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Country Report (Summary Report)

Thematic Evaluation of Children’s

Participation in Armed Conflict, Post Conflict and Peace Building,

Country Report Nepal (Summary Report) Children’s Participation in Armed Conflict, Post Conflict and Peace Building,

2006-2008

This project has been financed by support from the Norwegian Ministry of Foreign Affairs

ISBN: 978-9937-2-1025-6

© 2008 Save the Children Norway - Nepal Part or whole of this document may be reproduced with due citation, by any method

without fee or prior permission for promotional purposes.

Published by: Save the Children Norway - Nepal

6th Floor, JDA Office complex Ward # 11, Bag Durbar, Sundhara, Kathmandu GPO Box 3394, Kathmandu

Phone: +977 1 4229592, 4258140, 4258519

Fax: +977-1-4227389

E-mail: [email protected]

Summary Report: Thematic Evaluation on Children’s Participation in Armed Conflict, Post Conflict and Peace Building: Nepal

Contents

CHAPTER I. Introduction ............................................................................1 I.A Armed conflict in Nepal.............................................................................. 1 I.B Save the Children Norway –Nepal (SCNN): .................................................. 2

CHAPTER II. Country process and methodology ..........................................4 II.A Reflection on the process ........................................................................... 5 II.B Use of FDR............................................................................................... 6 II.C Constraints and limitations......................................................................... 6

CHAPTER III. Children’s Participation ...........................................................8 III.A Opportunities for Children’s Participation in Peace Processes: ......................... 8 III.B Critical issues on child participation........................................................... 10

CHAPTER IV. Children’s Experiences of Conflict.......................................... 11 IV.A Conflict and children................................................................................ 11 IV.B Root causes of conflict............................................................................. 12 IV.C Impact of conflict.................................................................................... 12 IV.D Child rights violation during conflict........................................................... 13

CHAPTER V. Vision of Peace ...................................................................... 14 V.A Visioning process .................................................................................... 14 V.B Children’s categories of peace: ................................................................. 15

CHAPTER VI. Children as Agents of Peace .................................................. 16 VI.A Agent of peace ....................................................................................... 16 VI.B Promoting Peace at different levels: .......................................................... 16 VI.C Opportunities in Peace Processes:............................................................. 17

CHAPTER VII. Key Messages from Children.................................................. 18 VII.A Children’s Memorandum .......................................................................... 18

CHAPTER VIII. Moving Forwards ................................................................... 20 VIII.A Key recommendations ............................................................................. 20

Tables, Figures and Boxes

Table 1: Total Child clubs by members and sampled CC .............................................9 Table 2: Selected CRC articles and their violation during conflict ............................... 13 Figure 1: Children consulted or informed..................................................................5 Figure 2: Participating Children ...............................................................................9 Figure 3: Children’s and Save the Children Norway assessment of KQE...................... 10 Figure 4: Risk Map drawn by children .................................................................... 11 Figure 5: Tree Analysis (Root Causes of Conflict) .................................................... 12 Figure 6: Vision of peace...................................................................................... 14 Figure 7: Elements of peace - six major categories.................................................. 15 Figure 8: Ideal Agent of Peace .............................................................................. 16 Figure 9: Circle analysis of peace initiatives............................................................ 16 Box 1: Brief about selected districts.........................................................................3 Box 2: Lead NGOs in three study districts ................................................................4 Box 3: What I achieved (Girl Age: 17) .....................................................................5 Box 4: Children’s constraints and limitations.............................................................7 Box 5: SCNN principle and framework for supporting Child Clubs ................................8 Box 6: Vision of Peace ......................................................................................... 14 Box 7: Capacity needs for children for peace building .............................................. 18 Box 8: Children’s message for new constitution of Nepal .......................................... 19 Box 9: Impact on Children – Now I can say (case 1)................................................ 21 Box 10: Impact on Children – Now I am heard (case 2) ........................................... 21


Acknowledgements

First and foremost, we would like to express our sincere appreciation to all those

children and young people particularly from three districts (Udayapur, Tanahun and Bardiya) who made tireless effort in their respective child clubs in using various tools, collecting experiences and views and sharing such findings with wider groups as well as availing the information to District Research Team and National Research Team.

This whole process made up the substantial part of the Thematic Evaluation. We are also grateful to the support received from districts authorities, members of Village Child Protection Committees, District Child Welfare Boards, school teachers

and parents from the study districts. Without their encouragement, support and guidance the children and young people would not have been able to practice the tools and produce relevant information for national and district reports.

The three NGO partners namely, Ilaka – Udayapur, Hoste Hainse – Tanahun and DWO - Bardiya with whom Save the Children Norway is working has supported, provided guidance and logistic support to children in fulfilling their responsibilities

related to the Thematic Evaluation. The NGO partners while working as link of children to SCN have also ensured that output is produced in time. These partners deserve special thanks.

The national research team is also thankful to the District Advisory Groups and the National Advisory Group for their critical and valuable suggestions provided during the course of evaluation.

The Save the Children Norway Nepal senior management team took keen interest in the whole process, took regular updates on lessons learned in order to improve its field operations and offered full support to the national and district research team

during the course of evaluation. We are truly thankful to the Save the Children Norway Nepal senior management team. In addition to this, we are also indebted to other team and colleagues in Save the Children Norway field offices and HQ who

offered full logistic, moral and other support to the research team during the evaluation. Last but not least, the research would not have been in this shape had it not been

the global research team - who through monthly VIG (virtual interest group) discussions, email communications and participating in country process – providing support and guidance to the national and district research team.

National Research Team

Mahesh Sharma – Team leader Dev Bahadur Ale – Member (Programme Manager, Save the Children Norway)

Pramila Thapa Magar – Researcher September 2008


Foreword

The Thematic evaluation on children’s participation in armed conflict, post conflict

and peace building has been a very enriching process both for the Save the Children Norway and partners as well the as children involved. The process, methodology and the interest, enthusiasm coupled with the energy of children offered a yet another learning experiences for all of us.

More specifically, the process and the outcome of the Thematic Evaluation presented some of the critical learning in areas like, child rights; Save the Children Norway’s child protection policy and its application; key quality elements of child participation; impact of conflict and contribution of children in peace process. The study has further

reaffirmed the importance of child protection, children participation and potential of children.

This summary report shares some key information about the process and the methodology adapted for the study in Nepal, children and young people’s

experiences of violent conflict, their vision of peace and how have they been contributing in the peace building as an agent of peace, and how they would like to move forward.

In Save the Children Norway, global thematic evaluations are used as an organizational learning

method to evaluate how it is working and, with what results, in its different country programmes

and in different thematic areas. As such, the current study relates to, among other, the need to

ensure that children's participation is part of all areas of Save the Children Norway's work. Save the Children Norway head office in Oslo initiated the Global Thematic Evaluation on

Children’s Participation in 2006, with a particular focus on children’s participation in conflict, post conflict and peace building. This study was conducted in four countries (Nepal, Uganda, Bosnia- Herzegovina and Guatemala).

Despite a number challenges faced – both internal and external - during the course of the

evaluation, I would like to reiterate that the process, lessons and experiences has been very useful to us and strongly believe that the final report which has offered a wide range of

information and experiences will be a useful document to a wider group of stakeholders working

on children’s issues.

Finally, I would like to express my sincere appreciation to all those involved in the process at the field, and at the central level and more specifically to national research team, as well as global

research team who collectively steered the process through the difficult road. I would also like to offer my thanks to Save the Children Oslo for providing all the support to the country team during

the course of the evaluation.

We remain committed in translating the lessons and experiences learned during the thematic

evaluation process.

Gunnar Andersen Country Director

Save the Children in Nepal

November 2008


Abbreviations

AIDS Acquired Immuno Deficiency Syndrome

CA Constituent Assembly CAFAAC Children associated in Armed Forces and Armed Conflict CC Child Clubs CCWB Central Child Welfare Board

CPN (Maoist) Communist Party Nepal (Maoist) DAG District Advisory Group DCWB District Child Welfare Board DDC District Development Committee

FDR Formative Dialogue Research HIV Human Immuno Deficiency Virus INGO International NGO

KQE Key Quality Elements NAG National Advisory Group NGO Non Government Organisation PNGO Partner NGOs

PTA Parent Teacher Association SCNN Save the Children Norway Nepal SPA Seven Party Alliance

S-ZOP School as Zone of Peace Campaign TE Thematic Evaluation (interchangeably used with Global

Evaluation on children’s participation in armed conflict, post conflict and peace building)

Terai Southern flat stripe of land bordering India UNCRC UN Convention on Rights of Child UNICEF United Nations Children Fund UNMIN United Nations Mission in Nepal

VCPC Village Child Protection Committee VDC Village Development Committee VIG Virtual Interest Group

YCL Young Communist League


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CHAPTER I. Introduction

Save the Children Norway, an international non-government organization working towards the realization of children’s rights, initiated a two year long, participatory

and process led multi-country evaluation and documentation of children’s participation in armed conflict, post conflict and peace building in four countries (Nepal, Uganda, Guatemala and Bosnia-Herzegovina). Save the Children Norway translates the children’s participation, one of the UN CRC principles into action as a

cross cutting theme in its programming. The main purpose of the evaluation was “to support and improve Save the Children

Norway’s work to contribute to strengthening children and young people’s capacities regarding peace building initiatives, which make up one basis for including children’s voices in peace processes and agreements”. In line with Save the Children Norway’s four year strategy (2006-2009), the evaluation is also expected to contribute two of

its key strategic objectives “to fulfil the rights of children affected by armed conflict and disaster”, and “to strengthen implementation and monitoring of the UNCRC” With the objectives of contributing to learning; improving children’s participation;

documenting children and young peoples’ experiences and contribution in peace initiatives and in making children’s and young peoples’ voices and experiences part of national agenda of peace initiatives, the Thematic Evaluation was carried out in

Save the Children Norway’s three programme districts in Nepal (Udayapur, Tanahun and Bardiya).

I.A Armed conflict in Nepal

Nepal is among the four selected countries for this evaluation where armed conflict

had started 13 years ago led by Communist Party of Nepal (Maoist). This conflict has claimed the lives of some 13,000 persons and made countless persons disabled, orphaned and homeless. Large numbers of infrastructures including schools were

destroyed; many children and young people were forcibly recruited in armed forces or used by armed forces of conflicting parties. The conflict broke out as Nepal was in the process of transitioning to a fully

democratic system of governance during the 1990s. Nepal has been experiencing high levels of change in politics, society and economy in this period. The history of unstable government, and the escalating armed conflict had caused increases in security expenses and diverted the government from its social responsibilities, which

to some extend, 'transferred' to citizen's sector. With the dissolution of local governments in 2002, the people's representation was absent in the country. The government machinery existed, but there was no mechanism to listen to people's

voices. Children have been one of the most seriously affected groups by the conflict and insecurity - both physically and psychologically. The multiple impact of Nepal conflict

on children varied, but included: injury; death; loss of family members or guardians; deprivation of basic rights to education and health; kidnapping (of children and family members), imprisonment of children and family members (by Maoist and


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security forces) to used in armed conflict as soldier, messenger, informer; constant fear and threats to displacement and insecurity; and less opportunities to play1.

The root cause of the Nepal conflict is a complex web of interacting factors. These include uneven development within the country; endemic corruption; the politics of the Palace, both internally and externally, and their relationship with the army;

ethnic and caste inequalities; intense politicisation; human rights abuse; social exclusion and deprivation, and inadequate infrastructure development. Successful conflict reduction initiatives must take into account and address these underlying factors as well as poverty alleviation, economic development and political mediation.

(Report of the EC Conflict Prevention Assessment Mission 2002) There will be an opportunity to increase children’s participation in the ongoing

political process of the country, as well as a possibility of setting up a clear mechanism for their participation. The Child Act of 1992 is being reformed by the government, in compliance with the UNCRC, to protect the best interest of children in Nepal and children are being consulted in the process of reforming the existing

Child Act. With increased political security, there is a sharp reduction in the violation of child rights cases and children can move around the villages without fear and anxiety to organize meetings, or big events in their communities, to raise the issues

of child rights. The process of the UN study on Violence against Children created an opportunity to consult children at National and South Asia Regional level, where children of Nepal participated to share their views and opinions. The recommendations of this UN study will have strong consequences in the

programming of child rights organizations and Save the Children organizations.

I.B Save the Children Norway –Nepal (SCNN):

Save the Children Norway Nepal is a member of Save the Children Alliance in Nepal, which is also represented by Save the Children Japan, Save the Children Sweden and

Save the Children US. At present Save the Children Norway–Nepal has 33 NGOs and 2 government

ministries as partners and program covered at 35 districts out of 75 districts in Nepal. It has four regional offices and more than 60 national staffs. Support for children’s participation as a cross-cutting principle, and support for the

development and strengthening of Child Clubs as a key mechanism through which girls and boys can meet together, express their views, organise actions and participate in decisions affecting them at local, district and national level has been

supported by Save the Children Norway in Nepal since 1992 (2048 BS). A national report2 indicated that there are more than 9000 child clubs affiliated with District Child Welfare Board (a statutory body responsible of child rights promotion and monitoring) in the country and out of which 3537 (approx members over 100,000,

49% girls) are supported by SCNN in 34 districts (out of 75 districts) in the country. However, it is reported that almost equal number of child clubs are not yet affiliated. Three major criteria were used while selecting district for Thematic Evaluation, which

were, geographical representation; theme representation; and mixed

1 Dhittal, T (2007), Nepal in Conflict (Edts. Pyakural, K, Narcg K, Acharya B), Sociological/Anthropologica

Society Nepal, Kathmandu Nepal 2 Government of Nepal (2007), State of children in Nepal 2006 (www.ccwb.gov.np accessed in September

2008) page 31


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ethnicity/community representation. Bardiya, Tanahun and Udayapur were found to be the best fit for the criteria.

Box 1: Brief about selected districts

1. Bardiya district: Bardiya is one of the 20th districts in mid western Terai in Nepal, bordering with

India in South. With the population of 321,694 (Male 169,900, Female 159,793) this district at time was also know as second capital of Maoist rebel. There are 96 child clubs (affiliated with DCWB) of which 50 are supported by Save the Children Norway Nepal. In the Thematic Evaluation process children from 26 child clubs participated in different forum and process. Education (particularly for Dalit children) and child protection were the themes of the programme in this district.

2. Tanahun District A hilly district in west Nepal with total population of 325,373(Male 154,524 Female 170,848) occupies a central position because of ethnic diversity with majority from Magar and Gurung community. There are some 226 affiliated child clubs (of which 106 are supported by Save the Children Norway Nepal) and children from 30 child clubs participated in the different stages of Thematic Evaluation process. Child and youth participation were the themes in this district.

3. Udayapur District A district in east Nepal with population of 268,549 (Male 133,153 and Female 135,396) is ethnically very diverse with more than 17 ethnic groups speaking more than 8 different languages. There are 239 affiliated child clubs (with 108 supported by Save the Children Norway Nepal) where children from some 34 child clubs participated in Thematic Evaluation process. Themes of Save the Children Norway Nepal’s work in this district were education and child protection.

-------------------


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CHAPTER II. Country process and

methodology

The evaluation has been approached from the perspectives of children’s experiences and the adults who support and accompany them in peace building initiatives. As

such, the evaluation process was primarily guided by a method called Formative

Dialogue Research (FDR). FDR combines elements from process evaluation and action research and allows for ‘forming’ or modifying projects and methods while the evaluation takes place. This opens up for the ‘beneficiaries’ to improve their activities

and projects while they are in the process of documenting and identifying findings and recommendations. It applies dialogue as a special way of gathering information, and uses why-questions for that purpose. Dialogue is also a way of making people

meet, start talking and in this way achieve changes. Information about FDR was translated into Nepali language while at the same time its concept and use were reinforced regularly throughout the evaluation.

The Thematic Evaluation was completed in five phases. Phase I (September 2006 and January 2007) consisted of preparatory processes, including consultations with children. Phase II and III (February – December 2007) consisted of strengthening

capacities of children and young people as researchers and evaluators, as well as exploring the experiences and views of children of conflict and peace initiatives. The fourth phase (January - June 2008) primarily focused on consolidation of views, experiences and contributions of children and young people as well as preparation of

district and national report. Phase V (July to October 2008) was for the development child friendly reports and materials and writing of global report. Assuring quality of the process continued through out.

The Thematic Evaluation was essentially led by the children and their child clubs. Child Clubs of three selected districts were sampled using purposive categorisation and simple random sampling so as to be inclusive of age, caste, gender, geographical

isolation, old and new clubs, and so on. At the district level three NGO partners coordinated and supported children to carry out the study. Box 2: Lead NGOs in three study districts

33 children’s representatives were most actively involved as a member of local research team in three selected programme districts. These boys and girls were

1. Dalit Welfare Organisation (DWO) DWO was registered 1994 as an umbrella organisation with district branches

and sub branches in various districts. It advocates and works for the rights of dalit and against social discrimination and untouchability. In Bardiya branch there are 11 staff members (5 women)

2. Hoste Hainse Child Development Society An NGO registered in 1998 is working as a development organisation with emphasis on child rights and overall child development issue. It is promoting and supporting number of child clubs in the districts.

3. Ilaka Child Development NGO CC Registered in 1998, this organisation is represented by four founding members from local CBO, 112 child clubs and 10 children networks. The organisation has been working for overall child development issues

------------------------------


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mostly aged 14 to 18 and were from different caste, ethnic groups, from rural and urban background. These core members consulted over 800 children aged 8 – 18

from 87 Child Clubs during the evaluation process. Altogether nearly 2000 children were part of evaluation – either directly consulted or information shared through their respective child clubs. In addition 21 girls and boys who had associated in armed conflict forces or groups (CAAFAC) have been actively consulted to seek their

views, reflections and experiences. To support, guide, facilitate and minimise the risk to the children/team engaged in Thematic Evaluation, district advisory groups and a national advisory group was formed at the country level, while an international reference group was formed at Norway to support all four countries undertaking the

Thematic Evaluation. Figure 1: Children consulted or informed

II.A Reflection on the process

Box 3: What I achieved (Girl Age: 17)

While the whole process was

highly participatory and child led, there were number of enabling and hindering

factors identified. Some major

enabling factors were all the materials and tools were made available in Nepali (though the

tools used had its own limitations and advantages); the teachers, members of district advisory group, NGO

and SCNN staff were very supportive; child protection policy of Save the Children

Norway; efforts to adhere to Save the Children Norway’s Key Quality Elements of children’s participation; selection of child clubs based on children’s views; and the peace accord signed between government and CPN

Members in consulted CC

177

405 372

954

232

396 350

978

Bardiya (26) Tanahun (27) Udaypur (34) Total (87)

Boys Girls

Girl Age: 17, Tanahun District Before my involvement in peace building activities, I think I was impolite, and believed on using bodily force rather than mind to solve any problem. I talked little with unfamiliar people as I did not have

confidence that other friends and community adults would appreciate me. I was frightened to move outside my home because of the traditions. I could not join any cultural and other sorts of program. However, since my involvement in Child Club peace building activities, and through my involvement in this evaluation I have developed positive thinking. My

fear and hesitation have been over. I can participate freely in any discussion and put my ideas and issues. Further, I have enhanced my capacity to make understand what I learnt.

-----sssss----


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(Maoist). The hindering factors identified were: newly emerged conflict in Terai; lack of clarity on use of FDR despite regular support; and limited on-site support at

the district level. Regular school works, longer school vacation, main festivals, peak time of planning and harvesting crops where children and young peoples’ involvement was inevitable were some of the additional factors affecting the process.

Limited involvement of under 10 yrs children; delays in various stages due to nature of research and other practical reasons; restructuring at Save the Children Norway Nepal management causing some delay were some of the practical challenges facing the evaluation. Also, as the whole process was spread over two year period, some

difficulties were experienced for the consultants (recruited for intermittent support to TE) to keep close track of all the details of activities happening from Save the Children Norway HQ level, all the way to PNGOs and then to the Child Club level.

Therefore at times timely inputs, producing outputs and assuring data quality was negatively affected. The Thematic Evaluation process and the involvement in it offered a number of

potentials and opportunities to the children, young people, adult and institutions. Apart from strengthening the research skills among the children and adults, it was a realisation to Save the Children Norway Nepal that through the use of participatory

tools children could be meaningfully involved in exploring the multifaceted picture of conflict and its impact on children. In some instances, actions of Child Clubs worked as a link of PNGOs to Maoist rebel – which allowed them an opportunity to share and talk about child rights and child participation. In Udayapur, a member of child club

was taken away by Maoist and not returned. Child Club members approached the local area rebel commander and requested to release the student. Maoist wanted further discussions with more responsible “adults”. Child Club than asked PNGO (Ilaka Bal Bikash) to come along for discussion and finally the student was released

after clarifying the role of child clubs. This contact of PNGO with Maoist continued and was good to advocate child rights issues among Maoist leaders at the local level. Many adults also realised the potential, values and ability of children in peace

initiatives.

II.B Use of FDR

While the debate about FDR as tool or process is ongoing, use of FDR were widespread in various context and purpose. Understanding, use and outcome of FDR

varied among the participating children and adults including research team. Its use, selection of tools, the purpose and frequency of use and its contribution in the Thematic Evaluation also varied enormously. In Udayapur, for example, children’s

use of FDR led to project improvements including setting up a fund to support school enrolment following a discussion with community leaders and children. In Tanahun, when children were stopped in their school enrolment activities by the local Maoist group, children entered into a series of dialogue with Maoists, parents and teachers

to resolve the issue. In Bardiya, resulting from FDR process, the local research team decided to visit the child clubs and VDC not initially selected for the TE process, as a result 21 child clubs were included in the TE.

II.C Constraints and limitations

ç Large amounts of qualitative information were gathered by the participating child clubs, and a replica sheet of the tools used was generally kept. However, some child clubs did not have adequate space

for storing all the information. Therefore, the information generated by


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the child club - their property may not be available in all child clubs for future reference and learning.

ç Since this is the first time exposure of many children and young people

and for PNGOs staff to the research of such nature, it required a rigorous process and time to build confidence and initiate actions at the child club

and community level.

ç Certain tools like Value Line Discussion, Focus Group Discussion or Interview –tools of research which were considered useful to draw adult

view were used less frequently.

ç When the Thematic Evaluation was started at the district level, the

warring parties had already entered into Peace Accord and certain time had already elapsed. Therefore, most of the time children had to recall the events, reconstruct the sequence of events, where some detail might have lost and the actual feeling might have smoothed – therefore the

information presented probably has some limitation.

ç Restructuring of Save the Children Norway Nepal management and field

operations affected the supervision and support to the district team – due to changes in staffing and responsibility.

ç Despite a number of capacity building sessions conducted for the PNGOs

staff, the overall capacity of partners to prepare quality reports remained limited. In particular, the district level staff were not able to articulate and raise critical issues and experience in writing.

Box 4: Children’s constraints and limitations

Constraints and limitations identified directly by the children who were actively involved:

• We had to select child clubs that we could reach (due to time and timing school) and some child clubs were angry with us as they were not invited

• We could not involve all Child Clubs or give orientation to all • Giving prior information to the communities was not possible in all cases, therefore in

number of occasion we received mixed response. We had to spend more time to tell community about the work before

• Problems in recording facts • Some friends (boys) were shy to facilitate TE activities with girls • Time management was difficult which made us feel under pressure


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CHAPTER III. Children’s Participation

III.A Opportunities for Children’s Participation in Peace Processes:

Ten year long conflict has been an opportunity to promote awareness and action on

the CRC. Probably in Nepal not any period in past has seen such a massive promotion of child rights than in the last ten years of conflict period. Moreover, the participation and protection issues were much strongly advocated during this period. The most widespread among other initiatives was “School as Zone of Peace”

campaign. Evidently, children were recruited as soldier in Maoist army, they have been a constant target of conflicting parties and often voice less – therefore child rights were grossly violated. As a result, children and the organisations working with

children were offered a number of opportunities to advocate the child rights issues, participate as well as contribute in peace process. For example, School as Zone of Peace (SZOP) campaign and child soldier was much highlighted in national and international media. Reflection of this is found in many tools and exercise used

during the thematic evaluation. There are number of critical aspects of this. Firstly a nation wide campaign for setting School as Zone of Peace was organised. All the organisations working for

children formed national, regional and local committee for SZOP. The momentum picked up very rapidly up to the child club level. Both warring parties had to publicly confess their mistakes and agreed to protect school and children. Similarly, learning

of this campaign as well as utilisation of set up of this campaign was also useful for monitoring and reporting child rights violation cases. Save the Children Norway Nepal has developed a Principle and Framework for

Institutionalisation of Child Clubs and activating them for their rights. Application of Practice Standards in Children’s Participation, and the child protection policy were also used to inform and guide meaningful practice (see Box 5 below). The most

important and crucial aspect of children’s participation is to protect children’s’ integrity and identity (if necessary) while getting them involved in thematic research – where exchange of sensitive and emotional issues is likely to occur. Save the Children Norway Nepal and the research team were fully aware about this and

followed this principle through out the evaluation process. Box 5: SCNN principle and framework for supporting Child Clubs

Principle and framework for supporting Child Clubs developed by the SCNN country programme are to:

1. Develop and strengthen “children resource group” 2. Facilitate the establishment of child clubs and their networks 3. Allocate resource to child clubs to manage their activities 4. Create opportunities in order for many children to participate 5. Pay due focus on democratisation of child clubs and promote inclusion 6. Equip partners and child club facilitators with knowledge (CRC principles) and skill on

Right Based programming and in influencing the attitude of stakeholders

7. Develop relevant materials on CRC and RBA for advocacy purpose. -0-0-0-


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SCNN is now in the process of developing a Strategy on Children’s Participation based of CRC principles and its learning so far.

During the consultation process, children’s participation was higher and active compared to implementation of decision and self (child club) initiated process. While reflecting on the whole process of TE, it was found that more activities were found to

be adult initiated, led and managed, though children have their own action plan for consulting other Child Club members for sharing the experiences, views of the period of armed conflict and post conflict and during the period of peace building. This could be largely due to the financial and managerial reasonability of PNGOs for child

clubs activities which they (PNGOs) are required to show progress for, and to report to SCNN in specified time.

Figure 2: Participating Children

Besides, the activities to be supported in the child clubs by PNGO are fairly standard and almost same in all the

child clubs – allowing less flexibility for supported activity at the child club level.

At another level it is clear that children’s involvement in TE has contributed in building the self esteem,

self confidence and skills of children, young people, and adults. These aspects are particularly the most highlighted point by a number of

children and young people who have been actively involved in the process.

While considering the total child clubs and number of children associated with existing child clubs in the three districts (Bardiya, Tanahun and Udayapur), only about 8% of children are associated with child clubs (Table 1 below). Therefore, if child clubs are to be considered as one of the critical strategies for promoting child

participation, the primary emphasis should be in expanding number of child clubs to include large number of children. For those who are out of school, different strategies are required.

Table 1: Total Child clubs by members and sampled CC

Child Clubs CC members

Districts SCNN support

Sample for TE

Other Org support

Sample for TE

Total CC

Total Sample

Boys Girls Total Total school

children (2006)

Bardiya 50 22 46 4 96 26 884 736 1620 37,902 Tanahun 106 27 120 3 226 30 2221 2211 4432 41,713

Udayapur 108 30 131 4 239 34 1724 1834 3558 34,050

Total 264 79 297 11 561 90 4829 4781 9610 113,665

Child Club Members Consulted

Girls,

589, 49%

Boys,

615, 51%


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III.B Critical issues on child participation

Given the nature of power relationships between PNGOs and SCN; and between

PNGOs and Child Clubs, it must be recognised that at times, it is difficult for PNGOs to be critical or assertive towards SCN, and for Child Clubs members to be assertive to PNGOs. As such, this dynamics can create a significant challenge in translating rhetoric to reality in ensuring ethical quality practice with and by children. For

example, while the Save the Children Norway Nepal staff maintain the respect and sensitivity in dealing with Children and PNGOs, the time pressure of meeting the targets/deadlines and inherent professional desire to strive for the best, at times have made the staff complacent of their role and KQE. Some reflection of this can

also be found below. Key Quality Elements (KQEs) are the fundamental principles on which child

participation is promoted and exercised within Save the Children and with its partners. Understanding and magnitude of its use needs to be regularly assessed within Save the Children and partners staff.

Figure 3: KQE assessment (Children’s and Save the Children Norway)

Using the Save the Children Norway Key Quality Elements for Children’s Participation

a matrix was used, so that children, young people and adults from each geographic area could assess the level of implementation of each of the KQEs, with rating of low (*) to high (****). Key reasons for their evaluation were noted. In the same way, later, Save the Children Norway Nepal team also assessed their own application of

KQE. The findings are explained in Figure 3 above).

By and large, children have graded high to the staff and Save the Children Norway Nepal partners for their understanding and practicing the KQE of child participation.

However in the areas like involvement and respect to values and belief (KQE 2 and KQE 9) children scored low compared to other areas. Reflection of Save the Children Norway Nepal staff on KQE generally scored low (two star or less for six elements)

but the overall pattern is similar to the views expressed by the children. Nonetheless, while there are rooms for improvement in certain aspects, the Rights holders (children) are comfortable and the duty bearers appeared very conscientious. The Thematic Evaluation offered an excellent opportunity for the Save the Children

Norway team to reflect on KQE and compare it with the views of the children. Many adults now admit that “there was no such opportunity in our time, now with

the current opportunities for children through child clubs and other places they are

ten steps ahead from us”.

Comparision of KQE

0

0.5

1

1.5

2

2.5

3

3.5

1 2 3 4 5 6 7 8 9 10

Key Quality Elements

Children score SCNN Score


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CHAPTER IV. Children’s Experiences of

Conflict

IV.A Conflict and children

During the peak time of conflict, the situation was such that at times schools were

also identified as risk zone (risk mapping). What culminated at the end is a campaign called “School as Zone of Peace” where it was advocated at all levels that school should be kept free of all force related activities.

Soon after the beginning of Thematic Evaluation, rapid changes in the political and conflict scenario began in the country. The changing context in many ways has positively contributed in the process but in certain situation the TE process was

adversely affected too. After January 2007 a number of armed groups emerging in Terai demanding all sorts of political freedom and demands triggered sequence of events particularly along the highway in Terai also affected the TE.

After signing of Peace Accord in January 2007, when UNMIN verification procedure, criteria and timing were being finalised with Maoist and the government, Maoist again started recruitment drive promising $100 a month salary. This not only

affected the Evaluation process, but changed the whole dynamics in the community as many unemployed youth were confused, attracted and worried. This also affected the activities of PNGOs and child clubs.

As indicated by the description of girls and boys experiences from the body map exercise, children have diverse experience of conflict. Their experiences are affected by their gender, age, ethnicity, caste, geographic setting and the prevailing socio-political, economic and cultural context. In particular different geographical locations

have had different level of impact of conflict and insecurity, both in magnitude, and its severity on children, and the functioning of schools and child clubs. For example:

Figure 4: Risk Map drawn by children

Nature and places of risk varied by locations and

districts. Risk maps of children indicate that in certain location school was found to be safe

place but in other areas school are marked with a place of moderate risk (refer to Figure 4 above). The most significant

story indicates that at times school could be risky place. But where School as Zone of Peace has been advocated and

agreed by all warring parties schools were marked as safest place.


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IV.B Root causes of conflict

The major expression from children, young people and adults on root causes of

conflict was related to social issues (e.g. poverty, unemployment, inequality etc). Dalit children emphasising caste/ethnic discrimination as a major cause while Non- Dalit recognizing it only as a secondary factor clearly indicates the diversity in perceptions and disproportionate impact felt by different groups. While the

contemporary analysts of armed conflict often argue that the ethnic diversity as a major cause of conflict, the views and outcomes of various exercises by the children and young people during Thematic Evaluation did not indicate it to the same extent as indicated in many academic discussions.

Figure 5: Tree Analysis (Root Causes of Conflict)

Children’s Analysis of the Root Causes of Conflict:

Seeking uniformity; caste/gender discrimination, social discrimination; political conflict between Maoist and

Government, power struggle, autocratic rule of the King; poverty; corruption; lack of education; abuse and violations of rights; wide gap between the rich and the poor;

unemployment; inequity; discrimination against people with disabilities; violence against women; girl trafficking; sexual abuse, exploitation, teasing, bad thinking; alcohol and drug use; jealousy and greed

The causes of conflict (based on Tree Analysis and other tools) are categorised into three main areas. The causes under social category include caste/gender

discrimination; different behaviours for son and daughter; widening gap between rich and poor; wide spread poverty and inequalities; alcohol and drug use. Causes related to attitudinal and behavioural includes bad thinking and teasing; lack of mutual trust; selfish and ego-centric; jealousy and greed; and disrespectful attitude.

Likewise Politics and governance related causes include lack of good governance; selfish attitude of political parties; corruption; and power struggle.

IV.C Impact of conflict

The impact of conflict shared by the children through various tools and exercise can

be explained broadly in three areas. Physical and psychosocial impacts experienced by children and young people were - being an eyewitness as well as victim of some horrifying events in their community and in their own family; there

was always a fear among the people; and difficulties in remaining neutral. The young adults and adolescences in most case were the obvious target; for Maoist recruiting in their cadre and for security forces target for tough interrogation as a likely ally/suspect of Maoist. Besides physical impacts (injury in body parts) psychosocial

impacts were more intense. Armed conflict led some backlash on already fading social practice of child marriage. Child marriage or dressing girls as married women increased as the married women had less chance of being abducted.

Functioning of child club and overall participation is another category where children have diverse experiences. Throughout the period of armed conflict the children’s activities within the Child Club and outside had been restricted. At times

even schools were indicated risky spot (from Risk mapping). Overall participation


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was severely affected. Some positive impacts were also experienced, which included – increased awareness on political issues and their rights, decreasing caste

related discrimination, decrease in alcohol use. This led to nationwide campaign as “School as Zone of Peace” – creating a wave of awareness among all.

IV.D Child rights violation during conflict

CRC Child right articles most relevant to participation were identified and the degree

of its violation was assessed keeping in view of information and views expressed through various tools. The degree of violation was assessed in terms its severity of impact, frequency of occurrence and number of children affected (please refer to Table 2 below). The assessment was further discussed and verified with children and

young people involved in TE. Table 2: Selected CRC articles and their violation during conflict

Child Rights related to child Participation

(in child friendly language) Degree of violation

References/remarks

Article 11: You should not be kidnapped High Stories, body map,

poem,

Article 12: You have the rights to an opinion and for it to be listened to and taken seriously

Moderate Stories, poem, tree analysis (cause and effect)

Article 15: You have the right to be with

friends and join or set up clubs unless this breaks the rights of others

Moderate Spider tool, H analysis

Article 19: You have right to be protected form being hurt or badly treated

Moderate Body map, stories

Article 28: You have the right to education High Stories, poem, risk mapping, body mapping

Article 38: You have right to protection in times of war. If you are under 15 you should never have to be in an army or take part in battle

High Stories, poem, body map, risk map,


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Elements of Vision (from May 2007 workshop): The sun is shining and there is a green and peaceful

environment. There is more equity and equality. There is no more discrimination (against girls, children with disabilities, low castes) and all children experience their rights. Child friendly schools, health and play facilities exist and are accessible to all, as are the temples. Family members have access to good job opportunities. Children are encouraged to participate and their voices are heard in families, schools,

communities and nations. Children are involved in peace building, especially through their Child Clubs and through their schools which are Zones of Peace.

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CHAPTER V. Vision of Peace

V.A Visioning process

During the thematic evaluation children explored their visions of peace and means to

achieve it. A visioning exercise which involved individuals (children and adults) dreaming about peace, drawing their vision of peace, and sharing your vision encouraged the development of a collective vision of peace. Comparison of visioning of CAFAAG children and other children is fairly similar, though some subtle difference

can be observed. Such differences are mainly on political leadership where CAFAAG children are more specific than other children.

Box 6: Vision of Peace

The importance of peace was reflected in

various acts and manifestations of children like poems, stories of significant

changes, visioning exercise etc. Some of the vision expressed is

highlighted in Box 6 above. Interestingly young adults’ views were also similar to

that of children’s views. The children and young people defined peace building with different words. Some words have simpler and less complex understanding like no disturbance in school, free movement etc and some appeared to have more complex

in scope and meaning which sound like that of adults’ view - like social justice, political power etc. Such subtle and complex understanding of peace building

is quite a revelation as most of the people participating in the process were

between 13 and 18 years of age.

Figure 6: Vision of peace

Clearly, the understanding of peace among children and young people

revealed existence of a complex dynamics and experience, perhaps inherent to the armed conflict, which

not only had influenced their thinking process, but also appeared to have forced them to take a position in order to assume new

responsibilities in family, child clubs, schools and community and at higher level.


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Natural

Resources,

2, 4%

Social

developmen

t, 27, 50%

Poverty/Em

ployment, 2,

4%

Health, 4,

8%

Political, 7,

13%

Education,

11, 21%

V.B Children’s categories of peace:

A careful analysis of the visioning (Balloon and Tree exercise) findings done directly

by the children themselves to further categorise important elements of peace was undertaken during the reflection workshop (December 2007). The children categorised various elements of peace into six major categories. The categories and number of elements (issues) in each category are:

Figure 7: Elements of peace - six major categories

The large number of social issues

expressed by the children portrays an aspect and the dynamics of Nepalese society in which children

are not feeling very comfortable. Some of the elements under social development range from no discrimination among girls and

boys, among caste or ethnic groups, to disable friendly structures to adequate play ground. Entry of the

Indian Border Security Forces in India was initially categorised by children as a social development

issue – though later discussion resulted in it being re-categorised by children as a

political concern. Clearly, the understanding of peace among children and young people reveals the complexity and experience inherent to the armed conflict, which not only had

influenced their thinking process, but also appeared to have forced them to assume new responsibilities in family, child clubs, schools and community level and higher. This new responsibility inadvertently imposed by the circumstances apparently have

restricted their childhood by limiting their time to play, giving less attention to personality growth (instead were engaged in community activities like initiating saving credit programme through child club and so on) and more formal and guided activities than informal and “innocent” behaviours. However, important opportunities

to develop and strengthen their life skills have also been created through living in and coping with adversity.

“Impressive and attractive style of speech, presentation skill, body language and

their ability of analysing of subject matters (of the children) gives a feeling that as if

they are no less than any leaders of the political parties. Their leadership skill and

ability to mobilise, I think is a lesson for us too” - A Village Council Chairperson in Tanahun district.


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CHAPTER VI. Children as Agents of Peace

VI.A Agent of peace

Children and young people in the programme areas have been playing various roles

in peace building, both as individuals and as members of child clubs. Their involvements are reflected in the activities of the child clubs i.e. organising debate competition, dialogue with Maoist leaders to declare School as Zone of Peace, advocating transparency in offering scholarship to deserving students and so on.

Similarly, as an individual, children and young people have contributed in the peace process through writing poem and stories, sharing views and feelings with family members, teachers and friends, as well as actively participating in rallies and other

events organised for peace process within the community (schools) and outside at the district levels. An exercise on Ideal Agent of Peace identified significant findings related to skills

and attitude required for Peace Process. This is also an indication of children wish and a kind of preparation for moving towards peace building process. Figure 8: Ideal Agent of Peace

♣ Creativity is needed to be an ideal agent of peace ♣ Other qualities are being friendly, positive thinking, optimistic, willing

and visionary ♣ You should treat everyone equally and respect other’s opinion ♣ Peace education should be included in the education curricula

♣ There should be children’s participation in the Constitutional Assembly ♣ There should be more training and exposure visits for Child Club

members ♣ People should use child friendly words ♣ There should be involvement of political parties in children’s programs

VI.B Promoting Peace at different levels:

The peace building initiatives of the children did not limit only to child clubs, it transcends to much wider circle much beyond the child clubs. Children did a circle analysis in different setting and locations (such analysis was done in the child clubs, at the school, with partner NGOs, at the national workshops, every circle indicate

level i.e. individual level, family level, community level and so on). Figure 9: Circle analysis of peace initiatives

Achievements were seen at different level. Most importantly, at the individual level the achievements were seen in terms of enhanced understanding, confidence and skills in peace

process. The changes and sense of achievement at the individual level is something that has truly strengthened the leadership skills and motivation for peace initiatives. Those individuals who have

found change by participating in Thematic Evaluation and are motivated have contributed substantially in their respective child clubs towards

peace process.


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As it appeared that the peace building process is ongoing at the children’s level and at times it is spontaneous acts, but lately as the children were better organised

through the Child Clubs and their capacity is strengthened, more concerted efforts are visible and such efforts have created impacts on the whole process. To facilitate and strengthen their process, children often require some support – emotional support from adults, and practical material support: ranging from small items like

hand mike to training on certain specific aspects (i.e. documentation). The support or capacity needs expressed by the children to strengthen their peace building process can be categorised into three main headings below.

VI.C Opportunities in Peace

Processes:

In Nepal opportunities were created

for children to participate in Constitution Assembly Election process. In number of occasions children had expressed their desire

to be part of the election process so that they can influence the process for the benefit of the children. For

this also nation wide process was collectively initiated by the organisation working for children. A number of mini consultations were

organised at the district level and below. Towards the end, a national consultation was organised inviting children from 68 districts to draw their views (demand) and their declaration was handed over to the Speaker of the House amidst the presence of representatives from political parties.

“Various informative activities like street drama, school enrolment campaign, vital

registration campaign, children as zone of peace conducted by children gives a

feeling that in true sense they are real agent of peace and future policy makers” – expressed by a local social worker of Bandipur Tanahun district

Most Significant Findings (of children and young adults):

ç Children learned about explosive materials and weapons

ç Children are protected from drug abuse ç There is a sense of unity among the children ç Children’s games/ play are different – for

example, children’s play imitates fighting

between the government and the rebels. ç “There was no a positive attitude. We have

changed our attitude. We have unity among the students and we are active in extra-curricula activities. Child Clubs are involved in deciding who should get scholarships, as we know whose economic status is what”.


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CHAPTER VII. Key Messages from Children

Children and young people were quite appreciative of the peace initiatives at individual as well as at Child Club level. As discussed earlier, they have conducted

wide range of activities at various level and plan to go on organising such activities through child clubs. To continue their activities child clubs have expressed support they the need (see Box 7 below). Members of the community are also interested to support children initiative so that peace messages are spread in the surrounding

VDCs. Box 7: Capacity needs for children for peace building

‘School as a Zone of Peace’ is being promoted to prevent the armed forces (Maoist,

Government army and police) from entering schools. Child Club members are participating in Yuva Munch (Youth Organisations) and

in radio programs. Children are invited in Mother Group meeting to share their views and

initiatives. These programs have an impact as children are able to share more information and their views and experiences among

children and adults in the community. Street drama is used at local and district levels have

attracted good attention of adults, political parties and government officials.

Children and young people have been emphasizing more peace education and messages within the community and more action

from responsible parties like government authorities. They have interaction with political

parties and wish to submit a written document to political parties conveying children messages.

VII.A Children’s Memorandum

On the above backdrop, children and young adult from three districts in a national

reflection workshop on Dec 3-7, 2007 held at Pokhara produced “Children’s Memorandum” the key areas of memorandum are as follows

1. The importance of Child Clubs

Well run Child Clubs help to improve quality education and contribute to community development and child protection

Support needs: ♣ Bag for carrying research materials ♣ Digital camera (not disposable) so that it

works for longer periods ♣ Parachute game for use during rallies and

cultural programmes ♣ Hand microphone for use during rallies and

advocacy programmes ♣ Musical instruments (guitar, flute, drum) and

local costumes for street theatre ♣ Access to small funds/ allowances for

transport and refreshment when organising local programs as it is hard to work on an

empty stomach. ♣ Need a policy for a district level network – a

Child Development Forum ♣ Need access to publish our articles in the

newspapers ♣ We need a fund to conduct interactions/

workshops among different Child Clubs.

♣ Exchange and learning from other countries ♣ Capacity building support training on subjects

like street theatre/ drama, information analysis, documentation and report writing skills, on peace building – including facilitation skills for peace building, leadership skills and how to strengthen our Child Clubs,

inclusion and inclusive behaviour (for example to include children with disabilities)

-0-0-0-0-


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2. Inclusive and active participation

Child Club members should be involved in every sector of community life, and

children’s voices should be listened to in families, schools, communities, society and nation. Decision-making should be inclusive of all children and all forms of social discrimination should be ended

3. Building the capacity of all Child Club members

Building the capacity of all Child Club members is required to develop the activities and identity of Child Clubs so that Child Clubs are made more sustainable and have increased co-ordination with others

4. Ending all forms of social discrimination

Ending all forms of social discrimination is needed to prevent and address all forms of abuse against children and women, and to increase children’s participation.

5. Promoting Peace Building

It is crucial to listen to the views and experiences of children affected by armed conflict. Children’s voices should be heard in all decisions affecting them. Child right programs should be broadcast to promote peace in the community.

Box 8: Children’s message for new constitution of Nepal

1. Arrangements for free, compulsory, practical, life skills focused and qualitative education for children from grade one to 12 including emphasis on early childhood development education.

2. Religious schools should also receive facilities on par with the facilities of government schools.

3. Schools, Child Clubs and any institution related with children should be declared as a zone of peace and the declaration should be implemented and respected by all parties.

4. Arrangements for free and easily accessible health service and medicines to all children 5. Arrangements for appropriate health, education and other facilities for children with

disabilities 6. Implement ban children’s participation in armed and political activities and arrangements

for protection for children affected by the conflict 7. Arrangements for at least one juvenile bench and correction home in each district 8. Protection of children from all types of violence and discrimination

9. Participation of children in policy making, planning and implementation and allocation from the district level budget to child clubs for their activities

10. Implement ban on rituals and social practices like child marriage, trafficking, Chhaupadi and Kamlari, which have negative impacts on the development of children

11. Safe arrangements for orphaned children 12. Children’s participation in the constitution making process

This event was organised through a consortium of organisations working for children’s rights along

with Save The Children Alliance, Action Aid Nepal, UNICEF, World Vision International, Plan Nepal

and National Human Rights Commission.


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CHAPTER VIII. Moving Forwards

The Thematic Evaluation, unlike many prevailing methods and approaches of conventional evaluation is quite different in many respects. Primarily, it applied FDR

process and was child led as opposed to adult led. Therefore it was a dynamic process leading to continuous fine tuning and reformatting the process in line with lesson learned as the evaluation progressed. As one of the objectives of the Evaluation was to “Contribute to learning through documentation and analysis of the

process and lessons learned”, the design, process; selection and use of different participatory tools, adherence to principle of CRC and ethical standards, and children involvement was done in such a way that “maximisation of learning by children”

received highest priority.

VIII.A Key recommendations

As a way forward, following key recommendations and ideas are presented in this report as drawn by the children and young people along with the evaluation team.

• Children’s participation as a cross cutting theme of Save the Children Norway should be measured across all interventions directly or through PNGOs. As proven during Thematic Evaluation, participatory methods and tools need to be used with the direct involvement of children concerned.

• The fact that child clubs have played significant role in promoting children’s participation in wide range of activities as well as offered a protective mechanism in difficult situation (i.e. conflict), calls for an increased attention to promote and support child clubs as means to achieve greater child

participation. Child Clubs needs to be supported to implement their recommendations and local plan to ensure democratic and inclusive process in the Child Clubs.

• While the conflict related experiences of CAAFAC are similar to other children,

their orientation, needs and expectation are different. Therefore, a careful approach is necessary to promote participation of these children in meaningful social and educational activities.

• Promotion of and acting on Children Memorandum is essential so as to give

voice and recognition to the concern of children within the organisation and outside. Moreover, the efforts made by children during the complete cycle of Thematic Evaluation which culminated into the children memorandum makes

it even more important for Save the Children Norway to promote and support it.

• Continuous efforts is required to sustain the current enthusiasm, willingness, skills and momentum of peace initiatives of children, in particular in following

initiatives of the children

o Media activities of children; Handbook on Peace – which needs continuous advocacy and upgrading regularly.

o Newsletter initiatives needs to be continued with greater involvement of children (child clubs, Consortium of child clubs)


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o Global peace album prepared with contribution of Children is expected to influence national and international policy development as well as

resource mobilisation process. o Other initiatives like children participation and contribution in forums

like Yahoo Groups needs to be further promoted. There are different options and technologies available at the local level for such initiatives.

The possibility of utilising (and supporting) such opportunity (i.e. rural tele centres) needs to be explored.

Box 9: Impact on Children – Now I can say (case 1)

Box 10: Impact on Children – Now I am heard (case 2)

I can say - A boy from Mid Region - Enhanced skills: I could hardly express my opinion in past. I was less aware about the impact of armed conflict on other children. I did not know that many other children were used in armed

conflict. My taking part in this research has enabled me to share the abuses that I experienced. I can now analyze the reason of children playing with toy- weapons. I came to know about how children were compelled to engage in armed conflict. After being participated in this study, I have opportunities as well as ability to campaign about impact of armed conflict on children and on peace building.

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I am heard I was nominated as a president of a newly formed Deep Jyoti Child Club in 2061. It was a unanimous nomination. After the formation of child club we all member got orientation on Child Rights and started to levy Rupees 10 per month to support the Club. Then after, I came to Gulariya – District Head Quarters, for leadership training. It was my first visit to Gulariya. Initially, I was afraid because of totally new friends and more conscious on

the surrounding of this new place. After being introduced and mixed up during the sessions, I felt comfortable. After getting involved in CC and different orientation training on child rights and other related issues of children, I built up my knowledge and confidence. I got an opportunity to be a member of School Management Committee and Treasure of District Child Forum. I was invited by Mother Group, in Parents’ meeting in School, in Review Program in District. Now, I am heard in community and family, which was not the case in past. I got an opportunity to meet children of different countries

while visiting Uganda – during start up workshop on Thematic Evaluation. I shared the learning of the workshop in school and child club. The perception of community adults towards me has been positive. I wish other children like me would get such opportunity.

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