Expressing Identity and Multiculturalism in Youth/ Scalable Strategies for Youth Creative Potential Development, Pakistan
The Monitoring framework is derived from the Project objectives, expected outcomes, results framework and the findings of the baseline survey. The objective of the monitoring framework is to observe, document, comment on project progress, efficiency, and effectiveness; and guide the project towards becoming a part of the local development process. The monitoring is proposed to be carried out quarterly with a reported feedback to the project team and the project director.
The main objective of the project is “to strengthen youth creative potential and reclaim public, social spaces to turn them into inclusive platforms where young women and men can work together to build secular identities and enjoy full citizenship without the threat of violence”.
The specific objectives of the project are to:
- Create conversations around youth creative potentials and avenues (existing and possible) with key stakeholders through competitions and seminars and interactive workshops through mass media, social media.
- Action research on key Creative fields (art, literature and performing arts) to evolve strategies for opening up avenues for youth Creative potential development.
- Document and demonstrate strategies and areas for deepening the impacts leading to identifying risks and mitigation measures and opportunities for scaling up
The expected project outcomes are:
- Youth using civic and cultural spaces for social harmony messages to gain over violent extremism ideology.
- Increased public awareness of youth issues such as new social paths, new forms of learning, and communication
- Increased collaboration and networking among youth to overcome the process of exclusion from mainstream art and development
- Spaces for youth engagements and dialogue expanded, and youth creative assets are developed to counter the attraction of violence and exclusion
- Increased evidence base and data on youth creative potentials, identity and avenues for youth participation.
- Program strategies enabling youth (men and women) to counter violence and exclusion.
- Societal values and attitudes towards youth civic engagements improved.
- Increased understanding of youth issues at the public policy level
The Results framework is as given below.
|Objectives||Indicators||Means of verification||Risks|
Civic, cultural and social inclusion of youth
|– Increased participation of girls and young women youth clubs, art and literary functions, publishing and art exhibitions, community development activities, and social and mass media
– Joint activities of youth groups with different identities
· Media reports
· Research reports on youth
· Global and regional shifts in economic and political policies and alliances
1. Youth using civic and cultural space for social harmony messages to gain over violent extremism ideology
2. Spaces for youth engagements and dialogue expanded, Youth creative assets are developed to counter the attraction of violence and exclusion
3. Societal values and attitudes towards youth civic engagements improved.
– Youth organized programs for
– Youth messages in media and public events
Stakeholders sponsor youth events
– Coordinated Youths participation in social media, art and literary institutions, cultural events
· Process documentation
· Media reports and website hits
· Sponsorships made
· Institutional reports
· Radical groups threat to cultural institutions
· Government media policy and censorship
1.1. Increased public awareness of youth issues such as new social paths, new forms of learning, and communication
1.2. Increased collaboration and networking among youth to overcome the process of exclusion from mainstream art and development
2.1 Increased evidence base and data on youth creative potentials, identity and avenues for youth participation.
2.2. Program strategies enabling youth (men and women) to counter violence and exclusion.
· – Increased collaboration and networking among youth to overcome the process of exclusion from mainstream art and development
· 3.1. Increased understanding of youth issues at the policy level
– Youths creative works and events
– Thematic (we are the answer) projects undertaken by youth groups and alliances formed
– Programs involving young mothers and/or about young mothers
– Published articles and media programs
– Policy papers and budgetary provisions
– conferences on youth issues
– IEC materials on youth issues and their problems
· Youths works
· Event reports
· Partnership MOUs
· Media reports
· Published articles
· Policy papers
· Annual budgets
· Security threats by radical groups and conservative forces
· The government may not permit public events
· Youths training and capacity building in creative potentials and organizational management
· Establishing linkages between youth groups and cultural institutions
· Media and public events including press conferences and seminars
· Policy dialogue
· Interactive workshops for youth particularly for girls and young women
· Competitions and cultural events for selected youths including girls
· TV and radio programs, web-based events for dissemination of research findings and knowledge sharing
· Youth – Stakeholders’ conferences with separate events for young women
· Workshop report
· Competition entries and results
· Recordings of programs and events
· Conference reports
The project will be implemented in the following steps:
Stage 1: Baseline Survey (3 months)
- Appointment of consultant for design and conducting baseline survey (BLS)
- Review of literature related to the BLS objectives
- Developing and testing BLS tools
- Selection and training of survey team in the use of BLS tools
- Survey and data collection, coding and compilation
- Analysis and reporting
Stage 2: Pilot Interventions
- Collaborative design workshop
- Formation of Literary and Art Forums at the district level
- Organization of seminars (6) at the district level
- Training 200 youths through Creative Expression Workshops (CEW)
- Youth actions around the theme “We are the Answer”
- Organize Youth Response Dialogue Forums
Stage 3: Dissemination of Youth creative works
- Social media events
- National Youth Art and Literature Forum in Quetta and Islamabad
- Publication and dissemination of bindings on literature and artworks
- Documentation of action research project and policy advocacy
Project Beneficiaries, Stakeholders and Personnel
The project will be implemented in District Quetta, Loralai and Sibi.
Main beneficiaries of the project are youth defined as young men and women in the range of 18 to 29 years and vulnerable to violent extremism, and young women and young men and women from religious and sectarian minorities who are victims of violence.
The main stakeholders are local (from the same province, district and/or same neighbourhood) social and cultural activists, community leaders, literary and cultural group members, artists, and officials and staffs of concerned Government organizations. The project will also partner with media houses and corporate social responsibility departments.
Project personnel will be drawn from CYAAD head office and recruited locally from Baluchistan. The project will also recruit a consultant and survey team for the baseline survey. See the list of project personnel with their responsibilities.
Major Risks to Project Implementation
Major risks to project implementation are:
- Public and Government institutions are challenged with radicalization and pose serious risks to safe implementation of project activities unless mitigation measures such as involvement of Government and religious leaders approvals are sought before start
- Government laws on Cyber Crime and PEMRA regulations have to be adhered to although they may limit efficient dissemination
- Pakistan Home security arrangements may constrain timely and full implementation of activities unless Interior Ministry approvals are obtained before project implementation
- Uncertain Weather risks leading to natural calamities and breakdown of communication and infrastructure could cause delays and may require changes in the plan.
Findings from the Base Line Study
The main findings from the baseline survey are as given below:
- A list of 12 indicators with value range was drawn up for BLS
- Sample questionnaire (see attachment) survey was carried out in Quetta, Loralai and Sibi district of 120 young men and women each
- 2 focus group discussions were carried out and 5 key informants ( 8 males and 7 females) were interviewed in each of the 3 districts (short introduction of each of the participants are given below by category and place)
- Responses to identity issues are based on youths given identity which they take as fixed and are not critical of them. They consider identity to be linear, particularly the younger respondents. E.g. forty-nine percent of the youths responded that they have a single identity and sixty-seven percent said that their language is superior to others
- Results from the BLS show that:
- Identity is linear and justifies discrimination
- Gender balance is accepted in terms of education but nor ready to give women the right to employment and decision making. Respondents consider women safety depends on her staying home
- Modern and Madrassa education are equally acceptable
- Creative professions and forms of expressions are considered taboo and allowed mainly for religious minorities. Muslim boys maybe allowed practising creative expressions, girls are discouraged – “a good woman is a silent woman”.
- Poetry and storytelling are largely acceptable forms of literary expression
- Opportunities for literary expressions are open mainly to boys from Muslim families
- Creative and artistic forms of expressions are allowed for religious minorities, particularly related castes or occupation-based groups
- There is a high degree of discrimination of religious and sectarian groups. Ethnic and sectarian minority groups are excluded and victimized to the extent that they leave the place
- Larger number of respondents said that Islamic Shariat and democracy are the best form of governance but most cited Saudi Arabia as the ideal form of governance
- Eighty percent of respondents dislike gender-based violence and 55% suggest women should stay at home to remain safe.
- Seventy-five percent of respondents said cultural diversity is good, while 52% said that society should return to older ways of living and 29% said that the Modern way of living is not suitable
- Majority (43%) of the boys want to join the Armed forces or Government departments. Those in urban areas wish to become businessmen. Few of the respondents who are mainly from religious minority groups want to take up a creative profession
- Majority of the girls view themselves in future as housewives. Of those who wish to adopt a profession, the majority see themselves in the teaching and medical profession. Very few see themselves in creative professions as artists and writers.
Collaborative Workshop Guidelines
BLS confirmed CYAAD project methodology as appropriate for meeting project objectives. At the collaborative workshop it was suggested that the seminars, forums and workshops should focus on:
- Art and literature exercises and other forms of creative expressions as a hobby building exercise
- Starting the program in collaboration with local educational and cultural organizations, and where possible in partnership with Government programs
- Interventions that are in a continuum with CYAAD previous project activities in the area and consistent with CYAAD approach to development and keeping with the “We are the Answer” theme
- Select participants from fresh cadres in educational institutions and illiterate and community youths
- Senior artists and writers and mid-career professionals as trainers
- Dialectical identity discourse emphasizing plurality and overlapping identities
- Exposure to art and literature in a multicultural society with an emphasis on inclusion and acceptance of dissent and differences
- Giving equal attention to knowledge, skill and attitude building and local language
- Utilizing the role of an accepted local leader as a mediator in a conflict situation such as a teacher
- Use of audio-visual aids and real-life situation learning as assignments for concept building
- Bringing arts, literature and performing arts together and create an interactive forum for learning creative expressions
- Gender segregated learning spaces and women facilitators especially in rural settings to encourage girls participation and reduce chances of conflicts
- Avoiding topics and themes that enhance the project risk factors and move sensitively towards social media, particularly where this might pose a risk of conflict
- Utilizing project interventions to open up new entrepreneurial opportunities for future role models