inhabitants of central and East Europe are mentally intoxicated. The hangover may never happen.
Entertaining the masses in Transition
By Sam Vaknin
UPI Senior Business Correspondent
From the Business & Economics Desk
Published 1/3/2003 1:19 PM
SKOPJE, Macedonia, Jan. 2 (UPI) -- Karl Marx decried religion as "opium for the masses." Yet no divine worship has attained the intensity of the fatuous obsession of Central and East Europeans with the diet of inane conspiracy theories, gaudy soap operas and televised gambling they are fed daily by their local media.
There is little else offered except the interminable babble of self-important politicians. It is the rule of the abysmally lowest common denominator.
In Macedonia, it is impossible to avoid a certain entertainer, a graceless Neanderthal hulk with a stentorian voice, deafeningly employed in a doomed attempt to appear suavely quaint and uproariously waggish. The natives love him.
Private, commercial, TV in the Czech Republic -- notably "Nova" -- has surpassed its American role models. It has long been reduced to a concoction of soft porn, sound-bite tabloid journalism and Latin American "telenovelas". Jan Culik, publisher of the influential Czech Internet daily, Britske listy, once described its programming as "sex, violence and voyeurism ... a tabloid approach."
The situation is no different, nor much improved, elsewhere, from Russia to Slovenia. As Andrew Stroehlein, former editor in chief of Central Europe Review, so aptly put it -- "Garbage in, money out."
This sad state of affairs was brought on by a confluence of economic fads (such as privatization, commercialization and foreign ownership) and technologies of narrowcasting -- satellites, video cassette recorders, cable TV, regional and local "stealth" TV stations and, in the not so distant future, Internet broadband and HDTV.
Writing in Central Europe Review about the Romanian scene, Catherine Lovatt observed that "television was one medium through which Romanians could vicariously experience the "Western" dream. The popularity of programs such as "Melrose Place" indicates a preference for certain lifestyles -- lifestyles that are as glamorous as they are out of reach. The seemingly unabating craving for commercial TV has been fuelled by the need to escape the Communist past and the stresses of today's reality."
Grasping its importance as a tool of all-pervasive indoctrination, television was introduced early on by the communist masters of the region. Still -- tortuous stretches of personality cult and blatant, laughable, propaganda aside -- monopolistic, state-owned communist TV, not encumbered by the need to compete, offered an admirable menu of educational, cultural and horizon expanding programming.
It is all gone now. The region is drowning in cheaply produced mock talk shows, hundreds of episodes of Latin American serials, hours on end of live bingo and lottery drawings, tattered B movies, pirated new releases and sitcoms and compulsively repeated newscasts.
From Ukraine to Bulgaria, commercial channels are prone to featuring occultists, conspiracy theorists, anti-Semitic "historians," hate speech proponents, racists, rabid nationalists and other unadulterated wackos and have taken to vigorously promoting their pet peeves and outlandish conjectures.
The intrigue-inclined postulate that this visual effluent is intended to numb its hapless recipients and render them oblivious to the insufferable drudgery of their dreary, crime-infested, corruption-laden and, in general, rather doomed lives. It is instigated by unscrupulous politicians, they whisper, eyes darting nervously. It is a form of state-sponsored drug, also known as escapism.
How to reconcile this paranoid depiction of a predatory state with the fact that most private television stations throughout the region are owned by hard-nosed, often foreign, businessmen?
The suspicious point to the fact that "local content" and "cultural minimum" license requirements are rarely imposed by regulators. National broadcasting permits were granted to cronies and insiders and withheld from potential "troublemakers" and dissidents.
It is also true that, as Stroehlein puts it, there is a massive "repatriation of profits generated from newly private stations to Western firms." As a result, "local production companies are losing out, and the loss of funds damages the domestic entertainment and arts industry and the economy as a whole."
And the collusion-minded have a point. The dumbing-down of audiences is as dangerous to newfound political and economic freedoms as are more explicit forms of repression. Both democracy and the free market will not survive long in the absence of an informed, alert, intellectually agile public. It is hard to retain one's critical faculties under the onslaught of televised conspicuous consumption and the unmitigated folly of mass entertainers.
Many scholars and media observers believe that the battle has already been lost.
Peter Bajomi-Lázár, associate professor at the Communication Department of Kodolanyi University College, Budapest-Szekesfehervar in Hungary, wrote in January 2002 in a comparative study titled "Public Service Television in East Central Europe": "The transformation of public service television from a tool of agitation and propaganda into an agent of democratic control has been but a partial success in East Central Europe. Public service television channels have failed to find their identities and audiences in a market dominated by commercial broadcasters. Some of them are underfunded and their journalists encounter political pressure."
But even where public broadcasters enjoy the proceeds of a BBC-like television tax -- as in Macedonia -- they fail to attract spectators. The stark reality is that when people are faced with a choice between intellectually demanding and challenging programs and easily digestible variety shows they plump for the latter. It is easy to condition people to complacent passivity and inordinately tough to snap out of it once exposed.
The inhabitants of central and East Europe are mentally intoxicated. The hangover may never happen.
Challenges to Youth of Central Asia
Challenges to Youth of Central Asia
Today, as the former Soviet Republics in Central Asia enter a second decade of political independence, they lack resources to help their children achieve in the new environment. It is hard to believe that only a decade ago, when youth were considered the future of the Soviet Union, support for children was a national priority. The country was widely respected for prowess in education, especially in the fields of Science and Mathematics. Most youth participated in the “Young Pioneers” organization, which provided 9-15 year-old children with not only communist propaganda, but also with many constructive activities.
However, the Young Pioneers disappeared along with the Soviet Union, and few resources have emerged to fill this gap or the emerging education crisis. Because western nations widely acknowledged the effectiveness of the Soviet education system, little foreign aid went toward education following the disintegration of the Soviet system. To this day, antiquated Soviet era “dummy” terminals are used to teach obsolete computer languages and concepts. Schools are often left without electricity and heating, and school supplies like chalk and paper are in short supply. After a decade of neglect, Central Asian schools suffer from a lack of basic resources to prepare students for life in an increasingly knowledge-based economy.
The Department of State’s Bureau of Educational and Cultural Affairs (ECA) has in recent years funded a program that partially fills these gaps. The Internet Access and Training Program (IATP) seeks to expand Internet resources and opportunities for ECA alumni and the general public, including youth. In addition to participating in IATP’s core computer-related trainings, high school students may gather to hear dynamic peer-to-peer messages from alumni of ECA exchange programs regarding AIDS awareness, American culture, or other subjects.
The work that IATP does in pursuit of its primary goals also serves to partially fill the social vacuum left by the disappearance of Soviet-era supports. The program:
Encourages volunteerism in the community;
Provides internships at Internet access centers;
Facilitates self-learning in computer studies;
Conducts summer Internet Camps where technology is made social, fun, and engaging.
Youth excitedly participate in these and other activities, to an extent actually assisting IATP in its daily work. However, while IATP provides a forum for constructive youth involvement, it remains a reality that many children in Central Asia do not yet have access to similar resources and events.
As Central Asia grows in importance strategically and economically, the IATP program will continue to be a window where youth can enhance their education, experience the west, and spend constructive time outside of school. The young users of IATP access sites are an early and enthusiastic vanguard in trying to understand, and be understood in, this globalizing world. IATP’s work with youth, as in the examples below, represents an exciting dimension of development work in Central Asia.
Kazakhstan
May 29-30 marked the official opening of the Summer Internet Camp program. IATP central staff held a virtual opening and chat with partner organizations who assist in implementation of the program. In preparation for the Internet camp, IATP trained over 70 trainers and secured partnerships with 45 organizations. Over the course of the summer, more than 1,200 youth participated in the Internet Camps. For more information see www.sic.iatp.kz.
At the Ust-Kamenogorsk Internet access site in Kazakhstan, nine-year old Dana Nurakhimova is the youngest user of IATP services. Dana visited the access site often during her summer break from school, and has plans to develop a website where she will publish materials about her friends and school. She likes to talk to the oldest access site user, Gennady Danilovich Goncharov (over age 60) and help him to send e-mail.
Kyrgyzstan
In Kyrgyzstan, a group of schoolchildren from poor families attended a two-week computer and Internet basics training course from September 16 to 27. Jar-Bulak, a public foundation that gives assistance to the unemployed and poor, sent this group to the IATP training. During the training, the children learned necessary skills for Web searching, e-mail use, and downloading and saving information from the Internet on a local computer. These computer and Internet skills will give them a good start for their future lives.
From June 3-7, IATP officially began the Summer Internet Camp in Kyrgyzstan. The trainings are conducted for two weeks for three hours a day. The camp conducts two trainings - Computer Literacy Training in the first week and Internet Literacy in the second. In Kara-Balta, the first participants were six children from school #7. In Naryn, there were eight students from different universities and schools. In Talas, nine schoolchildren from several local schools took part. At the end of the week, IATP hosted a three-city chat that focused on opportunities that the Internet gives children.
Uzbekistan
In Tashkent, IATP arranged to provide Internet and computer training for residents of Orphanage #22. Each day, for three days, the IATP access center hosted 30 different children to provide basic Internet and e-mail skills. The students, who were mainly 10-17 years old, each opened private e-mail accounts.
The Uzbekistan Internet Summer Camp began conducting summer training courses on July 15, 2002. There is an intense interest in the Internet in Uzbekistan, particularly amongst young people. IATP conducted 45 training courses within one week in IATP Public Access Centers in Bukhara, Tashkent, Namangen, Nukus, Angren, Fergona and Samarqand. More than 350 persons attended these seminars; most of which were young people. The summer trainings have proven a unique opportunity for outreach to residents of the countryside, with 57 students arriving from small villages to participate in the computer and Internet courses.
Challenges to Youth of Central Asia
Today, as the former Soviet Republics in Central Asia enter a second decade of political independence, they lack resources to help their children achieve in the new environment. It is hard to believe that only a decade ago, when youth were considered the future of the Soviet Union, support for children was a national priority. The country was widely respected for prowess in education, especially in the fields of Science and Mathematics. Most youth participated in the “Young Pioneers” organization, which provided 9-15 year-old children with not only communist propaganda, but also with many constructive activities.
However, the Young Pioneers disappeared along with the Soviet Union, and few resources have emerged to fill this gap or the emerging education crisis. Because western nations widely acknowledged the effectiveness of the Soviet education system, little foreign aid went toward education following the disintegration of the Soviet system. To this day, antiquated Soviet era “dummy” terminals are used to teach obsolete computer languages and concepts. Schools are often left without electricity and heating, and school supplies like chalk and paper are in short supply. After a decade of neglect, Central Asian schools suffer from a lack of basic resources to prepare students for life in an increasingly knowledge-based economy.
The Department of State’s Bureau of Educational and Cultural Affairs (ECA) has in recent years funded a program that partially fills these gaps. The Internet Access and Training Program (IATP) seeks to expand Internet resources and opportunities for ECA alumni and the general public, including youth. In addition to participating in IATP’s core computer-related trainings, high school students may gather to hear dynamic peer-to-peer messages from alumni of ECA exchange programs regarding AIDS awareness, American culture, or other subjects.
The work that IATP does in pursuit of its primary goals also serves to partially fill the social vacuum left by the disappearance of Soviet-era supports. The program:
Encourages volunteerism in the community;
Provides internships at Internet access centers;
Facilitates self-learning in computer studies;
Conducts summer Internet Camps where technology is made social, fun, and engaging.
Youth excitedly participate in these and other activities, to an extent actually assisting IATP in its daily work. However, while IATP provides a forum for constructive youth involvement, it remains a reality that many children in Central Asia do not yet have access to similar resources and events.
As Central Asia grows in importance strategically and economically, the IATP program will continue to be a window where youth can enhance their education, experience the west, and spend constructive time outside of school. The young users of IATP access sites are an early and enthusiastic vanguard in trying to understand, and be understood in, this globalizing world. IATP’s work with youth, as in the examples below, represents an exciting dimension of development work in Central Asia.
Kazakhstan
May 29-30 marked the official opening of the Summer Internet Camp program. IATP central staff held a virtual opening and chat with partner organizations who assist in implementation of the program. In preparation for the Internet camp, IATP trained over 70 trainers and secured partnerships with 45 organizations. Over the course of the summer, more than 1,200 youth participated in the Internet Camps. For more information see www.sic.iatp.kz.
At the Ust-Kamenogorsk Internet access site in Kazakhstan, nine-year old Dana Nurakhimova is the youngest user of IATP services. Dana visited the access site often during her summer break from school, and has plans to develop a website where she will publish materials about her friends and school. She likes to talk to the oldest access site user, Gennady Danilovich Goncharov (over age 60) and help him to send e-mail.
Kyrgyzstan
In Kyrgyzstan, a group of schoolchildren from poor families attended a two-week computer and Internet basics training course from September 16 to 27. Jar-Bulak, a public foundation that gives assistance to the unemployed and poor, sent this group to the IATP training. During the training, the children learned necessary skills for Web searching, e-mail use, and downloading and saving information from the Internet on a local computer. These computer and Internet skills will give them a good start for their future lives.
From June 3-7, IATP officially began the Summer Internet Camp in Kyrgyzstan. The trainings are conducted for two weeks for three hours a day. The camp conducts two trainings - Computer Literacy Training in the first week and Internet Literacy in the second. In Kara-Balta, the first participants were six children from school #7. In Naryn, there were eight students from different universities and schools. In Talas, nine schoolchildren from several local schools took part. At the end of the week, IATP hosted a three-city chat that focused on opportunities that the Internet gives children.
Uzbekistan
In Tashkent, IATP arranged to provide Internet and computer training for residents of Orphanage #22. Each day, for three days, the IATP access center hosted 30 different children to provide basic Internet and e-mail skills. The students, who were mainly 10-17 years old, each opened private e-mail accounts.
The Uzbekistan Internet Summer Camp began conducting summer training courses on July 15, 2002. There is an intense interest in the Internet in Uzbekistan, particularly amongst young people. IATP conducted 45 training courses within one week in IATP Public Access Centers in Bukhara, Tashkent, Namangen, Nukus, Angren, Fergona and Samarqand. More than 350 persons attended these seminars; most of which were young people. The summer trainings have proven a unique opportunity for outreach to residents of the countryside, with 57 students arriving from small villages to participate in the computer and Internet courses.
Central Asia - Internet training for children and youth
KAZAKHSTAN
Miracle Project in Taraz
The local NGO Miracle deals with problems faced by graduated students of orphanage schooling systems. Miracle helps them to find their place in life, avoid deviance and violence, and become responsible members of society. Under the initiative of the NGO, they will create a website that outlines accomplishments and problems of former students of orphanages. The site is expected to ultimately become an interactive instrument for attracting a wide audience’s attention to the problems of orphanages. The coordinator of the project, Rauf Sabitov, was awarded the Thematic Small Grant to fulfill this project, and he also receives IATP dial-up access. With the assistance of IATP, Rauf plans to get in touch with other organizations in Kazakhstan and Eurasia that are working on the same problems.
KYRGYZSTAN
Students and School Children from Regions Learn Internet in Talas and Naryn
From December 9 to 13, the IATP access sites in Talas and Naryn conducted “Internet Basics” trainings for students majoring in information science from Talas and Naryn State Universities as well as for children from local schools. Already, the Internet has become as popular of an information source as mass media and public libraries in regional center cities. NGOs, students, and school children represent the primary group of Internet users, and they are the most active in acquiring Internet skills. During the training, students and high school children learned about TCP/IP protocols, addressing (IP, DNS), and World Wide Web technologies, and they acquired practical Internet skills, which make them more competitive in their academic lives and future professional fields.
Kara-Balta and Talas Internet Training Participants Discuss AIDS Issues with Jalal-Abad Specialists
On December 12, juniors majoring in information science from Talas State University, medical staff of the Central Medical Unit of Kyrgyz Ore Mining Works, and specialists from Jalal-Abad AIDS Center and the AIDS Department of Red Crescent Society’s Youth Center participated in a one-hour online chat on AIDS. The students had previously participated in the “Internet Basics” training in the Talas IATP access site, and this was a chance for them to practice the skills obtained in the earlier training. The other objective was to provide a platform for a discussion of AIDS issues. During the chat, the students had an opportunity to talk with specialists about the AIDS transmission and its symptoms, preventive measures and medical treatment. Medical specialists from Kara-Balta and Jalal-Abad interactively shared the present AIDS situation in their regions.
UZBEKISTAN
Children of Remote Steppe District Learn about the Internet
From December 10 to 11, Tamara Abdurahmanova, Navoi IATP access site Administrator, conducted “Computer and Internet Basics” training for 12 students of Kanimeh District Boarding School. Talented children from remote steppe villages, which are located 100 to 200 kilometers from the regional center, study at this boarding school. To start the training, the participants learned about IATP activities and other IREX programs in Uzbekistan. The students focused the rest of the morning on “Computer Basics” and took part in the “Internet Basics” course in the afternoon. The children became acquainted with the Internet, including search functions, and e-mail. Finally, Tamara Abdurahmanova told the participants about the I*EARN project and its activities. Marat Azhalgasbaev, one of the participants, reported after the seminar: “That was the first time we had a chance to work with modern computers. Our school is equipped with hardware that is twenty years old, but we still persistently learn how to use it. It is great that we have received an invitation to participate in the IATP trainings. I really appreciate the opportunity IATP provides for us. Thank you. We are children from the remote deserted areas and we have received a fantastic opportunity to surf through the Internet.”
KAZAKHSTAN
Miracle Project in Taraz
The local NGO Miracle deals with problems faced by graduated students of orphanage schooling systems. Miracle helps them to find their place in life, avoid deviance and violence, and become responsible members of society. Under the initiative of the NGO, they will create a website that outlines accomplishments and problems of former students of orphanages. The site is expected to ultimately become an interactive instrument for attracting a wide audience’s attention to the problems of orphanages. The coordinator of the project, Rauf Sabitov, was awarded the Thematic Small Grant to fulfill this project, and he also receives IATP dial-up access. With the assistance of IATP, Rauf plans to get in touch with other organizations in Kazakhstan and Eurasia that are working on the same problems.
KYRGYZSTAN
Students and School Children from Regions Learn Internet in Talas and Naryn
From December 9 to 13, the IATP access sites in Talas and Naryn conducted “Internet Basics” trainings for students majoring in information science from Talas and Naryn State Universities as well as for children from local schools. Already, the Internet has become as popular of an information source as mass media and public libraries in regional center cities. NGOs, students, and school children represent the primary group of Internet users, and they are the most active in acquiring Internet skills. During the training, students and high school children learned about TCP/IP protocols, addressing (IP, DNS), and World Wide Web technologies, and they acquired practical Internet skills, which make them more competitive in their academic lives and future professional fields.
Kara-Balta and Talas Internet Training Participants Discuss AIDS Issues with Jalal-Abad Specialists
On December 12, juniors majoring in information science from Talas State University, medical staff of the Central Medical Unit of Kyrgyz Ore Mining Works, and specialists from Jalal-Abad AIDS Center and the AIDS Department of Red Crescent Society’s Youth Center participated in a one-hour online chat on AIDS. The students had previously participated in the “Internet Basics” training in the Talas IATP access site, and this was a chance for them to practice the skills obtained in the earlier training. The other objective was to provide a platform for a discussion of AIDS issues. During the chat, the students had an opportunity to talk with specialists about the AIDS transmission and its symptoms, preventive measures and medical treatment. Medical specialists from Kara-Balta and Jalal-Abad interactively shared the present AIDS situation in their regions.
UZBEKISTAN
Children of Remote Steppe District Learn about the Internet
From December 10 to 11, Tamara Abdurahmanova, Navoi IATP access site Administrator, conducted “Computer and Internet Basics” training for 12 students of Kanimeh District Boarding School. Talented children from remote steppe villages, which are located 100 to 200 kilometers from the regional center, study at this boarding school. To start the training, the participants learned about IATP activities and other IREX programs in Uzbekistan. The students focused the rest of the morning on “Computer Basics” and took part in the “Internet Basics” course in the afternoon. The children became acquainted with the Internet, including search functions, and e-mail. Finally, Tamara Abdurahmanova told the participants about the I*EARN project and its activities. Marat Azhalgasbaev, one of the participants, reported after the seminar: “That was the first time we had a chance to work with modern computers. Our school is equipped with hardware that is twenty years old, but we still persistently learn how to use it. It is great that we have received an invitation to participate in the IATP trainings. I really appreciate the opportunity IATP provides for us. Thank you. We are children from the remote deserted areas and we have received a fantastic opportunity to surf through the Internet.”
Magic Mouse 2003 Competition / IN RUSSIAN
"The Magic Mouse 2003" announces a Festival for children's and youthful
computer creativity
At http://www.mouse.kinder.ru/konkurs.htm you can find Russian-language
info for a creativity contest for children (up to the age of 18), to be
held in Moscow in March 2003.
The best works will be submitted on the Internet, diplomas will the handed
out to all participants and the winners will receive prices from the
best-known software manufacturers including equipment.
All application details at: http://www.mouse.kinder.ru/konkurs.htm
"The Magic Mouse 2003" announces a Festival for children's and youthful
computer creativity
At http://www.mouse.kinder.ru/konkurs.htm you can find Russian-language
info for a creativity contest for children (up to the age of 18), to be
held in Moscow in March 2003.
The best works will be submitted on the Internet, diplomas will the handed
out to all participants and the winners will receive prices from the
best-known software manufacturers including equipment.
All application details at: http://www.mouse.kinder.ru/konkurs.htm
Times Online - Panic buttons could deter web prowlers
January 07, 2003
Panic buttons could deter web prowlers
By Laura Peek
INTERNET chat rooms should provide virtual panic buttons to protect children from paedophiles, the Government said yesterday.
Amid fears that paedophiles are increasingly using chat rooms to “groom” children for abuse, ministers released a code of good practice for internet service providers.
The code urges chat-room operators to post prominent safety messages and to supply advice on handling “abusive chatters”. It recommends a “grab and print” option to record suspicious postings and a panic button to allow children to report frightening or worrying messages instantly.
The voluntary code advises chat sites to warn children not to disclose their telephone numbers, e-mail or addresses. A £1 million television, radio and online advertising campaign was also started yesterday to alert children to the dangers of chat rooms. The month-long campaign will urge parents to warn children about the risks of communicating with strangers on the web.
Hilary Benn, a Home Office Minister, said: “We want to encourage parents to help their children protect themselves so they can surf safely.
“Parents can play a role in making their children aware that strangers on the internet may not always be who they say they are.
“The messages to children are clear: do not give out personal contact details online and never meet up with someone you have met online unless accompanied by an adult.”
The campaign is the second phase of the Government’s “Safer Surfing” initiative, which was started last year.
An estimated five million under-16s now have private access to the internet and nearly half of all 16-year-olds in Britain use chat rooms, according to research published last year.
January 07, 2003
Panic buttons could deter web prowlers
By Laura Peek
INTERNET chat rooms should provide virtual panic buttons to protect children from paedophiles, the Government said yesterday.
Amid fears that paedophiles are increasingly using chat rooms to “groom” children for abuse, ministers released a code of good practice for internet service providers.
The code urges chat-room operators to post prominent safety messages and to supply advice on handling “abusive chatters”. It recommends a “grab and print” option to record suspicious postings and a panic button to allow children to report frightening or worrying messages instantly.
The voluntary code advises chat sites to warn children not to disclose their telephone numbers, e-mail or addresses. A £1 million television, radio and online advertising campaign was also started yesterday to alert children to the dangers of chat rooms. The month-long campaign will urge parents to warn children about the risks of communicating with strangers on the web.
Hilary Benn, a Home Office Minister, said: “We want to encourage parents to help their children protect themselves so they can surf safely.
“Parents can play a role in making their children aware that strangers on the internet may not always be who they say they are.
“The messages to children are clear: do not give out personal contact details online and never meet up with someone you have met online unless accompanied by an adult.”
The campaign is the second phase of the Government’s “Safer Surfing” initiative, which was started last year.
An estimated five million under-16s now have private access to the internet and nearly half of all 16-year-olds in Britain use chat rooms, according to research published last year.
January 6, 2003
BBC in line for go-ahead on digital lessons
January 06, 2003
BBC in line for go-ahead on digital lessons
By Raymond Snoddy, Media Editor
THE BBC is due to receive the green light this week to proceed with plans to develop a digital curriculum for schools in a move that will anger private sector publishers.
Under the plan, the BBC will devote £150 million of licence fee money over five years to create a network that will deliver online educational material “free”.
The BBC’s proposal has met strong opposition from the Digital Learning Alliance, a publishing industry lobby group, which has warned the Government that private sector companies could see their revenues shrink by £400 million over the five years as a result. The alliance speaks for all the main educational publishers including Pearson Education, Oxford University Press, Granada Learning and HarperCollins, which is owned by The News Corporation, parent company of The Times.
The Government is expected to give the BBC the go-ahead for its online schools venture on Thursday, although conditions will be attached. It is hoped that these will be sufficient to prevent the publishers from complaining to the European Commission that the scheme represents illegal state aid.
A source close to the proceedings said: “BBC Three is the model.”
The BBC was given permission to launch its new digital television channel for young adults despite opposition from commercial broadcasters, but only after 12 conditions were imposed. A quarter of all commissions for BBC Three must come from the independent sector.
The Government will this week set out similar detailed conditions regarding the digital curriculum.
The BBC will have to spend a set proportion of the curriculum with private sector publishers. The BBC will also be required to publish its plans several years in advance.
The Department for Education and Skills will make £50 million available for schools to buy software from the private publishers.
January 06, 2003
BBC in line for go-ahead on digital lessons
By Raymond Snoddy, Media Editor
THE BBC is due to receive the green light this week to proceed with plans to develop a digital curriculum for schools in a move that will anger private sector publishers.
Under the plan, the BBC will devote £150 million of licence fee money over five years to create a network that will deliver online educational material “free”.
The BBC’s proposal has met strong opposition from the Digital Learning Alliance, a publishing industry lobby group, which has warned the Government that private sector companies could see their revenues shrink by £400 million over the five years as a result. The alliance speaks for all the main educational publishers including Pearson Education, Oxford University Press, Granada Learning and HarperCollins, which is owned by The News Corporation, parent company of The Times.
The Government is expected to give the BBC the go-ahead for its online schools venture on Thursday, although conditions will be attached. It is hoped that these will be sufficient to prevent the publishers from complaining to the European Commission that the scheme represents illegal state aid.
A source close to the proceedings said: “BBC Three is the model.”
The BBC was given permission to launch its new digital television channel for young adults despite opposition from commercial broadcasters, but only after 12 conditions were imposed. A quarter of all commissions for BBC Three must come from the independent sector.
The Government will this week set out similar detailed conditions regarding the digital curriculum.
The BBC will have to spend a set proportion of the curriculum with private sector publishers. The BBC will also be required to publish its plans several years in advance.
The Department for Education and Skills will make £50 million available for schools to buy software from the private publishers.
Media milestones
Media milestones
First magazine for girls: January 6 1756
Jonathan Sale
Monday January 6, 2003
The Guardian
The Young Lady, the first magazine aimed at girls, was launched in London on January 6 1756. It lacked circulation boosters such as articles on Will Young's fave colour, and so too few young ladies bought its seven issues. A set now resides in the Bodleian Library, Oxford, together with more grown-up female periodicals such as The Old Maid.
Boys were a more profitable market, to judge by The Youth's Monthly Visitor, which started in 1822 and lasted for over a year. Science was the chief offering of the month, every month, with brainteasers such as "Guess the number of pores in the human body" and "How long will it be before Britain's coal runs out?" (The answers then were 2,016 million and 500 years, but may not be the same today.)
There had been rather more laughs in 1751 with the first publication for both boys and girls, The Lilliputian Magazine; or the Young Gentleman and Lady's Golden Library. Despite having a title of Brobdingnagian proportions, its dimensions were indeed Lilliputian: 4in x 2.5in. It preferred jokes and riddles to moral uplift, and one issue (sadly, its last) used the reader-friendly wheeze of printing the names of the "Lilliputian Society", ie all the kids who bought subscriptions.
The Lilliputian, incidentally, had no connection with Lilliput, an excellent men's magazine some two centuries later, of which the only diminutive element was the clothing worn by the female models.
Media milestones
First magazine for girls: January 6 1756
Jonathan Sale
Monday January 6, 2003
The Guardian
The Young Lady, the first magazine aimed at girls, was launched in London on January 6 1756. It lacked circulation boosters such as articles on Will Young's fave colour, and so too few young ladies bought its seven issues. A set now resides in the Bodleian Library, Oxford, together with more grown-up female periodicals such as The Old Maid.
Boys were a more profitable market, to judge by The Youth's Monthly Visitor, which started in 1822 and lasted for over a year. Science was the chief offering of the month, every month, with brainteasers such as "Guess the number of pores in the human body" and "How long will it be before Britain's coal runs out?" (The answers then were 2,016 million and 500 years, but may not be the same today.)
There had been rather more laughs in 1751 with the first publication for both boys and girls, The Lilliputian Magazine; or the Young Gentleman and Lady's Golden Library. Despite having a title of Brobdingnagian proportions, its dimensions were indeed Lilliputian: 4in x 2.5in. It preferred jokes and riddles to moral uplift, and one issue (sadly, its last) used the reader-friendly wheeze of printing the names of the "Lilliputian Society", ie all the kids who bought subscriptions.
The Lilliputian, incidentally, had no connection with Lilliput, an excellent men's magazine some two centuries later, of which the only diminutive element was the clothing worn by the female models.
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