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IASC Youth Guidelines Training �for Young Humanitarians �Responding to the Ukraine Crisis

With Us & For Us: �Working With and For Young People �in Humanitarian Emergencies and Protracted Crises

Day 1 - Tuesday 14 June 2022

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Hello!

Welcome!

Please type in the chat to share

Your name
Where you are today
Your humanitarian work &
Organization you work with

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The Workshop Team

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On your computer:

On your smartphone:

Virtually raise your hand on Zoom:

Computer:

1. During a meeting, click on the icon labelled “Participants” at the bottom centre of your computer or phone screen.

OR

2. At the bottom of the window, click the button labelled “Raise Hand.”

Mobile:

1. During a meeting on the Zoom mobile app, click on the three horizontal dots icon, labelled “More,” in the bottom right corner of the screen.

2. In the pop-up at the bottom of your screen, tap “Raise Hand.”

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Change your name on Zoom:

On your smartphone:

On your computer:

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How are you feeling today?

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Participants have an overview of humanitarian coordination mechanisms and entry points for action and collaboration in the Ukraine response (within Ukraine and in refugee-hosting countries)
Participants share experiences in humanitarian action, including challenges, good practices and action tips for other young people involved in humanitarian action
Participants establish connections and network with other young people and with other humanitarian actors to facilitate ongoing work between young people and the broader humanitarian community across the Ukraine response

Workshop Objectives

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Agenda Day 2

Welcome Back!
Objectives & Agenda for Day 2
Recap of Day 1
Quiz!
Energizer
Case studies on entry points for youth action in specific sectors
Group work - reflection
Next Steps & Evaluation
Group photo!
Thank you & Close

Agenda at a Glance

Agenda Day 1

Welcome & Introductions
Icebreaker in Triads!
Overview of the Compact & the IASC Youth Guidelines
Young Humanitarians in Action - Panel Discussion
Group work - Reflections and recommendations on strengthening Young People’s engagement & participation in humanitarian action
Thanks & see you on Thursday!

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GROUND RULES FOR OUR TRAINING

Come prepared and on time
Honor the time limits
Be attentive
Be open to new ideas
Be respectful to those talking or presenting
Put phones off or on silent mode
Mute mic when not speaking
Turn on camera if you are able to
Participate actively in all sessions
If there is an air raid siren - move to safe location
Learn and have fun!

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Ice Breaker!

Speed Meet-Up

Meet in groups of 3 and find 1 thing you have in common - you have 3 minutes

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Ukraine Humanitarian Context

One-third of Ukrainians have been forced from their homes - largest displacement crises in the world today
7.1 million people displaced internally
13 million people stranded in affected areas
15.5 people urgently require humanitarian assistance and protection

German

The conflict in Ukraine has caused civilian casualties and destruction of civilian infrastructure forcing people to flee their homes seeking safety, protection and assistance.

Since the onset of the Russian invasion, one-third of Ukrainians have been forced from their homes. This is the largest human displacement crisis in the world today.
Amongst those displaced it is estimated that 2 million young people aged 14 - 35 years have left Ukraine as refugees (mostly children and young women) and over 4 million young people have been displaced internally within Ukraine. source: stats from Min of Sports & Youth these are estimates!

Refugees

More than 7.2 million refugee movements have been recorded out of Ukraine
2.3 movements back into the country since 28 Feb
Estimated over 4.8 million refugees from Ukraine in Europe

Inside Ukraine:

>7 million displaced
13 million stranded in affected areas - with active fighting, security risks lack of infrastructure - many people who are trapped ar unable to meet their basic needs including fo food, water and medicine. The delivery of life-saving aid remains challenging with a lack of safe humanitarian access in areas where intense hostilities are ongoing.
Inter-agency regional refugee response is being carried out in support of the efforts of refugee hosting countries. It brings together UN, NGO and other relevant partners and focuses on supporting host country governments to ensure safe access to territory for refugees and third country nationals fleeing from Ukraine in line with international standards.

UNHCR Flash update #16 from 10 June 2022 https://data.unhcr.org/en/documents/details/93519

https://www.unhcr.org/ua/en/internally-displaced-persons

https://data.unhcr.org/en/situations/ukraine

For more specific and detailed information - please take a look at the Reliefweb - Ukraine

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Why the Compact for Young People

in Humanitarian Action?

Members of the Compact for Young people in Humanitarian Action:

Danielle

Introduction

Hi everyone, my name is Danielle Engel and I am the Team lead for adolescent and Youth at UNFPA HQ, and I am also the co-chair of the Global Compact for Young People in Humanitarian Action. First of all, how many have heard of the Youth Compact? Please let us know by doing a thumbs up!
Before we kick off, I want to quickly clarify that the common terminology for the Global Compact for Young People in Humanitarian Action is either ‘the Youth Compact’ or, in this specific workshop, ‘the Compact’, just to avoid confusion.
I would like to start off by providing a brief overview of what the Youth Compact is, followed by a 2-minute video about the Youth Compact and why the IASC guidelines are important. I am then going to tell you a little bit about the five Compact pillars, and how the Compact has been engaged in the Ukraine crisis response.

Overview

To give you some background- the 2016 World Humanitarian Summit, held in Istanbul, emphasized the urgent need to safeguard the rights of adolescents and youth and engage them in humanitarian response efforts. And as a deliberate step by the humanitarian community to work with and for young people, the Global Compact for Young People in Humanitarian Action was launched, and has been co-chaired by the IFRC and UNFPA since its establishment in 2016.
The Youth Compact builds on principles and processes led by and for young people, all of which emphasize the importance of meaningful youtube engagement at subnational, national, regional and global levels.
We have linked these resources in the chat.

(Links to be put in the chat to save time) (Åsa)

https://www.youthcompact.org/)

We Believe in Youth - Global Refugee Youth Consultations

Outcome of the World Humanitarian Summit Global Youth Consultation Doha Youth Declaration on Reshaping Humanitarian Aid

UNSCR 2250 | Introduction

So who are the members of the Compact? As of 2022, the Compact is a network of 62+ members, including youth-led organizations, Youth Compact Champions, the United Nations, NGOs and the private sector - all committed to working with and for young people in humanitarian action.
We have posted the Compact website link in the chat
Åsa to post website link https://www.youthcompact.org/

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The Compact for Young People

in Humanitarian Action

Danielle

We are now going to briefly look at the five pillars of the Compact and how these areas of work have been put to practice by Compact members during the Ukraine crisis.
Danielle: I will now pass over to Åsa to brief us about pillar 1 and 2.

Pillar 1- Services: this pillar focuses on how to promote and increase age- and gender-responsive and inclusive programmes that contribute to the protection, health and development of young people within humanitarian settings.

EXAMPLE: Between 1 April and 30 May, 2,070 volunteers from the World Organization of the Scout Movements, UNICEF’s partner for youth engagement, have provided support to over 450,000 Ukrainian refugees in six host countries, including through information, direct supply distribution, housing and educational programmes. In Poland only, the Scouts have assisted 28 information and reception points nationwide, 14 warehouses for humanitarian aid, and 4 humanitarian aid transports.

Pillar 2- Participation: is about supporting systematic inclusion of engagement and partnership with youth, in all phases of humanitarian action. This is done through sharing of information and involvement in decision-making processes at all levels.

EXAMPLE: UAct: Scouts in Humanitarian Response for Ukraine, enables Scouts to contribute effectively in the humanitarian crisis and to develop competencies needed in this response. Young Scouts are being active at border points, refugee/ transit centres, educational centres, blue dots etc. Their experiences make them a valuable source of feedback from the grass-root level which is transmitted to the European structures.

Åsa: Thanks everyone. I will now pass it back to Danielle to walk us through pillar 3-5.

Pillar 3 - Capacity: Recognize and strengthen young people’s capacities and capabilities to be effective humanitarian actors.

EXAMPLE: In Moldova, UNFPA trains young volunteers from the National Network of Youth Centers and from the National Network of Local Youth Councils on delivering programmes and support to refugees. A special focus is on reaching out the refugees that are accommodated by host families.(this is planned for June but will be already initiated by the time of the workshop).

Pillar 4 - Resources: aim to increase resources intended to address the needs and priorities of adolescents and youth, and to identify ways to more accurately track and report on the resources allocated to young people in humanitarian contexts.

EXAMPLE: In neigbouring EU countries, such as Romania, UNFPA, in partnership with the International Planned Parent Federation - European Network (IPPF-EN) and through local civil society organizations, has launched a programme to support national efforts to ensure that women and young people have access to information and services related to sexual and reproductive health and gender-based violence.

Pillar 5 - Data: Ensure the generation and use of age- and sex- disaggregated data pertaining to adolescents and youth in humanitarian settings.

As you know, collecting demographic data under any crisis is very difficult, and the Ukraine crisis is no exception. Compact members are working hard to understand how many young people that are affected by the war. Estimations from the Ukraine Ministry of Youths and Sports has estimated that approximately 2 million have crossed borders into neighboring countries, and more than 4 million have been forced to move inside the country.

Additionally, I would like to mention that the Compact is about to issue a global common statement on the Ukraine crisis where we called upon ourselves to step up and take immediate action to fulfill our promise to young people affected by the Ukraine crisis.

Thank you so much. Please feel free to reach out if you have any questions about the Youth Compact, I will put my email address in the chat. Engel@unfpa.org

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What is the IASC?

The Inter-Agency Standing Committee is an interagency forum of UN and non-UN humanitarian partners founded in 1992, to strengthen humanitarian assistance. The overall objective of the IASC is to improve the delivery of humanitarian assistance to affected populations

Priya

Notes for delivery

Discuss the background of the IASC
Discuss the role of the IASC
Highlight how the endorsement of the IASC on the Youth Guidelines recognise and supports the important role of young people in humanitarian action

Supplementary notes/background knowledge

Created by the United Nations (UN) General Assembly resolution 46/182 in 1991, the Inter-Agency Standing Committee is the longest-standing and highest-level humanitarian coordination forum of the UN system, bringing together the executive heads of 18 UN and non-UN organizations to ensure coherence of preparedness and response efforts, formulate policy, and agree on priorities for strengthened humanitarian action.
The IASC is chaired by the Emergency Relief Coordinator (ERC) and facilitates the leadership role of the UN Secretary-General by regularly convening to ensure better preparation for, as well as rapid and coherent response to, humanitarian crises.
The responsibilities of the IASC include: making strategic and policy decisions with system-wide implications; endorsing major operational decisions; arbitration where no consensus can be reached by other IASC structures; advocating common principles, collectively or individually on behalf of the IASC; approving the work plans of the IASC structures; bringing issues to the attention of the Secretary-General and Security Council through the ERC; and, designating Humanitarian Coordinators and selecting coordination arrangements.
IASC Products are guidelines, policies, tools and documents endorsed by the IASC and used to inform humanitarian preparedness and response activities both at global and field levels with ultimate goal of strengthening the effective of humanitarian action.
Given the inclusive membership of the IASC, these products carry a very broad consensus within the humanitarian community and guide the work of many UN and Non-UN humanitarian partners.

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Why the IASC Youth Guidelines?

How does international humanitarian aid work?

Who are the beneficiaries?

Priya

Notes for delivery

Why the IASC Youth Guidelines?

Discuss that the development of the IASC Youth Guidelines is intended to fill the gap in addressing the specific needs and priorities of young people in humanitarian crises through their meaningfully engagement – by recognizing their contributions and creating avenues for their participation in all sectors and phases of the Humanitarian Programme Cycle (HPC).
Discuss that the IASC Youth Guidelines is an output of the Youth Compact under Action 1: Services (as shown in previous slide) which is key for programming and implementation that is inclusive and age- and gender-responsive.
Highlight that these guidelines can be used to support young people’s participation in humanitarian action and can be used to ‘make the case’ for their meaningful engagement throughout the HPCs/HRPs.

How does international humanitarian aid work?

Support from the international humanitarian aid work comes from a collective effort and support from different countries.
Cluster System - The cluster system emerged to fill gaps in international humanitarian responses. It spreads accountability for the delivery of services (health, shelter, etc.) across different cluster lead agencies, and as a result no single agency is accountable for the entire response. Clusters are groups of humanitarian organizations, both UN and non-UN, in each of the main areas of the different sectors humanitarian action, e.g. water, health and logistics. They are designated by the Inter-Agency Standing Committee (IASC) and have clear responsibilities for coordination. When emergencies occur coordination is necessary. Good coordination means less gaps and overlaps in the assistance delivered by humanitarian organizations. The foundations of the current international humanitarian coordination system were set by General Assembly resolution 46/182 in December 1991. Almost 15 years later, in 2005, a major reform of humanitarian coordination, known as the Humanitarian Reform Agenda, introduced a number of new elements to enhance predictability, accountability and partnership. The Cluster Approach was one of these new elements.

Who are the beneficiaries?

The beneficiaries are people affected by the humanitarian emergency and they are identified through a needs assessment.
One important information about beneficiaries, is that despite them being affected by the crises it is crucial to recognise their capacities and rights and engage them in the humanitarian response when possible. It is the right of crisis-affected people to give their opinion about the actions that affect them, in this way participatory practices should be used. Hence, why young people, including those affected, have the right to engage and participate in humanitarian action.
What is needs assessment? Needs assessment provides the evidence for planning, as well as the basic information of the situation and response systems will rely. A coordinated assessment is carried out in partnership with all humanitarian actors in order to assess the humanitarian situation and to identify the needs of the affected population. Local and national authorities, civil society and affected communities are encouraged to participate in this process, the output of which is a humanitarian needs overview (HNO).
For example, basic needs are often food water shelter - which all needs to be appropriated to the needs of the community/beneficiary.
In practice, needs assessment are usually done through speaking with communities, youth groups and other affected population. There are tools that can be used for this, such as UNICEF’s U-Report which is a mobile Q&A programme to get data and information.

Supplementary notes/background knowledge

What gap do the guidelines fill?

The guidelines provide a framework for working with and for young people throughout the HPC, complete with tips, examples and case studies. In addition, humanitarian actors can use this guidance as a reference to design programmes that respond to their context.�We must involve young people in humanitarian responses and peacebuilding efforts, from design through to implementation and monitoring. These inter-agency guidelines are part of the effort to address that. Raise your hand if you have been engaged in previous emergencies.

Why/how programming improves through their implementation:

These IASC guidelines are not just about ‘mainstreaming’ the needs of young people, but about recognizing the contributions they make towards improving humanitarian response and programming. The image you see on the screen from the World Scouts shows young people supporting during the Haiti response. Historically there has been a tendency to approach adolescents as a problem to be solved, and youth as a period of risk, when in fact they are often leading humanitarian action in their communities. The guidelines help responders to recognize this, and to make humanitarian response more relevant and inclusive.

�The guidelines as key deliverable of Action 1: Services of the Youth Compact

Under the umbrella of the Compact, UNICEF and NRC have globally led Pillar 1: the development of the Inter-agency Guidelines for Working with and for Young People in Humanitarian Settings.

The guidelines are the go-to programming tool for all humanitarian aid workers at country level for working with and for adolescents and youth in humanitarian settings.

�To understand the history of how the Youth Compact decided to focus on the development of the IASC Youth Guidelines, see the recommendations of Desk Review of Programming Guidelines for Adolescents & Youth in Emergencies (2017).

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How does humanitarian aid get to Ukraine/ outside Ukraine?

Could we choose priority sectors in Ukraine/ outside Ukraine?

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Section A:

Introduction

Background
How did the voices of young people inform these guidelines?
Defining terms: Adolescents, youth and young people
Making the case: Key advocacy messages on working with and for young people in humanitarian action

Section B:

Key Principles

Young people as positive assets
Meaningful participation
Giving away power
Commitment
Equity, non-discrimination, and inclusion
Accountability
Do No Harm
Safeguarding

Section C:

Meaningful participation

Modes of participation
Strategic areas for meaningful participation

Section D:

Young people across the humanitarian programme cycle (HPC)

Five elements of the humanitarian programme cycle
Three key enablers of the humanitarian programme cycle: Coordination, information management and preparedness

Section E:

Implementation of adolescent- and youth-responsive programming

Key programming approaches to address young people’s priorities across Sectors (INCLUDING sections on Climate Change and DRR; and Peacebuilding)

IASC Youth Guidelines at a Glance

Priya

This is a snapshot of the Guidelines at a Glance.

They’re divided into 5 main sections, and Annexes. And once colleagues explore what’s in these Guidelines, you’ll also find many examples and case studies laid throughout the Guidelines. And, we’ll also be hearing from Indonesia and Iraq today to elaborate how they’re putting the CCCs and this guidance to PRACTICE !

The First Section (Introduction) emphasises on Making the Case. Why do we need to work with and for Young People. Who is the Target Audience for this guidance? When should humanitarian personnel and programme practitioners use this guidance, and how should organizations apply this guidance in the work they’re doing – be it on Education, OR Health OR Child Protection and so on.

Section B is about Key Principles – These were very much informed by the consultations with adolescents and youth. These principles are about changing our narrative and engaging young people as positive agents of change, ensuring that we engage them meaningfully and safely, and not for tokenism, bringing them to the table as partners, leaving aside biases and ensuring inclusivity across all their diversities – be it gender, sexual orientation, disability and so on, and applying a Do No Harm approach at all times.

Section C is about Meaningful Participation – and this is very much in line with UNICEF’s recent guidance titled “Engaged and Heard” where we learn about the modes of participation (ie consultative, collaborative, completely youth led) as well as the strategic areas for ensuring participation such as Influencing Laws and Policies, Building Skills and Capacities, Addressing Social Norms, and Supporting Mechanisms and Opportunities for participation. You’ll find great examples from the field, including from UNICEF and other organizations laid out to help inspire programmes and activities.

Section D is about how young people can be involved and engaged across the different phases of the Humanitarian Programme Cycle (HPC), from Needs Assessment to Strategic Planning to Resource Mobilization, Implementation and Monitoring & Reporting. Here we have great examples of youth led assessments during emergencies, participatory action research, youth led programme evaluations….so we encourage you to consult these case studies and examples.

Section E which is probably the bulky part of the Guidelines is about Implementing adolescent and youth responsive programming across Sectors. We also call these Sector Tip Sheets. Given strong recommendations from many of our experts and young people themselves, we also included 2 additional sections/tip sheets – one in the area of Climate Change Adaptation and Disaster Risk Reduction, and the other on Sustaining Peace.

________________________________

Additional Notes.

WHY young people? Adolescents and youth are a vital positive force in emergency preparedness and response. They have wide-ranging capacities and unique needs, but they often get lost between programming for children and programming for adults. These IASC guidelines are not just about ‘mainstreaming’ the needs of young people, but about recognizing the contributions they make towards improving humanitarian response and programming. These guidelines address a gap in humanitarian tools, which tend to overlook young people – a specific but broad demographic with interlinked needs across multiple clusters/working groups
WHO is the target audience of this guidance? These guidelines are for all humanitarian aid staff at the country level, including staff of civil society organizations (CSOs; including disabled persons organizations), local and national non-governmental organizations (NGOs), government agencies, international NGOs, Red Cross and Red Crescent Societies, and United Nations agencies. These actors should consult and work closely with young people and with youth-led organizations and networks to apply the guidelines. Other stakeholders, such as private sector firms and aid donors, will also find this guidance useful as they support the work of these implementers.
WHAT is this document? These IASC guidelines provide a framework for working with and for young people throughout the humanitarian programme cycle (HPC), complete with tips, examples and case studies. In addition, humanitarian actors can use this guidance as a reference to design programmes that respond to their context.
WHEN should this guidance be used? It can and should be applied in all phases of humanitarian action (to inform disaster risk reduction, preparedness, response, transition and recovery), in the context of both rapid-onset and slow-onset emergencies, for natural hazards, conflicts, protracted crises, and during refugee and internal displacement situations, as well as in peacebuilding contexts.
HOW should organizations use this guidance? A core set of principles is presented, which should be applied to humanitarian programmes for young people across differing humanitarian contexts, keeping in mind that the approach should always first be adapted to the local context, to ensure practical and cultural appropriateness. These guidelines can be applied to lay the groundwork when developing good humanitarian programmes for adolescents and youth that will do no harm. For instance, there is information on the importance of training staff on functional referral pathways before they engage with young people.

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WHY young people?
WHO is the target audience of this guidance?
WHAT is this document?
WHEN should this guidance be used?
HOW should organizations use this guidance?

INTRODUCTION TO THE IASC YOUTH GUIDELINES

Priya

Notes for delivery

Discuss why/what/when/where the Guidelines should be used.

Emphasise that the participants (young humanitarian workers) are already working in the space for humanitarian action. Knowing the WWWWH of these guidelines would support them in terms of introducing the IASC Youth Guidelines to other humanitarian actors, and ensuring that they are able to explain its use in humanitarian action.

Supplementary notes/background knowledge

WHY young people? Adolescents and youth are a vital positive force in emergency preparedness and response. They have wide-ranging capacities and unique needs, but they often get lost between programming for children and programming for adults. These IASC guidelines are not just about ‘mainstreaming’ the needs of young people, but about recognizing the contributions they make towards improving humanitarian response and programming. These guidelines address a gap in humanitarian tools, which tend to overlook young people – a specific but broad demographic with interlinked needs across multiple clusters/working groups.

WHO is the target audience of this guidance? For all humanitarian aid staff at the country level, including staff of civil society organizations (CSOs; including disabled persons organizations), local and national non-governmental organizations (NGOs), government agencies, international NGOs, Red Cross and Red Crescent Societies, and United Nations agencies. These actors should consult and work closely with young people and with youth-led organizations and networks to apply the guidelines. Other stakeholders, such as private sector firms and aid donors, will also find this guidance useful as they support the work of these implementers.

WHAT is this document? It provides a framework for working with and for young people throughout the humanitarian programme cycle (HPC), complete with tips, examples and case studies. In addition, humanitarian actors can use this guidance as a reference to design programmes that respond to their context.

WHEN should this guidance be used? In all phases of humanitarian action (to inform disaster risk reduction, preparedness, response, transition and recovery), in the context of both rapid-onset and slow-onset emergencies, for natural hazards, conflicts, protracted crises, and during refugee and internal displacement situations, as well as in peacebuilding contexts.

HOW should organizations use this guidance? A core set of principles is presented, which should be applied to humanitarian programmes for young people across differing humanitarian contexts, keeping in mind that the approach should always first be adapted to the local context, to ensure practical and cultural appropriateness. These guidelines can be applied to lay the groundwork when developing good humanitarian programmes for adolescents and youth that will do no harm. For instance, there is information on the importance of training staff on functional referral pathways before they engage with young people.

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Investing in young people breaks cycles of poverty, violence and discrimination that pass from one generation to the next
Benefits are enjoyed through generations - the present, into adulthood and also by the next generation
Adolescence, specifically ages 9–14, represents a ‘second window of opportunity’ for nurturing rapid learning and brain development
Growing research shows brain development still happening into your early 30s

WHY IS THIS IMPORTANT?

Priya

Notes for delivery

Ask participants why they think this kind of information is important (reveal title only)
Reveal bullet points one by one and ask participants why that point is important for the region (before moving on to reveal the next bullet point and ask/discuss the same question)
Emphasise that these points are the reasons they can put forward in ‘making their own case’ to other humanitarian actors. Of course, drawing from their own work and experiences in the field.

�Supplementary notes/background knowledge

Targeted investment in health, education and skills and the promotion of gender equality for this large population of young people can contribute towards a demographic dividend. ‘Dividend’ here means considerable social and economic growth resulting from a shift of the size of a population, such as youth. Benefits for young people can be enjoyed in the present, into adulthood and by the next generation – their children.
�Young people experience major changes when transitioning from childhood to adulthood, in all aspects of life. Advances in neuroscience reveal that the adolescent brain is still a work in progress, offering a crucial second window of opportunity to influence the development of children in their second decade of life. A growing body of research shows that people do not become fully ‘adult’ until they are in their 30s, showing a much more nuanced transition that takes place over three decades.
�See ‘Making the case: Key advocacy messages’ on p.22 of the IASC Youth Guidelines
�

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Humanity

Human suffering must be addressed wherever it is found. The purpose of humanitarian action is to protect life and health and ensure respect for human beings

Neutrality

Humanitarian actors must not take sides in hostilities or engage in controversies of a political, racial religious or ideological nature

Impartiality & Non-discrimination

Humanitarian action must be carried out on the basis of need, giving priority to the most urgent cases and making no distinction on the basis of nationality, race, gender, religious belief, class or political opinions

Independence

Humanitarian action must be autonomous from the political, economic, military or other objectives that any actor may hold with regard to areas where humanitarian action is being implemented

Do no harm

Humanitarian actors should always think through their actions and consider whether trying to help in one way actually cause harm - even inadvertently

Humanitarian Principles

for young people to keep in mind

Priya:

Young Humanitarians - young people who get involved in humanitarian action also need to abide by the same humanitarian principles as other humanitarian actors. These principles were initially codified in the Geneva conventions - Humanitarian Law and Laws of war - and they have been refined and evolved over past decades. Now they are explained and used by ICRC,Humanitarian Charter, in Sphere Guidelines, and outlined for UN and other actors.

Humanity

Human suffering must be addressed wherever it is found. The purpose of humanitarian action is to protect life and health and ensure respect for human beings

Neutrality

Humanitarian actors must not take sides in hostilities or engage in controversies of a political, racial religious or ideological nature. When talking about neutrality, impartiality and independence, it is detrimental that we acknowledge the war and the conflicting feelings that young humanitarians are experiencing when confronted with concepts like neutrality. Perhaps, by making the distinction between neutral hum aid and politically charged individuals.

Impartiality & Non-discrimination

Humanitarian action must be carried out on the basis of need, giving priority to the most urgent cases and making no distinction on the basis of nationality, race, gender, religious belief, class or political opinions

Independence

Humanitarian action must be autonomous from the political, economic, military or other objectives that any actor may hold with regard to areas where humanitarian action is being implemented

Do no harm

Humanitarian actors should always think through their actions and consider whether trying to help in one way actually cause harm - even inadvertently

�

Source for Humanitarian Principles

UNICEF Core Commitments for Children in Emergencies

OCHA – drawing from ICRC

Humanitarian Charter – as outlined in Sphere : https://spherestandards.org/humanitarian-standards/humanitarian-charter/

Child Protection Minimum Standards

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Youth as positive assets and rights-holders
Meaningful Participation
Giving away power
Commitment
Equity, non-discrimination and inclusion
Accountability
Do No Harm
Safeguarding

Key Principles Collaborating with Young People in Humanitarian & Protracted Crises

Priya

Notes for delivery
Key Humanitarian Principles
Briefly present the Key Principles for Programming with and for Young People, as indicated in the supplementary notes and background knowledge section below.
�Supplementary notes/background knowledge
Youth as positive assets and rights holders is about acknowledging young people as positive assets and rights-holders rather than ‘a problem to be solved’ or ‘a threat’. YouthPower’s ‘Positive Youth Development Framework’ provides more information on this approach.
Meaningful participation throughout a programme’s cycle. Young people participate in planning, implementation, monitoring and evaluation not only to make the programme more sustainable and relevant, but because participation is a basic right.
Giving away power by partnering with young people. Adolescents and youth are partners, not simply beneficiaries. This requires a shift in thinking and ceding a significant amount of control to young people themselves. This principle is often forgotten by humanitarian practitioners but is crucial to creating effective partnerships with young people.
Commitment to, at a minimum, collecting sex- and age-disaggregated data based on the age bracket recommendations in these guidelines and to ensuring representation in the humanitarian cluster/sector system and refugee coordination.
Equity, non-discrimination, and inclusion break down barriers to participation. Within the broad age range of adolescents and youth (i.e., young people aged 10–24 years) lies a rich variety of needs and interests by age, sex, gender identity, sexual orientation, disability, socioeconomic status and many other characteristics and demographic variables.
Accountability to include the views and contributions of young people. See p.58, ‘Box 11: Accountability to affected young people’, in Section C.
Do no harm: Sensitivity to divides and inequities among young people and their communities so participation does not put young people at risk. Participation should not put young people, especially girls, at risk of backlash from the family or community, or from other young people. Many may have suffered trauma; facilitators must be equipped to refer them to specialized services and must pay particular attention to the potential for harm among those living in vulnerable situations.
Safeguarding is defined as all actions taken by organizations to protect their personnel from harm and from harming others. Humanitarian agencies should have a safeguarding policy in place. All staff, volunteers (including young people) and partners (local or international, public or private entities) must sign a code of conduct demonstrating their understanding and adherence to critical guidelines that safeguard beneficiaries and must be trained in Protection from Sexual Exploitation and Abuse (PSEA). Additionally, humanitarian actors must have systems in place.
For more key messages, see Key Principles on p.33–36 of the IASC Youth Guidelines.
�

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Youth as positive assets and rights-holders
Meaningful Participation
Giving away power
Commitment and Accountability
Equity, non-discrimination and inclusion
Do No Harm and Safeguarding

Which One of the Key Principles for Programming With & For Young People Do You Connect with the Most?

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MODES OF PARTICIPATION

Priya

Notes for delivery

Present as indicated in the supplementary notes and background knowledge section below.
Take note that one mode is not necessarily preferred over others and that the youth participants would understand that this section could support the kind of activity/project that they wish to roll out in their context.
Emphasise that this section would give humanitarian actors the information in considering the type of youth engagement they could include in their programmes.
�Supplementary notes/background knowledge
There are three main modes of participation: consultative, collaborative and adolescent- and youth-led. One is not necessarily preferred over the others. All three are legitimate and appropriate, but they may not always be possible to apply during a humanitarian response without having first invested in youth-led preparedness.
Participation can range from consultation, where young people’s voices are influencing decisions, to their involvement in co-designing programmes with adults and to young people fully leading their own initiatives. A thorough understanding of the local context, risks and existing referral mechanisms is required to inform decision-making about what mode of participation is appropriate, especially in the case of engaging younger adolescents.
Consultative participation

✓adult initiated; ✓adult led and managed; ✓lacking possibility for adolescents to control outcomes; ✓recognizing the added value that adolescents’ perspective, knowledge and experience can contribute.

Collaborative participation

✓adult initiated; ✓involving partnership with adolescents; ✓enabling adolescents to influence or challenge both process and outcome; ✓allowing for increasing levels of self-directed action by adolescents over time.

Adolescent or youth-led participation

✓the issues of concern being identified by adolescents themselves; ✓adults serving as facilitators rather than leaders; ✓adolescents controlling the process and the outcomes.

�For excellent examples of the different modes of participation see Meaningful Participation from p.41 in the IASC Youth Guidelines.
�Also consider examples from the UNICEF toolkit Engaged and Heard! Guidelines on Adolescent Participation and Civic Engagement or from UNHCR’s Toolkit for consulting with youth.
�

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HUMANITARIAN PROGRAMME CYCLE

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Notes for delivery

Show the slide and briefly discuss. Ask participants to read through the steps of the cycle.
Explain that the Humanitarian Programme Cycle (HPC) and the Operational Management Cycle (OMC) provide entry points for working with and for young people at every stage of the cycle and across all clusters (Education, WASH, etc.), which are known as sectors in refugee responses. This guidance refers mostly to the HPC, but the two are similar.
Supplementary notes/background knowledge
The programme cycle is a coordinated series of actions to help prepare for, manage and deliver humanitarian response. It consists of five elements (shown on the slide), with one step logically building on the previous and leading to the next. Successful implementation of the programme cycle is dependent on effective emergency preparedness, effective coordination with national/local authorities and humanitarian actors, and information management. For further information on the HPC, see https://www.humanitarianresponse.info/en/programme-cycle/space
To help participants understand the differences between the displacement responses using the HPC or refugee response using the OMC see Box 14: Internal displacement vs. refugee response coordination arrangements on p.72 of the IASC Youth Guidelines.

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How Young People Can Be Active &

Involved throughout the Humanitarian Programme Cycle

Young people should be consulted as part of reviews and evaluations and young people can be supported to develop research and evaluation skills and be directly involved in evaluations.

Young people should be consulted throughout implementation to ensure adolescent- and youth sensitive programming and to support programming led by young people

Young People should be involved in strategic decision making and prioritization on programs & activities to help ensure youth sensitive programming and support for youth-led programming/activities

Young People can help to advocate for adolescent and youth specific programming in the different sectors and for funding to support adolescent and youth-led action

Young People should be consulted, can help to run assessments, & can be involved in analysis

Operational Peer Review & Evaluation

Implementation & Monitoring

Needs Assessment & Analysis

Resource Mobilization

Strategic Planning

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Needs Assessment
Young People should be consulted, can help to run assessments, can be involved in analysis
Strategic Planning
Young People should be involved in strategic decision making and prioritization on programs & activities to help ensure youth sensitive programming and support for youth-led programming/activities
Resource mobilization
Young People can help to advocate for adolescent and youth specific programming in the different sectors and for funding to support adolescent and youth-led action
Implementation & monitoring
Young people should be consulted throughout implementation to ensure adolescent- and youth sensitive programming and to support programming led by young people
Operational/peer review & Evaluation
Young people should be consulted as part of reviews and evaluations and young people can be supported to develop research and evaluation skills and be directly involved in evaluations.

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The Key Programming Approaches for putting young people at the centre should be done at all stages and all sectors.

Note: Section E of the IASC Youth Guidelines includes Tip Sheets on how to work with and for young people in each Sector.

SUMMARY

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Sector Specific Tip Sheets

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Implementation of Adolescent and Youth Responsive Programming – Sector Tip Sheets

Camp Coordination And Camp Management (CCCM)

Disaster Risk Reduction And Climate Change Adaptation (DRR And CCA)

Education

Livelihoods

Food Security

Health

Nutrition

Water, Sanitation and Hygiene (WASH)

Protection

Shelter

Emergency Telecommunications

Sustaining Peace

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Notes for delivery

Explain that the Guidelines include specific Tips and Recommendations per sector, as indicated on the slide.
In giving examples of the Tip Sheets, it is important to choose sectors in which the participants are currently working to link recommendations to the work they are already doing.

Supplementary notes/background knowledge

For more detail on these approaches, see Section E: Key programming approaches for putting young people at the centre no matter the sector on p.102.�Considerations for working with and for refugee youth have been highlighted in Box 17: Working with and for refugee youth on p.104 of the IASC Youth Guidelines.

Camp Coordination And Camp Management (CCCM) – see page 105
Disaster Risk Reduction And Climate Change Adaptation (DRR And CCA) – see page 109
Education – see page 113
Livelihoods – see page 119
Food Security – see page 128
Health – see page 132
Nutrition – see page
WASH – see page 141
Sustaining Peace – see page 145
Protection – see page 157
Shelter – see page 173
Emergency Telecommunications – see page 177

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For whole list see page 113-116 �of Inter Agency Guidelines

Education sector

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Just as an example, under the Education Sector, you’ll see a narrative (which is not included here due to space), and a table that looks like this, showing the phases of the Humanitarian Programme Cycle, the middle Column with tips on addressing key programmatic priorities for adolescents and youth, and the right column with tips on engaging young people across the different phases.

And in each of these SECTOR tip sheets, there are examples and case studies from the field, specific resources and tools to access for that specific Sector.

Moderator – highlight 1-2 key priorities/1-2 key tips (read out/summarize what is shown in slide)

Additional Notes:

In crisis contexts, formal and non-formal education are critical to create environments where all young people can develop a sense of agency and purpose. Education also ensures physical, psychosocial and cognitive protection. It builds resilience and coping skills and helps young people access other critical services. Quality education ensures young people gain the relevant skills and competencies they need for whole-person development, navigating the labour market and becoming actors for peace and stability. It provides a critical opportunity to build on earlier investments in education, or to provide a second chance to those who missed out on educational and social opportunities as children, due to conflict or displacement. Education interventions for young people can benefit the community as well as young people themselves, by building their skills and engaging them in employment and voluntary activities. However, too often even where education is available in emergencies, most programmes target younger primary-aged children, with little investment in the developmental and protection rights and needs of older young people. In displacement contexts, especially, some young people will be illiterate, while others will be university students, and all levels must be catered for. Access barriers for young women, persons with disabilities and those living in vulnerable situations must be overcome.

Young people are calling for innovative options that include relevant education, human rights, livelihood and life skillstraining (see Life Skills in Annex), which respond to their needs and open future possibilities. During displacement, engagement of young people as teachers and facilitators can be crucial to launch and maintain education projects for younger children.

�Using the phases of the humanitarian cycle, key questions, proposed actions, case studies and tested tools are offered below for agencies working in the Education sector. All areas of focus across the programme cycle should be used considered together with the Domains of the INEE Minimum Standards for Education in Emergencies.

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Education sector

For whole list see page 113-114 �of Inter Agency Guidelines

�

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USEFUL WEBSITES & RESOURCES:

IASC Guidelines on Working with and for Young People in Humanitarian and Protracted Crises: https://interagencystandingcommittee.org/events/iasc-guidelines-working-and-young-people-humanitarian-and-protracted-crises

The Compact for Young People in Humanitarian Action: https://www.youthcompact.org

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Young Humanitarians in Action

A Panel Discussion

Moderator: Raluca Popa, The Scouts

Panellists:

Marko Boyko, Head of LOGOS NGO, Poland
Anna Bodarenko, Founder & CEO Ukrainian Volunteer Service, Ukraine
Mihai Vilcea, President of National Youth Foundation, Romania

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Breakout Discussion:

Reflecting on youth experience & sharing ideas to strengthen young peoples engagement & collaboration

Please share: Your name, where you work and what humanitarian work you are involved in and share on one of the discussion topics below:

A challenge young people face in trying to be part of the humanitarian response faced as a young humanitarian and how you overcame it; and/or

A good practice example of young people leading or being included meaningfully in the current Ukraine humanitarian response - and any action tips that you have for other young humanitarians; and/or

Ideas on how to strengthen young people’s work and improve collaboration between young people and other humanitarian actors in the Ukraine Response.

You will receive a 5 minute warning! Use the last few minutes to

Agree on who will report back to the rest of the group
Agree on 1-2 ideas on how to strengthen improve collaboration you want to share

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Breakout Discussion:

Reflecting on youth experience & sharing ideas to strengthen young peoples engagement & collaboration

Group 1 - Facilitator & Notetaker: Amd/ Uma/ Luidmyla/ Ludmila
Group 2 - Facilitator & Notetaker: Bishal & Marko/ Philippa
Group 3 - Facilitator & Notetaker: Olena & Yulia/ Simon
Group 4 - Facilitator & Notetaker: Liliya & Priya/ Mihai
Group 5 - Facilitator & Notetaker: Danielle & Asa/ Daryna
Group 6 - Facilitator & Notetaker: German & Anahit/ Andrei

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Plenary

Ideas to strengthen engagement & collaboration!

Group 1 - Facilitator & Notetaker: Amd & Uma/Luidmyla/ Ludmila
Group 2 - Facilitator & Notetaker: Bishal & Marko/ Philippa
Group 3 - Facilitator & Notetaker: Olena & Yulia/ Simon
Group 4 - Facilitator & Notetaker: Liliya & Priya/ Mihai
Group 5 - Facilitator & Notetaker: Danielle & Asa/ Daryna
Group 6 - Facilitator & Notetaker: German & Anahit/ Andrei

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Follow the link: https://www.menti.com/xagfe7nwug
Scan the Code:

Feedback

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Closing Remarks

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Thanks

&

See you on Thursday!