Results of groups work by young people from the Mezam division

A. Violence and challenges to peace in youth settings

1. Youth Settings where Different forms of Violence Take Place

• Youths in formal school settings
• Youths in non-Formal school settings like vocational training centers
• Youths in informal settings like markets, parks
• Youths in Religious settings
• Youths in Public settings/work places
• Setting of Young Girls and Women

2. Types of Violence Common in various Youth Settings

• Physical violence
• Hate speech and verbal violence
• Gender Based Violence
• Economic violence and denial of resources or opportunities
• Extortion and Theft
• Kidnapping
• Bullying Harassment and Intimidation
• Disrespect
• Destruction of property
• Online and cybercrimes including scamming, hacking

3. Perpetrators of Violence in the different youth settings and their Victims

• within family settings neighbours, siblings, parents and foster parents carry out acts of violence that affects foster children, orphans, widows, family member
• Within work places, training centers, schools and places of worships etc superiors, supervisors, trainers, teachers, trainees, students, administrators, medical personnel, promoters spiritual leaders and religious officials carry out one form of violence or the other and those in subordinates positions are often the victims
• In streets, market places, pop and drinking leisure spots and other public places, armed groups, gangs and bandits; some members of Forces of Law and Order; youths caught in the web of drug and substance abuse carry out violence acts that affects road users and transporters (bike riders, taxi, bus, and truck drivers); civilians; business persons etc.

4. Factors cause, nurture and sustain violence in Youth Settings

• Economic hardship and limited opportunities for youths associated with poverty, hunger and unmet needs and desires
• Feeling of frustration, laziness, disgruntle and unemployment
• Social media and peer influence couple with competition and search for public image and recognition
• Weak enforcement of laws and regulations and non-compliance with regulations
• Ignorance and inability to stand up for rights or self defense
• Emotional distress and trauma without emotional support
• Poor parenting, broken homes and community weak social cohesion systems
• Arrogant attitudes and behaviors which carry a feeling of revenge
• Extortion, operation, of the weak in and exchange of favours
• Weak moral values, ethics conduct
• Drug and substance abuse
• Weak of motivation and exploitation
• The practice of marginalization and discrimination associated with jealousy, gossip, complex, prejudice, favoritism, tribalism, hate and
• Greet for personal interest, associated with greed and egocentrism
• Abuse of power and position
• Poor security situation
• adherence wrong doctrine, religious believes and to other ideologies
• Intergenerational differences and Conflict of interest

B. Actors who can act to reduce violence within their settings?

In school settings

• Guidance counsellors
• Moral instructors
• Teachers
• School clubs
• Youth leaders
• School prefects

In home and community settings

• Parents
• Siblings
• Extended family members
• Pastors\religious leaders
• Traditional authorities
• Neighbors
• Community Peer educators
• Socio Professional Groups in semi and informal settings (Drivers, bayma, sellam, motor bikes etc)

In Public Spaces

• Law enforcement officers
• Civil society activists
• Civil administrators
• Municipal authorities
• Medical personnel
• Municipal authorities
• NGO and Development Organizations

In the media

• Journalists
• Bloggers

C. Suggestions for Promoting Peace Education in Youth Settings:

1. Commitments Youth Leaders

• Positive communication with peers and avoid hate speech; promote love for another and not see each other as just mates, but as brothers and sisters

• Build self-acceptance, avoid negative influences and work for self-improvements, self-reliance and contribute to community development

• collaboration in our learning communities, listen to the opinion of others and engage in gainful and sporting activities to keep busy

• Participation in peace education programs; raise awareness on benefits of non-violent communication and non-violent actions and put the concepts into practice

• Develop interpersonal peace, have empathy for others and work to transform those at risk of developing violent attitudes or who are caught in circles of violence
• Develop believe in ourselves, work to acquire skills and participate in youth and community programs

D. Suggestions for promoting peace education in youth settings.

Our Appeals to Policy and Decision Makers and other Stakeholders

• All stakeholders should take the responsible to reduce violence and promote peace education as a continuous process in families, schools, work places, places of worship etc.

• More avenues should be created to educate and empower young girls, as this will go a long way to reduce sexual exploitation and abuse.

• Create and support safe spaces, shelters and psycho-social centers in councils and large with trained personnel, to facilitate the healing of survivors of violence. This action should be taken seriously by the government, councils, traditional and religious leaders.

• Sensitization on human rights should be made in all sectors; schools, administrative offices, military, socio-cultural, religious groups etc.

• Special avenues should be created to educate and reprimand perpetrators of violence with the objective of transforming them.

• School administrators should give students sufficient opportunities to for extra-curricular activities

• Teachers should not be abusive and not just teach to cover their syllabus, but should offer guidance, serve as foster parents for students, paying keen attention to their needs and relate with them based on empathy not just force and prejudice.

• Fighting discrimination, tribalism, marginalization, corruption, sexual harassment with respect the law and order should be respected in all sectors.
• The Regional Assembly should lead in developing and implementing an effective policy of peaceful co-existence, communication and conflict resolution that will spread across councils, villages and communities.
• Government should work to limited or control check-points on the roads and increase motivations for the forces of law and order to prevent the practices of extortions on civilians.

• MINJEC should lead and coordinate actions that will enable effective involvement of youths in policy and decision-making processes, empowerment of youth in leadership and entrepreneurship activities through workshops, trainings, conferences, linkages etc

• The Councils and Regional Assembly should create youth Desks as platforms where young people can express their opinions and coordinate their activities, share information and monitor trends related to youth issues.
• Communication on radio and social media should contribute in building a positive mindset, enhancing human development and stimulating creativity amongst youths. Media content especially on radio and digital platforms should be monitored and content censored, for the interest of the youths and the wider public.
• Funded projects and programs targeting youths should be properly communicated, monitored and youths should be encouraged and supported to benefit from the opportunities offered them.
• Benevolent individuals, privates and non-governments organizations, Councils and the Regional Assembly should development enhance local development focus on young people.