EXPANDING COMMUNITY APPROACHES IN SOUTHERN THAILAND | KM NOTE 3 Youth-focused Community-Driven Development Results and Lessons Learned Background In January 2004, a century-long struggle in Thailand’s In 2007-2008, the World Bank through the State and southernmost provinces of Pattani, Yala, and Narathiwas Peace-Building Fund (SPF) provided technical assistance to that had been dormant for decades broke into open the Thai Government to help understand the con ict and violence. Since then, killings and bombings have been recommend ways to facilitate con ict resolution in these regular occurrences – claiming the lives of over 4,000 areas. To complement the con ict study, additional grant people. funds were obtained to examine gender-related dimensions of con ict impacts and ways to engage youth – given The con ict stems from various factors, key among them international experience identifying them as a risk group – are the following: lack of suf cient sensitivity towards Malay and enhance their participation in community activities. ethnic and religious identity and language and limited Together these studies and activities informed the design political integration, including under-representation of of a second phase to pilot community approaches in the Malay-Muslims in local political and government structures. con ict-affected areas. Relative economic deprivation as well as government policies and approaches since 2004 contribute to the sense of injustice. 1 Facilitating Community Driven Development in Con ict-Affected Deep South This note, the third in a series of brief, operationally relevant Project Description pieces meant to inform a broad range of stakeholders about the design, implementation, and results of the Piloting The youth project provided ve block grants of approximately Community Approaches in Con ict Situation Project, THB 120,000 (USD 3,400) to youth groups in four summarizes the lessons learned from the grant entitled communities and one youth network in southern Thailand Piloting Youth-focused Community-Driven Development for local development activities that youth themselves (CDD) in the Con ict-Affected Provinces in Thailand. identi ed, proposed, and implemented. Project Management Project Objectives Management of the Piloting Youth-focused CDD Project was Implemented between November 2008 and June 2009, the responsibility of the Local Development Institute (LDI), the objectives of the youth-focused CDD pilot project were to: a non-governmental organization that aims to promote community, local, and civil society strengthening. Community Engage with youth in the con ict-affected areas, to give them facilitators, three females and two males – four of whom voice, as well as build leadership skills so that they are were Muslim and one Buddhist, were hired by LDI to work positive contributors to peace building; with each group to ensure implementation of the CDD approach as well as establish relationships with key leaders Engage with local development agencies that work with in the participating communities, sub-districts, and civil con ict-affected youth; and society organizations in the area. Document lessons learned from youth-focused CDD and other initiatives, deepen understanding on the conditions of youth in the con ict situation in the south, and examine their potential contribution and challenges towards peace-building. 2 Lessons Learnt from Facilitators 1. Information and Institutional Preparation. Given the risks associated with engaging youth in con ict-affected areas, at the start of the project a letter was sent to key government of cials, including the Southern Border Provincial Administrative Center (SBPAC), key security agencies, governors of the three provinces, sub-district of cials and community leaders to help ensure “space” for the project to operate. After project sites were identi ed and community facilitators hired, a project orientation workshop was held to introduce facilitators, community leaders, and members of participating youth groups to the project’s objectives and operational guidelines. Selection of Participating Youth Groups 2. Social Preparation and Sub-project Planning. Facilitators, with the help of key formal and informal community leaders Participating youth groups were selected using research data (men and women) invited to advise the project, worked to from the SPF con ict study as well as information from civil gather a representative group of youth (male and female) in society organizations active in the area. Criteria included each community. Once formed, the youth committee communities where 1) provincial coordinators had experience conducted an assessment of community needs and working together with community leaders, 2) there were priorities. suf ciently strong youth group leaders, 3) there were some activities in which both Muslims and Buddhists participate, 3. Proposal Development. The proposal development process and 4) it was suf ciently safe to work. The target youth involved a series of meetings, guided by the facilitator and network was selected given its inclusive membership and respected adult advisors, where youth were encouraged to experience working with a range of groups within and outside voice and discuss their ideas. Documentation was completed the areas. and proposals were then forwarded to LDI for approval. Sub-project Cycle The project’s block grant cycle consisted of six main steps typical of a CDD project, although adapted due to the small size of the grants, the limited capacity of target group members, and the abbreviated implementation period. 3 Facilitating Community Driven Development in Con ict-Affected Deep South 4. Proposal Consideration and Approval. Almost any type of Strong ownership as demonstrated by youth group and/or social and economic investment was eligible for nancing, community contributions; including small-scale infrastructure, capacity-building, and livelihood activities. Technical and nancial feasibility; and LDI appraised the proposals against the following criteria: Inclusion of an operation and maintenance plan. Activities were identi ed and prioritized by youth groups Upon approval, LDI signed a contract with the youth within the communities; implementing committee and transferred funds to an account opened by the youth group and facilitator. Inclusiveness, coverage and sustainability of bene ts; 5. Implementation. Youth groups, with the assistance of the facilitators and LDI oversight, implemented sub-projects according to steps outlined in the proposal. Training in leadership was provided during the implementation period. Regular forums provided opportunities to review progress and share implementation challenges. 4 Lessons Learnt from Facilitators 6. Completion. Once activities were completed, LDI In the village of Joairong, Moo 1, in Narathiwas, the youth conducted a workshop with facilitators and participating group (with nine members on its administrative committee youth groups to share experiences and lessons learned. and 18 on the implementing committee) assisted by the The groups visited each other’s communities to further village leader and his assistant, a local religious leader, enhance learning. teachers and other adults, constructed a community shop that they manage as a cooperative. The shop is an important space for informal community leaders as well as adults and youth to gather. The group also makes handicrafts that it sells at the community shop and souvenir outlets in the district. Activities Implemented The ve grants nanced a diverse range of activities identi ed, prepared and implemented by youth that bene ted members of the planning and implementing committees, youth groups and the wider communities. In Yala (in the adjacent sub-districts of Neun Ngam, Wang Paya and Kotor Tuerra), the 11 members (male and female) of the Peace-building Youth Network, assisted by representatives of the three sub-districts authorities involved, village heads and other respected adults, organized a youth football league, and In Pulajemudo, Moo 5, in Narathiwas, 19 members of the revived activities in ten religious schools (Ta Di Ka) that since youth group with three adult advisors constructed a youth the unrest had been largely suspended. The network also center. Once the center was completed, female youth were equipped and continues to manage the operations and provided training in cloth making and tailoring. activities of a community library/learning center. 5 Facilitating Community Driven Development in Con ict-Affected Deep South In Kuannori in Pattani, a 12-person committee constructed Outcomes a youth center on donated school land, and repaired the football goals on an adjacent eld where they play every According to LDI, and more importantly, the participating evening. youth themselves, the project yielded signi cant results. The fth block grant supported a youth committee working 1. Engaged youth with youth networks to provide media training for 80 youth, produce and air a short news segment on the Kuanori youth With its focus on placing youth at the center of the group, and establish a website to enhance communications decision-making, implementation and management process, about the youth network on issues relevant to the Southern the project’s approach succeeded in increasing the amount provinces. and quality of youth involvement in community activities. 2. Increased capacity Involvement in the project enhanced the capacity of youth to identify, plan and manage local development activities. Participating youth reported increased self-con dence, the ability to express themselves and leadership skills. Enhanced capacity increases voice and in turn encourag- es engagement. 6 Lessons Learnt from Facilitators Lotus (drawing by youth) Leading the Way (drawing from youth) “I am like a lotus which has leaves under water, meaning “In the past, I always follow others because I was shy, not I never knew my own potential nor was able to improve myself. good at speaking and have no confidence like a fish that After participating in the project, the lotus begins to grow swam at the back of the shoal. Now I am confident, dare leaves and gradually emerges from the water. It means that to express myself and made friends fun in working the project has given me the opportunity to learn and form together. I am happier like a stronger fish that can lead self-confidence including realizing my own capacity. I am the shool.” (Sagariya from Yala) comfortable speaking and exchanging opinions with others. And I feel more accepted and willing to improve myself.” (Almin from Joairong) 7 Facilitating Community Driven Development in Con ict-Affected Deep South 3. Met youth priorities 5. Enhanced relationships and social cohesion The activities nanced by the block grants directly responded Project design recognized the tensions that exist between to the expressed priorities of the youth themselves, thereby youth and adults in con ict-affected communities. By enhancing owner ship of and commitment to the providing opportunities to work together towards a common implementation and management of project activities. objective, the project appears to have helped to build and strengthen relationships among youth (male and female) 4. Mobilized support and inputs within the communities, youth in neighboring areas, youth and adults (e.g., village leaders, teachers, parents and other Youth in all communities mobilized signi cant support and respected persons), and youth and local authorities. The inputs from other community members and local sharing of experiences encouraged by the project broadened organizations. In Yala, the Fourth Army Regiment opened the the perspectives of the youth involved and increased their rst football match attended by over 2,000 villagers and openness to learn. The enhanced communication and trust representatives of the Tambon (sub-district) Authority built could make a positive contribution to con ict reduction. Organization (TAO). The TAO sponsored awards for the tournament and Ta Di Ka activities and constructed a new building for the community library. SBPAC also participated in the Ta Di Ka activities and donated ten computers to the librar y. The youth group mobilized the donation of books from ten Bangkok-based organizations. Youth in Narathiwas requested and received newspapers for the community center from the TAO. The TAO civil engineer helped design the building and provided construction advice. Friends (drawing by youth) “In the past, I lived in the community on my own. Now I get to know each other, working together binds us together and we have more friends and more unity.” (Won from Pulajemudo) 8 Lessons Learnt from Facilitators 6. Improved image 1. Create “space” in which to operate The constructive engagement of youth in productive Informing the military, local government of cials, community activities improved the image of youth in participating leaders and other such parties about project objectives, communities. Although dif cult to substantiate, this approach and meetings before and during implementation engagement has repor tedly helped to weaken the was critical to creating the “space” necessary for youth to connection between youth and insurgents in these areas. engage in community activities. Initial and more formal written communications were followed by meetings and introductions to members of the youth committees. The Lessons Learned military, local of cials, community leaders and parents were all invited to attend meetings as observers and all project- The project yielded important experiences and lessons related information was made available. These measures, relating to the engagement and role of youth in community which promoted openness and transparency, helped reduce activities. These lessons, identi ed by youth and facilitators, suspicions on both sides and resulted in productive were shared during a two-day workshop held at the end of collaboration noted above. the project. 9 Facilitating Community Driven Development in Con ict-Affected Deep South 2. Clarify expected roles and responsibilities of youth and 4. Ensure female involvement local leaders The inclusion of female youth in sub-project processes The project approach placed youth at the core of the proved a challenge and learning opportunity. In all the decision-making process. Given the traditional roles formal participating communities (although to varying degrees), and informal community leaders typically play in local there were distinct physical separations between males and development, it was necessary to specify the expected roles females stemming from Muslim traditions (e.g., partitioned and responsibilities of local leaders. school classrooms). Despite the challenges, facilitators successfully sought and in most cases secured the A solid understanding of project procedures by all participation of female youth by encouraging groups to align stakeholders allowed youth to assume the central roles in responsibilities and activities with the quali cations and planning and implementation while local leaders and interests of members. In certain communities, this resulted respected elders played important advisory and otherwise in activities speci cally for female youth (e.g., sewing classes supportive roles. The suspicion placed on male youth in and making souvenirs) while in others females played core the con ict areas required that youth activities not be and suppor ting roles, such as providing nancial separated from and bene t the wider community. management and accounting advice to community shops and announcing at football games. 3. Provide intensive support Respected male and female community elders (including The newness of the CDD model meant that youth groups religious leaders) played important roles in encouraging required intensive and continued support throughout the female par ticipation, in par t by being present at all project. Facilitators spent considerable time, capacity and meetings. The quantity and quality of female participation strategy in trying to ensure widespread inclusion of youth in LDI-convened forums visibly increased. in the sub-project process. Facilitators consulted with individuals and small groups in advance of larger 5. Allow for flexibility and longer timeframe forums, explored ways of engaging females, coordinated with village leaders and other adults, elded inquiries and The relatively low capacity and limited experience of youth concerns of parents and sought out “connectors” (e.g., a in the con ict-affected southern provinces necessitated highly respected teacher). repeated clari cation and simpli cation of procedures, communication in Malayu, and other adjustments such as Project facilitators had to be knowledgeable about the frequent, short meetings to maintain momentum. The community development process as well as possess restricted timeframe limited the type of activities that could intimate knowledge of the communities in which they be implemented. Outcomes would have been enhanced if worked, gender dynamics, Muslim traditions, and the role project support had been provided over a longer period of of village elders and leaders as well as signi cant levels of time. trust demonstrated through experience working in their speci c communities. The quality of facilitation was identi ed as a critical determinant of sub-project impact. July 2010 For more information on the project, contact: Pamornrat Tansanguanwong ptansanguanwong@worldbank.org Poonyanuch Chockanapitaksa pchockanapitaksa@worldbank.org Tel: +662 686-8300 KM Notes are produced under SPF Grant TF094106. 10 Lessons Learnt from Facilitators Knowledge Management Note Series No. Title 1. The In uence of Con ict Research on the Design of the Piloting Community Approaches in Con ict Situation Project 2. Gender and Development in Thailand’s Con ict Areas 3. Youth-focused Community Driven Development: Results and Lessons Learned 4. Creating “Space” for Interaction: Description of CACS Project Operations 5. CACS Project: Monitoring and Evaluation 6. Community Driven Development: Findings and Applied Learning 7. Peace-building Partnership Fund: Findings and Applied Learning 8. Practical Lessons for Improving Livelihoods Opportunities in Con ict Contexts 9. Facilitating Community Driven Development in Con ict-Affected Deep South 10. Access to Finance: The Case of Muslim Minority in Southern Thailand 11. Deep South Incident Database: Context, Development, Applications and Impact 11 World Bank Thailand 30th Floor, Siam Piwat Tower, 989 Rama 1 Road Pathumwan, Bangkok 10330 Tel: +66 2686 8300 Email: thailand@worldbank.org http://www.worldbank.org/thailand Supported by