A Partnership Between the City of Naga and the University of British Columbia

Report on Youth Development in Naga City:

Submitted to Mayor Robredo, The Naga City Planning Department, and Dr Nora Angeles Daniel Paola Cassaigne, erson, Meg !aul"ner, Diana #eung, and Charlotte $umphries %n &une ', ())*

Acknowledgements This research project would not have been possible without the generous help, guidance and smiles of countless City staff, dedicated community members and Nagueo youth. The UBC Team for outh !evelopment e"tends our heartfelt than#s to members of the $teneo de Naga University %tudent Council, Councilor $llen &eondanga, members of the %angguniang 'abataan, %ir &euel Barrios, (ary $ndre )im, members of 'alipi, the (issionaries of the *oor, outh for Christ, %arah and %arah, and +ather )ouis, for their willingness to spea# with us and for sharing so many insights. ,e than# the youth in *acol for sharing with us their magical dreams, and (rs. !oringo, (rs. &amire- and (r. Clerigo for ma#ing that day possible. ,e also than# the members of the .//0 City outh 1fficials, especially Nhel and %ally for their constant support and the brave and #ind $teneo de Naga University volunteers for showing us the ropes. ,e certainly could not have completed this report without the support of $loha, (iguel, Carmela and little 2acob, at %urfer3s 1utpost internet caf4. To &ose, Chit, 2erry and ,illy, from the Naga City *lanning !epartment5 you have shown us true generosity. ,e are grateful to 6ice (ayor Bordado and (ayor &obredo for giving us this opportunity and opening the doors to City 7all. +inally, we send out our love to !r. Nora $ngeles, a professor li#e no other8 ,e are grateful for all your courage, support and warmth. %alamat po8 !yos mabalos po8 The UBC Team for outh !evelopment

Table of Contents About the Authors Executive Summary 9. Introduction )imitations A. Core Concepts :. %upporting a 7ealthy outh ; Community <=uation igure !."# 7ealthy outh ; Community <=uation .. +ostering (ultiple %tyles of outh Citi-enship $ox !."# Types of Citi-ens >. <ngaging outh *artners in Collaborative ?overnance @. ?uiding *rinciples of outh !evelopment $. %aga Context :. outh and )ocal ?overnance in Naga .. outh in Naga II. &ecommendations $. Naga City outh !evelopment +ramewor# B. 'ey +indings Table !."A %,1T $nalysis C. !efinitions and &elationships igure '."A &elationship between *rograms :. Benefits !. (outh )evelopment *lan. :. ?reat *ractices .. $ctions and %trategies E. (outh Coordination Council :. ?reat *ractices .. $ctions and %trategies . (outh Coordination +ffice :. ?reat *ractices .. $ctions and %trategies ,. +pportunities and Challenges :. 1pportunities .. Challenges III. &ecommendations to Improve Existing *rograms $. &ecommendations for the 9mprovement of the %angguniang 'abataan B%'C B. &ecommendations for the 9mprovement of the City outh 1fficials *rogram BC 1C I-. &ecommendations for the Establishment of %ew *rograms $. outh 1perated Community ?arden :. 'ey +indings .. ?reat *ractices >. $ctions and %trategies

@. Challenges and 1pportunities $. (outh .ealth *romotion :. 'ey +indings .. ?reat *ractices igure /."A ?lobal outh 6oices %i" *hase (odel >. $ctions and %trategies @. 1pportunities D. Challenges C. Creation of a .eritage *reservation Course ). Collective &emittances for (outh )evelopment in %aga :. 'ey +indings .. ?reat *ractices >. $ctions and %trategies @. Challenges -. Toolkit A. (outh Engagement Tools :. outh +riendly Chec#list .. $ccessibility >. *romotion of outh <ngagement @. *artnerships D. CapacityEBuilding $. (outh )evelopment and Community $uilding :. 6isioning .. Community (apping for outh in Naga >. Communications @. <E?overnance for outh in Naga D. (edia Technology a. $ccess to (edia <ducation %ociety B$(<%C b. Community &adioA outh 6oice +( C. )ata ,athering and &ecord 0eeping :. outh *articipatory &esearch and <valuation .. outh *articipatory (onitoring +ramewor# -I. Conclusion

A**E%)ICES# A**E%)I1 SECTI+% A# Tools $E:A *articipatory (onitoring +ramewor# $E.A outh <ngagement $ssessment Chart A**E%)I1 $# *rograms and &ecommendations BE:A ,hitehorse outh !evelopment *lan &is# and *rotective +actors Chart BE.A Naga City outh Coordination Council +ramewor# BE>A 7eritage Course Curriculum 1utline A**E%)I1 C# &esearch 2uestion *rocess )evelopment CE:A %evenE%tep (odel F !evelopment of a &esearch Guestion

A**E%)I1 )# Interviews !E:A City outh 1fficials BC 1C !E.A %angguniang 'abataan B%'C !E>A outh of the *acol Urban *oor Community !E@A %' Chairperson !EDA C 1 9ndividual (ember !EHA 'alipi !E0A Brother of the (issionaries for the *oor in Barangay Cararayan

9n my vision 9 saw many things that 9 love. 9 was very grateful that people were united to do good things. 9 saw my family very happy because they have a good life. 9t is because of my dreams that 9 fulfill. 9 saw *hilippines is now a better place. There are no poor people, no crimes, no corruption in the government, no shortage problems. 9 wish that what 9 saw today is real one day. Carl. 16 years old. Pacol.

About the Authors *aola, !an, (egan, !iana, and Charlotte are completing their (aster3s in planning at the %chool of Community and &egional *lanning in 6ancouver, British Columbia, Canada. *aola Cassaigne F $s a child, *aola could be found spea#ing out in school against the unfair treatment of others or perhaps in a bac# yard, scrambling up a tree. Today, she brings that same passion and enthusiasm to the wor# she carries out. *aola is studying social planning and international development and she is always ready to catch a glimpse of magic in the world around her. !aniel ?erson F !an3s studies in youth engagement and social development have ta#en him from 6ancouver, to Bra-il, and now to Naga City. 9f he isn3t dancing on stage at *la-a Gue-on, you3ll probably find !an sharing a coffee and meal with a friend, deep in friendly discussion. (egan +aul#ner F Though a long time ago, (egan used to get in trouble with her teachers for being little Imiss messy3 in class, today she is a stand out student, studying heritage planning and international development. The wonderful people she has met in Naga City will inspire her forever. !iana )eung F !iana3s interest are in youth engagement, housing, and cultural heritage. 7er s#ills are wide and da--ling5 she climbs boo#shelves, choreographs techno dances and infuses her life with an artistic touch. Charlotte 7umphries F Clumsy Charlotte is always brea#ing things, but she feels the world can be mended with all the goodness and warmth she finds in places li#e Naga City. %he is studying social planning and hopes to wor# youth when she Igrows up3.

Executive Summary Current research into youth development shows that cities can ta#e proactive steps to promote youth health, wellEbeing and positive values. $ccording to this research, a youthEfriendly city is one that considers the importance of interactions between youth and their communities, presents youth with opportunities to participate in a range of civic activities, thus enacting varying degrees of citi-enship, and one that promotes collaborative governance. %ince :JJ/, researchers and practitioners focusing on youth development have ac#nowledged the importance of participatory and collaborative approaches, wherein youth are considered active agents in their own development. This new paradigm is directly related to a totally new understanding of youth, not viewing them as a problem but as assets for community development. outh development is understood as an ongoing process, which should result in all youth being able to meet their basic physical and social needs, develop individual assets and competencies, and engage with their communities.

The recommendations proposed in this report are guided by three core principlesA
Supporting a Healthy Youth + Community Equation . The positive development of youth happens not in programs but in healthy communities. $t the same time, healthy and engaged youth can foster positive transformations in their communities. Today, youth policies and program are centered on youthEadult partnership, stressing the importance of the reciprocal relation among communities and youth. Fostering Multiple Styles o Youth Citi!enship . *olicyEma#ers and youth wor#ers must consider what it ta#es for youth to be active citi-ens. There are different #inds of citi-ens that relate to different #inds and levels of youth engagement. Engaging Youth Partners in Colla"orati#e $o#ernance . ,hile public participation e"ists as a vital ingredient of good governance, public participation does not e=uate to an engaged citi-enry. (any issues faced by youth are e=ually comple" and, as such, effective governance approaches must include this group as a collaborative partner in developing youthEspecific resolutions.

9n this report there are three levels of recommendationsA the first level addresses a framewor# for youth development5 the second level spea#s to the e"isting programs while the third level proposes the creation of new ones. +inally, the last level refers to specific methods and techni=ues to encourage youth organi-ing and youth engagement. The %aga City (outh )evelopment ramework brings together and coordinates the interaction of three supportive structuresA outh !evelopment *lanA a policy document created through a youth%dri#en process outlining the various actors within Naga3s youth development landscape and the way each contributes to a shared vision of the future. outh Coordination CouncilA a large umbrella organi-ation that lin#s different youth groups with one another in order to assist them in developing functional, sustainable, healthy, and cooperative relationships. The council would also be focused on wor#ing toward the inclusion of all youth in Naga in youth development programs and organi-ations, in ma#ing such programs available and accessible to all, and in developing a youth citi-enry that is comprised of competent, strong, socially conscious people.

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

9n the &ecommendations for Existing *rograms there are proposals on how the Sangguniang &a"ataan and the City Youth ' icials can play a critical role in the three structures described above. 9t also stressed the importance of modifying some functions and methods to foster a comprehensive positive development of youth in Naga.
9n the &ecommendations for the Establishment of %ew *rograms there are three suggestions to tac#le specific challenges that youth in Naga face, building on some youth and community assets that were encountered during the research.

Youth 'perated Community $arden( we propose to create a youth run and youth maintained Community %upported $griculture BC%$C project. Youth Health Promotion( we recommend that youth become partners in the Naga 7earts and (inds program in order to bring the program more in line with youth engagement strategies, and enhance its effectiveness. Esta"lishment o a Heritage Preser#ation Course( we recommend that $teneo de Naga University establish a course in the preservation of local heritage, both built and cultural. The course would act as a tool for community investment as youth would be learning to research Naga3s rich history by interviewing elders of the community on their lives and their spaces. outh would also be ac=uiring s#ills in the areas of photography, =ualitative and =uantitative research, and architectural discourse. Collecti#e )emittances or Youth *e#elopment in +aga( we recommend creating a system and structure to direct a small amount of the remittances flow towards sustainable youth community development projects, building the capacity of youth to support each other locally by wor#ing globally.

The Toolkit for (outh Engagement which comprises techni=ues developed by youth organi-ations around the globe. %ome of these tools areA

outh +riendly Chec#list outh !evelopment and Community Building B6isioning Techni=ues and Community (apping, Communications, <E?overnance for outh in Naga and (edia TechnologyC !ata ?athering and &ecord 'eeping B outh *articipatory &esearch and <valuation *articipatory (onitoring +ramewor#C

I. Introduction Current research into youth development shows that cities can ta#e proactive steps to promote youth health, wellEbeing and positive values. $ccording to this research, a youthE friendly city is one that considers the importance of interactions between youth and their communities, presents youth with opportunities to participate in a range of civic activities, thus enacting varying degrees of citi-enship, and one that promotes collaborative governance. Ta#ing into consideration this current thought on youth development, the UBC Team for outh !evelopment conducted a study of youth e"periences in Naga City. The findings from this study are based on demographic research, interviews, focus groups, wor#shops and observations. 9n general, we found that Naga City3s strengths in participatory governance and progressive youth engagement strategies provide a strong foundation for its youth services, programs and activities. These strengths are e"emplified by the prominence of such programs as the %angguniang 'abataan B%'C and the City outh 1fficials BC 1C. ,hile programs such as these have a significant impact on participants, we found limitations in the access to these programs, in the coordination of youth services within and beyond the City, and in the institutionali-ation of capacityEbuilding within youth development programs. ,e believe that Naga3s governance system and strong commitment to youth development puts Naga in a favourable position to pursue an enhanced youth development strategy. $s such, our report outlines a set of recommendations which are meant to complement current youth development efforts. 1ur report begins with a short summary of current theories on youth development in cities and an analysis of the Naga conte"t. Ne"t, we outline our main recommendation, which is to develop a Naga outh !evelopment +ramewor#, which would encompass three recommended courses of actionA B:C the creation of a outh !evelopment *lan, which would outline B.C the mandates of a outh !evelopment Council and B>C the function of a outh Coordination 1ffice. 9n the ne"t

section, we provide an analysis of two successful governmentEled youth programs, the %' and the C 1, as well as recommendations for their enhancement. Ne"t we propose a series of new programs. +inally, we end the report with a Tool#it, which includes a set of tools and strategies meant to guide policyEma#ers, youthEwor#ers or community members in the pursuit of institutionali-ed youth development. 3imitations $s with any research, we recogni-e that our understanding of the Naga City youth development conte"t reflects our positions as visitors, as well as the nature of our visit to Naga. 9ndeed, as we engaged in research, we encountered a number of challenges related to data collection5 we had a limited amount of time to gather data, we were unable to access detailed data on youth demographics for Naga, and we were unable to access records of past program activities and participants in youth programs. 9n addition, ableEbodied, inE school, and <nglishEspea#ing youth are overE represented in the research sample, as we were less able to interact with marginali-ed or nonEmainstream youth populations. +inally, data collection techni=ues were influenced by the our inability to %pea# Tagalog or Bicolano. Nonetheless we are confident that the recommendations put forth represent great practices in youth development and if enacted, would participate in the enhancement of an already progressive, friendly and happy city. $n (aogmang )ugar8

A. Core Concepts $dolescence is a time of transformations. outh at this stage e"perience rapid physical, psychological, social, and cultural changes5 they e"plore and develop their identities and =uestion their place in the world. ?enerally, youth also begin to deconstruct their environment. ,ith appropriate guidance, they may increase their awareness of social, cultural, and political issues that affect their lives. This is a critical moment during which strategic youthEfocused programs must foster youth engagement and leadership in positive action for social change. 9n the :JH/s, public policies and programs began reflecting an interest in understanding systemic problems that youth face. Up until the :JK/s, youth policies and programs focused on alternative services and preventative measures to help soEcalled Iproblematic youth3. By :JJ/, youth development was increasingly being addressed through participatory and collaborative approaches wherein youth were considered active agents in their own development. This transition from understanding youth as a problem, to viewing them as young people whose assets should be nurtured within communities represents a paradigm shift in youth service provision. !. Supporting a .ealthy Community E5uation (outh 4

igure !."A 7ealthy B*ittman .///A .>C

outh

; Community <=uation

'.

ostering 6ultiple Styles of (outh Citi7enship

$t the core of the relationship between healthy youth and healthy communities, is the idea of citi-enship. ,hile there is no absolute definition of citi-enship, the concept should encompass the implication of an individual3s connection to a group, community or nation, in addition to a sense of the democratic rights and responsibilities. $ democratic society depends on citi-ens to ma#e informed judgments. 9n considering youth engagement, policyE ma#ers and youth wor#ers must consider what it ta#es for youth to be active citi-ens. Citi-enship can ta#e on many forms5 it can involve carrying out good behaviour, activism or even action to improve a nation B%herrod et al .//.C. !ifferent #inds of youth engagement and participation mirror these differing levels of citi-enship5 youth can provide services Bvoluntarism, community service and fund raisingC, political engagement, youth organi-ing for positive community change, youth participatory research and evaluation, and youth participation in decision ma#ing and governance. !uring the course of *)$N D@K7, guest presenters repeatedly lamented the lac# of political engagement or activism in Naga youth today. ,hile many factors e"ist that may attribute to this phenomenon Be.g. relatively more stable political environmentC, it is important to loo# at how youth programs and policies may influence the level of youth citi-en engagement and the development of the #ind of citi-ens of the future in Naga.

Today, youth policies and program are centered on the importance of youthEadult partnerships. outh development is understood as an ongoing process, which should result in all youth being able to meet their basic physical and social needs, develop individual assets and competencies, and engage with their communities. 9n turn, healthy, engaged youth can then foster positive transformations in their communities. This paradigm of youth development stresses the importance of reciprocal relationships between community and youth5 this is the healthy youth ; community e=uation.

,e propose to e"amine current and proposed youth programs and policies in the conte"t of developing three types of citi-enshipA *ersonally responsible, participatory, and activist citi-en B,esheimer and 'ahne .//@5 see Bo" :./ for a detailed description of the three typesC.
$ox !." Types of Citi7ens Personally responsi"le citi!en $cts responsibly in their community Be.g. obeys laws, pays ta"es, recycles, volunteers during crisesC 9deali-es the honest and responsible citi-ens Participatory citi!en $ctively engages with community organi-ations andLor improvement efforts 1rgani-es efforts and has solid understanding of effective strategies and government agencies Believes in citi-en leadership within established systems ,cti#ist citi!en %ee#s out and addresses areas of injustice Critically assesses underlying social, political, and economic structure that lead to injustices Understands social movements and how to affect systemic change %ee citi-en debates and systemic change as solution to social justice

develop appropriate solutions. (any issues faced by youth are e=ually comple" and, as such, effective governance approaches must include this group as a collaborative partner in developing youthEspecific resolutions. $s always, establishing organi-ational framewor#s to include youth as partners is not enough to ensure youth development. $ number of factors could negatively affect how youth partnership in collaborative governance can function. %ome of the factors include to#enism or symbolic representation, declining motivation, and insufficient ac#nowledge, which may debilitate any potential that a youthEadult partnership model can bring. The following guidelines reflect some lessons learned by organi-ations collaborating with youthA !emonstrate respect for youth voice and competency !elegate legitimate authority and responsibility <stablish a relationship positive adultEyouth

The three types of citi-en described above hold valuable =ualities that can help build an effective Nagueo citi-enry, and as such, it is crucial to develop each one of these engaged citi-en types. This classification is not comprehensive but outlines a framewor# we can use to assess and situate youth programs and policies in relation to the #inds of citi-enship they foster. /. Engaging (outh *artners Collaborative ,overnance in

<nsure youth belonging and connectedness to organi-ation and mission $llow youth to wor# on teams with peers $c#nowledge and give credit to youth wor# of (outh

8. ,uiding *rinciples )evelopment

,hile public participation e"ists as a vital ingredient of good governance, public participation does not e=uate to an engaged citi-enry. $ccording to Newman et al B.//@C, public participation may increase political interest but it may also fuel public dissatisfaction when citi-ens are not collaboratively engaged with their governments. Comple" issues such as social e"clusion, ine=ualities, and community regeneration, for e"ample, re=uire a collaborative approach to governance to

The recommendations which follow are grounded in the authors3 conviction in the following three guiding principles. ,e believe youth development should :. %upport a healthy youth ; community e=uation .. +oster multiple styles of youth citi-enship >. <ngage youth partners in collaborative governance

$. %aga Context !. (outh and 3ocal ,overnance in %aga *articipatory governance in Naga is regarded as one of the best practices in local governance, nationally, as well as internationally, by the United Nations B$ngeles .//05 Naga City website .//0C. Two legal innovative tools are the foundation of this successful modelA the )ocal ?overnment Code and the <mpowerment 1rdinance. The former is enforced at a national level, while the latter was created and assumed at a local level. 1. -ocal $o#ernment Code +ollowing the authoritarian rule of :JHD E:JKH *resident +erdinand (arcos, provinces and civil society groups rejected the concept of centrali-ed government. The )ocal ?overnment Code was then established in :JJ: to decentrali-e and devolve powers to local government units B)?UsC. The new framewor# of decentrali-ed government set a better foundation for improving government F local civil society relationship in at least four ways. i. *romote the empowerment of civil society organi-ations and foster greater collaboration between government and these organi-ations in program implementation and decisionE ma#ing processes B$ngeles .//05 UN 7abitat and Citynet :JJ0C ii. <nsure that local governments had an acute understanding of their constituents3 needs and priorities B$ngeles .//05 UN 7abitat and Citynet :JJ0C iii. <nsure government accountability, political transparency, efficiency, and e=uity in resource deployment B$ngeles .//05 UN 7abitat and Citynet :JJ0C iv. <nable )?Us to assume new financial responsibilities and restructuring B$ngeles and (agno .//@5 $ngeles .//0C %ince the late :JK/s, decentrali-ation became the tool of participatory governance as an approach to ensuring greater inclusion of all sta#eholders in decision ma#ing processes B$ngeles .//0C. Naga City too# advantage of

this and began e"perimenting with the tool of participatory governance to ma"imi-e the possibilities of the )?C in improving =uality of life and advancing a progressive political culture. 1ne of the many outcomes was the creation of the Naga City *eople3s Council B$ngeles .//0C. .. Empo/erment 'rdinance MThe will of the people shall always reign supreme.N Section 1. 'rdinance 01%20. 1ne of the #ey elements that has made Naga such a successful model is the 1rdinance JDE /J., also #nown as the M<mpowerment 1rdinanceN. This ordinance initiated a system for partnerships among N?1s and *1s in Naga and the City ?overnment. 9t institutionali-es community participation and sta#eholder involvement in the design, implementation and evaluation of programs and projects. Through the creation of the Naga City *eople3s Council BNC*CC, representatives of N?1s and *1% participate in all stages of policies and programs targeting local development. (embers of the NC*C also have participation and decisionEma#ing power in all City ?overnment bodies. $t the core of this system, is the recognition that a democratic society is only possible if the government and the organi-ations of the civil society wor# in partnership to reach a common vision. This tool fosters the right that each individual has to create a better community. 9t ac#nowledges that each sector of the community has its own needs and priorities. 9n order to address them it is critical to incorporate local #nowledge and e"pertise, as well as encourage collaboration among the different sectors of society, and with the government. '. (outh in %aga 9n Naga City, youth in the *hilippines are divided into four subEsectorsA in%school youth are youth who are attending formal or nonE school based educational programs Mrecogni-ed by the stateN, while out%o %school youth are not enrolled in any school and are unemployed B&eondanga .//.A :C. 3or4ing youth refers to youth engaged in any #ind of wor#. Special youth describes those

individuals suffering disability Bi"idC.

from

any

form

of

counterparts5 besides that, they are re=uired to do field wor# for :D more days. The activities underta#en in the field are decided solely by the @H members of the C 1, according to what they perceive as the interest of youth. outh Council &epresentation in Naga City *eople3s Council BNC*CC The NC*C is the umbrella organi-ation that brings together a representative of different sectors of the society, created under the mandate of the M<mpowerment 1rdinanceN. outh are also represented in the NC*C and, as any other member of the council, the youth representative also has participation and decisionEma#ing power in a body of the City ?overnment. .. &ey indings The UBC Team for outh !evelopment carried out several interviews, focus groups, wor#shops and informal discussions with city officials, youth organi-ations, community youth, and youth belonging to formal organi-ations. 9n this section we summari-e the #ey finding that are the basis for our recommendationsA There are #ey structures already set in place for youth participation There is a vital culture of participation among many of the youth sectors outh perceptions were that there are so many youth organi-ations and activities happening independently of each other and that somehow potential is being lost without a formal means of coordination (embers of youth organi-ations are aware of other programs in the City and in some cases participate in more than one simultaneously. (embers of youth organi-ations perceive a lac# of collaboration between youth organi-ations The stated goals and objectives of many of the organi-ations are very similar, creating a great opportunity in Naga for cooperation, collaboration, increased participation, and the sharing of funds, projects, and ideas among the many youth organi-ations There is no centrali-ed access point for youth to learn about or engage in

9n Naga, youth are defined by individuals between fifteen to thirty years old. outh in Naga ma#e up H@O of its total population, ma#ing this segment of the population the largest in this city Bcalculated based on statistics from State o Children in +aga City , Pno dateQC. This raises enormous challenges and opportunities for youth and community development as well as for local governance. 1. $o#ernment Programs Naga City 7all has responded with a number of local and national programs that aim to develop young Nagueos into engaged citi-ens. The most representative ones are the %angguniang 'abataan and the City outh 1fficials. 9n addition, the youth representation on the Naga City *eople3s Council offer an collaborate structure to youth engagement in governance. %angguniang 'abataan B%'C The nationally affiliated %angguniang 'abataan Byouth councilC was created and defined by the )ocal ?overnment Code in :JJ: to institutionali-e youth engagement in local governance, such that a youth council e"ists in each one of the @>,/// barangay nationwide B<conomic and %ocial Commission for $sia and the *acific .///5 National outh Commission :JJ0C. 9n each barangay there are 0 councilors and : chair. They hold one general assembly per year, in which all youth of the barangay are invited. They also hold assemblies every four months with the 'ilusang 'abataan para sa 'aunlaran assembly Bthe registered voters of the %'C to decide the activities the %' will underta#e, to allocate the budget, and render accomplishment reports. The %' chairs of the .0 barangays in Naga form a federation. The president of the federation becomes a councilor in their )ocal ?overnment. City outh 1fficials BC 1C This program was created by the M*roclamation No. KJE/::N in :JKJ. The aim of the C 1 program is to help youth of Naga to understand how the government wor#s, as a result, the C 1 are re=uired to spend one month wor#ing in City 7all alongside their

youth organi-ations or programs in Naga City. 9nformation about organi-ations and programs is accessed mostly through word of mouth or the radio $ccess to different youth organi-ations and programs is uneven, pointing to the e"istence of various circles of youth engagement Bthe church, political organi-ationsC which do not necessarily mi" or collaborate together ,hile in school youth are well represented in youth organi-ations there seems to be an underE representation of outEofEschool, wor#ing, and special youth There is insufficient data about the different sectors of youth and there is not enough gender analysis of youth ,hile there is a big interest for delivering services to the youth, there are no institutionali-ed strategies for assessing their needs, interests and priorities of the different sectors and genders There is a negative representation of some sectors of the youth, potentially due to a lac# of understanding about their needs and circumstances outh recogni-ed that most of the difficulties they face are a conse=uence of challenges in the community, such asA poverty, lac# of parental guidance, lac# of spiritual guidance, lac# of unity, lac# of employment opportunities ,hile Nagueo youth feel they need to migrate to find better opportunities in the future, they feel it is their responsibility to improve the living conditions in Naga

II. &ecommendations A. %aga City (outh )evelopment ramework The city of Naga has a strong reputation for planning. 9t recogni-es the need to plan in collaborative, inclusive ways. $ Naga outh !evelopment +ramewor# BN !+C would build on this strong culture of planning, while pushing it in new and dynamic directions. (any of the pieces needed to create the framewor# already e"ist. $ deep understanding of the importance of coordination and the value of both participatory governance and youth engagement support a relatively strong service base for youth. ?uided by our #ey principles Bsupporting a healthy youth ; community e=uation, fostering multiple styles of youth citi-enship, and engaging youth partners in collaborative governanceC the N !+ would strengthen and institutionali-e what Nagueos have been wor#ing long to fosterA a city that supports a healthy youth population, valuing their voice and encouraging their collaboration at every level of community and city governance.

!. 0ey indings !iscussions with members of Naga City youth organi-ations, as well as members of the general youth population revealed that despite strong youth programming in the City, coordination was necessary to improve efficiency in distribution of services and programs. 'ey findings are outlined in Table :./ below represented in a %,1T analysis B%trengths, ,ea#nesses, 1pportunities, and ThreatsCA

Table :./ %,1T B%trengths, ,ea#nesses, 1pportunities, ThreatsC $nalysis of the 'ey +indings Strengths :. )ots of programs .. (otivated citi-ens >. *rinciples of youth engagement and administration @. <ngagement at the barangay level Be.g. %'C D. &ecognition of the needs of out of school youth Be.g. the creation of NCC $C H. Current wor# on youth council BNCC $C 9eaknesses :. Need effective coordination between youth organi-ations .. &e=uire a common vision amongst youth organi-ation >. *rograms may not be accessible to all youth Be"clusionaryC @. Current youthEfocused programs serve few interests D. There is little research developed on youth in Naga H. outh programs re=uires more formali-e process Threats :. )imited budgets .. Change in political leadership >. The %' program is endanger of being cut @. The perception of youth disinterest towards political engagement D. Negative perception of Iout of school3 youth H. *overty of youth and their families 0. !isruption and instability in families

+pportunities :. $ddress inclusion of marginali-ed groups e"plicitly Be.g. gender, socioEeconomic status, etc.C .. Build local capacity, particularly through youth governance >. !evelop a strong culture of planning @. +oster more coordinated efforts amongst youth and other organi-ations D. $ttract more funding Btap into international sources8C

order to assist them in developing functional, sustainable, healthy, and cooperative relationships. The Council wor#s alongside the office in coordinating the implementation of the outh !evelopment *lan. outh Coordination 1fficeA $n office that coordinates youth programs in the city, provides an access point to the community and to youth organi-ations for information about youth development issues. 9t implements the policies laid out in the outh !evelopment *lan, and supports the activities of the outh Coordination Council.

'. )efinitions and &elationships

outh !evelopment *lanA $ policy document +or an illustration of the relationship between outlining the various actors within Naga3s the three components of the !evelopment youth development landscape and the way +ramewor# see +igure ../ below. each contributes to a shared vision of the future. 9t provides the mandate and the guiding principlesLcore concepts for the outh igure '."# (outh )evelopment ramework : &elationship Coordination office and the outh between *rograms Coordination Council. outh Coordination CouncilA $ outh Council is a large umbrella organi-ation that lin#s different youth groups with one another in

(outh Community +rgani7ing

clearly reflect the realities, values, needs, and dreams of all its youth, the creation of the framewor# would need to be highly collaborative and youthEdriven. The process would unfold in three large stagesA collecting information, visioning, and determining actions. <ach step offers potentials to e"periment with new methods of youth engagement and participatory governance, supporting a healthy youth ; community e=uation, fostering multiple styles of youth citi-enship, and engaging youth partners in collaborative governance

/. $enefits

$. (outh )evelopment *lan

The creation of an N !+ would have a double Recommendation 1: Create a Youth ,reat *ractice ! benefitA *e#elopment Plan through a youth%dri#en process that ensures e#ery opportunity to 7ancou#er8s Ci#ic Youth Strategy was developed in :JJD to address the +irst, this framewor# would clearly coordinate support a healthy youth + community lac# of coordination among city departments and create overall policy the various departments within the city, equation5 oster o youth direction regarding the role of youth multiple in City 7all. styles The document presents an interesting model for Naga in two #ey waysA its detailed N?1s, and the private sector, in relation to citi!enship5 and engage youth in colla"orati#e crossEdepartmental analysis of everything youth related, and its the national and state youth initiatives, leading go#ernance. 6his plan /ill mandate formulation of core objectives and guiding principles. toA creation o a youth coordination o ice and council. (ore effective delivery of youth Strengths of the 6odel for %aga# servicesA fewer overlaps and gaps Plan *e#elopment !. ,reat *ractices# by a multiEdepartmental committee including youth (ore efficient and effective 1verseen These two e"amples of (unicipal outh *lans members dissemination of youth related every department3s were an e"tensive chosen review to of represent different information to Naga3s youth Conducted involvement with youth and tas# their of levels of communication and approaches to the youth development communities and the city at large coordination with Both other have departments. planning. relevant lessons for Naga ?reater youth input and engagement ?athered and compiled statistical data relating to youth and City. in local governance youth ris# includingA o %chool attendance rates 9mproved data gathering and o outh in care of social services monitoring of youth related activities o outh and poverty and the overall well being of Naga3s o %treet youth youth communities o outh health Bincluding teen pregnancy, mental (ore coordinated information sharing health, suicideC and lessons learned among o Crime stats including violence departments and organi-ations Plan Content $ clearer understanding of each %trong set of core objectives that reflect the youth ; community e=uation, multiple styles of citi-enship and body3s role to achieving an overall collaborative partnershipsA vision :. <nsure youth have a *)$C< in the city $ clearer understanding of the system .. %trong youth 619C< in decision ma#ing for outsiders >. *romote youth as &<%1U&C< to the city @. %trengthen %U**1&T base for youth in City $ttracting new N?1s and e"ternal funding sources for youth initiatives, %trong guiding principlesA while furthering Naga3s reputation as :. %trong youth involvement at local level a forward thin#ing city in the realm of .. *artnership in planning and implementation participatory governance >. $ssistance and support rather than control and
management FunctionA The second benefit to the youth of Naga would be found within the development of the Ta#es a long term approach and acts as a guiding document accessible to all departments and city council. framewor# itself. 9n order for the N !+ to

)imitations of the modelA outh consultation was limited to a one day consultation wor#shop attended only by ://; youth and as such lac#s a strong participatoryLconsultative base. The document lac#s specific actions and time objectives and as such lac#s a commitment to action. !oes not include any analysis of other youth agencies outside of city hall BN?1s, provincial and federal governments, private

,reat *ractice ' 3hitehorse5 ,ustralia8s municipal youth plan, Mtitled *lanR .//HE.//KSidentifies and outlines #ey actions that Council and the ,hitehorse community can ta#e to help the City3s youthN. 9n contrast to 6ancouver3s policy document, the ,hitehorse planners made a short term B> yearC action plan, clearly outlining goals and objectives, and actions to ta#e them there. %trengths of (odel Plan *e#elopment The steering committee consisted of . Councilors, representatives from various Council departments, local service providers and two young people 9dentification of current +ederal, %tate, and )ocal government approaches to youth development '. Actions and Strategies &is# and *rotective +actors tableA highlighting various categories of ris#s and protective factors a9 $ather data to paint a richly detailed youth face in the community, personally, in the picture o the current reality o +aga8s family, and at school Bsee $ppendi" BE: for youth populations5 or a "etter e"ampleC understanding the needs5 interests and incorporated feedbac# from surveys, focus groups priorities o the di erent sectors and and consultations with young people, including genders. those in school, those outEofEschool, and young people from diverse bac#grounds. Consultations This picture would be made up of both were also conducted with service providers, =uantitative and =ualitative data gathered and parents and teachers.

Plan Content various participatory methods described in the D 'ey *riority $reas were identified BTransport, 7ealth and tool#it section of this report. ,ell Being, <ducations and <mployment, (a#ing Connections, and CommunicationC. <ach includes a one page discussion highlighting the #ey 2uantitative )ata components of the issue and how they relate iC %tatisticsA family and housing type, to youth concerns. education Bincluding school attendance ratesC, each objective is bro#en down in a table showing specific strategies, relevant e"istingeconomic characteristics Bespecially incidence of poverty, and street youthC, health plans, departmental partnerships and Bincluding teen pregnancy, mental health, responsibility, and timeline. socialEisolation, safety, access to help, This emphasis on e"isting plans and suicideC, criminal activity Bincluding violenceC, departmental partnerships ensures coordination, while the timeline allows for a and participation rates in community and civic clear measure of implementation. organi-ations and programs, disaggregated by Function The *lanR is designed to provide a guide for the planning, development and evaluation programs, activities and facilities across all Council departments which involve or iiC &esourcesA need to be mapped, providing a detailed account of who is doing what, where. impact young people. The plan clearly articulates Council3s This would include an inventory of all role in service and infrastructure provision, planning, governmental programs at City 7all for, with, advocacy and community capacity building and will enable Council to ma#e informed decisions over the ne"t three and by youth5 all N?1s run fur, with, or by years, as well as the actions necessary to build on this plan youth, as well as resources offered by the and achieve continuous improvement in this area. The plan private sector, and informal resources. will also serve as a basis for negotiation with other local Bpossibly gathered through the %'s F see service providers on ma"imi-ing efforts and resources to tool#it for more detailsC improve access and service coordination and with other levels of government on funding and policy issues. ,ea#nessesA !oes not include a detailed review of current services. Core objectives and guiding principles are not clearly articulated or defined.

compiled by the youth themselves, using

gender

Gualitative !ata iC Community consultations with various youth, in various places, at various times. $de=uate measures must be ta#en to include inEschool, outEofEschool, wor#ing, and special youth, as well as those in informal settlements, street youth, and any other group that might be marginali-ed in society. 9t would also be beneficial to consult those wor#ing with youth, including adults wor#ing within youth organi-ations, teachers, and of course parents. $ll these consultations would focus on understandingA *atterns of inclusion and e"clusion5 barriers to access of services5 barriers to effective participation in governance5 patterns of e"pression and communication5 feelings of security5 concerns and fears of youth5 hopes and desires. The compilation of all this information can be done by youth for youth, perhaps mobili-ed in each barangay through their respective %'s. %' members could be trained in the surveying and leadership s#ills necessary to coordinate the collection of data and facilitate youth consultations. "9 Conduct a collecti#e #isioning process incorporating the #oices and imaginations o all youth5 articulating an ideal state or youth in the City o +aga. This vision could have multiple componentsA $ vision for the well being of youth, focusing on service delivery and the

elimination of problems that threaten the welfare of young people, with gender lenses $ vision of youth3s participation in governance, e"pressed as policy statements regarding youth as a resource to be called upon and developed both as future leaders, and as current e"perts in issues that affect their lives $ vision of youth3s development and capacity building, reflecting youth3s opportunities for e"periential learning, self development, and community service These visions should come out of consultation and visioning wor#shops such as the one described in the tool#it section. c9 :denti y speci ic actions and strategies that the local go#ernment can ta4e to mo#e to/ards the #ision $ctions should be time bound and responsible parties clearly identified. 9ndicators to reflect success could also be included !epending on the structures available to implement these action plans, the actions might focus more on coordination mechanisms through the coordination office, rather than substantive program delivery These coordination actions might include suggesting certain types of programs to N?1s and higher levels of government, and recommendations for building the youth development capacity of e"isting organi-ations and programs li#e the %', the C 1, and the NCC $

,reat *ractice ! %aga City Council for (outh Affairs ;%CC(A< Summary# Naga City has long recogni-ed the need for the development of a large youth organi-ation that would wor# toward the unity, cooperation, and strengthening of all the different youth organi-ations. 9n fact, on several occasions different individuals and groups Bli#e the Naga City *eople3s Council , NC*CC have attempted to call for the development of such a group5 however, it does not, as of the writing of this report, e"ist in any tangible form F the establishment of the Naga City Council for outh $ffairs BNCC $C was one such attempt. The NCC $ is included here as a great practice because the motivation, justification, and principles behind it Band the efforts of the NC*CC are so solid. The ordinance calling for the establishment of the NCC $ ta#es into account all the different types of youth that ma#e up the community in Naga5 including those considered marginali-ed or e"cluded from other youth organi-ations BoutEofEschool youth, wor#ing youth, and special youthC. The constitution of the NCC $ also utili-ed the Naga City M<mpowerment 1rdinanceN to determine how it would loo# and how it would function F based on the inclusion of all youth and the e"clusion of no one. The concept of such an organi-ation is essential, and the structure provided by the NCC $ and the NC*C is wellEorgani-ed, the following description and the attached $ppendi" $E: Bonly serve to emphasi-e the importance of such a group and to reinforce what the youth of Naga want and need. &elevance to %aga Context# Naga would benefit from the development, implementation, and maintenance of a outh Council because it would increase the participation and inclusion of all appropriate youth organi-ations and more currently e"cluded or marginali-ed youth in Naga by increasing youth outreach, ma#ing programs and events more accessible, and offering more creative and more accessible options and alternatives for youth engagement. Created in Naga by the president of the %' +ederation, the NCC $ is what is needed by Naga. $s a progressive, motivated citi-enry, the youth of Naga would benefit greatly from the establishment of such an organi-ation, which would only function to strengthen and lin# the great wor# that is already being done. 9eaknesses# Unfortunately, the NCC $ was never enacted and as of now remains a dormant organi-ation The following actions and strategies only attempt to simplify the proposed Naga City Council for outh $ffairs BNCC $C. The new council is proposed to be named the Naga City outh Coordination Council BNC CCC as a way of starting from the beginning with something new and as a way to lin# the Council to the proposed outh Coordination 1ffice B C1C

C. %aga City (outh Coordination Council ;%C(CC< Recommendation 2: *e#elop a +aga City Youth Coordination Council that /ould act as an um"rella organi!ation /or4ing to/ard uniting all +aga City youth groups as /ell as national and international youth organi!ations. 6he council /ould also "e ocused on /or4ing to/ard the inclusion o all youth in +aga in youth de#elopment programs and organi!ations5 in ma4ing such programs a#aila"le and accessi"le to all5 and in de#eloping a youth citi!enry that is comprised o competent5 strong5 socially conscious people. !. ,reat *ractices# The following great practices are relevant to Naga and should assist in the development of a Naga outh Coordination CouncilA

'. Actions and Strategies ,e recommend that the Naga City local government, youth community, and youth organi-ations collaboratively institute a ,reat *ractice ' outh Coordination Council B CCC. This Summary# The *acific outh Council B* CC was developed Council in :JJH should be modeled after the Naga City Council for outh $ffairs BNCC $C as a way of lin#ing all the various youth organi-ations in the various islands of 1ceania Btotaling more than DD/,/// islandsC proposed in by $llen &eondanga, and other the hope of creating a more collaborative and sustainable successful youth umbrella youth councils development system. The * C is a voluntary organi-ation that worldwide Bli#e the *acific outh Council accepts all approved youth organi-ations and groups in the hope of aboveC5 it should also reflect the described creating citi-ens of 1ceania that are united, dynamic, socially ideologies presented in the Naga City motivated, and proud. The * C identifies its objectives Bof the <mpowerment 1rdinance. The Council .//>E.//D termC as beingA proposed in this report Bthe NC CCC would function essentially, to achieve the Holistic5 gender%inclusi#e and responsi#e following goals and objectives Bfor more national youth policies de#eloped "y P:C6s information please see the attached Strengthened youth organi!ations Appendix $:'CA , greater num"er o s4illed young people

,reat *ractice !

City, Young people "etter in ormed a"out regional Summary# $llen &eondanga, of Naga recogni-ed the need The proposed Council should aim to# and "est practice for the development of a large youth trends organi-ation that would in youth de#elopment B* C .//>C To unite the youth organi-ations of wor# toward the unity, cooperation, and strengthening of all the different youth organi-ations in Naga. (r. &eondanga attempted Naga and to a lesser degree the youth &elevance to %aga Context# $s a nation to call for the development of such a group in :JJD, again in of islands, the *hilippines organi-ations of the *hilippines and of can relate to the predicament communication and collaboration .///, and again in .//D. The Naga City Council forofouth $ffairs participating international partners. betweenall national and international youth organi-ations. ,ith a BNCC $C ta#es into account the different types of youth that %ome possible options that could be large number of youth organi-ations ma#e up the youth community in Naga, including those itself, Naga City has been used to achieve such a goal areA unable facilitate theother cooperation considered marginali-ed or to e"cluded from youth of different youth groups on differentyouth, projects and on meeting Naga specific goals. Using the o The creation of a youth radio organi-ations BoutEofEschool wor#ing youth, and special program run by an e"ecutive * C as a template, Naga has the opportunity youthC. (r. &eondanga also used the Naga City M<mpowerment to create an umbrella youth how organi-ation that would wor# to loo# unite all youth locally, member of the NC CC. The 1rdinanceN to determine such an organi-ation would regionally, nationally, and internationally. and how it would function F based on the inclusion of all youth By observing the steps program would allow youth to ta#en by the countries in 1ceania, and the e"clusion of no one. The concept of such an Naga can create a youth te"t in =uestions to the development that offers by the ma"imum amount of organi-ation is essential, and the networ# structure provided (r. announcer. The primary inclusionary techni=ues and community and country wide &eondanga is wellEorgani-ed, the following description and the responsibilities of the participation based on over years of of success in the %outh attached $ppendi" only serve to emphasi-e the ten importance announcer would be to discuss such a group and to *acific. reinforce what $llen and the youth of Naga important youth issues and want and need. disseminate information on or more Naga information pleasefrom visit#the &elevance to %aga Context# would benefit different youth organi-ational httpALLwww.spc.intLyouthL* CLpacificTyouthTcouncil.htm development, implementation, and maintenance of a outh Council because it would increase the participation and inclusion of all appropriate youth organi-ations and more currently e"cluded or marginali-ed youth in Naga by increasing youth outreach, ma#ing programs and events more accessible, and offering more creative and more accessible options and alternatives for youth engagement. Created in Naga by the president of the %' +ederation, the

o o

activities and programs to increase youth outreach *romoting local, regional, national, and international assemblies and summari-ing such assemblies and meetings to #eep youth informed, and to share information, ideas, concerns, and innovations ?athering and disseminating appropriate youth information to the international community <stablishing a page on the Naga website, the national website, andLor an independent website for the wider promotion of youth organi-ations and information F and to ma#e this information more readily available and accessible

To promote inclusivity within Naga city youth organi-ations, and to promote the inclusivity of Naga city youth in such organi-ations regardless of said youth3s financial status, achieved level of education and gender. 1ptions to achieve this areA o *roviding membership openings and the creation of spaces within Naga city youth organi-ations for those youth defined as being outEofEschool, wor#ing, and disabled o 7olding information seminars in vulnerable andLor poor andLor remote communities Bfor e"ample, the urban poor community of *acolC, so that the most vulnerable and marginali-ed youth of Naga are recogni-ed, ac#nowledged and included. +urthermore, to ensure that such youth as described above do not have to travel long distances andLor pay for e"pensive travel costs in order to participate in youth organi-ations or youth organi-ational activities. The organi-ations should come to the youth N1T the opposite o 7olding such seminars as described above in comfortable, culturally sensitive and acceptable, and

appropriate locations Bpar#s, churches F when appropriate, community centresC 7olding s#ills wor#shops free of charge Bor for an optional feeC for youth to participate in art classes, dance classes, business classes, creative writing classes, sports seminars, etc. 7olding career opportunity and resume writing seminars in such locations as described above, to help and encourage youth to promote themselves appropriately and to the best of their ability when searching for employment 7olding computer s#ills wor#shops Btyping, search techni=uesC, while increasing access to youth oriented internet sources 7olding informal interview wor#shops or focus groups to better understand the real issues of local youth

To provide the public of Naga, specifically members of the youth community, with information on all e"isting organi-ations and their respective activities, meetings, assemblies, and routine updates. %ome options to achieve this areA o &adio programs o Newsletters published by the NC CC o $ T"t Naga outh *rogram o $n NC CC website o *rint media Bnewspapers, maga-inesC o %chools o Bsee Tool#its section for detailsC To promote idea sharing and information sharing among all youth in Naga, and eventually, among the youth in the *hilippines, and worldwide. %ome options to achieve this areA o The creation of an NC CC website o &egional, National, and 9nternational youth assemblies, congresses, and satellite meetings

To create greater awareness, recognition, and appreciation of the issues that affect Naga city youth. %ome options to achieve this areA o Through the dissemination of information learned from seminars and wor#shops li#e those described above o *roviding the information from such seminars through the methods described above To not only implement new programs, projects, and activities but to systematically monitor such innovations with the aid of a participatory monitoring framewor#, developed and maintained by the <"ecutive Council of the NC CC B%ee the e"ample of a *articipatory (onitoring +ramewor# detailed in the Tools %ection of this reportC To foster cooperation and the building of sustainable lin#ages between all youth organi-ations Bregardless of political or governmental affiliationsC and the local and national governments of the *hilippines. +urthermore, to foster cooperation and the building of sustainable lin#ages between governmental youth organi-ations and nonEgovernmental youth organi-ations To strengthen all youth networ#s through the sharing of information and lessons learned

C. &ecommendation /# %aga City (outh Coordination +ffice Recommendation 3( :nstitutionali!e a +aga Youth Coordination ' ice5 /hich /ould put into practice the policies put orth in the Youth *e#elopment Plan. 6he Coordination ' ice /ould "e ounded on partnerships "et/een community
,reat *ractice !# -ancouver (outh +utreach Team

mem"ers5 ser#ice pro#iders and the go#ernment5 and /ould ser#e to coordinate youth ser#ices in +aga and pro#ide a centrali!ed access point to in ormation a"out these ser#ices or all +ague;os. !. ,reat *ractices#

9n .//., the City of 6ancouver piloted the outh 1utreach Team B 1TC in order to address the limitations of its youth development strategy. Because 6ancouver3s administration and community strongly supported youth development, the City was in a good position to spearhead a progressive model of youth engagement to address these wea#nesses. Today, the 1T model is considered a great practice in governmentEcentered, comprehensive youth service coordination. The mandate of the 6ancouver outh 1utreach Team B 1TC is to foster youth engagement in all aspects of civic business, to institutionali-e the commitments of the Civic outh %trategy and to provide coordination and planning for youth issues with all major sta#eholders. The 1T is based out of the City of 6ancouver %ocial *lanning !epartment, but it collaborates with a large distribution networ# of youth, City departments, youth service providers and civic boards B*ar#, *olice, )ibrary and %choolC. The 1T is designed as a hub model of youth service delivery as it offers youth and adults a Ione stop shop3 for access and information about a diverse range of programs. 7owever, the 1T3s most innovative attributes are its allEyouth staff base, its faceEtoEface outreach methods and capacityEbuilding programs. unctions *rovide e"pertise to City staff and departments about youth engagement %erve as a bridge between City staff, youth organi-ations, and networ#s of youth $ct as MguidesN to the system of government to other youth Build the capacity of staff in other !epartments to wor# more effectively with youth

Strengths of the 6odel for %aga +ounded on collaboration between youth, adults and community institutions )eadership and capacityEbuilding roles for youth staff promote active forms of citi-enship )atest research demonstrates that faceEtoEface outreach is most effective for engaging youth *rovides youth with a direct lin# to the City5 #eeps City in synch with youth community +acilitates communication and coordination between City departments and all youth service providers $ssetEbased approach promotes positive perceptions of youth community %imilarities between 6ancouver and Naga youth development conte"ts Bstrong administrative support, limitations in relation to youth awareness and service coordinationC 3imitations of the 6odel for %aga Budget re=uired to 1T staff positions and City adult Ially3 o &esearch shows that organi-ations cannot depend on youth volunteering time, s#ills and abilities because this leads to burn out and high turnover, in addition to difficulty sustaining longEterm, multiEstate initiatives %pace re=uirements o 1T re=uires an accessible and culturally appropriate office space +or more information, visit the 6ancouver outh 1utreach TeamA httpALLwww.vancouveryouth.caL and &as#in and $nderson B.//HC.

,reat *ractice '# Abbotsford (outh Commission The $bbotsford outh Commission serves to Midentify, promote, improve, increase and provide services and programs for young people in the $bbotsford areaN B$bbotsford outh CommissionC. This nonEprofit organi-ation was developed in collaboration with the government of the City of $bbotsford. ,hile the City of $bbotsford provides core funding, the nonEprofit society raises the remainder of its operational costs through grants and fundraisers. The Commission employs three fullEtime adult staff. unctions $dvocate on behalf of youth *ursue active involvement in the development of other community programs and services for youth %erve as a resource for the community for information regarding youth services, and development 7ost a youth council Strengths of the 6odel for %aga &epresents a feasible, smallEscale approach to youth program coordination %imilar population base in $bbotsford and Naga *rovides both coordination and program delivery, therefore fostering multiple styles of youth engagement and information gathering +ounded on collaboration between youth, adults and community institutions 3imitations Budget re=uired for staff base and office area &epresents a traditional model of program coordination where youth are clients as opposed to partners in service delivery +or more information, visit the $bbotsford outh CommissionA httpALLwww.abbyyouth.comL

'. Actions and Strategies The Naga City outh Coordination 1ffice should be modeled according to the successful 6ancouver outh 1utreach Team B 1TC in relation to function5 it should coordinate the distribution of different youth services and serve as a connecting point between service providers and the community. This function would both facilitate access to youth services, and minimi-e overlaps and gaps in service provision. 9n addition, the 1ffice should follow the 1T model in relation to its youth staffEbase and capacity building function. $s such, it would embody the guiding principles in youth development, by promoting partnerships between community groups, between adults and youth, and by engaging youth in active leadership and decisionEma#ing.

$s Naga is a smaller municipality than 6ancouver, it is not necessary for the 1ffice to attain the same scope in program and project delivery as the 1T. 9nstead, the 1ffice, could serve mostly as a coordinating body and youth information resource to the City, much li#e the $bbotsford outh Commission. 9n addition to this coordinating role, the 1ffice should ensure that all government plans programs and policies are youthEfriendly. This role could include ensuring materials are communicated in youth friendly language and media, ensuring access to service and providing training to other !epartments for the development of youthEfriendly programs and services. +inally, it is recommended that the outh Coordination 1ffice and its mandate be institutionali-ed in the outh !evelopment *lan.

). (outh )evelopment ramework ;*lan= Council= +ffice<# +pportunities and Challenges !. +pportunities 9mprove budget efficiency *otential to include more youth than before *otential to attract new funding sources and e"ternal #nowledge Naga3s ready for it. (otivated, action oriented political climate %upportive local government *rovide stability by institutionali-ing the core values of youth development. *rovide a space for the centrali-ation of Naga3s youth development. '. Challenges Budget limitations Complicated )ong process Time consuming for core people involved <fforts have to be made to ensure continuity ,ill re=uire a transition period, and learning curve

III. &ecommendations to Improve Existing *rograms A. &ecommendations Improvement of the 0abataan BS0< for the Sangguniang

the %' could fit into the Naga outh !evelopment +ramewor#, their potential to be a real force in youth development would be institutionali-ed. %ome recommendations for improving %' are to <ncourage the %' members reach out beyond sports meaningful youth development engagement the to to and

The %angguniang 'abataan B%'C is a remar#able structure that has the potential to reach effective youth collaborative governance and development deep into every barangay. Unfortunately there was little evidence of this potential being reali-ed to its fullest capacity. 9nterviewees often responded with little enthusiasm for the activities of the %', lamenting how the possibility for enacting Mreal youth developmentN was usually replaced with oneEoff sports and entertainment events. 1thers feared that the %' was at ris# of being coEopted by adult barangay leaders, sometimes limiting the %' budget to adult council approval, or e"posing the young %' councilors to unfair politic#ing. The potential to develop Naga3s %' into a strong and viable force for change is great. ,ith some strong guidance and support, the %' could be an e"cellent vessel to apply the three guiding principles of this report. By being a community based organi-ation, and since the %' councilors have a direct mandate to their communities, it3s an e"cellent arena to support healthy youth ; community e=uations. 9t provides an great arena to activate all > levels of youth citi-enship, from activist citi-ens as members of the council, participatory citi-ens who volunteers in development programs, and personally responsible citi-ens who would benefit from the increased communication of youth ideas. %ince the %' would have to wor# alongside the barangay councils, and city councilors and staff, countless opportunities to engage youth in collaborative governance would e"ist. Naga is well situated to being the first city to push the %' to developing its optimal potential. 9ts strong pride in participatory governance and youth empowerment are steps in the right direction, and the commitment of the %' president to accountability, transparency, and youth engagement is encouraging. 9f the role of

To play a lead role in the organi-ing the development of the Naga outh !evelopment +ramewor#. This could be done byA Coordinating participatory approaches to data collection +acilitating youth community consultations +acilitating a collective visioning process %' could develop more participatory method of programming by Using wor#shop formats and actively see#ing out representation from all youth types to set budget and programming priorities Using tools li#e community mapping, collective visioning techni=ues, participatory media production, and participatory monitoringLevaluationLresearc h B%ee tool#it for more infoC

$. &ecommendations for the Improvement of the City (outh +fficials *rogram ;C(+< The City outh 1fficials BC 1C program represents one of the #ey programs for empowering youth and incorporating their perspectives in decision ma#ing. The project incorporates @D youth, mostly university students, into the daily wor#ings of City 7all, shadowing the members of the legislative and e"ecutive branches and department heads. +or >/ days, the youth wor# in their respective departments, following their counterpart around in their day to day activities, learning how the mechanics of local governance function. The last :D days are spent in the field, wor#ing on their own projects for which they receive a budget. ,hile this program represents a significant step towards including youth in local governance and orienting them towards an appreciation of city management, an analysis based on the > guiding principles of this report uncovers a few limitations of the program. Supporting a Healthy Youth + Community Equation. ,hile the main focus of the C 1 program seems to be more internal to City 7all, there are some ways that the youth interact positively with their community. !uring the :D day field wor# portion, the youth plan, implement, and participate in activities that serve the greater good of the city at large, li#e cleaning up election posters, helping younger children to read, and supporting a blood drive. They also prepare events for the larger youth community, li#e talent competitions, providing youth a valuable venue to share and e"press their cultures. 9n this way, the C 1s interact with the city as a whole, fostering a closer relationship to the mechanisms of local governance and to the populations living in the city. $ deeper community connection is limited by the fact that the youth spend most of their time within the City 7all offices. 9n addition, the assumption that these youth represent the eyes of the youth of Naga has the danger of hiding the comple"ities of youth communities in Naga. The process of selection for the C 1 ensures that only the

youth who achieve high scores are allowed entry, thereby limiting the variety of views, opinions, e"periences, and understandings represented in the C 1. There are no mechanisms to encourage the youth to reach out to their greater youth community when ma#ing programming decisions. 9nteraction with nonEC 1 youth seems to be limited to them attending or participating in public events such as music concerts or sports events. $ related issue is the structure of the C 1 program and how this structure could promote social learning from one year to the ne"t. $s it is now, there is no formal mechanism of evaluation for the youth at the end of their program, nor is there any mechanism for communication from one year to the ne"t. This leaves the new C 1s in a position of having to reinvent the wheel each time. This also adds to the insular =uality of the organi-ation since any relationships developed with other organi-ations and youth one year cannot be maintained for the ne"t. 9f there were more continuity from one year to the ne"t, the lin#ages could be further strengthened every year, with more added, creating a youth development support networ# in Naga city. Fostering Multiple Styles o Youth Citi!enship. The C 1 gives a number of youth the opportunity to e"perience a high level of leadership and ma#e a direct impact on the functioning of the city. By creating ordinances that are subject to council approval, the C 1 is able to leave their mar# on Naga. This level of decision ma#ing power is impressive in a youth oriented program. There would be further opportunities to develop leadership abilities and activist citi-enship if steps were ta#en to encourage or mandate the youth of the C 1 to wor# more with the youth community at large. 9t is impossible for a unit of @D individuals to all collectively ta#e on activist roles when functioning as one decision ma#ing body. !ecision ma#ing power, and therefore true activist citi-enship is probably centrali-ed in the e"ecutive group. 9f the groups were bro#en up into teams which each lead programs

with groups of local youth outside the C 1 program, the potential for more youth to e"periment with true leadership roles would be heightened, and the input from these #inds of activities might be used to more accurately reflect the realities and desires of a more diverse set of youth when ma#ing programming decisions. Engaging Youth Partners in Colla"orati#e $o#ernance. The C 1s ta#e part in the daily operations of City 7all, including city council meetings, and as such participate in local governance. Their shadow council and department heads attempt to replicate their counterparts, e"ploring the mechanisms of ordinance creation and policy debates. 9n this way, youth are engaged as limited partners in governance. The opportunity to engage youth more deeply as real partners in collaborative governance is hindered mostly by the length of the program. The >/L:D day split does not ade=uately allow for youth to access deep issues that might mean the most, nor does the structure encourage them to do so. 9t is unclear of the youth are truly consulted during their stay at City 7all, or just allowed to watch and observe. 7aving a parallel youth city council that ma#es its own ordinances creates a separation between youth governance and real city governance, hindering a real possibility for youth to be engaged in true collaborative governance. 9deas for improving the C 1 program. &ecommendations regarding the structure and administration of the program &ethin#ing the length of the program to allow for more time for youth to learn leadership and community development techni=ues, the mechanisms of City 7all, and the ways to become a stronger voice in local governance &ethin#ing the >/L:D day split. $ longer amount of field time might allow for more meaningful engagement with the rest of Naga3s youth population $ smaller base of C 1 would permit the City to divert funds to other youth development activities

+or e"ample, by reducing the number of C 1s to >/ the City would create an available budget for one full time youth staff wor#ing in another function, such as a outh Coordination 1fficer Consider some #ind of graduated system where first year C 1s are supported by second and third year C 1s at some point during their tenure in order to harness the benefits of continuity 9f real partnerships between new and old C 1s are impossible, there should at least be some #ind of institutionali-ed communication mechanism of relaying information from one year to the ne"t There should be some #ind of alumni associationLjob placement system that acts as a way of maintaining previous participants in the civic fold, perhaps encouraging further participation in other civic events and programs and leading more directly to real jobs for e" C 1 officials. (ore steps need to be ta#en to ensure that the program has a higher profile and is advertised to a wider set of youth, ensuring a divers set of youth are aware of the program %teps should be institutionali-ed to ensure that a diverse selection of youth is represented in the program, and at different levels of the program. !iversity should include location, socioEeconomic status, educational bac#ground, political affiliation, age, gender, etc. o

&ecommendations regarding programming and content of the C 1 program There should be a #ind of selfE monitoring and assessment activity at the end the C 1 program used to both learn and reflect as much as most possible from their e"perience, and relay information to the ne"t year The C 1 could be mandated to loo# specifically at youth related

development issues, focusing on creating ordinances to empower youth These ordinances could be the result of community visioning activities, community mapping, or other participatory assessment techni=ues lead for youth by various members of the C 1 outh could be encouraged to wor# with out of school youth, incorporating a more diverse perspective, fostering lin#s among youth, and giving voice to marginali-ed youth %teps should be ta#en to ensure the C 13s opinions are heard in regular council business. This would mean briefing youth about the issues that will be addressed and ensuring that they have an allotted time to e"press their opinions to council

I-. &ecommendations for Establishment of %ew *rograms A. (outh +perated Community ,arden

the

,reat *ractice !# 9ai>anae Community Supported Agriculture 9n .//@, a C%$ was established in ,ai3anae, 7awaii. Conceived from the #nowledge that not buying produce locally results in a loss of revenue for a community and a reduction in the ability of a community to be selfE sufficient and sustainable. The reverse, buying all Bor the majority ofC produce locally, however, creates communities that are selfEreliant, efficient, and healthy. Buying locally not only supports local farmers and local industry, but the profits generated from the sale of local produce can be redirected to the improvement of other community services and projects. (oney from supported local agriculture can be applied toA cover the production and maintenance costs of local farms5 subsidi-e the costs of crop seeds and fertili-er so that new C%$3s could be established5 to sustain lowEincome families5 and to be filtered into supporting local concerns F li#e the development of a postEsecondary scholarship fund for local youth, for e"ample. 9n fact, according to a study conducted in :JJ@ and reported in this case study, a H// s=uare foot plot of land devoted to vegetable growing produces a profit of U@D/ F H// U%! every year per plot. The C%$ of ,ai3anae is operated, maintained, and the vegetables produced are sold locally by atEris# youth of the community. The project has proved to be both economically and socially sustainable. 9t provides atE ris# youth with the opportunity to be involved in the community and to feel accepted and proud. The farm itself provides the community with a healthy, lowEcost food source, while helping the youth to develop leadership s#ills, agricultural s#ills and techni=ues, as well as business and customer relations s#ills F an une"pected product of the farm was the strengthening of spiritual ties between members of the community Bthe adults and the youth, and between the atEris# youth and the general youth populationC. 1perating successfully for over three years, the ,ai3anae farm e"ists as one of the most relevant e"amples of participatory youth engagement today. &elevance to %aga Context# The ,ai3anae community3s situation in 7awaii is similar to that of Naga City in many ways. Both communities suffer the problems and repercussions generated when there is a large percentage of local youth who do not have access to viable employment opportunities or postEsecondary Bor even grade schoolC education. 9n ,ai3anae, as in Naga city, teenagers are Mdaunted by the costs of higher education PtheyQ rarely proceed to college, and fail to pic# up any real job s#ills because they don3t see the point. !rugs normally cop upN B(ata .//@C. 9n addition, the community members of *acol, currently, are not buying their groceries locally because the infrastructure for such services does not e"ist, the community is located outside of Naga city Bwhere the services are locatedC, and as a result, the people of *acol are having to spend .H pesos roundEtrip and over an hours traveling time to buy food for their families. ,ai3anae, li#e Naga, has a very young population F a median age of just .: years. %imilarly, both ,ai3anae and Naga are suffering the conse=uences of a generally young population when they should be benefiting from the positive aspects Byouth should be seen as one of the most precious and valuable resources of a communityC. 7owever, because families in both locations cannot afford the materials to send their children to grade school or college the strength that should be a young population is Mcancelled out by limited educational attainment S youth Btoo oftenC slide into criminal behavior or engage in drug use, which tends to perpetuate the downward spiral into crime S in ,ai3anae, rape, theft, and crystal methamphetamine abuse bring youth into incursions with the lawN B(ata .//@A pageC. Naga could benefit from the creation of a youth run and youth maintained C%$ just as ,ai3anae has continued to do over the past three years. 7opefully, with the adoption of such a program the youth of Naga could also Mlearn to collaborate with each other and simultaneously enrich community networ#s by fostering networ#s between themselves and the communityN B(ata .//@A pageC.

The &ecommendationA Create a youth run and youth maintained Community %upported $griculture BC%$C project, a vegetable community garden, in the Urban *oor Community of *acol. !. 0ey indings# 1ne of the concerns in the City of Naga with regards to youth issues is the proportion of outEofEschool youth Bthose youth aged :D F >/ who are not attending any educational institution and who are not employedC. $ccording to several interviews conducted, outEofEschool youth become outEofEschool due to a number of reasonsA )ac# of parental or spiritual guidance )ac# of unity within the community *overty Bshortage of food, cost of educationally related resources cost of postEsecondary educationC )ac# of employment opportunities, especially for BuneducatedC youth 7aving to drop out of school to help the family earn money There are genderEbased reasons for drooping out school

$s a result of the factors stated above, outE ofEschool youth are not only segregated from the rest of the youth in Naga by their lac# of access to education but also because they ris# becoming engaged in socially unaccepted activities Bincluding alcohol, drugs and crimeC andLor because they are too busy wor#ing and helping their parents run the household. 1utEofEschool youth are thus e"cluded from participating in youth organi-ations and the activities run by such organi-ations, resulting in a marginali-ation of these youth from all areas of the community.

how to weed, water, plant, and harvest the fields. +urthermore, a professor from one The creation of a C%$ would provide all youth in the community, particularly outE ofEschool youth, with the opportunity to participate in a socially acceptable and beneficial activity F effectively including them and providing them with something profitable to do during the day Bas opposed to searching for lowElevel jobs or turning to crime to earn moneyC. $t the time of this report there were .0D outEofEschool youth in *acol, :// male and :0D female B?randview <lementary %chool, *acol CommunityA %chool *oster BoardC The inspiration for the development of a C%$, community vegetable garden, in the urban poor community of *acol came from the following ideas and case studiesA /. Actions and Strategies Idea# To establish a C%$ or %*9N farm in the urban poor community of *acol and, if successful, adapt the program for use in other areas of Naga and the *hilippines. There should be a gender balance among participants The landA The land could be leased from the church or from the ?randview <lementary %chool. Currently, there is a large unused plot of land between the school buildings that would be ideal for a community garden project. 9t would also offer the youth the opportunity to spend more time with other children and teachers, and it is located near the church and the centre of the *acol community. The land could also be donated from either of these locations. $s an alternative, solitary miniEgardens could be established at the homes of each of the participating youth. The crops and seedsA %eeds could be purchased from local farmers or could be donated from agricultural companies or farmers. The knowledge and instructionA )ocal farmers from the surrounding rural areas could help the youth participating in the program to fertili-e and wor# the land, to learn about how crops grow in the region,
,reat *ractice '# S*I% arming %mall *lot 9Ntensive +arming Botherwise #nown as %*9N farmingC is a farm, producing all the same crops, at the same volume, but done at a very small scale F resulting in the generation of organic produce at very low costs to the operator of the farm. $ccording to the case study presented here, from ,innipeg, Canada, %*9N farming Mremoves two of the traditional barriers F e"cessive startE up costs and access to large chun#s of land F that often prevent new farmers from succeeding S $n appealing aspect for struggling farmers and IagriEpreneaurs3 is that a %*9N farm can be a very profitable venture without a huge upEfront investment. 1ne fullE time model touts revenues of UD/, ///; from a half acre Pof landQN BTaylor .//0C. $t +ort ,hyte +arms in ,innipeg, atEris# youth are being empowered and engaged in a %*9N farming project. The youth are gaining business, agriculture, and customer relation s#ills by wor#ing the farms. &un as a ten month volunteer program, graduated youth Byouth that have complete the programC are being given the opportunity to stay on as paid interns and as mentors to help other atEris# youth coming into the program. <"amples of %*9N +armingA

+&1(A httpALLwww.spinfarming.comLgalleryL &elevance to %aga Context# $s startEup costs are most li#ely the biggest obstacle preventing Naga from creating a viable C%$ or community garden project, the concept of %*9N farms provides an attractive alternative. $ccomplishable with manual construction tools and irrigation systems, %*9N farms would be possible in Naga, and the profits generated would be comparable to those of a traditional C%$ project. +or more information on %*9N farming and on the %*9N farm in ,innipeg operated by atEris# youth please see the following lin#s respectivelyA httpALLwww.spinfarming.com www.mbeconetwor#.orgLarchivesL<co2ournal$pr/0L/D spinfarm.ht m

of the local universities could hold an informational and planning seminar with the participating youth on how to sell the vegetables and what to do with the money that is earned. The gardenA The C%$ or %*9N garden would be planted and maintained by local outEofE school youth. The youth would be in charge of determining what crops were planted, how the vegetables were harvested, where they were sold and for what price, and what would be done with the money made from the sale of the vegetables. The benefitA The community garden would be beneficial to the community in many waysA The residents of *acol would no longer have to travel into Naga to buy produce The residents of *acol would have daily access to nutritional locally grown produce The youth would be receiving valuable s#ills includingA agriculture, business, accounting, and human resources The local economy of *acol would be supported The profits from the garden could be rerouted in many different waysA o The youth could #eep the profits o The youth could #eep a portion of the profits B>/O E H/OC and put the remainder in a community fund used for community based projects F li#e a community scholarship fund o The total of the profits could be split into different funds for each of the youth personally or for the community as a whole 8. Challenges and +pportunities %tart up and maintenance costs. 7owever, the %*9N farming project as described above provides the community with a much lower startEup cost than traditional

gardens and can be maintained using manual, ine"pensive tools ?ardens ta#e time to grow and profits ta#e even longer. 7owever, as detailed above, these projects are profitable and they benefit more than just the economy, providing a place to strengthen adultEyouth relations and create opportunities for pride in one3s wor# and one3s community. $s the lives of youth are constantly changing, it may be difficult to ensure that there are a sufficient number of youth in the community who are interested and willing to provide the longer term commitment re=uired in such a project. 9t may be beneficial to hire a fullEtime staff member to wor# the garden or to have adult volunteers Blocal farmersC donate some of their time to the up#eep of the garden. $lternatively, youth volunteering at the garden could participate for three or four month intervals to ensure continuity within the program.

$. (outh .ealth *romotion &ecommendation# Create youth positions with the .earts and 6ind program $fter early infancy, adolescence is the ne"t period in life during which individuals e"perience the greatest general health vulnerability B(andel V 1a-ilbash, .//DC. Therefore, adolescents re=uire appropriate delivery of health research, education, and communication to address this ris#. The City of Naga delivers health services and information to youth through a nationEwide health program, 7earts and (inds. ,e recommend that youth become partners in the Naga 7earts and (inds program in order to bring the program more in line with youth engagement strategies, and enhance its effectiveness. !. 0ey indings Hearts and Minds in +aga 7earts and (ind is a nationwide program that provides health information, education, and communication to young

+ilipinos. The Naga City chapter of this program is run by the City *opulation and Nutrition 1ffice staff Bthe City *opulation and Nutrition 1ffice focuses its services to the rehabilitation of malnourished children through supplemental feeding and nutritional care and family planning assistance among married couplesC. 9n addition to providing marital counseling and contraceptives to married individuals, 7earts and (inds also holds information seminars on se"ual health and addictions for young Nagueos in every Naga and (etro Naga barangay. Currently youth involvement is limited to logistical coordination by %'s. This coordination includesA securing venues and promoting seminars. $s this program targets youth, it presents an ideal opportunity to employ youthEdriven outreach strategies, wherein youth would play #ey roles in decisionEma#ing, program planning, and seminar delivery on local 7earts and (ind teams. '. ,reat *ractices#
,reat *ractice !# $C .ealth,uide *ersian community outreach television production Collaborating with multiple experts and groups as partners The BC 7ealth?uide television production was produced with three partnersA members from a targeted community, a provincial health program, and a local university. This project illustrates how a collaborative partnership between multiple groups can produce targeted health communication media that is integrated into a civic program and supported by scholarly e"pertise. This collaborative project produced four culturallyE appropriate public services announcements and a :DEminute documentary broadcasted on multicultural television stations, shown at community health wor#shops, and is also available on the British Columbia (inistry of 7ealth3s =C Health$uide *rogram website BhttpALLwww.bchealthguide.orgLmulticultural.stmWfarsiC.

,reat *ractice '# ,lobal (outh -oices : (outh:driven= community health research and communication This ?lobal outh 6oices project engaged youth in leading community health research and producing a health communication product. ./ youth in 9srael identified health issues in their communities, including smo#ing, violence, friendship, suicide, and pollution, analy-ed a selected health issues, and returned to their communities with an informative multimedia presentationA slideshow presentation, video screening, and photo e"hibit BhttpALLwww.globalyouthvoices.orgLmiddleEeastLgreetingsEen.htmlC. This model contains H phasesA <ngagementA <ngaging youth to wor# on a health project in their community 9ssue identificationA identifying issues of concern to youth in their community *lanningA %electing issues and developing strategy to address these $ctA 9mplementing project

&esearch, reflect, and rewardA <valuating and reflecting on completed project %ustainabilityA Considering opportunities to continue project

igure /."# ,lobal (outh -oices Six *hase 6odel

+or more information, visitA httpALLwww.globalyouthvoices.orgLresources.html ,ebsite contains the following resources wor#boo#sA Youth 7oices( , $uide or Youth E<pression and ,ction Youth ,ction $uide Community%=ased Smo4ing Pre#ention Ma4ing Changes 3or4 in Youth Centres

,reat *ractice /# 6eaningful youth representation on local health advisory board Health ,d#isory =oard o 7ancou#er Coastal Health outh represented three of nine volunteer members on a population health committee of a regional health board. These are the priorities for this youth engagementA :. %upport the voices of children and youth being heard .. <nsure that health services to our population are accessible >. <nsure that children and youth are recogni-ed as a priority in the regional healthcare system

 /. Actions and Strategies outh could partner with the 7earts and (inds program in some or all of the following waysA The youth representatives could be e=ual partners in research, administration and service delivery The City of Naga could re=uire the youth representative to be enrolled in nursing or other medical profession training programs 7earts and (inds could host a wor#shop for volunteer youth representatives from each barangay and coEdevelop barangayEspecific youth health wor#shops 7earts and (inds could deliver youthEfocused health information through a multiEpartner mass media production where production teams would be made up of youth involved in health services and students from $teneo3s multimedia program.

*romote a holistic, communityE driven approach to health promotion

?. Challenges *rojects cannot rely solely on youth volunteer time, s#ills and abilities, staffing or honoraria budget is re=uire outh may lac# medical e"pertise

C. Creation of a .eritage *reservation Course and *rogram ,e recommend that $teneo de Naga University establish a course in the preservation of local heritage, both built and cultural. The course would act as a tool for community investment as youth would be learning to research Naga3s rich history by interviewing elders of the community on their lives and their spaces. outh would also be ac=uiring s#ills in the areas of photography, =ualitative and =uantitative research, and architectural discourse. +or the course outline and a description of course activities please refer to $ppendi" BE>. ). Collective &emittances )evelopment in %aga for (outh

+or e"ample, 7earts and (inds could open one or more youth positions. These youth could steer the programming and ta#e part in decisionEma#ing as administrators, in order for the program to better reflect the needs of the youth population. 9n addition, youth could be employed to carry out facilitation, in order to more effectively engage youth in the community through peerEtoEpeer outreach. +inally, youth could lead multiEpartner health communication project. 8. $enefits Through locali-ed youth engagement, <"pose local health issues that may escape conventional medical documentation or attention <ngage communities to share local medical #nowledge +oster youth leadership, teamE wor#ing, and interview s#ills, as well as project management *romote the use of partnerships within the community

&ecommendation 6o create a system and structure to tap into the lo/ o remittance money rom youth /or4ing a"road and direct a small amount o it to/ards sustaina"le youth community de#elopment pro>ects5 "uilding the capacity o youth to support each other locally "y /or4ing glo"ally. !. 0ey indings 9n .//@ alone, J>>,DKK +ilipino overseas foreign wor#ers B1+,sC left the country. $ccording to the Bang#o %entral ng *ilipinas, remittances sent through formal channels in .//@ amounted to U%UK.D billion B$sis .//HC. $ccording to a .//D ,orld Ban# report, the *hilippines is the fifthElargest recipient of remittance flows after 9ndia, China, (e"ico, and +rance.

Contrary to common belief, people who migrate have more assets that the ones left behind. They are usually more educated, they are the strongest and the healthiest,
and they have at least enough money to pay for their trip. The poor of the poorest have no opportunity to migrate. For the families of migrant workers, remittances are generally spent on fulfilling the basic needs of the family, better housing, educational opportunities for children, and starting or investing in small businesses. 7owever, most of the people

do not share the benefits of this constant flow of money. ,hile remittances have
buoyed the country's economy, there is a need to explore how migration can be an instrument for development.

9n one of the wor#shops held, the participants agreed that they would have to migrate because there are no opportunities for them in the *hilippines. 7owever one of their Mbiggest dreamsN was to come bac# to Naga and to live up to their responsibility of giving bac# what they have received. '. ,reat *ractice#
,reat *ractice# /x! program in @acatecas= 6exico . >X: program is a successful strategy underta#en by immigrants associations from Yacatecas Bclubes -acatecanosC in partnership with the +ederal and the (unicipal ?overnments in (e"ico. +or years, immigrants3 associations sent collective remittances as donations for community projects. 9n :JJ> the +ederal ?overnment began matching the remittance dollars allocated in this community funds. By :JJJ, municipal governments also began participating. +rom :JJJ to .//>, projects were reali-ed in over >D municipios in Yacatecas. Because of their importance, emphasis was placed on projects for the provision of potable water, construction of sewer systems, electrification, road construction, paving, and repairs to or construction of sports fields, churches, par#s, public pla-as, and lien-os charros Brodeo ringsC. This highlights three contributions of a collective remittance systemA uniting the communities of origin with the communities of destination, converting the associations into interlocutors with the three levels of government, and enabling the financing of community projects in regions that were previously marginali-ed B?arcZa Y. .//>C. %trengths of the model for NagaA (e"ico and the *hilippines are two of the countries that e"port the most immigrants per year The economy of both countries is highly dependant in remittances Naga City has a successful culture of participation and association The )?C allows the City to have control over the budget The <mpowerment 1rdinance mandates the City ?overnment to collaborate with N?1s and *1s in training, which will be /. Actions and Strategies needed to initiate and sustain productive projects. ,ea#nesses of the model for NagaA Budget 9t will be hard to involve the national government 9t is not sustainable

The outh Council can be the organi-ation that brings together youth that are planning to migrate. Through any of the tools recommended in this report, an organi-ation of young Nagueos migrants can be created. Together they can build a vision of their community, they can identify what is missing in their barangay. They can decide in which programs or projects allocate the collective remittances. 9t is highly recommended that the resources are used to create human capital among the youth through sponsoring scholarships, s#ill development trainings, material for productive projects, etc. The organi-ation should be based in Naga, even though most of its members will be abroad. The organi-ation will be in charge of managing and distributing the resources. ,hile the City ?overnment should match the remittances of this fund, finding other sources li#e international organi-ations is strongly recommended , 9t is essential to ta#e into consideration selfEsustainability Bfinancial, technical, environmentalC and the fact that remittances cannot provide a permanent subsidy for projects5 instead, remittances should serve as a catalyst, as seed capital, perhaps in micro credit type schemes. The beneficiaries of the fund should receive training if they are to start a productive project. There should be an integrated view in designing and e"ecuting projects, while not forgetting that those projects must be initiatives of the communities themselves and that their members should be incorporated into the project planning, e"ecution, and evaluation. The connection between the universities and civic organi-ations and the migrants3 origin and

destination communities should be strengthened. 8. Challenges &emittances are private resources. The contributions should be seen as donations that should never be enforced. 1+, face a lot of constraints and difficult wor#ing and living conditions. Their contribution to the collective remittances must not be one more burden for them. The amount and fre=uency of their contribution must be voluntary.

-. Toolkit A. (outh Engagement Tools This section is a collection of tools that might be helpful to Naga on its path towards greater youth engagement. This section is in no way meant to be an e"haustive list, but rather a sampling of various methods that might spar# interest here in Naga. The sections in this part of the report are also only meant to give a brief introduction to these tools, but lead to more complete references when they3re available. !. (outh riendly Checklist outh friendly institutions are a fundamental component of youth friendly cities. &esearch into this topic has lead to the creation of guidelines focusing on accessibility, promotion of youth engagement, partnerships, and capacityE building. This chec#list can be used to assess an institution3s adherence to these guidelines. This particular chec#list is meant to act as a general guide, and can be changed to fit the particular conte"t of youth development in Naga. '. Accessibility $ccessibility refers to communication and information sharing. +or an institution to be accessibly by all youth, it shouldA *resent information in a youthE friendly format, such as using youth to present information, avoiding jargon in presentations and written documents, utili-ing a number of different types of media for information dissemination, and employing a variety of strategies for data gathering. Communicate information openly (a#e efforts to encourage creativity and difference /. *romotion of (outh Engagement outh will be encouraged to become engaged in an institution if they are made to feel that they have something of value to contribute. $s such, institutions can promote youth engagement by compensating youth for their efforts. outh friendly institutions shouldA *ay for youth staff

*rovide food at meetings, transportation fare, and honoraria when youth devote time and s#ills 8. *artnerships 9n addition to monetary compensation, youth advocates argue that partnerships between adults and youth help foster engagement. The strength of these partnerships lies in the sharing of information as these Mare based on an understanding of the independent, symbiotic nature of learning and teaching, and recogni-ing that both youth and adults have something different yet e=ually valuable to share with each otherN Byouth friendly p. .C. 9nstitutions who fostering partnerships shouldA 9nvite youth to wor# in an institution Create youth advisory councils !evelop mentorship programs %ee# out support in the adult community in the form of Ichampions3 in different City departments who ma#e a case for the benefits of youth inclusion ?. Capacity:$uilding 1ften training in youth development is re=uired to develop a youthEfriendly ethic in an institution. <"amples of wor#shopE style activities on this topic can be found at httpALLvancouveryouth.caLcivicTparticipati onLtools@adults and httpALLwww.youthfriendly.comLenglishLgui de.php. 9n order to build the capacity of both adults and youth, institutions shouldA 9nvite youth to develop and facilitate training wor#shops modeled on those above Possi"le uses or a Youth Friendly Chec4list in +aga. 9t could be incorporated into the analysis of every city hall department necessary in developing a Naga City outh *lan 9t could be used to measure the growth of youth friendly policies and institutions 9t could be used to measure and ran# institutions,

rewarding those youthEfriendly

most

actions, connecting to resources, and for conflict resolution. 6isioning techni=ues can be powerful tools for engaging marginali-ed youth, affirming that their needs, hopes, and positive action is meaningful for the development of their community. 9t is #ey to consider ways to reach out to youth who, for whatever reason, have less access to social programs or youth organi-ations. 9nvite them to participate in a visioning wor#shop. These wor#shops usually ta#e about ..D hours and should be scheduled at an appropriate time, in order to meet the needs of the target youth. (for an example

$. (outh )evelopment and Community $uilding 9n this section, we present some tools that can be used to engage youth in positively changing their communities. These tools focus on youth as a resource for community development whose particular e"periences can lead to a uni=ue and insightful perspective. The ability to perceive a different world, live by their ideals, and challenge the status quo5 are some of the characteristics that ma#e youth an invaluable force for social change. !. -isioning Techni5ues The biggest projects are born from the biggest visions. +or human beings, having and sharing visions is critical for development. 7aving a vision is having the ability to imagine a worthy and possible future. 6isions guide further plans and actions. $ shared vision is the starting point for any participatory development project5 it unleashes the capacity of people to ma#e positive change. $ shared vision is a very powerful tool that brings together the hopes, assets, creativity, commitment, and responsibility of the participants. There are several visioning techni=ues whose effectiveness depends in part on the facilitator and their ability to create a safe and reflective environment, and on the age and circumstances of the participants.

of a hand-ook please refer to http:!!www.neweconomics.org!gen!uplo ads!doc"#.$&%%%((%#"/owto.doc ) The

main features of the wor#shop areA :. To stress the importance of positive youth leadership and organi-ation for community development. .. To create a common vision of what youth want to see happening in their lives, families, communities, city, and country. There are several techni=ues for doing this. They might include rela"ation, music, etc >. To facilitate a brainstorm of the obstacles standing in the way of that vision5 as well as of the assets and opportunities they have. @. To facilitate a brainstorm of the actions that could be organi-ed in order to challenge those obstacles, using the assets they have. 0. To help them organi-e the actions to be carried out Bfor an e"ample see 6a4e action5 in ormation hand"oo4, of the British outh 1rgani-ation. 9n

Examples of these techniques are: strategic vision workshop (guided visualization), participatory theater, drawing vision. ( or an overview of successful visioning techniques, please refer to http:!!www.neweconomics.org!gen!uplo ads!doc"#$#%&%%%'&(#%")*+,.docC
$ctions led to by the visioning wor#shops arise from the assessment done by youth and are planned, implemented and evaluated by them. These techni=ues promote positive adultLyouth relationships since most are supported by a caring adult whose guidance is helpful for the training, planning and implementation of significant

http:!!www.-iglisten.co.uk!downl oads!123"info"hand-ook.pdfC,
clarifying what is going to be done, with what purpose, what specific strategies need to be implemented, when, who are the possible allies, and who is responsible for doing what. H. +ollow up the planning, implementation and evaluation of the actions underta#en.

Possi"le uses o 7isioning 6echniques or +aga $s a #ey way of creating the shared vision that will guide the actions of the Naga outh !evelopment +ramewor# $s a way of reaching out to the out of school and wor#ing youth, ensuring their voices are heard within the political system The %'3s and C 13s could be trained to use these techni=ues with their constituents to ma#e programming decisions. '. Community 6apping for (outh in %aga outh community mapping refers to a process whereby young people map out something of relevance to them. (aps are physical representations of communities and as such, reflect the perspective, point of view, and empowerment of those who ma#e them. By putting the mapping process in the hands of young people, and letting them control this process and the content of the maps, youth are empowered to represent their communities from their own perspectives. outh maps often highlight places where they feel safe or in danger, have fun, learn, heal, feel in control, or feel unheard. (aps can focus on promoting youth culture and identity, heritage, history, or visions of the future. By allowing youth to map what matters to them, planners and policy ma#ers can gain a deeper insight into the way young people see, understand, and interact with their environments and their communities. 9n 6ancouver, a group of )atino youth used community mapping to address the language barriers they perceived in the city. !rawing on their own e"periences and the collective #nowledge of their community, they produced a detailed map of %panish spea#ing services available to them and how they could be accessed, identifying community gaps and strengths. 9n Belo 7ori-onte, Bra-il, youth from a poor community participated in mapping wor#shops focusing on the health,

education, employment, leisure, and governance resources available to them locally. These wor#shops promoted debate and dialog among the participants, sharing and validating their lived e"perience in the community and created maps highlighting the assets and gaps in the resources available to them Bto be documented in a forthcoming publication by ?erson and Ceasar, .//0C. Community mapping is a simple activity that can be done with few resources F all that is needed is paper and pens, and perhaps some base maps containing the street structure of the area to be mappedA :. outh should decide on an area to be mapped and the themes the maps will address .. Ne"t, youth indicate on base maps the location of whatever it is that is being mapped. This step can happen in wor#shops to reach as many youth as possible, or it can be carried out by a team of youth through interviews with others. >. $ll the various maps should then be collected and analy-ed. $ll the info can be amalgamated to one map, or a few separated by theme. Possi"le uses or Youth Community Mapping in +aga City( %' and C 1 members could be trained in leading Community (apping wor#shops and do so in order to determine which issues are of most relevance to their constituents %'3s could use this tool to map the youth resources and the organi-ations active in their barangay to increase dialogue and coordination among them outh community mapping could be used as a participative way to collect information necessary for creating the (unicipal outh !evelopment +ramewor# /. Communications 1ne of the #ey findings of this report is that there is not enough information available to the youth of Naga about

programs and services available to them, or about ways they can e"press their voice and give their input in governance issues. This section contains a number of ideas that not only disseminate information to youth, but that encourage youth e"pression the sharing of ideas among youth and between youth and the government. @. <E?overnance for outh in Naga The internet is a tool that has the potential to reach out to youth in new and e"citing ways, engaging them in a highly interactive way both locally, nationally, and globally. Naga City is already a leader in eE governance, as recogni-ed by UN!*. This concept should be e"tended to focus on engaging youth and giving them a place to e"press their comments, concerns, ideas, and culture. [$n important limitation inherent in using the internet for community development is a lac# of access for many youth, especially those marginali-ed by poverty. +or this reason, any eEgovernance strategy directed at youth should be accompanied by plans to improve access to the internet for all youth. This might include wor#ing with private sponsors to set up free youth oriented internet access points in the poorest neighborhoods. www.redejovem.org.br )ede ?o#em is a Bra-ilian website that acts as an eEcentre for youth ideas and development in the country. 9t3s mission is to, MTo engage young people from all over the country in a healthy environment of networ#ing to e"change and produce collective solutions for their common problems.N This is done by providing free blog space for youth to e"press their ideas, concerns, post their art, rant, and share their e"periences. 9t also includes youth produced news and articles, online courses in internet and other s#ills, chat rooms, classifieds where youth can sell things they ma#e and promote their art and music, and more. The organi-ation also promotes free internet access sites for those who don3t have access otherwise.

www.ta#ingitglobal.org ATakingIT,lobal.org is an online community that connects youth to find inspiration, access information, get involved, and ta#e action in their local and global communities. 9t\s the world\s most popular online community for young people interested in ma#ing a difference, with hundreds of thousands of uni=ue visitors each month.N This international site contains detailed youthEfriendly information about development issues, active debates moderated through discussion sites, and lots of youth written information promoting youth journalism and e"pression. Possi"le /ays or +aga to use e%go#ernance or youth( The site could be part of the city website, or stand alone. 9t should be primarily in Bicolano to ensure access for as many as possible. This site could potentially serve the youth communities of Naga in @ major waysA :C ,ith information about local governance and city hallA 9nformation about programs, and news from city hall that relates to youth 9nformation about the structure of city hall and the ways that youth can access #ey decision ma#ing processes, ma#ing their voices heard .C 9nformation about youth resources, includingA ,hat3s available for youth, where it is, how to access it lin#s to other relevant youth organi-ations and city departments perhaps an online version of a youth community map B%ee outh Community (apping in the Tool#it sectionC. >C *romotion of outh !evelopment 9nformation on development programs and events for youth

9ssue based discussion boards outh written articles regarding development and issues related to youth. @C *romotion of outh Culture (usic F local bands, concert promos, music clips, etcS $rt F photo and drawing galleries 6ideo and other media !iscussion boards for each of the above, promoting a local arts community 8. 6edia Technology $nother opportunity to give youth voice and representation is through digital and broadcast media. The United Nation3s discussion paper entitled 6he Youth% Friendly City recommends that organi-ations and governments Mdevelop positive media images of youth and support integrated media promoting child and youth friendly citiesN B&egan V (cNulty .//HC. %ome youth media advocate have even argued that it should become Ma pillar F not just a component F of .: st century civic curriculumN B&heingold .//HC. 9n the *hilippines, most youth already have access to some form of media such as newsletters, newspapers, maga-ines, televisions, and radio B<conomic and %ocial Commission for $sia and the *acific .///A ::0C. ,hile access to media is valuable to developing perspectives on the world, it does not necessarily develop youth as an active and empowered citi-enry. oung Nagueos need to be more than just media consumers but active producers of programs. $s media consumers and producers, youth can bring a youthEfriendly perspective to challenge current images in the public sphere and to create media relevant to their e"periences. Currently, several youthEled radio and television programs e"ist in the *hilippines. These include the News ,atch 2unior <dition, %ine <s#uwela and Batibot B i"id ::0C. 7ere are a few e"amples of good practices around the world.

a. Access to 6edia Education Society ;A6ES< httpALLwww.accesstomedia.orgL $(<% is a communityEdriven, grassroots organi-ation that promotes media literacy and selfEadvocacy through media. $(<% targets MmultiEbarrieredN and empowers their voices through mentorship and production of youthEdriven short films, video, and public service announcements. %ome of these video have been integrated into its province3s public school curriculum, and shown on television and film festivals. %ome issues they tac#le are antiEracism, antiEhomophobia and $boriginal culture, and other e"periences of social e"clusion and social injustice. b. Community -oice 6 &adio# (outh

httpALLwww.youthvoice.org.u# outh 6oice +( is a community radio station for young people to broadcast in North Tyneside, United 'ingdom. 9t provides a youthEfriendly space for voice and representation of youth and youth issues. 9n addition to being a venue to promote local youth talent and art, it cultivates a sense of community. 1ne wea#ness of this project is its limited airtime Bone month per yearC. +or effective youth engagement, youthEled programming must be regular and continuous. ,hile youth media programs are diverse, they share many common factors. (ost develop a timeEintensive training wor#shops followed a period of supportive mentorship giving youth more than just technical s#ills in media production. This training curriculum should include seminars on social justice issues, creative e"pression, community and participatory research s#ills, while providing a safe environment to discuss issues of media representation, particularly with marginali-ed groups. !uring the mentorship phase, the youth lead programming and content5 while mentors, sponsors, and funders ta#e a bac#seat. (any of the programs attempt to connect youth to professional networ# that may transform into job opportunities. They encourage a oneEyear commitment and

develop youth as peerEmentors to ensure a continuation of youthEled programs Possi"le uses o Media or +aga *artnerships could be sought with other organi-ations to develop participatory programming *artnerships could be developed with the local media outlets to encourage more youth input and programming <ncourage the $teneo $nimation students to partner with other youth in e"ploring animation as a tool for youth development <ncourage the development and support of youth community radio stations Connect to the Naga youth website to display youth made videos, photos, music and any other form of e"pression %'s could use tools li#e participatory media production to e"plore youth issues in their barangay C. )ata ,athering and &ecord 0eeping !. (outh *articipatory &esearch and Evaluation The positive youth development movement has influenced scholars and practitioners to include youth as partners in the design and implementation of research involving issues that affect their lives. <ngaging oppressed or marginali-ed youth in research and evaluation not only generates useful #nowledge for communities and individuals but also provides opportunities for the development and empowerment of youth participants, leading to benefits for young people, organi-ations, the broader community, and the research process. B'roe#er :JJHA >C The entire enterprise engages young people in critically thin#ing about and researching important social issues. This enables them to e"ercise their political rights, prepares them for active participation in a

democratic society, and empowers them to create social change. B7art :JJ.A ..F.@C <ngaging youth in participatory research and evaluation enhances the possibility that findings will be useful, owned and acted upon by those involved in producing them. 9nvolving youth in the formulation of the research =uestions, in the strategies to answer them, and in the data interpretation, improves the accuracy of the results. M outh and $dult )eaders for *rogram <"cellenceA $ *ractical ?uide for *rogram $ssessment and $ction *lanningNA is a comprehensive resource #it, based on youth development research and practice, designed for groups that are see#ing to promote positive youth development through strategies of youth participation, youth activism, youth voice and youthE adult partnership. The #it is most appropriate for programs that are actively see#ing to improve their services, and which perceive youth as being #ey actorsLpartners in that process. This resource #it guides staff and youth through five phases of assessment and program improvementA planning and preparing to conduct a program assessment, collecting and compiling data, analy-ing and understanding the data, sharing results with the group, action planning and finali-ing the report. 9t also includes > research and practiceE based assessment tools. outh engagement toolA for assessing the degree which youth have legitimate chances to be heard, respected and ta#en seriously during program design and implementation. M1rgani-ationalE outh <ngagement Tool,N for assessing the e"tent to which youth are involved in decisionEma#ing forums and the degree to which the organi-ation creates structures to support youth engagement over the long term. M*rogram and $ctivity $ssessment ToolN, for assessing the developmental opportunities and supports provided to youth in the program. 1pportunities include the chance to e"plore new things, be

creative, gain membership in a group, and contribute to others. %upports include nurturance, emotional safety, high e"pectations, standards and boundaries, and strategic support through transitions. ,hatever techni=ue is used to engage youth in participatory research and evaluation, we recommend the use of the table and a consideration of the #ey concepts in $ppendi" $E. Possi"le uses or Participatory )esearch and E#aluation in +aga This tool could be used and promoted by the youth council and the coordination office to develop research projects among organi-ations Bincluding local universitiesC and e"cluded youth %'s and C 1 can act as lin#s for researchers and the youth communities in their barangay These tools can be used to collect the research necessary for creating the Naga outh !evelopment +ramewor#.

issues of youth are recorded and addressed. +inally, the standardi-ation of a template Bli#e the one described in $ppendi" $E:C creates a benchmar# against which all future youth programs and issues in Naga can be assessed fairly and accurately. 9n order to capture the change, if any, in the lives of youth, it is important to have periodic rounds of monitoring where the participatory monitoring framewor# will relate to a specific period, reflecting the periodic change for better or worse. 1nly then will the participatory monitoring framewor# be useful [%ee $ppendi" templates $E: for e"amples and

'. *articipatory 6onitoring ramework $ participatory monitoring framewor# is a set of guidelines and e"ercises that help youth and the adults wor#ing with and for them to monitor the progression or digression of various programs and issues facing youth today. The framewor# outlined below was ta#en from a UN9C<+ report presented in .//D. The motivation behind such a framewor# is the ever changing lives of youth and the general lac# of monitoring that occurs after a program or project is implemented. The framewor# is applicable to Naga because currently, there seem to be no established mechanisms to monitor how and if programs are wor#ing, and more importantly how youth are being impacted from the implementation of such programs. The framewor# provides a solid base for evaluation and assessment Bdone by the youth themselvesC and a record for comparison, ensuring that the feelings and

Possi"le uses or a participatory monitoring rame/or4 in +aga( %'s can be trained to hold wor#shops with youth in each barangay to monitor the state of the youth in their constituencies and then use this information to direct programming decision The entire process could be overseen by the Coordination council and office. The tool could be utili-ed within organi-ations and schools for selfE monitoring Bpromoted through the outh Coordination 1fficeC

-I. Conclusion 1ver the course of time that the UBC team has spent in Naga, it has become clear that this city3s commitment to meaningfully engaging youth is sincere and genuine, placing it in a prime position for becoming a true leader in local youth collaborative governance. (ost of the elements necessary for this achievement are already alive and well in this city. $ myriad of programs designed to serve, teach, and engage youth e"ist in various City departments, N?1s, educational institutions, and higher levels of government. outh participation is mandated as a fundamental component of barangay politics through the %', and incorporates annual and =uarterly gatherings of all youth to participate in budget allocations and decision ma#ing. The collaborative approach to governance fostered in this city has led to a culture supportive of youth, recogni-ing that if the gains and progress made here in the last :K years is to be continued into the future, it will be up to the younger generation to carry on what the last so enthusiastically championed. ,e also suggest that more connection and collaboration occur on multiple levels of government. 1n the national level, for e"ample, the National outh Commission has produced a handboo# entitled, Philippine 6ool4it or Youth *e#elopment

BPno dateQC and the +ational ,ssessment( Youth ,ttri"utes5 Participation5 and Ser#ice%Pro#iders B.//@C that could potential inform local Naga youth organi-ations with alternative ideas. This pro youth attitude places Naga in an e"cellent position to begin pushing its e"periences and e"periments with youth development in new and e"citing directions. The challenges presented in this document are not simple, small ways to improve what e"ists, but rather a new way of approaching youth development altogether. The ideas suggested here involve ta#ing a large step towards ensuring that Naga is able to harness all the collective resources for youth development in this city and use them in the most effective and efficient way possible. 9nstitutionali-ing this level of coordination will mean ensuring that this commitment to youth development carries forward into the future, beyond this generation, supporting healthy youth and healthy communities for generations to come. ,hile many obstacles might stand in the way of completing this tas#, the youth of Naga are some of the brightest and most resourceful in the world. Collectively they can overcome obstacles, bringing them closer together, ma#ing Naga an e"ample of collaborative youth governance #nown across the world. The challenges are many, but if any city can ta#e them on, Naga can.

A**E%)I1 SECTI+% A# T++3S A:!# *articipatory 6onitoring ramework A:'# (outh Engagement Assessment Chart

Appendix A:! The *articipatory 6onitoring ramework Template# Taken rom# (u#herjee, N. B.//DC. 6o/ards E#ol#ing a )ights%=ased Participatory Monitoring 6ool or Sustaina"le Human *e#elopment and )eduction o 7ulnera"ility o S6)EE6 CH:-*)E+ in @r"an South ,sia. UN9C<+ F New %chool Conference, New or#. STE* !# *erspectives of (outh To begin with, youth should participate in a freeEflow discussion and analysis of the issues facing youth in general and youth in their community, the =uestions posed can be as simple as M,hat #inds of problems do you thin# young people have hereRN, but can become more collaborative or imaginative based on the people participating. %ome <"amples from (u#herjee, .//DA no place of residence forced to sleep in the open uncertainties in accessing daily food wea# health due to wor# no access to health services low income

$ discussion Bli#e aboveC of the problems and issues facing youth can also be conducted as outlined belowA $ox ! : *rioriti7ed *roblem &anking ;by one group of youth< Examples# BiC *roblem in accessing school BiiC %uffer health problems due to hard wor# BiiiC)ow wages and long hours of wor# BivC!ifficulties in accessing basic amenities BvC <tc. $ox ' B *rioriti7ed *roblem &anking ;by another group of youth B perhaps more marginali7ed than the first< Examples# BiC !ifficulties of shelter, basic ]security] and amenities BiiC !ifficulties in accessing food BiiiC $ttitude and behaviour of people who call by names and misbehave BivC )ac# of affection BvC !ifficulties in accessing clothes, #eeping cash, attending school BviC <tc. STE* '# Evolving Criteria from the *erspectives of 6arginali7ed (outh Below, in Table :, spaces for youth to describe their perspectives, their issues, and the coping strategies they use or thin# they can use to deal with such issues have been provided as in column ., column > and column @, respectively. The table below is meant to map out the mechanisms for coping that youth have been resorting to, and possible ways these can be restructured into a healthier approach to dealing with problems and concerns. $s (u#herjee discovered during research, Msome of the issues listed by the youth are iterative though they can be easily termed as being repetitive in our view. The point is that they are perceived as different aspects of similar or disEsimilar problems by the youth and hence two different

negative criteria could have similar issues though their implications need not be the sameN B.//DC. %ee Table : belowA Table !# )rawing ,eneric Criteria from the Issues &aised by (outh ;Column !< ;Column '< ;Column /< ,eneric Criteria on )isempowerment= )enial of &ights and Capabilities 3ack of access to basic amenities Issues &aised by (outh No place of residence, lac# of shelter, forced to sleep in the open, no safe place to #eep cash, no opportunities for education Coping Strategies Adopted by (outh [ %leep on the street, wherever space is available [ 1ften lose cash, clothes, sandals and other items ;Column 8< Towards ,eneric Indicators for *articipatory 6onitoring [ 7ave access to a proper shelter [ 7ave a safe place to #eep cash and other items such as clothing and sandal,as re=uired.

Continued C Until all issues raised by the youth are addressed in chart form

Continued C

Continued C

Continued C

STE* /# 3ist ,eneration The ne"t step is to develop with the youth a negative list of :/ generic criteria A :. !isempowerment and *owerlessness .. !iscrimination >. )ac# of access to basic amenities @. Continued to :/ and !evelop with the youth a positive list of :/ generic criteria and subEcriteriaA :. <mpowerment and I*ower ,ith3 and I*ower ,ithin3 .. *ositive !iscrimination >. &ight to %helter and %afety and *ractical $ccess @. <motional ,ell Being, %ocial 9nclusion D. Continued to :/

STE* 8# Towards a &ights B$ased *articipatory 6onitoring ramework for (outh ;in:school= working youth= out:of:school youth= etc.< The negative list of :/ generic criteria as in Table : have been transformed to a positive list of :/ generic criteria for constructing the rights Fbased participatory monitoring tool as shown in Table .. Table . provides a set of generic criteria and subEcriteria for participatory monitoring of situation by youth. This tool can be adapted across countries and locations after testing and validation by the primary sta#eholders. %ee Table . belowA

Table '# *articipatory 6onitoring by (outh# ,eneric Criteria and Sub:Criteria with Scores ,eneric Criteria Sub:Criteria for *articipatory 6onitoring 9.: Confidence to tal# with eldersL strangers and tac#le unjust actsLdemands 9.. Can challenge strangers and demand better behaviour 9.> Score# !D%egligibl e Score# 'D3ow ScoreE /D6ediu m Score# 8D.igh Score# ?D-ery .igh Score# FDExcellen t Score on Sub: Criteri a

I. *ositive )iscrimination

Continued until all negatives are met with positive solutions B created by and for the youth participants %ote !A 2ualitative ScoringA :^Negligible5 .^)ow5 >^(edium5 @^7igh5 D^6ery 7igh5 H^<"cellent. %ote 'A &ange of Total ScoreA There are :/ generic criteria, which have @/ subEcriteria for =ualitative scoring. <ach sub Ecriterion has the highest score of H, so @/ subEcriteria have total highest score of .@/. $ny individualLgroup of youth, which scores Me"cellentN on all criteria has a total score of .@/ BH multiplied by @/C while that, which scores MnegligibleN on all criteria has a total score of @/ B: multiplied by @/C. %coring on participatory monitoring or participatory situational analysis of street children would have a range of @/ to .@/.

Appendix A:' (outh Engagement Assessment Chart Appendix A:'# Assessing the level of youth engagement in participatory research 2uestion (es %o !id the recruiting methods contemplate giving access to marginali-ed and e"cluded youthR 9s there a partnership among youth and adults in the research teamR 9s there any incentive for their participationR !id they develop initial aimsR !id they decide research topicsR !id they develop research proceduresR !id they develop instrumentsR !id they complete training on rights and responsibility of involving human subjects in researchR !id they complete other training in conducting researchR !id they recruit peers to participateR !id they recruit adults to participateR !id they survey peersR !id they survey adultsR !id they debrief about research process and progressR !id they enter dataR !id they analy-e dataR !id they interpret dataR !id they present findingsR !id they write publicationsR !id they meet with other youth researchers to share findings and e"periencesR ,as there an increased participation by hardEtoEreach populationR 9s there more complete dataR !id youth develop new s#illsR 9s there more community recognition of youthR

&ey principles 7olding research roles offer young people optimal conditions for development. They develop various s#ills including how to design and plan a project, to develop instruments, to use different methodologies and procedures, to wor# with data, and to interpret findings5 they may gain public spea#ing s#ills and learned how to give presentations to diverse audiences, as well as advocate for issues of importance to them and their peers. They might have opportunities to interact with and build relationships with people of different ages, bac#grounds, and social networ#s. $ll researchers need time to learn, practice, and improve their craft. The timeframe needs to be realistic_long enough for the development, testing, and revision of new s#ills, but not so long that young people are unable to see it through to completion because of their own developmental changes. The wor# of youth researchers needs to be supported with appropriate human, financial, and logistical resources. oung people need to be engaged in and informed about the rights and responsibilities involved in Mhuman subjectsN research. outh voice need to be ta#en seriously by listening to and acting upon youth recommendations. $t the same time, youth recommendations should not be endorsed uncritically. (ultiple modes of participation are important. 9t is important to provide incentives or pathways to Mramping upN participation and assuming increasingly comple" responsibilities, as well as ways for youth to reduce their involvement, while maintaining significant relationships with the project, as their developmental needs change.

A**E%)I1 $# *&+,&A6S A%) &EC+66E%)ATI+%S $:!# 9hitehorse (outh )evelopment *lan &isk and *rotective actors Chart $:'# %aga City (outh Coordination Council ramework $:/# .eritage Course Curriculum +utline

Appendix $:! 9hitehorse (outh )evelopment *lan &isk and *rotective actors Chart

Appendix $:' *roposed %aga City (outh Coordination Council ;%C(CC< ramework The %ame# The name of the outh Council can be determined by the incoming members of the Council itself. 9t will be called the Naga City outh Coordination Council BNC CCC throughout this $ppendi" only to simplify the following recommendations and constitution. This name is only temporary and is subject to change at the will of the founding members The 6ission# The mission of the heretofore named NC CC could beA To unite the youth of Naga city (and subsequently the youth of the Philippines and the international youth community at large) in the de elopment of an equal! "ust! accessible! and sustainable youth de elopment system %+TE# $s suggested by ,illy *rilles during the seminar presentation of this report, the %' could act as the organi-ation that would effectively become the new NC CC. This would be effective due to the fact that the %' is made up of motivated and ableEbodied youth, especially those operating within Naga City. This suggestion could also be an effective solution to the concern that the %' will be abolished in the near future F transferring the %' members to the new Coordination Council would ma#e the most use of their s#ills and energies. The Aims# The aims of the NC CC could be the followingA :. To unite the youth organi-ations of Naga and to a lesser degree the youth organi-ations of the *hilippines and of participating international partners .. To promote inclusivity within Naga city youth organi-ations, and to promote the inclusivity of Naga city youth in such organi-ations regardless of their financial status or achieved level of education >. To provide the public of Naga, specifically members of the youth community, with information on all e"isting organi-ations and their respective activities, meetings, assemblies, and routine updates @. To promote idea sharing and information sharing among all youth in Naga, and eventually, among the youth in the *hilippines, and worldwide D. To create greater awareness, recognition, and appreciation of the issues that affect Naga city youth H. To foster unity among the youth community of the *hilippines 0. To not only implement new programs, projects, and activities but to systematically monitor such innovations with the aid of a participatory monitory framewor#, developed and maintained by the <"ecutive Council of the NC CC K. To foster cooperation and the building of sustainable lin#ages between all youth organi-ations Bregardless of political or governmental affiliationsC and the local and national governments of the *hilippines. +urthermore, to foster cooperation and the building of sustainable lin#ages between governmental youth organi-ations and nonE governmental youth organi-ations J. To strengthen all youth networ#s through the sharing of information and lessons learned The +bGectives# 9n order to achieve the aims stated above, the NC CC3s principle tas#s are as followsA :. To unite the youth organi-ations of Naga and to a lesser degree the youth organi-ations of the *hilippines and of participating international partners $(# a. The creation of a youth radio program run by an e"ecutive member of the NC CC. The program would allow youth to te"t in =uestions to the announcer. The primary responsibilities of the announcer would be to discuss important youth issues and disseminate information on different youth organi-ational activities and programs to increase youth outreach

b. *romoting local, regional, national, and international assemblies and summari-ing such assemblies and meetings to #eep youth informed, and to share information, ideas, concerns, and innovations c. ?athering and disseminating appropriate youth information to the international community d. <stablishing a page on the Naga website, the national website, andLor an independent website for the wider promotion of youth organi-ations and information F and to ma#e this information more readily available and accessible .. To promote inclusivity within Naga city youth organi-ations, and to promote the inclusivity of Naga city youth in such organi-ations regardless of said youth3s financial status or achieved level of education $(# a. *roviding membership openings and the creation of spaces within Naga city youth organi-ations for those youth defined as being outEofEschool, wor#ing, and disabled b. 7olding information seminars in vulnerable andLor poor andLor remote communities Bfor e"ample, the urban poor community of *acolC, so that the most vulnerable and marginali-ed youth of Naga are recogni-ed, ac#nowledged and included. +urthermore, to ensure that such youth as described above do not have to travel long distances andLor pay for e"pensive travel costs in order to participate in youth organi-ations or youth organi-ational activities. The organi-ations should come to the youth N1T the opposite c. 7olding such seminars as described above in comfortable, culturally sensitive and acceptable, and appropriate locations Bpar#s, churches F when appropriate, community centresC d. 7olding s#ills wor#shops free of charge Bor for an optional feeC for youth to participate in art classes, dance classes, business classes, creative writing classes, sports seminars, etc. e. 7olding career opportunity and resume writing seminars in such locations as described above, to help and encourage youth to promote themselves appropriately and to the best of their ability when searching for employment f. 7olding computer s#ills wor#shops Btyping, search techni=uesC, while increasing access to youth oriented internet sources g. 7olding informal interview wor#shops or focus groups to better understand the real issues of local youth >. To provide the public of Naga, specifically members of the youth community, with information on all e"isting organi-ations and their respective activities, meetings, assemblies, and routine updates T.&+H,. T.E HSE + # a. &adio programs b. Newsletters published by the NC CC c. $ T"t Naga outh *rogram d. $n NC CC website e. *rint media Bnewspapers, maga-inesC f. %chools @. To promote idea sharing and information sharing among all youth in Naga, and eventually, among the youth in the *hilippines, and worldwide T.&+H,. T.E HSE + # a. $n NC CC website b. &egional, National, and 9nternational youth assemblies, congresses, and satellite meetings D. To create greater awareness, recognition, and appreciation of the issues that affect Naga city youth $(# a. !isseminating the information learned from seminars and wor#shops li#e those described above in step .

b. *roviding the information from such seminars through the methods described in steps > and @ H. To foster unity among the youth community of the *hilippines $(# %<< (<T71!% $N! 9!<$% $B16< 0. To not only implement new programs, projects, and activities but to systematically monitor such innovations with the aid of a participatory monitoring framewor#, developed and maintained by the <"ecutive Council of the NC CC SHC. A &A6E9+&0 IS A-AI3A$3E I% T.E ,++) *&ACTICES SECTI+% + T.IS &E*+&T K. To foster cooperation and the building of sustainable lin#ages between all youth organi-ations Bregardless of political or governmental affiliationsC and the local and national governments of the *hilippines. +urthermore, to foster cooperation and the building of sustainable lin#ages between governmental youth organi-ations and nonE governmental youth organi-ations J. To strengthen all youth networ#s through the sharing of information and lessons learned The 6embership &e5uirements# The membership re=uirements to become a member of the NC CC could be as followsA The Naga City <mpowerment 1rdinance should be consulted before any such re=uirements are adopted. :C <ligibilityA a. outh organi-ations Bdefined as those organi-ations comprised of members aged :DE>/C b. $lternatively, individuals or small groups of youth who are yet to be affiliated with any specific organi-ation but re=uire placement could become members c. $ny grouping of youth regardless of how formal or informal should have the opportunity to become members of the NC CC d. $ll organi-ations must agree to the above stated $ims and 1bjectives .C $dmissionA a. To be determined by the incoming Council members. 7owever, the admission fees should only be collected from organi-ations with the budget to support such charges. $ll members should have e=ual opportunity to benefit from the funds and ideas of the NC CC >C CessationA 1rgani-ations will cease to be members of the NC CC if theyA a. +ail to abide by the above stated $ims and 1bjectives b. Cause any harm, or discriminate in any way, against any other NC CC individual member or member group @C 1therA a. National organi-ations can be admitted if they comply with the above re=uirements b. 9nternational organi-ations can be admitted if they comply with the above re=uirements The ,eneral Assembly of the %C(CC# Based on participatory councils worldwide, the general assembly of the NC CC should be the ultimate democratic decision ma#ing body of the NC CC, the general assembly is comprised of a selfEdetermined number of each of the admitted youth organi-ations F

the e"ecutive committee of each respective organi-ation Bpresident, viceEpresident, treasurer, secretaryC may not be members of the general assembly. The general assembly of the NC CC is empowered to Bta#en from Chapter DA ?eneral $ssembly of the *acific outh Council P* CQCA a. !etermine and approve the policy and wor# programs of the NC CC b. !ecide on the budget of the NC CC c. &eceive reports from the <"ecutive Council on policy, programs and finance d. Conduct the election of the <"ecutive Council and 1ffice Bearers by %ecret Ballot e. $ppoint a =ualified $uditor recommended by the <"ecutive Council f. &eview and amend the Constitution as re=uired The Council should determine how often elections are held and how long individuals remain in their positions. This will most li#ely be based on the time frame of each of Naga3s current programs Bincluding the C 1 F a fortyEfive day program, and the %'C The ?eneral $ssembly should have fair representation of age, gender, employment status, and Barangay of Naga city The meetings and assemblies of the ?eneral $ssembly should be conducted in a language that is comfortable for every member of the Council. 9f Bicolano is preferable to most but not to all, <nglish or Tagalog will be offered as a translated alternative. The meetings should also be conducted in a location that is comfortable and accessible to the majority of the attendees. 9f members are unable to attend, alternative arrangements for them to hear what was said and have their voices heard Beither via te"t messaging, callEin, emails, word of mouth, or otherC. ,eb or radio feeds should also report on decisions made to #eep the general public and youth informed.

The Executive Council of the %C(CC# The <"ecutive Council of the NC CC should be comprised of a selfEdetermined number of youth between the ages of :D and >/ years. The ?eneral $ssembly should elect the <"ecutive Council The <"ecutive Council, just as the general assembly, should have fair representation of gender, age, employment status, and Barangay of Naga city The <"ecutive Council should meet together at selfEdetermined intervals to discuss youth issues, to evaluate the current state of the program, to monitor the progress of various youth programs and projects, to discuss certain concerns andLor problems, and to answer =uestions and ma#e decisions pertaining to the NC CC and the outh Coordination 1ffice of Naga city The meetings of the <"ecutive Council should be conducted in a language that is comfortable for all members. 9f Bicolano is preferable to most but not all, Tagalog or <nglish will be offered as a translated alternative. The <"ecutive Council is empowered to do the followingA o To be determined by incoming members The unds# The NC CC should receive its funds from the following sourcesA The membership fees from the member organi-ations Contributions from approved organi-ations andLor individual persons The outh Coordination 1ffice of Naga City 1ther approved sources The Treasurer should be responsible for recording and organi-ation the financial records of the NC CC

Appendix $:/ .eritage Conservation Course +utline %ame# Cultural &esource (anagement in Naga City, *hilippines )escriptive Title# 7eritage 9nventories F <valuation )escription# This course e"plores the preservation of historic resources Bcultural, natural, and builtC e"isting in Naga City, the *hilippine. The course also e"amines the development and use of inventory forms, techni=ues, and e=uipment used in the recording of and preservation of heritageLhistoric resources worldwide5 it also uses information and evaluation techni=ues to understand and appreciate the value of traditional forms of buildings, spaces, and cultural resources in Naga City. 9t includes information on the development of a *hilippines specific inventory form, field survey, photographic style Bbased on that used in CanadaC, database, and information management system. +inally, the course involve site visits to historic places in Naga and in other parts of the *hilippines Bwhere and when applicableC, along with the assessment of local styles and the preparation of reports. Credit -alue# > Textbook;s<# :C Tyler, Norman. B.///C. Historic Preser#ation( ,n :ntroduction to :ts History5 Principles5 and Practice. New or#A Norton V Company )td. .C Burden, <arnest <. B.//@C. :llustrated *ictionary o ,rchitectural Preser#ation. (ichiganA (c?rawE7ill >C %tipe, &obert, <. B.//>C. , )icher Heritage( Historic Preser#ation in the 6/enty% First Century. 7istoric *reservation +oundation of North Carolina 9nc. Course Aim# To develop s#ills in preparing and conducting heritage resource inventories in a *hilippines conte"t Course +bGectives ;0nowledge<# :. $rchitectural 7istory of the *hilippines a. *reEcolonial b. *ostEcolonial c. (odern .. !efinition of 7eritage &esource a. Built b. Cultural c. Natural >. !efinition of a 7eritage 9nventory a. ,hat is a heritage inventoryR b. ,hy are the heritage criteria importantR c. ,hat resources are most beneficial to use when conducting a heritage inventoryR d. ,hat tools are essential when conducting an inventoryR @. ?ood *ractices a. Canada3s %tatement of %ignificance B%1%C system b. Calgary3s valueLmerit based significance criteria D. <"amination of the Canadian 7eritage 9nventory %ystem a. National b. Canadian inventory of historic buildings c. U%E7$B% d. Urban resources vs. rural resources e. City of 6ancouver historic building survey

f. City of 1ttawa survey H. &ecogni-ed 7eritage &esources in the *hilippines and $sia a. )ocally recogni-ed b. &egionally recogni-ed c. Nationally recogni-ed d. ,orld 7eritage %ites e. !ifference between designated, ac#nowledged, preserved, restored, and renovated 0. The +undamentals of the 7eritage 9nventory a. 9dentification of resources b. Name of the resource c. !ate of Construction d. $ddress e. Use BsingleEfamily residential, apartment, hospital, ban#C f. 1wnership BcurrentC g. !iscussion of where to find the above information in Naga K. !escription of how significance is determined for the purposes of the inventory a. 9mportance b. 1fficial designation date c. !ate history d. 7istorical comments e. $uthorship f. !escription of the resource g. $rea and setting Bwhere it is located, significance of placeRC h. %ite and structure Bhas the resource been movedRC i. (agnitude Bis the resource considered a landmar#C J. 9dentify the general characteristics of describing a cultural resource a. %tyle Bcraftsman bungalow, ?othic, <dwardianC b. (aterial and techni=ue Bstone, bric#, nailed frameC c. Construction elements d. 9mmovable elements e. (ovable features :/. 9dentify conservationLrestoration re=uirements a. *reservation b. Conservation c. *rotection ::. !escription of and e"planation of how to find and use the sources of documentary evidence a. +iles and reprints b. (aps c. *lans and drawings d. *hotographs :.. !escribe the steps in developing a local BNaga CityC inventory a. !evelop objectives b. !evelop inventory forms c. Test the forms d. &evise the inventory forms e. Conduct a sample inventory f. Tabulate the results :>. Use of technology a. !igital camera instruction b. 6ideo camera instruction :@. !escribe the various systems of evaluation heritage buildings a. &eview of the *ar#s Canada %ystem b. The UN<%C1 system c. The 7eritage +oundation system

:D. !escribe the basic approaches to developing a system of evaluation a. 6alueL(erit based systems B=ualitativeC b. Number and letter based systems B=uantitativeC c. $pplication of evaluation techni=ues d. &eview of who should evaluate the application system e. !ecision on what system to use in Naga f. Creation of a Naga City designation process :H. 9dentification of the major historical influences on architecture in the world a. Classical ?ree# and &oman b. &enaissance architecture c. NeoEclassical architecture d. ?othic architecture e. Chinese architecture f. %panish colonial architecture g. *hilippine architecture :0. 9dentification of sources of architectural history a. $rchitectural dictionaries Bsee re=uired readingC b. %pecial libraries c. $rchives d. 9ndividuals living in the community Belders, architects, planners, developersC :K. 9dentification of the various methods of study for inventories a. *hotography b. 6ideo recording c. $rchival research d. 9nterviews with locals e. !ocumentation :J. !escription of vernacular architecture a. Natural boundaries b. *hysical boundaries c. 7ouse and building styles d. &oof types e. !ecorative elements f. +unctional elements ./. 9dentify the various building types and uses a. Naga specific styles b. *hilippine specific styles 6aGor TasksISubtasks# :. !evelop an inventory form for Naga City .. Conduct a local inventory >. *repare an evaluation framewor# @. %urvey local structures and identify types of *hilippines vernacular architecture and prepare a presentation D. *repare a building report on the local influences in Naga City architecture H. Conduct a site visit to several communities and note the use of areas around the buildings Evaluation# 9ndividual *rojectA >/O *articipationA :/O ,ritten TestsA ./O ?roup *rojectA @/O 3ead Institution;s<# $teneo de Naga University and the University of British Columbia, %chool of Community and &egional *lanning B%C$&*C

)evelopment .istory# $dapted from &obert Buc#le, (!es *lanning, *rinciple of 7eritage Collaborative 9nc.

A**E%)I1 C# *&+CESS )E-E3+*6E%T C:!# Seven:Step 6odel B )evelopment of a &esearch 2uestion

Appendix C:!

%aga City *articipatory *lanning Studio Course# A Seven:Step *rocess to )evelop a &esearch 2uestion %B! Step !# The Task To develop a research =uestion based on the improvement of the outh !evelopment programs in the city of Naga, the *hilippines. The *articipantsA !aniel ?erson, !iana )eung, *aola Cassaigne, Charlotte 7umphries, and (egan +aul#ner 9hen# (ay :H E 2une K, .//0 9here# Naga City, *hilippines Step '# ,oals To create a =uestion and a subse=uent plan that is accomplishable within the time frame of the *articipatory *lanning %tudio Course B(ay :H E 2une K, .//0C To create a =uestion and a plan that are both beneficial to the youth of Naga City and the general Naga City community To create both a =uestion and a plan that are sensitive to the specific conte"t of Naga Bboth geographically, culturally, politically, and economicallyC and that are straight forward and easy to understand and change to better fit with future issues and concerns To create something that will effectively address the issues that Naga is currently facing with regards to youth and to recommend sustainable ideas that will be easy to implement and easy to maintain

Step /# acts %trengths The participants all have e"perience wor#ing with youth in different conte"ts The participants are passionate about the subject of youth development The participants have access to the youth of Naga and to the entire city planning staff of the city The participants have access to international case studies and lessons that will inform them of what has wor#ed and what has not wor#ed in the past The participants have access to the #nowledge and research of the other groups participating in the Naga studio course and as a result have access to other recommendations being made that might impact youth in Naga E either directly or indirectly

The participants have access to all the information and research conducted by the city of Naga The youth community of Naga, the city staff of Naga, and the general population of Naga are willing to help and participate in any way possible

,ea#nesses There is not a lot of money to spend on youth issues E budget is a major wea#ness The participants have no access to money or funds E impossible to implement or begin any of the recommendations There is a significant lac# of data BstatisticsC There is a lac# of #nowledge of what activities street youth participate in and why and how they arrived in their current state There is a lac# of #nowledge of all the youth related programs offered and e"isting in Naga The issues affecting youth in Naga are so deep and so rooted in other issues Bpoverty, education, agriculture, economics, politics, transportationC that it is difficult to suggest recommendations that span only one issue The problems associated with youth development are costly and complicated and re=uire the attention of local, national, and international resources and organi-ations

1pportunities The youth are readily available to the participants for consultation and support The C 1 youths are just finishing their program, and as a result we have the opportunity to as# them to evaluate the program *eople are willing to help us Naga is a rare e"ample of an e"cellent local government that is concerned with youth issues and is willing to do everything to improve the lives of its people The professor of the course is from the *hilippines and is able to offer information, insight, and support that we might otherwise not have access to ,e have the opportunity to interview and tal# to as many people as possible in the time we have ,e have the opportunity to live in the community we are studying (any people in the community spea# e"cellent <nglish, allowing us to understand each other

,e have received a lot of help and advice from people who have e"cellent ideas on what can be done to improve the Naga situation, and as a result we have the opportunity to ta#e the advice we have received and turn it into something tangible

Threats 1ur objectives might not align with the people or government of Naga ,e are under significant time constraints ,e ris# burning out and suffering from a loss of energy andLor motivation $s outsiders, we do not have access to the cultural idiosyncrasies that operate =uietly in the culture of the people of the *hilippines ,e also do not have access to the complete history or truth behind something because people want to give us the best possible impression of the city, as a result we do not always see the entire picture as it e"ists in reality

Step J# )ecide The following research =uestion was decided upon by the process detailed above and the analysis of the possible optionsA &esearch 5uestion# M7ow can Naga city officials foster the engagement and empowerment of all youth to achieve the following objectivesA a. 9nstitutional and greater community objectivesA 4 To open opportunities for youth participation. 4 To build capacity among youth organi-ations 4 To create social and community capital b. outh organi-ations3 objectivesA 4 To strengthen lin#ages among youth organi-ations, and among these and the government. 4 To increase accessibility

4 4

To foster sustainability, robustness and continuity over time within and between groups. To diversify youthEdevelopment programs

*lan# :st stageA To facilitate a participatory assessment on the current youth program. .nd stageA To research on good practices on youth participation in good governance and youth development programs5 as well as issues of youth in Naga. >rd stageA To e"plore ideas and create new possibilities on how to foster the engagement and empowerment of all youth through a #nowledge sharing participatory process. )ata re5uirements# :. !emographics of youth in Naga, desegregated by genderA education, poverty, labor mar#et participation, etc. .. 9nformation about formal and informal current youth organi-ationsA programs, activities, characteristics and amount of participants, outreach strategies, etc. >. C 13s mission, vision, constitution, programs, activities, characteristics and amount of participants, outreach strategies, etc.

A**E%)I1 )# I%TE&-IE9S ):!# City (outh +fficials ;C(+< ):'# Sangguniang 0abataan ;S0< ):/# (outh of the *acol Hrban *oor Community ):8# S0 Chairperson ):?# C(+ Individual 6ember ):F# 0alipi ):J# $rother of the 6issionaries for the *oor in Barangay Cararayan.

Appendix ):! Interview# City (outh +fficials ;C(+< The C 1 is a program aimed at advancing the citi-enship and the governmental #nowledge and appreciation of the youth of Naga City

%tructureA <very city official in the Naga City government has a youth counterpart in the C 1 ,hat the city officials do, the C 1 members also do The C 1 are trusted in all city matters and information The C 1 are prohibited from participating on monetary projects and from handling city funds The C 1 assist their respective counterparts when the city officials are busy The aim of the C 1 program is to help youth of Naga to understand how the government wor#s, as a result, the C 1 are re=uired to spend one month wor#ing in City 7all alongside their counterparts, (ondayE+riday, K am to D pm The members of the C 1 meet wee#ly for the fortyEfive days of the program B$pril :DE (ay>:C on Thursdays from .E@ pm >/ of the @D days the C 1 spend wor#ing in City 7all with the city officials, and the final :D days are spent in the field organi-ing and running projects and programs The programs carried out by the C 1 are solely ideas of the C 1 members. The C 13s then all vote on the most preferred project ideas Bthis year there were 0 serious program recommendations and the C 1 had to narrow that down to only @C %election *rocessA Before youth can ta#e the C 1 entrance e"am Bwhich is comprised mainly of =uestions about Naga, about government, and about *hilippine historyC they must first meet a variety of criteriaA youth cannot be wor#ing, youth cannot be former C 1 members, youth must be between the ages of , must be Naga city residents for at least si" months or longer, youth must present a waterLelectricityLrent bill to prove their residency status This year there were .H> applicants, once the e"ams had been written, the top @H youth were chosen Those @H youth were then interviewed and the top youth in the interview process became the outh (ayor, the second place youth became the 6iceE(ayor, etc. 1nce the youth are accepted as C 1 members they are put through a .Eday orientation *rogramsA This year the C 1 organi-ed and facilitated four programsA The Brigada Basa Breading brigade F encouraging students to readC, the *auruagan Ba sing and dance competitionC, the Brigada Naga Bthe cleanup of Naga city streetsC, the Trade +air, the Battle of the Bands, and the Blood !rive ?oalsA The C 1 aims to encourage youth to become involved in government The city government encourages the C 1 to see what the government and city officials cannot see because they are too busy or to focused on specifics The C 1 are encouraged to fight for programs and advancements that are beneficial to youth in Naga The program is meant to focus on the engagement and empowerment of Naga city youth *roblemsA )ac# of fundsA UD/, /// Be"cluding honorariums, which totaled to U.>:, /// this yearC

outh participating in the .//0 C 1 program were not ade=uately e"posed to what their counterparts in the government actually did Bdue to the elections F city officials were busy with campaignsC, C 13s lac#ed guidance and support and as a result were operating on their own for the @D days of their term outh in Naga are seen by the general public as being unproductive, la-y, and uninterested in politics or city issues )ac# of C 1 program promotion F youth are uninformed about opportunities li#e C 1 because of a lac# of promotion and youth outreach

1pportunities for ChangeA Change the program from >/ days in office and :D in the field to :D in the office and >/ in the field so the youth have more of a chance to organi-e effective programs *romotion of the program on radio and print medias F perhaps a radio show run by current C 1 members promoting it to other youth Three year graduated system where first year C 13s wor# in the offices for :D days and upon beginning the >/ days in the field are joined by second and third year C 13s who will be able to provide support, advice, and networ#ing connections between the C 1 and other youth organi-ations F this way, sustainable lin#ages would be formed between different youth groups in Naga

Appendix ):' Interview with the S0 S0# Sangguniang 0abataan 4 created under local govt code 4 highest budget in city HD/,///phpLyear S0 types 4 barangayA : chairperson, 0 councilors 4 federationA assembly of chairpersons B.0 in NagaC S0 membership 4 Born fil 4 :DE:0, however law being amended to change to :KE.@ 4 $t least H months residing in city 4 &ead and write o %ir $llen believes members should have leadership s#ills as well S0 *rograms 4 1utreach to barangay 4 ?reen BrigadeA youth involved in environmental protection 4 )ivelihood training programA for out of school youth and students o +ood preservation 4 %port activity program ,eneral assembly 4 youth :>E>/ 00 Assembly 4 powerful assembly of members 4 voters of %' o $bility to vote and reassess %' and recall councilors o (a#es recommendations on the budget 4 (embership appro" >D/, usually there is 0DO attendance 4 *arents often participate in meetings 4 No strict rules regarding data gathering at assembly Challenges etc. of S0 system 4 Budget o The )?C provides lump sum to Barangay o 9f projects of %' not aligned with goals of barangay F no money 4 Currently %ir $llen lobbying for %' fiscal autonomy in Congress o MCongress not ready for youth developmentN %ir $llen 4 Currently, no mandated training period for incoming %' officials o %teep learning curve %aga City currently preparing for abolishment of S0 : %CC(A

Appendix ):/ (outh of the *acol Hrban *oor Community *articipants# @ Ages# :H, :H, :0, ./ +pportunities Collaboration and communication between youth organi-ations Bincluding community organi-ationsC, governmental organi-ations and youth. o )in#ages between %.'. and church o )in#ages between %.'. and, for e"ample, senior citi-ens o Communication between organi-ations and youth %piritual guidance Bfrom and between youth, community, church, parents etcC outh in *acol listen to the radio B+( stationsC %piritual guidance o outh, teachers, friends, parents, *rayers 9nspiration $lways being positive and optimistic $dvice from and for parents, %.'. youth Unity Challenges <ducation o $vailability of scholarships to students o 1ut of school youth )ac# of parental guidance )ac# of financial assistance *overty %hortage of food Bad influences 6iolence )ac# of parental guidance )ac# of financial assistance *overty %hortage of food Bad influences 6iolence (edia o 6iolence and pornography Corruption in the government $bortions ?ambling 'nowledge of time and date of %.'. assembly *rostitution 2uotes from the )ream Session# M$ll we hear is the whisper of the wind and the sound of the animalsN M,e are united, we love each otherN M9 hope that what 9 see today, is realN

Appendix ):8 S0 Chairperson Interview <ntered the program at :H +ive years later as an e"Eformer member of the %', became the chairperson for the barangay 9n each Barangay there is one chairperson and seven councilors. <ach counselor is responsible for a different sector of the %' programA education, environment, peace and order, infrastructure, health and sanitation, and family and children Bmissing oneC. 9n barangay[ Bnames have been changedC, @ men and @ women ma#e up the council The programs that are organi-ed and run by the %' are decided upon through discussions in Barangay committee meetings, though sports programs and sports development have been the most popular programs o 9ndoor Bchess, scrabbleC and outdoor Bbas#etballC activities The %' give priority Bspecial considerationRC to the out of school youth in Naga. This is done through the -ones in each barangay F for e"ample, the barangay is split into H -ones, each -one has a -one leader, these leaders and other %' members tal# with out of school youth to assess what their primary needs are The %' receive :/O of each barangay funds every year There is a large problem among out of school youth with drug abuse F this is common in all barangay There is a problem of out of school youth in general dropping out of school or being unable to finish school because of poverty, most loo# for employment outh over the age of :K in Naga spend free time going to disco houses, shopping, chatting, and watching tv Underage youth spend time watching tv, playing bas#etball, participating in religious organi-ations Bsinging in the choir etcC The church sponsors a lot of events and activities for youth in Naga Bthe (iss (ayflower fiesta for e"ampleC

Appendix ):? C(+ Interview B with one current female member of the C(+ *overty is one of the biggest problems in Naga The public school system does not wor# F it does not have enough teachers for the number of students and as a result students are only receiving, literally, half the education of private school students Bteachers have to split classes into . groups in order to ma#e them manageable and half the students attend class in the morning while the other half attend in the afternoonC 1ut of school youth are youth who cannot afford to be in school either because their parents need them to wor# and earn money andLor because their parents cannot afford the educational materials that accompany a grade school education 1ut of school youth spend time loo#ing for jobs, helping their parents, begging, selling secondhand or garbage items, and sometimes must resort to stealing to earn money There is a large problem in Naga with parents who spend money gambling and drin#ing, as a result there are a lot of youth who lac# time and attention from their parents The majority of thieves in Naga are youth F they do use weapons There are street gangs in Naga that patrol the street, the gangs are made up of boys and girls and are referred to as B9 Bbad influencesC Naga is seen as having two different categories of organi-ationsA :C the organi-ed, political organi-ations li#e the %' and the C 1 and .C street gangs made up of drug addicts and criminals

Appendix ):F Interview with 0alipi B The (oung 3iberals 0alipi in attendanceA H members 0alipi# The 0abataang 3iberal ng *ilipinas 4 'alipi formed in :JJ0 4 $ccredited in Naga City *eople3s Council NC*C o &epresent the youth sector in NC*C ./ youth organi-ations represented in youth sector o 'alipi coordinates with other sectors within the NC*C 4 outh representative in Naga City Council for ,omen *rograms and activities 4 Trainings o *olitical management o )eadership o Career guidance o Technical and vocational s#ills 4 *oll watching 4 Training ground for future leaders 4 $ctivities are tied in with %# and barangay officials 6embership with 0alipi 4 :DE>D filipino 4 1rientation 4 (onthly meetings and national and regional assembly every > and . years, respectively 4 (ost members are former %' members, or youth leaders from other organi-ations Bstudent govt, s# barangay, church, @h club, fratsLsororitiesC *rinciples and ideology 4 freeLsocial mar#et economy 4 pluralism 4 democracy 6ain concerns of youth :. <ducation F =uality. The problem is poverty and out of school youth .. <mployment F wor#ing in one3s area of education. Underemployment. ,or#ing abroad. %C(A and %C()C 4 NC $ is currently inactive, since the change in leadership of chairperson of the federation of %'. 4 'alipi, in collaboration with City, is currently drafting the code for Naga City outh !evelopment Council o ?oals include %pread benefits youth can receive from government agencies $ccess to health and education (outh Coordination B current status 4 9n=uiring youth are directed to NC*C and the NC*C contacts 'alipi. Challenges to youth development 4 youth togetherness

4 4

budget. 'alipi currently receives special funds from NC*C to carry out programs, otherwise not funded Communication between groups and between City and groups

Appendix ):J Interview with a $rother of the 6issionaries for the *oor in Barangay Cararayan. Cararayan is the poorest Barangay in Naga F apro" H// families. (ission houses :./ people F mostly disabled, abandoned, most needy of the poor $lso does outreach wor# in the community They ta#e care of those housed with them permanently F supply everything including food. ,hen as#ed about situation for :D year olds, and youth in the barangayA (ost study high school, sometimes one child doesn3t study so that the others can. $fter high school, no studying F some go to other family members to wor#. Boys seldom wor# Mjust waste time all dayN ?irls are more dedicated to finding wor# F often travel to manila to loo# for jobs. (ore responsible than boys Boys depend more on stuff from parents, waiting for something to happen. <ventually something happensS they find some #ind of wor# through familyS ?irls are more entrepreneurial Boys get into smo#ing, alcohol, drugs, theftS BBut little problem with drugs in NagaC 6iolence is very rare *roblems start early in life F don3t have high e"pectations of self F growing up in environments of underEachievers Not much resentment towards the higher social classes. *rograms that helpA City w rotary clubA <lectrician training program F many participated, some got jobs from it Need more training programs li#e this. 1ther programs through the rotary club and barangay captain, Bro#en families and low church attendance ^ problem %ome handicraft programs help women, others become nuns. %' program might not be so strong here Bbrother didn3t #now about it3s presenceC Barangay captain Btried to visit the captain was not thereC outh are not so politically engaged

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