Centre for Youth Studies Book | YUWA

YOUTH STUDIES

An interdisciplinary course on youth, leadership and data.

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YOUTH STUDIES

an interdisciplinary course for youth, leadership and data CENTRE FOR YOUTH STUDIES

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ACKNOWLEDGEMENT

This book is developed by YUWA with the support of the Data for Development in Nepal Program, which is being implemented by the Asia Foundation and Development Initiatives, with funding from the UK Aid. We would like to thank Mr. Kanchan Prasad Kharel and Ms. Reecha Bhattarai for the compilation of the contents in this book.

We express our gratitude to Ms. Apurba KC from YUWA, Ms. Nikki Sharma and Ms. Tirza Theunissen from the Data for Development in Nepal, and Mr. Sulab Baral from YUWA for revising the book.

We would also like to thank Mr. Saurav Thapa Shrestha for designing this book.

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INTRODUCTION 6

The Youth Empowerment: Youth Leadership and Data is an initiation by YUWA in partnership with the Data for Development in Nepal Program to fill the gaps between youth and their potential to be evidence-based decision-making leaders of Nepal. As a part of this project, a series of Youth Leadership and Open Data workshops will be held at local-level,led by youth and data experts, to provide an opportunity for the youth in the area to learnfurther about the concepts of youth, youth rights, leadership skills, and about (open) data andits use in leadership and decision-making.

The aim of this project is to create a network of young data leaders who are capable of leading and supporting the development of their community through the use of open data as evidence for youth-led and data-driven development.

This book is developed as a part of this project, to support the learnings of the workshop participants, and to act as a resource material for those interested to learn more about youth and data.

OBJECTIVES OF THE PROJECT: I. To increase the knowledge of young people from three provinces on basic concepts around youth leadership and data II. To increase the skills of young people 3 provinces to use data for advocacy and project planning purposes III. To develop a network of young leaders and youth data ambassadors in the provinces

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TABLE OF CONTENTS

1. WHAT IS YOUTH ? 7 2. YOUTH, OPEN DATA AND STATISTICS

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3. IMPORTANT CONCEPTS ON YOUTH

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4. INTERNATIONAL AND NATIONAL LAWS AND POLICIES 39 5. YOUTH MOBILIZATION IN NEPAL

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6. YOUTH AS CHANGE MAKERS

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7. ROLE OF YOUTH IN ADVOCACY

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1 UNDERSTANDING YOUTH LEARNING OUTCOMES Understand the concept of youth and the different perspectives on the definition of youth Develop one’s own lens to understand what it means to be a youth Learn about the characteristics, importance and responsibilities of the youth

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CHAPTER 1. Definition of Youth

Definition of Youth

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Youth could also be defined by some, especially in western societies as the “Life stages between childhood and adulthood” and “becoming independent from dependent”

Kehily (2007)

Youth is best understood as a period of transition from the dependence of childhood to the independence of adulthood when we become aware of our interdependence as members of a community.1 To put it in simple words, youth is a period of transition from a dependent child to an independent adult – a period between childhood and maturity.

There are different lenses to define youth:

PSYCHOLOGICAL VIEW

World Bank defines youth as persons between the ages of 15-24.

United Nations (UN) defines youth as persons between the ages of 15-24.

Nepal’s National Youth Policy 2015 defines youth as 16-40 years.

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Youth is seen as a transition between ‘childhood and adulthood’2 through the common biological, psychological, emotional and sexual maturation phases associated with the onset of puberty and the teenage years’.

SOCIOLOGICAL VIEW

Youth is seen as a transitional phase from childhood to adulthood, but from a cultural perspective where cultural beliefs, family lives, social, political organizations and their relationships with each other are analyzed to determine the understanding of youth. For example, Gennep 1960 reenforces the idea of youth with the ritual of circumcision as some countries carry out rituals in order to publicly show “the transition from one stage of a life to another.”3 As can be seen, some favor biological markers, in which youth is the period between puberty and parenthood, while others define youth in terms of cultural markers equating it with specific social roles, rituals and relationships. Thus, youth has been defined in several ways like “life-stage”, “social category” or even as “age category”4

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CHAPTER 1. Definition of Youth

YOUTH & AGE This world demands the qualities of youth: not a time of life but a state of mind, a temper of the will a quality of imagination, a predominance of courage over timidity, of the appetite for adventure over the life of ease.”

- Robert Kennedy

Should youth be defined as a state of mind or be limited within a certain range of age?

POINT OF DEBATE Can a person at the age of 40.. who still demonstrates the qualities of youth be termed as youth?

Youth is a more fluid category than a fixed age-group. However, age is the easiest way to define youth, particularly in relation to education and employment. Therefore “youth” is often indicated as a person between the age where he/she may leave compulsory education, and the age at which he/she finds his/her first employment. This latter age limit has been increasing, as higher levels of unemployment and the cost of setting up an independent household puts many young people into a prolonged period of dependency. 5 Thus, in layman terms, youth can be understood as part of life that succeeds childhood; the period of existence preceding maturity; or the entirety of the early years of life, from childhood, or, sometimes, from infancy, to manhood.

INTERNATIONAL DEFINITIONS (AGE) OF YOUTH United Nation’s Definition of Youth The UN, for statistical consistency across regions, defines ‘youth’, as those persons between the ages of 15 and 24 years, without prejudice to other definitions by Member States. All UN statistics on youth are based on this definition, as illustrated by the annual yearbooks of statistics published by the United Nations system on demography, education, employment and health.

Interesting Fact: Overlap between age of youth and child The UN, for statistical consistency across regions, defines ‘youth’, as those persons between the ages of 15 and 24 years, without prejudice to other definitions by Member States. All UN statistics on youth are based on this definition, as illustrated by the annual yearbooks of statistics published by the United Nations system on demography, education, employment and health.

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CHAPTER 1. Definition of Youth

The differences in country wise definition of Youth Age

INDIA BANGLADESH CHINA GERMANY SOUTH AFRICA MALAYSIA SINGAPORE INDONESIA MYANMAR VIETNAM

16-29 15-30 18-35 14-26 15-29 16-40 15-29 16-35 16-18 15-30

DEFINITION OF YOUTH IN NEPAL According to the National Youth Policy of Nepal6, youth is defined as citizens (men, women and third gender) within the age bracket of 16 to 40 years.7 The Youth Vision-20258 has classified this age bracket of youth into two age groups: one of 16 to 24 years and the other of 25 to 40 years and, the group wise priorities have been determined accordingly.9 Though the above definition of youth is the most commonly and officially used definition in Nepal, various government bodies, non- governmental bodies and political organizations have set different standards to define youth, such as The Ministry of Agricultural Development has defined youth as persons with an age up to 50 years.10

CRITICISMS ON NATIONAL YOUTH POLICY’S DEFINITION OF YOUTH Definition of Youth The most controversial issue in the National Youth Policy is the definition of the age bracket of youth.11 The age group (15-24) is lost somewhere between the definition of adolescence and adulthood. When youth is defined politically as (16-40), the age group that falls in the category of 15-24 is politically side-lined.

Youth above 25 get more benefits, because of their experience and maturity level under the banner of youth. Whatever the definition and age-group may be, the main theme of the categorisation of youth cohort is that no one should be left out in the development mainstream. Different sub-groups have their respective concerns and so do the young people between (15-24), all of which should be addressed.

Biased Definition The drafting committee of the National Youth Policy consisted of 23 members and had 17 members that belonged to representatives of youth wings of major political parties, most of whom were above 30 years old. The age of the drafting committee members hugely influenced the definition of youth in Nepal, creating a wider age bracket definition for youth in Nepal.12 12

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CHAPTER 1. Definition of Youth

Different Youth Terminology in the National Youth Policy 2015 of Nepal Youth belonging to priority group: Women adivasi, janajati and madhesi youths.

Youth belonging to special priority group: Youth belonging to the community of conflict victims, endangered, physically crippled, marginalized, exposed to extinction, minorities, dalits, Muslims and the youth belonging to Karnali and the backward regions.

Conflict victim youth: Youth affected by the armed conflict ranging from the year of 2052 (1994) to Mangshir 5, 2063(2006) and those belonging to conflict victims’ families in the later days.

Youth at risk: Youth infected by HIV and AIDS, victims of trafficking trapped in natural disaster, users of narcotic drugs, those involved in sex trade, homeless, those belonging to mukta kamaiya (freed bonded labor) families and the youth involved in foreign employment in countries of insecure destination.

Physically challenged youth: Youth having confronted by types of physical and mental challenges.

Youth belonging to marginalized minority community: Youth deprived of national and non-governmental benefits and services due to geographical remoteness and caste, language, culture, region, class and gender related grounds, marginalized and the other youths who could not come in the national mainstream.

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ACTIVITY

We have learned that there exists no universal definition of youth. It is referred to as the transitional period between childhood and adulthood.

However, there is no element of precision with which one can determine at which age childhood stops and at which age a person enters into adulthood. Moreover, as it is a gradual process of transition, it is always difficult to determine the exact age.

Identify the sociological and psychological characteristics you display as part of the youth demography, and chart how your experiences and features align and vary from your fellow youths.

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CHAPTER 1. Definition of Youth

WHY ARE YOUTH IMPORTANT? Young people are the assets and drivers of change who can contribute to national development.

Young people need mentorship for empowerment to contribute to their own personal development and towards the broader society, thus unleashing their strengths and potentials.

Young people are the instruments and agents of their own development. It is the right of every youth to participate in the planning, implementation and monitoring/evaluation of the activities concerning them.

Youth can best decide for themselves. They can be advised but not imposed.

Young people are not just the future but also the present stakeholders of society.

WHAT ARE THE RESPONSIBILITIES OF YOUTH? To contribute to sectorial, family and self-development and to promote social and inter-generational understanding and gender equality; To extend respect to teachers and elders, parents and the family, in consonance with our cultural norms and traditions;

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To uphold the unity and integrity of the Nation, maintain peace and harmony, observe Fundamental Duties and respect the Fundamental Rights and Freedoms guaranteed under the Constitution to all sections of people; To respect others’ faiths and beliefs in the religious, cultural and social spheres and to different schools of thought; and to neither exploit nor be instrumental in the exploitation of fellow citizens and other persons, especially women; To promote appropriate standards of ethical conduct in individual and social life, to maintain honesty and integrity of character and be committed to fight against all forms of corruption, social evils and practices.

To preserve and protect the environment; and To commit themselves to create a discrimination and exploitation free environment and to devote their time and energy in nation building activities.13

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RESOURCES AND FURTHER READING 1. UNDESA, Website of the Focal Point on Youth, http://undesadspd.org/Youth.aspx 2. World Programme of Action for Youth, http://undesadspd.org/Youth/WorldProgrammeofActionforYouth.aspx 3. UN General Assembly Resolutions, http://www.un.org/documents/resga.htm 4. Youth Resolutions, http://undesadspd.org/Youth/ResourcesandPublications/Youthresolutions. aspx 5. Youth Vision 2025, http://www.moys.gov.np/sites/default/files/nitiheru/Youth%20 Vision-2025_1.pdf 6. National Youth Policy 2015, https://www.unescogym.org/wp-content/uploads/2017/05/NEPAL-NationalYouth-Policy-2072_2.pdf 7. National Youth Policy 2010, http://www.lawcommission.gov.np/en/documents/2015/08/national-youthpolicy-2010-2.pdf 8. Kehily M.J. , Understanding Youth: Perspectives, Identities and Practices. Milton, Keynes: Open University Press, (2007), http://oro.open. ac.uk/16312/ 9. Roche, J, et al. ,Youth in Society, 2nd ed, London: Sage Publications, (2004) oro.open.ac.uk/11735 10. Kessem, D, et al , Key Issues in Childhood and Youth Studies. Oxon: Routledge, (2010), https://derby.rl.talis.com/lists/6F2E54BE-3A8E-1ECB2D62.../bibliography.pdf?...

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2 YOUTH, OPEN DATA, & STATISTICS LEARNING OUTCOMES Increase participants’ understanding of data and statistics on youth in Nepal Enhance participants’ understanding of issues pertaining to youth Promote the use of data for evidence-based decision-making by youth

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CHAPTER 2. Youth, Open Data, & Statistics

Youth Open Data & Statistics

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Do you know exactly how many young people there are in Nepal? Do you know how many schools there are in your area? Do you know what the youth employment rate is Nepal and in which sectors there are more opportunities exist for employment? Do you know what is in the air that you breathe every day? Every day, we are confronted in our lives with the need for data, information and statistics on a wide range of issues to help us better understand our local context and to make more informed decisions regarding different aspects of our lives.

WHAT ARE DATA, INFORMATION, STATISTICS AND OPEN DATA? The terms (open) data, statistics and information are often used randomly, but they have different meanings. So, what is the difference?

DATA Data is raw material “static text, number, code or other marks or signals” without particular meaning.14 Data is produced by a variety of actors including government, civil society, research houses, academia and the private sector.

Data can be disseminated in various formats ranging from a hard copy, PDF, website text or in open format. Example: 26,494,504 is data on the total population of Nepal.

OPEN DATA Open data is raw data that is made available to everyone in a machine-readable format allowing individuals to make use of, analyze, and share data freely, without any restrictions or controls. When information and data is made available and accessible in this manner, it can empower government, civil society, businesses, and citizens to make informed decisions, and to effectively address societal challenges. Open data allows for greater equality in accessing information, and creates an enabling environment for innovation. For data to be considered ‘open data’, it should have the following two elements:16 TECHNICAL DATA Data will be considered open only when it is published in an electronic format, without any proprietary restriction.

It should be easily available on a public server, with the ability to be processed via a computer.

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LEGAL DATA Data will be legally open when it is placed on a public domain with minimum restrictions, and liberal terms of use.

In Nepal, data on a lot of topics already exists, however, it is usually kept privately, and even when shared, it is done so in closed formats and with restrictions that prevent data from being freely used.17 Therefore, for Nepal, it is important that data – from government, civil society, private sector, academic institutes – is made freely available to the public, and in an online format.

BIG DATA Big Data refers to data whose size is beyond the ability of a typical database software tools to capture, store, manage and analyze.18 Companies produce a lot of data based on transactions they have with customers. As a result, they are capturing trillions of bytes of information about their customers, suppliers, and operations, through the use by customers of mobile phones, websites, social media etc. This large volume of information is what is commonly referred to as big data.

INFORMATION Information is data that has been recorded, classified, organized, related, or interpreted within a framework so that meaning, purpose and value emerges for its user.

Example: Nepal’s youth population constitute the largest section of the population.

STATISTICS Statistics is “a type of information obtained through mathematical operations on numerical data”.19 It is a method of presenting information in the form of numbers.

Official statistics in all countries around the world are produced by governments and every country has a National Statistical Organization (NSO) that is responsible for the development of data and statistical standards and for overseeing official data production. In the case of Nepal, the Central Bureau of Statistics serves as the NSO for Nepal although other government agencies such as the Ministry of Education, Ministry of Youth and Sports etc. also produce data.20 Other non-government actors can also produce statistics, but these are considered at present not official. Example: 4 in 10 people in Nepal are youth aged between 16-40.

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CHAPTER 2. Youth, Open Data, & Statistics

WHY ARE (OPEN) DATA AND STATISTICS IMPORTANT?

There are various reasons why data and statistics are important: In general, data and statistics are important to be able to understand the world, Nepal as a country, its society and its people and its position vs. other countries.

Federal, provincial and local government policy-makers need data and statistics to make informed decisions about youth and other issues of policy making, planning, budgeting and other types of decision-making.

Citizens and civil society need data and statistics in order to be able to:

understand the economic and social progress of Nepal as a country; their province and city or municipality;

to make informed decisions regarding their day to day lives whether about where to go study or whether about whether or not to start up a business;

to hold their governments to account for service provision and budget expenditure Youth need data to be able to make informed decisions regarding their lives and fully realize their potential in society.

Media needs data and statistics as a basis for their reporting about global, national, provincial and local affairs and to exercise its role as watchdog of society.

Businesses need data and statistics to make informed decisions regarding where, in what and when to invest and to be able to develop innovations using data The sharing of data in open format is especially important for many reasons including: Open data can help user make more informed decisions.

As currently, a lot of data is not open, users - be it government itself, citizens, civil society organizations, media and academia - do not have access to the raw data that is being produced and hence are not able to use it for decision-making.

Open data enhances efficiency in that users - be it 20

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CHAPTER 2. Youth, Open Data, & Statistics

government, civil society, private sector and academiacan directly access, share and use data instead of having to contact data producers for the data.

Open Data enhances transparency in that users can access the raw data and can analyze it themselves. This then enables them to better track and monitor decisionmaking and budget allocations.

Open government data can be also used by businesses to enable new data-driven products and services – businesses can use open data to create business opportunities through the analysis and integration of open data (e.g. mapping data, data on market prices, data on consumers) in products and services.

POLICIES AND LAWS ON OPEN DATA Open Data in Nepal is a relatively new concept, and currently there exists no specific policies or legal instruments on open data. The Government of Nepal’s National Information Commission on August 2017 submitted an Open Data Action Plan, specifically on Open Government Data, to the Prime Minister’s Office, who then accepted the plan, highlighting an important step Nepal is willing to take towards open data.21 How does open data then fit into the current legal and policy structure of Nepal? The open data agenda in Nepal is being pushed through the Right to Information of Nepali citizens. The Constitution of Nepal guarantees citizens with the right to information, allowing them to demand and receive information on matters of public interest, apart from those information that have been classified as non-disclosable. There also exists a Right to Information Act, which came into force in 2007, legislating the right to information, with the hope to make Nepal an open and transparent society, where the state is responsible for, and accountable to its citizens.22 An independent oversight body – the National Information Commission – has been established to ensure that the Nepali citizens have access to information, and that the Nepali government bodies help achieve this right of citizens by sharing information.

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CHAPTER 2. Youth, Open Data, & Statistics

DATA PRODUCERS AND SOURCES As mentioned above, data and statistics can be produced by a wide range of actors.

However, data and statistics produced by government are especially important, because of the central function they have in Nepal’s national statistical system as the producer of official data and statistics and the large volume of data that it produces.

In addition, as citizens, according to the Constitution and the Right to Information Act, have the right to information, the government should be proactively disclosing data as well as providing citizens with data upon request.

Key data producers and source that produce data including in relation to youth:

Government Agencies Producing Youth Data and Statistics Central Bureau of Statistics: http://cbs.gov.np/nada/index.php/ catalog Ministry of Youth and Sports: http://moys.gov.np/ National Youth Council: http://www.nationalyouthcouncil.org/ Ministry of Education: http://moe.gov.np/index.php University Grants Commission: http://www.ugcnepal.edu.np/ Ministry of Health: http://www.mohp.gov.np/ Open Data Portals of the Government Aid Management Platform: http://amis.mof.gov.np/portal/ Central Bureau of Statistics Data Catalog: http://cbs.gov.np/ nada/index.php/catalo Housing Recovery and Reconstruction Platform: http://hrrpnepal. org Open Data Portal: 2015 Nepal Earthquake: https://opendata.klldev. org Public Procurement Transparency Portal: http://ppip.gov.np/ Open Data Portals of Non-Government Actors DB2Map: http://db2map.com Nepal in Data: https://nepalindata.com Nepal Map: http://www.nepalmap.org Open Data Nepal Portal: http://opendatanepal.com Prepare Pokhara: http://preparepokhara.org International Open Data Portals OpenStreetMap: http://www.openstreetmap.org World Bank Data Catalog Nepal: http://datacatalog.worldbank.org

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HOW TO WORK WITH DATA? DATA ANALYSIS AND VISUALIZATION DATA ANALYSIS Data in its raw format is merely numbers or text, which need to be explored further to find patterns, relationships and co-relations. One needs to evaluate the data with statistical or logical reasoning to build, support or falsify hypotheses and arguments. Analyzing the data helps to bring out the story the data is trying to tell, to discover useful insights and information, and to support decision-making and arguments.24 DATA VISUALIZATION The findings from the analyzed data needs to be communicated, and one of the best ways of communicating the story from the data is through visualizations. Numbers and text then can be represented in the form of pie-charts, bar graphs, Venn diagram, angles, pyramids or any other fun way to make the data more understandable to the readers and the public.25

GEOGRAPHIC DATA, GIS, AND OPENSTREETMAPS

Geographic Data (or Spatial Data) is data that is associated with a geographic location. A system prepared to store, analyse, manage, and present geographic data is called the Geographic Information System (GIS). GIS data collection can be divided into primary (direct measurement) and secondary (derivation from other sources) data capture. Primary data sources are collected in digital format specifically for GIS purposes.

Secondary sources are digital and analog datasets that were originally captured for another purpose and need to be converted into a suitable digital format for GIS purposes.27 OpenStreetMap is a type of GIS, which is a free and editable map, where anyone can upload, download, and view data on locations. OpenStreetMap is built by a community of mappers and it maintains data from all around the world about different spatial information, such as roads, trails, cafĂŠs, railway stations, airports, hospitals, schools, and much more. Aerial imagery, GPS devices, and low-tech field maps are used by OpenStreetMap contributors to verify that the map is up to date and correct.28 Anyone can become a contributor at OSM, with contributors including enthusiastic mappers, GIS professionals, engineers running the OSM servers, humanitarians mapping disaster-affected areas, and many more. Even in humanitarian efforts, OpenStreetMap has played an important role across the world and in Nepal. In the aftermath of the 2015 earthquake in Nepal, to inform humanitarian aid responders, about 8,000 local and international OpenStreetMap community members worked and created a detailed map of affected areas, which was then used for planning and mobilizing their resources.29Â CENTRE FOR YOUTH STUDIES

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CHAPTER 2. Youth, Open Data, & Statistics

YOUTH STATISTICS WORLD YOUTH STATISTICS Every year, the world’s population is expanding by 83 million people. Right now, there are around 7.5 billion people in the world.30 The world’s population is young: 42 percent of people are under the age of 25.31 The world population is expected to reach 9.8 billion in 2050, which constitutes an increase of 31 percent.32 The world youth population (ages 15 to 24) is projected to rise to 1.4 billion in 2050 from 1.2 billion now, but the youth share of world population is expected to fall to 14 percent from 16 percent.33 NEPAL’S NATIONAL YOUTH STATISTICS

7.5 BILLION PEOPLE IN THE WORLD

42% OF PEOPLE ARE UNDER THE AGE OF 25

Youth constitute 40.35% of the population of Nepal. Males make up 45.8% while female make up 54.5% of the population. A majority of 48.43 percent of young people live in urban areas of Nepal, compared to 38.76 percent in rural areas.

7.5 BILLION PEOPLE IN THE WORLD

42% PEOPLE ARE UNDER AGE OF 25

WORLD YOUTH POPULATION (15 TO 25) PROJECTED TO RISE TO 1.4 BILLON IN 2050

TOTAL POPULATION OF NEPAL

26,494,504

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40.35% OF THE POPULATION OF NEPAL ARE YOUTH

45.8% MALE AND 54.5% FEMALE

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PERCENTAGE DISTRIBUTION OF NEPALI POPULATION BY LITERACY STATUS Literacy is the ability to read and write. According to the Population Census 2011, 65.9% of Nepali are literate. 75.13% of the male population are literate whereas only 57.38% female population are literate. Adult literacy rate stands at 59.6%.34 65.9% OF NEPALI ARE LITERATE

71% of youth in Nepal can read and write.35 8 in 10 males aged 16-25 can read and write, 7 in 10 females aged 16-25 can write.36 Males have a higher literacy (82%) than females (63%).

NEPAL’S STATISTICS ON EDUCATION While 97.2% of children are enrolled in primary education, only 70.7% complete basic (1-8 grade) education.37 92.3% of the children are enrolled in secondary education (1 to 8 grade).38 In higher education, the number of female students is higher than that of male students. Of the total 3,61,077 enrolled in higher education, 52.15% (i.e. 1,88,295) are female and 47.85% (i.e. 1,72,782).39 Only 1 in 20 formally educated youth have obtained vocational and skill based education.40 In 2016, 39,307 students received a no –objection letter to study abroad.41 NEPAL’S YOUTH STATISTICS ON DOMESTIC EMPLOYMENT Nepal has the highest employment rate in South Asia with 68% of the working age population in employment.42 More than 450,000 people are estimated to enter the job market every year.In a recent study, the World Bank estimated that Nepal needs to create 268,900 jobs annually to keep its employment rate constant.43 In terms of sectors, ILO estimates that 72.7% of people in the workforce are working in the agricultural sector, followed by 16.4% in services and 10.9% in industry. Around 530,000 youth leave the country every year seeking foreign employment.44 59 out of 100 youth are self-employed.45 According to the Economic Survey, 44,810 youths were self-employed in the first eight months of the current fiscal year that began in midJuly 2017 under the Youth and Small Entrepreneur Self Employment Fund.

ILO estimates that the youth employment rate in Nepal is 5.3% with 6.6. of males being unemployed and 4.0% of females being unemployed.

1 in 5 youth who belong to marginalized, minority and disabled communities are unemployed.46 It is estimated that 26% of graduate youth are unemployed.47

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CHAPTER 2. Youth, Open Data, & Statistics

NEPAL’S YOUTH STATISTICS ON FOREIGN EMPLOYMENT According to the Economic Survey, around 4.3 million Nepalis have gone for foreign employment through formal or informal channels. Since 2001, more than 100,000 labour permits have been issued for destination countries.48 The majority of permits issued to migrants have been for men with an average of 95.18 % compared to 4.68% for women.

In FY 2016/2017 alone, 382,871 labour permits were obtained.49

AROUND 530,000 YOUTH LEAVE THE COUNTRY EVERY YEAR SEEKING FOREIGN EMPLOYMENT

According to the World Bank, 18% of Nepalese youth have migrated for labor.50 Disaggregated by gender, 30 % of male youths have migrated for labor, compared to 5 % of female youths. Seventy-two % of labor migrants are youth, and 87 % of youth labor migrants are male.51 For male youth, the rate is highest for rural Hills (36 percent), rural Terai (35 percent), and Mountains (35 percent), and lowest for Kathmandu Valley (10 percent). Although the rate of male youth labor out migration for Kathmandu Valley is relatively low, it translates into a large absolute number, as the region accounts for a significant share of the country’s male youth population. Female youth labor out migration rates are generally low and vary little among regions (from a high of 7 percent for Mountains to a low of 3 percent for rural Terai and Kathmandu Valley).52 NEPAL’S YOUTH STATISTICS ON HEALTH AND SOCIAL SECURITY According to the Population Census 2011, the life expectancy of Nepali has reached 68.8 years. The NeoMortal Rate and 3 in 10 married women have an unmet need for family planning services.53 8 in 10 drug users took drugs for the first time before the age of 20.54 Currently, the number of new HIV infections among adults aged 15-49 years old (per 1000 uninfected population) is 0.03 percent.

8 IN 10 DRUG USERS TOOK DRUGS FOR THE FIRST TIME BEFORE THE AGE OF 20

Social protection is the set of policies and actions designed to reduce poverty, vulnerability, and risks as well as to enhance youth and other people’s capacity to protect themselves against shocks or loss of income and employment. As part of its social protection scheme, Nepal aims to provide 100 days of guaranteed wage employment to at least one unemployed family member of every household in impoverished districts. The Social Protection Expenditure out of the total national budget is 11.3%.55

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YOUTH STATISTICS ON MOBILIZATION, PARTICIPATION AND LEADERSHIP DEVELOPMENT The Common Wealth Youth Development Index (YDI) is a composite index of 18 indicators that collectively measure multi-dimensional progress on youth development in 183Â countries, including 49 of the 53 Commonwealth countries. It has five domains measuring levels of education, health and well-being, employment and opportunity, political participation and civic participation for young people. The YDI is guided by the Commonwealth definition of youth as people between the ages of 15 and 29, while recognising that some countries and international institutions define youth differently.

Nepal currently ranks no.77 on the index. It scores high in particularly high for political participation for which it is ranked as no. 11 with a s score of 0.859.

Overall Score

0.647

Health and Well Being Rank Health and Well-Being Score Education Rank Employment Opportunity Rank Employment Opportunity Score Civic Participation Rank Civic Participation Score Political Participation Rank Political Participation Score 2016 YDI Level

85 0.720 135 60 0.24 123 0.392 11 0.859 High

Ensuring equal participation of women in decision-making is still a key challenge for Nepal.

Only 46 out of 100 married women participate in major decisions in their life.56 Similarly, ensuring participation of young people in decision-making is low. For example, only 7% of representatives in Parliament are under 35 years of age.57 NEPAL’S YOUTH STATISTICS ON MARRIAGE AND DISABILITY Nepal ranks 3rd in South Asia for having high child marriage. The legal age of marriage in Nepal is 20 years. Of people aged 25-49, the average age when they first married was 17.9 years for women and 21.7 year for men.58 37% of women currently aged 20-24 got married before the age of 18.59 In rural areas 52.1 % of women were married as children, compared to 34.7% in urban areas.

According to the National Population and Housing Census 2011, 0.99% of children aged 0-14 in Nepal experienced various forms of disability. Nearly 163,000 youth have some kind of disability and 45% of those youths are female.

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CHAPTER 2. Youth, Open Data, & Statistics

RESOURCES AND FURTHER READING Nepal Youth, Data, & Statistics 1. Nepali Youth in Figures, Restless Development, 2015, http://www. restlessassets.org/wl/?id=MJNRQs7O6Z2HfBHFh8P5ybwAh2SEo8Wu 2. My SDGs, My Responsibility, UNFPA and YUWA, 2016, http://nepal.unfpa. org/en/publications/my-sdgs-my-responsibility Data Revolution 3. A World that Counts – United Nations: http://www.undatarevolution.org/ data-revolution/, https://www.csis.org/analysis/harnessing-data-revolutionachieve-sustainable-development-goals 4. Data Revolution and SDGs: https://www.innovations.harvard.edu/blog/ data-revolution-and-sustainable-development-goals 5. Nepal’s Emerging Data Revolution – Development Initiatives: http:// devinit.org/post/insights-into-nepals-emerging-data-revolution/ Open Data 6. Open Definition:http://opendefinition.org/od/ 7. Open Data Handbook:http://opendatahandbook.org 8. Open Data Charter: https://opendatacharter.net/principles/ 9. Sunlight Foundation:https://sunlightfoundation.com/policy/documents/ ten-open-data-principles/ 10. World Bank Open Data Toolkit: http://opendatatoolkit.worldbank.org/en/ essentials.html

Data Analysis and Visualization Tools 11. Open Source Data Visualization Tools: https://blog.capterra.com/freeand-open-source-data-visualization-tools/ 12. Data Analysis in Google Spreadsheets: https://support.google.com/docs/ table/25273?hl=en&page=table.cs&rd=1 13. Data Analysis in Microsoft Excel: http://www.excel-easy.com/dataanalysis.html 14. Data Visualization Tools: https://www.forbes.com/sites/ bernardmarr/2017/07/20/the-7-best-data-visualization-tools-in2017/#2e275676c30e 15, School of Data: Analysing data: http://schoolofdata.org/handbook/ courses/analyzing-data/.

GIS Data and OpenStreetMaps 16. GIS for Beginners: http://www.aag.org/galleries/mycoe-files/OT3_GIS_ for_beginners.pdf 17. OpenStreetMap: www.openstreetmap.org 18. Learn OSM: http://learnosm.org/en/ 19. GIS for Beginners: http://lib.icimod.org/record/7446 28

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3 IMPORTANT CONCEPTS OF YOUTH LEARNING OUTCOMES Develop understanding of important concepts on youth Develop ability to analyse the positives and negatives of various youth concepts Develop ability to identify key learnings from contextual case studies on various facets of youth and youth development

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CHAPTER 3.Important Concepts of Youth

Important Concepts of Youth CONCEPT OF YOUTH BULGE

YOUTH BULGE

Youth Bulge is a phenomenon when a country succeeds in reducing their infant mortality rate, but mothers continue to have a high fertility rate, resulting in a situation where the majority share of the country’s population is occupied by the youth. Such phenomenon is common in many developing countries, particularly the least developed countries (LDCs),60 and can currently be seen in Middle Eastern, African, and South Asian countries, who are experiencing alarming proportions of youth booms.61 But is youth bulge good or bad for the country? The answer is not definite, and youth bulge can either be a demographic dividend for a country, or a demographic challenge - youth have the power to transform entire regions, making them more prosperous, more just, and more secure. Or they could also unleash a flood of instability and violence. Or both. And if their countries are not able to accommodate their needs and aspirations, they could generate waves of migration for decades.62

Is youth bulge good or bad for the country?

The answer is not definite, and youth bulge can either be a demographic dividend for a country, or a demographic challenge - youth have the power to transform entire regions, making them more prosperous, more just, and more secure.

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As put by Kristin Lord,

“

“How well these young people transition to adulthood — and how well their governments integrate them economically, politically, and socially — will influence whether their countries thrive or implode. Surging populations of young people will have the power to drive political and social norms, influence what modes of governance will be adopted and the role women will play in society, and embrace or discredit extremist ideologies. They are the fulcrum on which future social attitudes rest.”63 CENTRE FOR YOUTH STUDIES

CHAPTER 3. Important Concepts of Youth

YOUTH BULGE AS A DEMOGRAPHIC DIVIDEND

Youth bulge can be an asset for a country. With the majority of a country’s population being occupied by youth, there is an increase in the number of working age individuals. If these are fully employed in productive activities, this can increase the level of average income per capita of a country.

A country experiencing a youth bulge is also experiencing a decline in its dependency ratio-- that is the ratio of the nonworking age population to the working age population.64 Enabling youth population’s economic abilities will naturally lead to yielding of larger returns during the course of youth’s economically active lives.

However, youth bulge will become a demographic dividend65 only when the surplus young population is invested upon.

Socio-economic investments in young people’s education, health and employment66 can enable countries to build a strong economic base, and reverse intergenerational poverty. Thus, strategic investments in this group can have the most long-term, cost effective impact in terms of transforming youth bulge into a dividend.67

YOUTH BULGE AS A DEMOGRAPHIC CHALLENGE

Youth bulge will only be an advantage if the potential of the young population can be tapped into, and can be utilized in a productive manner. If not, youth bulge can become a demographic challenge for any country. When large cohorts of youth cannot engage in gainful employment, the youth bulge will become a demographic bomb, as a large mass of frustrated youth can easily transform into a potential source of social and political instability.68 Young people’s lack of opportunity to participate both economically and politically could lead to youth induced political violence. When large groups of youths seek recognition, and are excluded from political participation,69 they may engage conflict behavior like riots, demonstrations, and other low-level political violence in pursuit of enforcing democratic political reforms.70 A country’s ability to invest in youth sector erodes with population growth, yet the importance of such investments for countries aiming to cope with their demographic changes cannot be highlighted enough.71 Therefore, one basic measure of a country’s success in turning the youth bulge into a demographic dividend is the youth (un) employment rate.72 CENTRE FOR YOUTH STUDIES

POINT OF DISCUSSION The case of the decade long civil war in Nepal can also be discussed from the perspective of youth bulge. In context of Nepal, the youth population between the age of (15-29) covered 26.9% of the population (Census: 2001). Moreover, the unemployment rate was highest among 20-24 years of youth (Nepal Labor Force Survey, 2008) The centralised system and the prevalent unemployment rate in the country could not meet the expectation and aspiration of people’s movement of 1990. It caused a high degree of frustration among the Nepalese youth. Thus, they felt that there was no choice but to join an army to clean the system of Nepal.

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YOUTH BULGE AND NEPAL Nepal is currently experiencing a huge demographic dividend, a first for itself. According to Nepal’s National Youth Policy, 40.35% of the population are in the age group 16-40.73

NEPAL’S YOUTH BULGE AS OPPORTUNITY AND HOPE

The most critical question on youth bulge revolves around the “how”, i.e. the process of producing collaborative platforms for harnessing youth-based skills and spirit to transform them into concrete resources. This question presents challenges as well as opportunities for the state and the public sphere.74 Every year, over 550,00075 youth enter the labor market providing a unique opportunity for Nepal. Opportunities lie in transforming the massive available youth human resources in fields of advocacy, activism, journalism, entrepreneurship, and scholarship into formal, institutional platforms, like Youth Councils, youth resources centers and policy making bodies, from national to the grassroots levels.76 Nepalese youth are an extremely valuable asset to Nepal’s social and economic life and community development. Nepali youths have contributed significantly to the political and economic development, from being at the frontlines of major political changes such as reinstituting multiparty democracy, ending the monarchy, to leading post-earthquake rescue, relief and recovery work.77

40.35%

population lies in the age group 16-40 Every year, 550,000 youth enter the labor market providing a unique opportunity for Nepal.

The tax and remittance from Nepal’s youth population contributes to more than 30% of total GDP, with the contribution of remittances in the informal economy being much higher. Most recently, the participation of migrant youths in civic spaces through voting rights has also been prioritized by the by the Supreme Court of Nepal.78 Increasing institutional platforms to harness the myriad of youth-based resources and skills can indeed contribute in transforming youth spirit into refined bedrocks of Nepalese development. If challenges like 32

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institutional barriers; lack of innovation and entrepreneurial interventions for youth; and highly politicized and bureaucratized systems discouraging youth involvement and innovation are addressed, then Nepal will definitely gain progress in ensuring meaningful youth participation from center to grassroots, and achievement of youth related SDG goals.79 With the revised youth policy, National Youth Council, and a new Youth Vision 2025 for youth development in place, hopes have renewed towards Nepalese youths steering the country into sprints of development.

GAINS MADE BY FISCAL FEDERAL BUDGET 2018 FOR NEPALI YOUTH BULGE

AIM OF CREATING FRESH JOBS FOR

8%

TARGET OF ECONOMIC GROWTH

PROJECT LOAN OF UP TO Rs.

1 MILLION FOR RETURNEE MIGRANTS BASED ON CERTIFICATION OF THEIR SKILLS

500,000 INDIVIDUALS

LOAN SCHEMES FOR MIGRANT RETURNEES, WOMEN, YOUTH AND MEMBERS OF DALIT COMMUNITY

EDUCATION LOAN OF Rs.

EDUCATION LOAN TO BE PROVIDED AT

AGAINST COLLATERAL OF THEIR ACADEMIC CERTIFICATES

ECONOMICALLYBACKWARD AND MARGINALISED GROUPS

700,000 TO YOUTHS

5% INTEREST TO STUDENTS OF

POINT OF DISCUSSION

Is Youth Bulge A Demographic Dividend or a Demographic Bomb in Developing Countries?

How can we transform Nepal’s Youth Bulge into a Demographic Dividend instead of a Demographic Bomb?

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CHAPTER 3. Important Concepts of Youth

YOUTH ADVOCACY AND MOVEMENT YOUTH MOVEMENT AS A TYPE OF SOCIAL MOVEMENT

Generally, youth movement refers to group actions associated with political, religious or social reform comprising mainly of and/or lead by young people.

When young people play instrumental roles in bringing forth specific social changes through social movement, such collective action can be understood as youth led movement. To understand youth led movement, having an understanding of what constitutes a social movement is key.

NEPALESE ADVOCACY CAMPAIGN FOR THE RIGHTS OF THE LGBTI POPULATION THROUGH THE LENS OF YOUTH-LED MOVEMENTS How did the LGBTI campaign in Nepal take form?

The LGBTIQ (Lesbian-Gay-BisexualTransgendered-Intersex –Queer) population’s rights movement in Nepal was led by Sunil Babu Pant, a youth powerhouse, through the platform he established to organize youth voices and power of gender and sexual minoritiesBlue Diamond Society(BDS). BDS now functions as an NGO continuously advocating for promoting and protecting the reproductive and human rights of sexual and gender minorities,80 a large section of which is comprised of young population. Established by young Sunil Babu Pant in 2001 AD, the foundation of BDS as well as the advocacy movement lies in the youth network (youth community) of sexual and gender minorities he formed during his frequent forays to Ratna Park.81 The engagement with this specific youth

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WHAT IS A SOCIAL MOVEMENT? “A social movement as collective challenges to elites, authorities, other groups or cultural codes by people with common purposes and solidarity in sustained interactions with elites, opponents and authorities,” -Sidney Tarrow, 1994 According to Charles Tilly, there exists three major elements to a social movement [Tilly, 2004]: Campaigns: a sustained, organized public effort making collective claims of target authorities; Repertoire: employment of combinations from among the following forms of political action: creation of special-purpose associations and coalitions, public meetings, solemn processions, vigils, rallies, demonstrations, petition drives, statements to and in public media, and pamphleteering; and WUNC displays: participants’ concerted public representation of worthiness, unity, numbers, and commitments on the part of themselves and/or their constituencies.

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population led him to be acutely aware of the many discriminations plaguing young sexual and gender minorities, especially the Transgender population,82 such as blackmailing, physical abuse, sexual abuse, restrictions of movement, lack of access to education, job discrimination.

Pant, with BDS, accelerated his youth activism during the 2006 Jana Andolan (People’s Movement) II. Additional to youth mobilization in the streets, Pant’s campaign efforts also leveraged legal and constitutional right based approaches, a technique instrumental to learn for youth activists and movement leaders.

In April 2007, BDS, MITINI Nepal, Cruse AIDS Nepal, and Parichaya Nepal, all organizations representing lesbians, gays, and “people of the third gender”,83 filed and won a writ petition under Article 107(2) of the Interim Constitution of Nepal seeking recognition of transgender individuals as a third gender. The legal rights of LGBT community improved manifestly through the legal provision providing for option of “Other,”84 in gender categories in Nepali citizenship. After this instrumental win, legalization of same sex marriage was Pant’s next goal for the movement, and lobbying for a draft law on same sex marriage was carried out continuously.

Pant grabbed the opportunity for political partnership when he was invited by the Communist Party of Nepal (United), a small Leftist party to join the then Constituent Assembly. Pant’s achievement of becoming the first openly gay politician in Nepal and a member of the dissolved Constituent Assembly provided his youth campaign national and international visibility. The campaign achieved significant gains when the Constitution of Nepal 2072 guaranteed the rights of the LGBT community as a fundamental right, becoming the first state to provide constitutional guarantees, and became the first country to include the third gender in their national census.86 What can we learn about techniques of advocacy and youth movement from this Campaign?

Strategic tapping of momentum and opportunities generated by the existing political environment led to increased visibility and gains The aftermath of Nepal’s civil war witnessed a huge insurgence in demands for social inclusion and protection of minority rights by the citizens. Pant and BDS tapped this electric environment by galvanizing Nepal’s queer population to enter the mainstream of minority politics. Their movement allowed, and even encouraged an entire group of people to be angry—by telling them that it’s their right to be upset about how they were

Pant and BDS’s youth led advocacy movement transformed into instrumental youth and sexual and gender minorities ‘participation in politics and policymaking when

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CHAPTER 3. Important Concepts of Youth

neglected by their government. The campaign convinced minorities that their opinion and perspective counts.87 The youth campaign further profited through Sunil Babu Pant’s strategic acceptance of CPN’s invitation to join politics aiming to contribute in the drafting LGBT rights into the new constitution.

Use of varied non-confrontational and confrontational advocacy techniques: The advocacy methods encompassed everything from hosting a primetime television talk show to massaging paperwork through Nepal’s sclerotic bureaucracy.

Massive sensitization programs including mass-based meetings, seminars, workshops, publications, media campaign, TV & Radio broadcasting and the rallies were carried out. Capacity building and leadership programs to generate future leaders to lead the community issues were also included.

Strategic use of constitutional and legal remedies available in the national legal system for strengthened advocacy A significant component of the movement involved the leveraging of Nepali law, as depicted through the landmark writ petition of 2007.88 Integration of social norms and creative flair into advocacy campaign resulting in national and international visibility and sensitization The campaigns ‘strategies were known for surprising audacity and flair for making dramatic political statements.

One of many such instances included Pant and queer population riding elephants through Kathmandu’s streets

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during several colorful and conspicuous Gaijatra gay pride parades. BDS outdid itself with each successive Gaijatra, and Pant’s organizing and strategizing abilities caused the expansion of such annual pride parades into multiple cities, with number of marchers at each event typically swelling into the thousands.89

YOUTH CULTURE (Y CULTURE) Y-Culture is the way of life of young people including their living style, interests and hobbies. It is the way adolescents share norms, values, and practices in their way of living, highlighting certain behaviors, interests, or hobbies.

According to studies on critical analysis of youth culture in Nepal, youth culture is taken as a phase needed to prepare young people for the demands of adult labor but serving also as a holding category in the face of a shortage of “adult” occupations.90

POINT OF DISCUSSION

Analyse the People’s Movement II of Nepal (2006) from the Perspective of a Youth Led Movement, and identify five key techniques for successful youth led movement.

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CASE STUDY Read the following excerpts highlighting the features of contemporary national and international Y-Culture. Based on the views expressed in this article, reflect upon the importance of inter-generational dialogue between Nepalese youths and related multi-stakeholders of youth development.

Building Change Culture with Generation Y [Dan Matthews]

In every large workforce within a nation, there will exist a new generation that bucks the trend.

The present youth generation and youth culture (Y-culture) around the world – the millennial or Generation Y, is notoriously technologically savvy, opinionated and political. The Generation Y presents a unique set of dilemmas for older generations helming leadership and the workforce.

“Technologically savvy, with a high exposure to all types of media, millennial are highly adaptable and capable of creating and utilizing data over multiple platforms. They’re very comfortable with abstract concepts, such as the cloud, and socialize as much online as they do in real life. Such technical competence means businesses and leaders need to rethink how it engages with and motivates this demographic,” says James Henry, consultancy practice manager at Auriga, a data security consultancy.

Furthermore, “Leaders will find it more difficult to engage Generation Y employees than other age groups. Generation Y workers tend to be more focused on their own personal development rather than interests of the company, ”says Stephen Archer, director of Spring Partnerships.

Millennials want a seat at the table and are comfortable engaging with their elders through multiple communications channels. Leaders can better engage younger generations by listening to their views. The crucial point is that Generation Y wants to be included. They live in a world that is fueled by feedback and want to give and receive this in a way which is authentic, open, trusted and in real-time.

The best advice is to treat them with respect and value their input. They may not know everything, but as a group they understand the future better than all other demographics.

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CHAPTER 3.Important Concepts of Youth

YOUTH EMPOWERMENT AND PARTICIPATION

CONCEPT OF YOUTH PARTICIPATION Youth participation refers to the active, informed and voluntary involvement of people in decision-making and the life of their communities (both locally and globally). To ensure the participation of youth in any youth-related manners, actors working in and for youth (the decision-makers) need to work with the concerned stakeholders and beneficiaries of such youth matters (who in turn are youth themselves). The global human rights approach to development acknowledges that youth have the right to participation, and even those under 18 years of age have the right “to express…. views freely in all matters affecting them, the views…being given due weight in accordance with their age and maturity.91 CONCEPT OF YOUTH EMPOWERMENT Youth empowerment refers to the holistic development of youth that prepares them for the competitive global market. Empowerment is achieved through enabling and enhancing capacities, entrepreneurship, mental and physical development and skills of young population.

Main dimensions associated with youth empowerment have been identified as:92

(a) GROWTH AND

(b) RELATIONAL

WELL-BEING

(c) EDUCATIONAL (d) POLITICAL (e) EMANCIPATIVE (f)

EMANCIPATIVE

The synergy of these dimensions in young people’s lives, when they are no longer children, but not yet adults adds value to the concept of youth empowerment.

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YOUTH PARTICIPATION AS A BEDROCK OF YOUTH EMPOWERMENT Youth empowerment develops youth as change agents in the society, helping them gain the skills to impact their own lives and lives of other individuals, organizations and communities. Transformation of youths into change agents necessarily requires youth participation. At the individual level, youth participate in self-empowerment and exercise power over their life by being skilled, critically aware, and active in creating community change. At the community level, youths contribute to the implementation of a culture, vision, and system that supports youth empowerment at the individual level.93 How does youth empowerment relate to youth participation? Youth empowerment programme activities are fundamentally based on youth participation. Youth empowerment interventions aims to strengthen the involvement of youth in decision-making processes regarding the design, planning and implementation of the programmes concerning youth, awarding youth participation an active and central role.94

ACTIVITY

Study the following excerpt from an analysis on the Youth Culture of Nepal by Martin Chautari, list down three positive and three negative observations you have made about existing youth culture in Nepal.

“Capitalist countries almost always suffer from a surplus of adults, but the number of adult jobs paying good middle-class wages will necessarily be limited.

If middle-class adulthood is contingent upon obtaining one of these scarce jobs (making it easier to marry and reproduce), and if there are more candidates than positions, then prolonging youth (often in the form of prolonged period of education in colleges pursuing degrees and other qualifications that promise entry into the middle-class adulthood) is an inevitable outcome.

In middle-class societies youth is a holding period that serves both as a marker of class privilege (as young people undergo extensive education) and of class ambition (as lower classes embrace education as a vehicle for social mobility). It is the conflict between these two realities (of class privilege and social mobility) that makes youth the site of potential class crisis, as the reservoir of educated youth (eager to advance to middle- class adulthood) threatens to breach the social order.”

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RESOURCES AND FURTHER READING 1. Addressing the Youth Bulge: What Nepal Can Do, The Himalayan, http:// apyouthnet.ilo.org/news/addressing-the-youth-bulge-what-nepal-can-do 2. Saloni Maheshwari, Political, Economic Unrest and the Youth, http:// www.newbusinessage.com/MagazineArticles/view/1368 3. Kanchan Kharel, Current Youth Bulge in Nepal: Demographic Bonus or Challenge, http://kharelkanchan.blogspot.com/2012/12/current-youthbulge-in-nepal.html 4. The Case for Investing in Young People; 8 Arguments on Investing on Young People: Published by UNFPA

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4 INTERNATIONAL AND NATIONAL LEGISLATIONS AND POLICIES LEARNING OUTCOMES Understand the different international and national laws and policies supporting youth.

Increased understanding of youth rights in Nepal, and how one can fulfil those rights.

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CHAPTER 4. International and National Legislations and Policies

Important Concepts of Youth YOUTH AND INTERNATIONAL LAW

International human rights law governs various aspects of the lives of all human beings. There are specific areas of human rights law related to juvenile justice, labour rights and, refugees and so forth. Currently, there are no international instruments that specifically govern the rights and duties of the youth population. However, the legal rights and duties of the youth can be found across various international human rights instruments.

These instruments range from the overarching international human rights covenants to specialized conventions relating to children rights and, women’s rights, indigenous peoples rights, children, disabled persons rights. All these instruments also impact youth.

CONCEPT, CHARACTERISTICS AND CLASSIFICATION OF HUMAN RIGHTS What are Human Rights?

As defined by United Nations,95 human rights are inherent rights and freedoms that belong to all individuals regardless of their race, sex, nationality, ethnicity, language, religion, or any other status.96 Every person is entitled to these fundamental rights, simply by the fact of being a human.

Characteristics of Human Rights97 UNIVERSAL AND INALIENABLE Every human being in any part of the world is equally entitled to these rights without discrimination or timelimit. You cannot lose your human rights, since they are innate and natural to all human beings.

NON-DISCRIMINATION Everyone is entitled to the human rights, regardless

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of race, sex, nationality, ethnicity, language, religion, or any other status, and without any form of discrimination.

INDIVISIBLE, INTERDEPENDENT, AND INTERRELATED Different human rights – civil, political, social, or economic – are connected to one another – fulfilment and improvement of one right helps the achievement or advancement of another right, and so on.

BOTH RIGHTS AND OBLIGATIONS Every individual is entitled to these rights, however, they also have an obligation to respect other people’s rights. Similarly, for the government, these rights entail an obligation to respect, protect, and fulfil the rights of their citizens as per international and national law.

Classification of Human Rights ABSOLUTE RIGHTS There are certain human rights that cannot be limited, reduced or amended in any case or manner, for example: every individual is entitled to the right to protection from slavery or torture, even prisoners, or, every person has access to a fair trial regardless of their crime.

QUALIFIED RIGHTS With qualified rights, government interference is allowed in certain circumstances, and only when it is necessary to maintain peace and order in a democratic society. The interference is allowed if it is addressing a pressing social need or issue, pursuing a legitimate aim, and the interference is proportionate to the achievement of such an aim. For example: Freedom of assembly and expression are qualified rights, guaranteed to the extent it does impact the order of the society, or the safety of the public.

LIMITED RIGHTS These rights can be lawfully restricted in certain circumstances. For example: When a person is convicted, and sentenced to prison, then their right to liberty is limited.

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AS DEFINED BY UNITED NATIONS, HUMAN RIGHTS ARE INHERENT RIGHTS AND FREEDOMS THAT BELONG TO ALL INDIVIDUALS REGARDLESS OF THEIR RACE, SEX, NATIONALITY, ETHNICITY, LANGUAGE, RELIGION, OR ANY OTHER STATUS. EVERY PERSON IS ENTITLED TO THESE FUNDAMENTAL RIGHTS, SIMPLY BY THE FACT OF BEING A HUMAN.

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HUMAN RIGHTS AND YOUTH Human rights can also be classified in the following way:98 PROVISION – these rights ensure youth have access to food, clothes, clean water, shelter, education, and so on.

PROTECTION - these rights ensure and protect young people from all forms of abuses, inclusive of physical, mental and emotional abuse.

PARTICIPATION – these rights provide young people with the opportunity to participate in government decisionmaking, also allowing them to evaluate and critique government actions.

INTERNATIONAL HUMAN RIGHTS CONVENTIONS AND TREATIES UN Declaration of Human Rights (UDHR) European Convention on Human Rights (ECHR) International Covenant on Civil and Political Rights (ICCPR) International Covenant on Economic, Social, and Cultural Rights International Convention on the Elimination of All Forms of Racial Discrimination (ICERD) International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families (ICMW)

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Convention against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment (CAT) Convention on the Rights of Child (CRC) Convention on the Rights of Persons with Disabilities (CRPD) International Convention for the Protection of All Persons from Enforced Disappearance (CPED) Convention on the Elimination of All Forms of Discrimination against Women (CEDAW)

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NEPALESE ADMINISTRATIVE AND LEGISLATIVE FRAMEWORK FOR YOUTH In Nepal, the huge participation and political strength of youth during the 2006 political movement to make Nepal a Republic, made the Nepalese political parties and policy makers realize the potential and political power of youth to help with the country’s development. This realization led to a number of initiatives and actions from the government to strengthen the role of and empower the youth in Nepal.

FORMATION OF MINISTRY OF YOUTH AND SPORTS The Ministry of Youth and Sports99 was established in August 2006 as the central government body responsible for youth and sports in Nepal. Prior to this, youth issues were a responsibility of a department within the Ministry of Education, which did not produce favorable outcomes for youth as well as sports. Therefore, with the declining state of sports development in Nepal, and the advocacy from Nepali youth, the Ministry of Youth and Sports was established.100 The Ministry of Youth and Sports aims to develop and implement a National Youth Policy, to support the development of youth in Nepal, and ensure their participation in the mainstream politics and development of the state.

INTERIM CONSTITUTION AND THE THREE-YEAR INTERIM PLAN The Interim Constitution of Nepal (2007) 101 also recognized the importance of youth for Nepal’s development, and directed the State to pursue a policy to mobilize youth in the development of the country.102 The three-year interim plan developed on the basis of the interim constitution also acknowledged the role of youth as the ‘drivers of development and change’ in Nepal, while also highlighting the CENTRE FOR YOUTH STUDIES

problems faced by Nepali youth, and actions and programs to address these problems.103 This interim plan also pushed for the formulation and implementation of a National Youth Policy in Nepal.

NATIONAL YOUTH POLICY 2010 In addition to the interim constitution as well as the three-year interim plan directing for the establishment of a youth policy, civil society youth organizations such as the Association of Youth Organizations Nepal (AYON), also advocated for a separate youth policy in Nepal. Thus, the first National Youth Policy (2010)104 in Nepal was formulated in 2010 by various representatives of youth, with the Ministry of Youth and Sports acting as a coordinator.105 NATIONAL YOUTH COUNCIL The National Youth Council Act put forward by the Ministry of Youth and Sports established the National Youth Council106 in Nepal, which acts as an autonomous government body responsible for the implementation of programs as directed by the Ministry and the National Youth Policy. In federal Nepal, a National Youth Council chapter (branch) will be established in each of the seven provinces to carry out provincial level programs and activities.

NATIONAL YOUTH POLICY 2015 The National Youth Policy 2015107 is a revised policy document framed after the review of the National Youth Policy (2010) after five years of its implementation, as directed by the 2010 policy itself. This new policy hopes to further expand the prospects and opportunities of youth development in Nepal by addressing the matters raised in the review, as well as by directing actions to overcome the existing problems and challenges being faced by youth in Nepal.108

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CHAPTER 4. International and National Legislations and Policies

VISION

MISSION

Guaranteeing the basic rights of the youth, the Vision of this National Youth Policy shall be to establish the youth of the nation in leadership role (,) making them capable of making meaningful contributions to political, economic, social and cultural life of the nation by preparing such youths who are competent, enterprising, creative and scientific, and have positive thinking.” (National Youth Policy, 2015)

Assimilating the youth in the mainstream of national development through the means of meaningful participation, competence and leadership development, the chief Mission of this Policy shall be to make the role of the youth and the competence inherent in them more qualitative for the sake of building a Nepal which is affluent, modern and full of justice.” (National Youth Policy, 2015)

IMPLEMENTATION OF THE NATIONAL YOUTH POLICY 2015 The Ministry of Youth and Sports is the main public body responsible for the implementation109 of the National Youth Policy, while ensuring coordination with all other government bodies, non-government sector, and the private sector. For the purpose of coordination between government bodies, the National Youth Policy had provisioned for the mechanism of the Inter-Ministry National Youth Policy Coordination Committee stating that it shall be set up under the convenorship of secretary of Ministry of Youth and Sports.110 The Central government will be responsible for development of laws for youth, while the Provincial governments will focus more on youth policies and institutional arrangements. The National Youth Council will be responsible for the organization, coordination, and the facilitation of youth related programs being implemented by the government, and ensure coordination with non-government and private sectors’ youth programs. Every five years, the National Youth Policy will be reviewed, and the Inter-Ministry National Youth Policy Monitoring and Evaluation Committee will be set up to monitor and evaluate the implementation of the National Youth Policy.

OBJECTIVES OF THE NATIONAL YOUTH POLICY 2015111

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Develop and Expand Role of Youth in Nation Building and Development Make Youth Responsible and Accountable, Dedicated to Nation and Nationality Youth as basic power of the nation – developing creativity, entrepreneurship, and investigative skills in them Guarantee basic youth rights and ensure their participation and access to resources Develop youth leadership skills and capacity, as well make them gender sensitive Promote personal and social development of youth who are studying or developing their identity.

Bring youths belonging to the priority group to the forefront of development by empowering them through positive discrimination CENTRE FOR YOUTH STUDIES

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HOW TO ACHIEVE THEM? STRATEGIC AREAS AND ACTION POLICY112

Education

Employment

Health and Social Security

Youth Empowerment and Leadership Development

Participation and Mobilization

Arts, Literature, Culture, Sports and Entertainment

Control of Human Trafficking, Sale and Purchase

Releasing Youth involved in Crime and Violence

Youth Participation in Environment Protetion and Sustainable Development

Youth Participation in Establishing Sustainable Peace and Conflict

Access of Youth to Science/It

Equality in Development

Special Sectoral Priorities

Partnership

YOUTH VISION 2025 AND THE 10 YEAR STRATEGIC PLAN Youth Vision 2025 is a far-sighted strategic action plan developed by the government to help realize the rights, aspirations and needs of the youth. It hopes to build the youth of Nepal as strong, competent and self-reliant citizens through promotion of their leadership capacity and participation in developing Nepal as a just and prosperous nation.

DIRECTIVE POLICIES113

4’A’ GUARANTEE OF RIGHTS AND REALIZATION OF OBLIGATIONS

~ Ensuring the political, social, economic and cultural rights of the youth, while encouraging their involvement in nation-building and achievement of international commitments made by Nepal.

COMMON AFFLUENCE, SUSTAINABLE DEVELOPMENT AND PEACE

~ Pass on to the young generation the commitment to protect nature and environment.

NATIONAL UNITY AMONG DIVERSITY AND COEXISTENCE

~ Encourage youth to promote co-existence among diverse populations in Nepal, while also helping develop the national unity of Nepal.

SEARCHING THE TRUTH THROUGH EXPERIENCE AND FACTS

~ Learn from international practices to achieve the advancement of youth.

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CHAPTER 4. International and National Legislations and Policies

4’S’ SOCIAL JUSTICE INCLUSION AND EQUITABLE DEVELOPMENT PROTECTION AND PROMOTION PARTICIPATION

~ Guarantee justice and equality amongst youth, while prohibiting and ending any forms of discrimination amongst them. ~ Equitable development of every region through inclusion of youth belonging to special priority group, to ensure equitable advancement of the youth population. ~ Protecting, promoting and advancing the rights of youth in the special priority group, while ensuring their participation in nation-building. ~ Ensure participation of youth in the economic, political, social and cultural development of Nepal.

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SPORTS AND ENTERTAINMENT

MOBILIZATION, PARTICIPATION, AND LEADERSHIP DEVELOPMENT

YOUTH HEALTH AND SOCIAL SECURITY

EMPLOYMENT, ENTREPRENEURSHIP & SKILL DEVELOPMENT

QUALITY & VOCATIONAL EDUCATION

STRATEGIC PILLARS – YOUTH DEVELOPMENT114

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CONSTITUTION OF NEPAL 2072 The Constitution of Nepal 2072, through its list of fundamental rights115 protects the rights of youth, as well as outlines the duties of youth as active citizens of the country.

Many of the special fundamental rights and positive discrimination attributed to marginalized communities and backward communities are also specially pertinent to youths hailing from such communities.

FACTSHEET: YOUTH POLICIES AND PRACTICES IN SAARC COUNTRIES

AFGHANISTAN

Youth is anyone between the age of 12-35 years Policy: Afghanistan National Youth Policy 2014 Governing Body: Office of the Deputy Ministry of Youth Affairs

BANGLADESH

Youth is anyone between the age of 18-35 years Policy: National Youth Policy 2003 Governing Authority: Ministry of Youth and Sports – mainly the Department of Youth

BHUTAN

Youth is anyone between the age of 13-24 years Policy: National Youth Policy 2011 Governing Authority: Ministry of Education – mainly the Department of Youth and Sports

INDIA

Youth is anyone between the age of 15-29 years Policy: National Youth Policy 2014 Governing Authority: Ministry of Youth Affairs and Sports – mainly the Department of Youth Development

PAKISTAN

In Pakistan, youth matters are devolved to provincial government, who are responsible to produce youth policies for each of their provinces. Currently, Punjab and Khyber Pakhtunkhwa have approved youth policy, whereas other provinces’ policies are still being drafted.

MALDIVES

Youth is anyone between the age of 18-35 years Policy: National Youth Policy 2003 Governing Authority: Ministry of Youth and Sports Other Public bodies: National Youth Council

SRILANKA

Youth is anyone between the age of 15-29 years Policy: National Youth Policy 2014 Governing Authority: Ministry of Youth Affairs and Skill Development – mainly the Youth Development Division

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RESOURCES AND FURTHER READING 1. Youth Vision 2025: http://www.moys.gov.np/sites/default/files/nitiheru/ Youth%20Vision-2025_1.pdf 2. National Youth Policy 2015: https://www.unescogym.org/wp-content/ uploads/2017/05/NEPAL-National-Youth-Policy-2072_2.pdf 3. National Youth Policy 2010: http://www.lawcommission.gov.np/en/ documents/2015/08/national-youth-policy-2010-2.pdf 4. National Youth Policy 2010 – Evolution, Definition, and Implementation: http://www.youthpolicy.org/national/Nepal_2011_Youth_Policy_Paper.pdf 5. Youth and Public Policy in Nepal (2014):http://www.youthpolicy.org/pdfs/ Youth_Public_Policy_Nepal_En.pdf 6. Youth in Pakistan: Priorities, Realities, and Policy Responses: https:// www.popcouncil.org/uploads/pdfs/2016PGY_YouthInPakistan.pdf

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5 YOUTH MOBILIZATION IN NEPAL LEARNING OUTCOMES To gain understanding of the prospects and opportunities for youth in Nepal To gain awareness about the history of youth mobilization and historical development of youth related institutions

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Youth Mobilization in Nepal YOUTH MOBILIZATION – WHAT IS IT?

Youth mobilization is the action of bringing together the youth of a country, encouraging them to participate and take action in the country’s development. Mobilized youth can be a huge asset to a country, and this was seen during the earthquake 2015 in Nepal as well. Youth, being one of the first groups to mobilize and gather necessary supplies in response to the earthquake, helped in “accumulating supplies and distributing them to affected areas, others were focused on providing information, seeking to identify what was needed where and to bring attention to situations in which supplies were caught in red tape.”116 Therefore, it is essential that the government of Nepal works towards mobilizing its youth population, and for this purpose, many schemes and programs have been launched by the government, as seen below.

YOUTH MOBILIZATION IS THE ACTION OF BRINGING TOGETHER THE YOUTH OF A COUNTRY, ENCOURAGING THEM TO PARTICIPATE AND TAKE ACTION IN THE COUNTRY’S DEVELOPMENT.

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LANDMARKS IN NEPALESE YOUTH MOBILISATION YOUTH AND SMALL ENTREPRENEUR SELFEMPLOYMENT FUND (YSEF) Youth and Small Entrepreneur Self-Employment Fund (YSEF) was established in 2009 by the Government of Nepal to provide the unemployed youth in Nepal, both educated and uneducated, with “collateral-free loans from banks, cooperatives and financial institutions at a low interest rate” providing these youth with selfemployment opportunities.117 All those citizens aged

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between 18-50 are eligible to apply for this loan, and receive up to NRS 5,00,000. If a group of 20 people apply for the loan, they can receive up to NRS 10,000,000.118 Through this scheme, the government not only hopes to empower the youth in Nepal, but also to aid Nepal’s development by increasing the use of local resources, and by utilizing youth as productive labors and entrepreneurs.119 NATIONAL DEVELOPMENT VOLUNTEERS SERVICE The National Development Volunteers Service is a successor of the National Development Service Program (19731979), which required all Tribhuvan University Masters’ students to volunteer at grassroots level to help alleviate the shortage on human resources in such areas.119 Based on the same rational of instilling volunteerism in the youth of Nepal, the National Development Volunteers Service (NDVS)121 was established in 2000 by the National Planning Commission had been established by the National Planning Commission (NPC) to support poverty alleviation efforts of the government.

The volunteers met the short term need of manpower in remote districts and assisted local institutions in the areas of infrastructure development, income generating activities, education, agriculture, health and sanitation.122

DURING THE EARTHQUAKE 2015 IN NEPAL AS WELL. YOUTH, BEING ONE OF THE FIRST GROUPS TO MOBILIZE AND GATHER NECESSARY SUPPLIES IN RESPONSE TO THE EARTHQUAKE, HELPED IN “ACCUMULATING SUPPLIES AND DISTRIBUTING THEM TO AFFECTED AREAS, OTHERS WERE FOCUSED ON PROVIDING INFORMATION, SEEKING TO IDENTIFY WHAT WAS NEEDED WHERE AND TO BRING ATTENTION TO SITUATIONS IN WHICH SUPPLIES WERE CAUGHT IN RED TAPE.”

To apply for the NDVS, interested youths need to submit an application at the online portal of NDVS. The NDVS sends out circulars to the local administrative bodies like District development co-ordination committee, District Health office etc. asking for applications/recruiting of volunteers in this service. The call for applications can

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CHAPTER 5. Youth Mobilization in Nepal

be followed at the NDVS website itself.123

EDUCATION LOAN of 700,000 to youth against collateral of their Academic Certificate EDUCATION LOAN at 5% to economicallybackward and marginalised groups

LOAN SCHEMES FOR YOUTH IN FISCAL FEDERAL BUDGET 2018 The fiscal federal budget 2018/2019 has provisioned loan schemes that benefit the youth population as direct and indirect beneficiaries. In addition to schemes directly addressing youth, any loan scheme available to any class of Nepalese citizen is accessible by youths belonging to the said class/group.

Provision of Loan schemes to youth, migrant returnees, women, and members of Dalit community Project loan of up to Rs 1 million for returnee migrants based on certification of their skills Education Loan of Rs 700,000 to youths against collateral of their academic certificates Education loan to be provided at five per cent interest to students of economically-backward and marginalised groups.124

A LOOK AT BARRIERS TO NEPALESE YOUTH DEVELOPMENT Although government has initiated different programs and schemes to mobilize and support youth in the country, barriers to develop youth in Nepal continue to exist, as highlighted in the Youth Vision 2025: Lack of equality, time-relevant and employment oriented education, inaccessibility to vocational skills and technology, goalless, Unemployment and semi unemployment, Youth escape and political instability, Weak health, nutrition and mental strength of the youth, Absence of youth friendly investment and environment of entrepreneurship, Gender, region and caste related discriminations and exclusion, Challenges brought forward due to the impacts of globalization and liberalization.125

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YOUTH AND MIGRATION One of the biggest challenge Nepal is facing in terms for its youth is foreign employment and migration. Due to lack of opportunities in Nepal, Nepali youth are seeking work abroad to sustain themselves.

30% Male

18% Nepalese Youth Migrated for Labour

5% Male

As highlighted in the World Bank study, 18% of Nepali youth have migrated for labor as per the Nepal Living Standards Survey 2010-11 survey. Out of this 18%, 30% are male, while 5% are females. So, in total, 72% of labor migrants are youth, and 87% of youth labor migrants are male.126 WHAT CAN BE DONE TO RESOLVE YOUTH MIGRATION PROBLEMS? According to the Nepal Labour Market Update by International Labour Organization, the following needs to be done to resolve the problem of youth migration in Nepal:127 To create decent work, first there is a need to attract migrants to “rebuild Nepal”, leveraging increased access to finance.

Second, the country needs new industrial policy to promote manufacturing and export sectors.

Third, the tourism sector needs a revival for job creation and growth.

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CHAPTER 5. Youth Mobilization in Nepal

WHAT OPPORTUNITIES EXIST FOR NEPALESE YOUTH IN THE COUNTRY? Opportunities for meaningful participation in democratic, federal governance system and development Abundance of natural resources including agriculture, herbal plants, tourism, water resources, forest etc. for comparative benefits, Increasing access to economic means and resources through the expanding network of Banks, Cooperatives and microfinance, Quality employment resultant from the development of entrepreneurship and service sector due to progress of quality and professional education, Expanding network of development partners in the expansion of various programs focused on target groups and geographical areas as well as expansion of awareness, Establishment of Conscious Youth and National Youth Council and infrastructure, Opportunities for creation of internal employment utilizing the skills, experiences and capital received from the youths involved in greater number in foreign employment and the non-resident Nepali youths, Prospects of increasing foreign investment in Nepal placed in the middle of two big neighbouring economies of the world.128

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CAN’T FIGURE OUT WHERE TO START FROM TO LOOK FOR EMPLOYMENT? These sites are a good place to start! a) Government job portal for public jobs: Initative of Ministry of Labour, Employment and Social Security

http://jobkhoj.gov.np/ Public Service Commission

http://www.psc.gov.np/ b) Private Job Portal Sites https://merojob.com/

https://merocareer.com/

http://www.jobsnepal.com

http://ww17.jobvacancynepal.com/

https://www.kantipurjob.com/

https://www.applyjob.com.np/

http://www.jagire.com

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RESOURCES AND FURTHER READING 1. CBS: National Accounts of Nepal 2015/16, cbs.gov.np/sectoral_statistics/ national_accounts/ncofnepal2015_2016 2. Government of Nepal, National Planning Commission: Nepal Earthquake 2015: Post disaster needs assessment: Vol. A: Key findings (Kathmandu, 2015), https://www.npc.gov.np/images/category/PDNA_volume_ BFinalVersion.pdf 3. CBS: Nepal in Figures 2015, cbs.gov.np/publications/Nepal_Figure_2015 4. Department of Foreign Employment of the Ministry of Labour and Employment, www.dofe.gov.np/ 5. World Bank estimates for the PDNA exercise in 2015, http://documents. worldbank.org/curated/en/546211467998818313/pdf/97501-WP-PUBLICBox391481B-nepal-post-disaster-needs-assement-report-PUBLIC.pdf 6. Government of Nepal and the Millennium Challenge Corporation (MCC): Nepal Growth Diagnostic (Kathmandu, 2014), https://www.mcc.gov/wherewe-work/country/nepal 7. Enterprise Surveys by World Bank Group, www.enterprisesurveys.org/

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6 YOUTH AS CHANGE MAKERS LEARNING OUTCOMES To build understanding of roles youths can play as change makers in their society To understand the importance of SDGs and youth roles in SDGs achievement

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HOW CAN YOUTH BECOME CHANGE MAGKERS? VISIONARY I can usher in change by envisioning better prospects for my community and country

SUPPORTER

CRITICAL DECISION MAKER I can make decisions based on critical analysis and sensitive probing of issues instead of following the herd or norm blindly.

MOTIVATOR I can motivate my friends, family and society to think innovatively and engage in productive endeavours.

INNOVATOR I can innovate new ideas, strategies and processes to arrive at solutions to alarming contemporary problems plaguing my society.

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“

You are never too young to change the world.

MESSENGER I can strengthen and use my voice to spread crucial messages of awareness and hope about various issues.

INSPIRER I can inspire my community and nation to rise above their limitations, biases and prejudices and value other’s perspectives and experiences.

EDUCATOR I can educate and mentor the younger generations on important issues, skills and learnings.

CONTRIBUTOR I can contribute to change through positive and productive endeavours.

LEADER I can organize and lead a community of youths with shared purpose, vision and ideologies to lead change

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Youth as Change Makers SUSTAINABLE DEVELOPMENT GOALS (SDGS) AND ROLE OF YOUTHS

HOW DID THE SDGS DEVELOP? Our world is a global village which prospers from the global economic growth. At the same time, it shares the fear of massive environmental degradation. Human activity has led to very real dangers such as climate change, water stress, and ecosystem degradation. In addition to these, the fruits from the economic growth are far from being equally shared, and there still exists a highly unequal system of distribution of income both within and between countries.

Therefore, as a solution, the sustainable development model was established to ensure a development that promotes prosperity and economic opportunity, greater social well-being, and protection of the environment. By definition, sustainable development is development that meets the needs of the present without compromising the ability of the future generations to meet their own needs. Sustainable development helps to achieve the balance between economic, social and environment dimensions.

As a part of this effort, the Sustainable Development Goals (SDGs) officially came into force on January 1, 2016. Over the next fifteen years ( 2016-2030), the achievement of seventeen goals and one-hundred and sixty-nine targets has been envisioned as the main theme of SDGs, encapsulated succinctly in the statement “Leave NO ONE Behind.�

Before the birth of the SDGs, the Millennium Development Goals (MDGs) were the guiding

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commitments. The leaders of 189 countries adopted the MDGS at the turn of century in September 2000. The MDGs consisted of eight development goals witht the target date of 2015. Unlike the SDGs which apply to all countries in the world, the MDGs only focused on developing countries.

As the World and its governments wanted to continue with their efforts to fully achieve MDGs and build upon them by tackling new challenges, the SDGs were developed and adopted through an inclusive and multi stakeholder process. The SDG goals are universal and comprehensive and reflect the ambition and vision of young people.

As the Worldand our governments wanted to continue with their efforts to fully achieve MDGs and build upon them by tackling new challenges, the SDGs were developed and adopted through an inclusive and multi stakeholder process.129 The goals are universal and comprehensive. They also reflect the ambition and vision of young people.

HOW CAN YOUTHS CONTRIBUTE IN THE ACHIEVEMENT OF SDG’S AGENDAS? As youths are the next generation of young leaders, it is pivotal that they are informed and engaged with the global vision for the future.

Over the next fifteen years, youth will not only directly experience the outcome of SDGs and its plans, but will also be the key driver for their successful implementation.

Some of the key SDGs particularly evolve around youth issues, such as, quality education, gender equality, empowerment of women and girls, and so forth.

fig. Seventeen goals of Sustainable Development Goals (SDGs)

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SDGS AND ROLE OF YOUTHS Goal No. 1 End poverty in all its forms everywhere Why is this Goal Important?

1 in 5 people in

developing regions live on less than

$1.25 per day131

836 million130

people still live in extreme poverty

YOUTH ROLES I can be a part of a local youth network to participate in the development and monitoring of poverty reduction work.

I can start a local youth network in my area. I can reach out to relevant people and organizations for detailed data to identify groups of young people who are living in poverty in Nepal.

I can then advocate to direct resources towards these groups.

I can inform young people about government programs, such as the social protection scheme for guaranteed wage employment Goal No. 2 End Hunger, achieve food security, improved nutrition and promote sustainable agriculture Why is this Goal Important?

Globally, at least one third of all food produced worldwide is wasted each year. That is over 1.3 billion tons of food.132 The goal focuses on addressing poor food agricultural practices, food waste and ensuring that no one is left hungry.

Over 1.3 billion tons of food wasted each year

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YOUTH ROLES I can educate other youth to develop healthy habits, such as placing importance on nutritious foods and sanitation.

I can involve myself in community actions and programs for people affected by famine and malnutrition.

I can learn about nutritious behaviours, and inform youth and children about balanced diets and the ‘Mid-day Meals’ program at schools.

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Goal No. 3 Ensure Healthy lives and promote wellbeing for all at all ages Why is this Goal Important?

As the proverb goes, Health is wealth: When people are in good health societies prosper. But more than six million children still die before their fifth birthday132 each year.

Each year 6 million children die before their 5th birthday

YOUTH ROLES I can make my friends aware about safe and positive sexual activities.

I can educate my friends about the effects of smoking, excessive drinking and negative lifestyle habits.

I can spread information about the risks of HIV and AIDS through public awareness programs.

I can make friends and community aware of good sanitation practices including menstrual management, and ensure such practices are being implemented.

Goal No. 4 Ensure inclusive and equitable quality education; promote lifelong learning opportunities for all Why is this Goal Important?

Quality Education is a powerful sword, and although enrolment in primary education in developing countries has reached 91%, 57 million young children still remain out of school.133 This goal ensures everyone has access to learn no matter who they are or where they are.

Although 91% of children in developing countries are enrolled in primary education,

57 million children still

remain out of school

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YOUTH ROLES I can donate or collect books for schools that do not have a library.

I can volunteer in a nearby school, college or Community Learning Centre (CLCs) as a teacher or a life-skills tutor.

I can approach my local government to get more information about CLCs. I can connect marginalised, and disabled youth with scholarships and other opportunities that I come across.

I can approach my local government and encourage them to establish and make a functional Youth Information Centre, which is well equipped with required resources such as computers, internet, and so on.

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Goal No. 5 Achieve Gender Equality and empower all women and girls Why is this Goal Important?

Women and girls represent half of the world’s population and therefore half of the potential but one in five girls in the world are said to be married before 18.134 Worldwide, 35 percent of women face physical/sexual intimate partner violence.135 YOUTH ROLES

1 in 5 girls in the

world are said to be married before 18.

I can raise my voice against sexist and discriminatory practices that I see.

I can discuss ways to promote equity and justice with my family and friends.

I can ensure that my family members promote and practice zero tolerance towards domestic violence and discrimination.

I can report online bullies when I notice harassment online.

I can make a mixed gender team for sports and recreational activities.

I can go to my local Women and Children Service Centre when I know someone that has faced gender-based violence needs legal protection.

Goal No. 6 Ensure availability and sustainable management of water and sanitation for all Why is this Goal Important?

2.4 billion people lack access to clean water and toilets, a basic human right that we take for granted.136 Around 1.8 billion use a drinking water that is faecally contaminated.137 YOUTH ROLES

2.4 billion people lack access to clean water and toilets

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I can take short showers or save water by filling up buckets while bathing.

I can teach proper hand washing techniques to my family and friends.

I will not litter around public taps, rivers, ponds, lakes and other water sources.

I can raise awareness about the benefits of having a home toilet at home in my community.

I can build networks to work towards making our community Open Defecation Free.

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Goal No. 7 Ensure access to affordable, reliable, sustainable and modern energy for all Why is this Goal Important?

Our everyday lives depend on reliable and affordable energy to develop and function smoothly but, One in five people still lacks access to modern electricity.138 YOUTH ROLES

1 in 5 people lack access to modern electricity

I can raise awareness among my social circle about solar appliances and conserving daily energy usage.

I can save electricity by plugging appliances into a power strip and turning them off completely when not in use.

I can walk, car-pool, use public transportation or cycle when possible Goal No. 8 Promote sustained, inclusive, and sustainable economic growth; full and productive employment and decent work for all Why is this Goal Important?

Global unemployment is on rise, leaving 75 million youth unemployed.139 Therefore, there needs to be decent opportunities at work for everyone to utilize and enhance their productivity, with fair income.

Unemployment increased by 18% leaving about 75 million youth unemployed

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YOUTH ROLES I can take vocational courses to gain new knowledge and skills, and I can apply them to generate income.

I can start a new venture through my personal savings or join hands with potential entrepreneurs like me to ask the government to provide youth friendly loans and seed money to new ventures.

I can shop at and support local neighbourhood businesses that keep people employed.

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Goal No. 9 Build resilient infrastructure; promote inclusive and sustainable industrialization ; foster innovation Why is this Goal Important?

Industries bring opportunities to everyone, protecting the environment. The industries supported by resilient infrastructure and technological innovation.

YOUTH ROLES I can be innovative with modern technology to connect local products and people to global markets.

I can let my local VDC know when any infrastructure needs repair.

I can do research about global practices in innovation to alleviate poverty and create new jobs.

I can be a part of local or national movements which encourage local innovators to showcase their talents, and share their stories through different channels.

Goal No. 10 Reduce inequality within and among countries Why is this Goal Important?

It ensures that everyone everywhere has a chance to live a healthy and happy life with dignity, however, income inequality has increased by 11% in developing countries with many other inequalities still existing.140 Income inequality increased by 11% in developing countries

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YOUTH ROLES I can raise my voice against untouchability practices in my school, college, work and community.

I can speak against practices and behaviours that continue discrimination based on caste, class, gender, ethnicity and religion.

I can participate in social change movements and campaigns, and never neglect the voices and participation of minority and marginalized groups, including the disabled and LGBTIQ+.

I can help institutions to identify youth that are economically disadvantaged and support their development.

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Goal No. 11 Make cities and human settlements inclusive, safe, resilient and sustainable Why is this Goal Important?

Half of humanity-3.5 billion people- live in cities today; 828 million live in slums.141 The world’s cities occupy 3% of land but account for 75% of carbon emissions.142 YOUTH ROLES I can lead campaigns to clean up public spaces, call for green cities, and seek ways to have my voice heard for youth friendly cities during city planning processes.

Cities occupy only 3% of the Earth’s land, but

are responsible for 75% of carbon emissions

I can stop throwing garbage on the streets and public areas and instead use rubbish bins or if there are none, keep it with me to throw away properly later.

I can clean up any rubbish I see on the street, and encourage my community not to litter by calling out bad practices when I see them.

I can look for simple ways to make my home, school, and workplace less dangerous in the event of an earthquake, such as not storing heavy items up high.

I can be creative in how to recycle and reuse paper, plastic, glass and aluminium.

I can bike, walk or take public transport.

Goal No. 12 Ensure sustainable consumption and production patterns Why is this Goal Important?

It makes us think twice about the things we use, the waste we create, and how that impacts our planet. Because 1.3 billion tons of food is wasted every year while almost 1 billion people go undernourished and another 815 million starving.143

1.3 billion tonnes of food is wasted every year, while 1 billion people are undernourished

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YOUTH ROLES I can eat less meat, poultry, and fish. More resources are used to provide meat than plants.

I can freeze fresh produce and leftovers to save food and money.

I can use local products, carry my own bags for shopping, re-use and recycle.

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Goal No. 13 Take urgent action to combat climate change and its impacts Why is this Goal Important?

Caused by human activities; climate change is threatening the way we live and future of our planet.

The global average temperature has increased by 0.85 degree Celsius.144 The average global temperature increased by

0.85°C

YOUTH ROLES I can bring my own reusable bag when I shop.

I can cycle instead of using a motorbike or car. If I see an interesting social media post about climate change, I can share it so that people in my network see it too.

I can ask my local and national authorities, private and public-sector companies and industries, to engage in initiatives that don’t harm people or the planet.

I can avoid printing excessively. If I see something online that I need to remember I can save it digitally or write notes on reused paper.

I can Reduce, Reuse and Recycle at home.

I can teach family members about the importance of not wasting food, water or electricity.

Goal No. 14 Conserve and sustainably use the world’s oceans, seas and marine resources Why is this Goal Important?

Increasing levels of debris in the world’s oceans are having a major environmental and economic impact.

About 40% of the world’s ocean are affected by human activities.145

About 40% of the world’s ocean are affected by human activites

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YOUTH ROLES I can participate in campaigns and movements for the prevention of pollution of water resources that formulate the habitat of life below water I can conduct research and spreadawareness about the importance of life below water in maintaining the balance in the ecosystem of earth that we all call home

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Goal No. 15 Sustainably manage forests, halt and reverse land degradation and halt biodiversity loss Why is this Goal Important?

Human Beings are a part of global ecosystem. About one fifth146 of the Earth’s land surface covered by vegetation showed persistently declining trends in productivity.

Soil and land degradation undermines the security and development of all countries. Sustainably manage forests, halt and reverse land degradation and halt biodiversity loss.

1 in 5 people in

the world depend on forests for their livelihood

YOUTH ROLES I can start and/or partake in campaigns that focus on planting more trees to reforest the land, as well as in urban settings.

I can raise awareness among community members to save our surroundings for the greater good.

I can stop paper bank statements and pay my bills online or via mobile.

Goal No. 16 Promote peaceful and inclusive societies; provide access to justice for all; build inclusive institutions at all levels.

Why is this Goal Important?

At least one fifth of the humanity lives in countries experiencing significant violence, political conflict and insecurity.146 The goal ensure that everyone live in peaceful, equitable society.

YOUTH ROLES I can make sure that my actions promote a peaceful, just and inclusive society.

I can be engaged in any decision-making process to ensure correct practices occur.

I can discourage bribery and any forms of corruption.

If I see it happening, I can report it to concerned agencies.

I can ask for VAT bills when shopping. I can utilize my right to elect the leaders in my country and local community.

I can talk with my friends and family about the concept of ‘respect and equal rights for all’.

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Goal No. 17 Strengthen the means of implementation and revitalize the global partnership for sustainable development Why is this Goal Important?

To make all the goals achievable, it requires participation of everyone.

YOUTH ROLES I can be eager to listen to new ideas, share my thoughts on issues, and seek ways to collaborate within and across borders, without any prejudices through creative approaches.

I can encourage like-minded people or institutions to come together with a common agenda and integrated approach to achieve the SDGs. I can stand by my conviction to achieve the SDGs and build a community of people who share similar values.

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HOW CAN I CONTRIBUTE TO THE ACHIEVEMENT OF SDGS IN MY COUNTRY?

I can become a part of local youth network to monitor and evaluate the implementation of SDGs in my community.

In absence of local youth networks/platforms, I can contribute my establishing a local youth network/platform myself.

To gain comprehensive knowledge and statistics on the status of implementation of various SDGs (such as poverty, hunger, health and sanitation, education, gender equality etc.), I can go to respective authority figure or institution, and exercise my right to information.

I can also advocate/lobby for relevant authorities to allocate and mobilize resources in the journey towards achievement of the SDGs. I can generate awareness and disseminate information on the various existing laws, policies, practices and state programs brought about by the government in the achievement of SDGS.

For instance, the social security policy for youth employment towards ending poverty, lunch programs at various government schools for ending hunger, various government scholarship schemes toward ensuring quality education etc.

I can gather knowledge on best practices on various SDG related issues such as health, gender equality, education etc. and share such knowledge with my immediate family, friends as well as the larger community.

I can organize fund-raising programs/interventions to provide various resources to the needy population group.

For instance, I can collect books to send to places without libraries in pursuance of SDG no. 4 I can lobby for the establishment of youth information centre and utilize the information and resources available therein, and motivate fellow’s youths to utilize those resources.

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RESOURCES AND FURTHER READING 1. UN and SDGs - A Handbook for Youth, https://www.unescap.org/sites/ default/files/UN%20and%20SDGs_A%20Handbook%20for%20Youth.pdf/ 2. Why_It_Matters /UN, https://www.un.org/sustainabledevelopment/.../2_ Why-it-Matters_ZeroHunger_2p.pdf/ 3. The Sustainable Development Goal Report 2017, https://unstats.un.org/ sdgs/files/report/2017/TheSustainableDevelopmentGoalsReport2017.pdf/ 4. SDG’s in Action: https://sdgsinaction.com/

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7 ROLE OF YOUTH IN ADVOCACY LEARNING OUTCOMES To understand advocacy as a tool of ushering change To equip youths with skills to build a data-driven advocacy campaign

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CHAPTER 7. Role of Youth in Advocacy

Role of Youth in Advocacy WHAT IS ADOVOCACY?

Advocacy is the act or process of supporting a cause or issue.

An advocacy campaign is a set of targeted actions in support of a cause or issue. We advocate a cause or issue because we want to: o Build support for that cause or issue; o Influence others to support it; or o Try to influence or change legislation that affects it.

—International Planned Parenthood Federation, IPPF Advocacy Guide Advocacy is speaking up, drawing a community’s attention to an important issue, and directing decision-makers toward a solution. Advocacy is working with other people and organizations to make a difference.”

—CEDPA: Cairo, Beijing and Beyond: A Handbook on Advocacy for Women Leaders Advocacy is defined as the promotion of a cause or the influencing of policy, funding streams or other politically determined activity.

—Advocates for Youth, Advocacy 101 WHY SHOULD YOUTHS GET INVOLVED IN ADVOCACY CAMPAIGNS? Young people are a tremendous resource for an advocacy campaign. Bringing young people into the process early and getting adults and youth to agree steps to build their communication and collaboration will help create the foundation of a sustainable effort.147

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HOW CAN YOUTHS GET INVOLVED IN ADVOCACY CAMPAIGNS? POSSIBLE YOUTH ROLES IN ADVOCACY CAMPAIGNS

Plan the strategy Do interviews with the media Plan a program Design educational materials Educate the community, other youth, etc.

Write letters to newspapers Represent youth support for program funders Keep the network in touch with the trends and challenges of youth in the community

Plan and conduct a conference Speak to community leaders Evaluate a program Get other young people involved Conduct community interviews, research, or needs assessment Be a spokesperson for the network Help represent the network to funders Evaluate the friendliness of information and services programs for youth

HOW ARE ADVOCACY CAMPAIGNS BUILT? Advocacy consists of different strategies aimed at influencing decision-making at the local, provincial, national, and international levels, specifically:148

o Who decides—elections, appointments and selection of policy-makers, judges, minister, boards of advisors, managing directors, administrators, etc. o What is decided—policies, laws, national priorities, services, programmes, institutions, budgets. o How it is decided—accessibility of citizens to information and the process, extent of consultation, accountability and responsiveness of decision-mak ers to citizens and other stakeholders.

Policies and decisions are solutions to concrete problems. Effective advocacy requires sharp understanding and analysis of a concrete problem, and a coherent proposal for a solution.”

—InterAction, Women’s Advocacy Workshop materials CENTRE FOR YOUTH STUDIES

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CHAPTER 7. Role of Youth in Advocacy

THE CYCLE OF YOUTH ENGAGEMENT, ACTIVISM AND PARTICIPATION GROWING INTERNAL EXPERTISE ON YOUTH ISSUES

CONNECTING WITH YOUTH AUDIENCE

COLLABORATION. COALITIONS, AND COMMUNICATIONS

CREATING ENGAGING MATERIALS

PROVIDING YOUTH EDUCATION

KEY QUESTIONS TO CONSIDER WHEN BUILDING ADVOCACY ENDEAVOURS149

STEP 1: GATHER INFORMATION AND DATA ON A SUBJECT MATTER Key Question: What do we want to achieve? [Issues, Demands, Evidence] Understand the socio-political opportunities and context around your issue. Using available data or collecting new data can help you better understand a specific context.

Ensure to have a clearly defined problem by breaking down larger problem issue into deconstructed problems.

Gather information/data(evidence) to support the fact that the problem exists and needs intervention. You can either use existing statistics or collect new data e.g. through a survey among other young people or other people in your community. In particular, if you are planning to advocate on an issue on behalf of a specific group or community, it is critical to consult with them and collect where possible data and information from them. By analysing the data and information, you can identify what the key issues are, which makes it easier to identify possible solutions.

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9 STEPS TO BUILD A DATA-DRIVEN ADVOCACY

1 2 3 4 5 6 7 8 9

Gather information and data on a subject matter Identify the target audience of your advocacy strategy Develop your data driven advocacy message Build an alliance of actors to support the cause Determine how to disseminate the information to the target audience Map your resources and build a timeline Conduct a needs assessment Strategise & implement data-driven advocacy Monitor and evaluate the advocacy campaign

Arrive at a concrete and feasible solution as your demand. Use data as evidence that the solution you are proposing is the right intervention. You can do this for example, by sharing your proposed solution (s) through social media and soliciting feedback on it or by conducting consultation sessions with your community in which you discuss possible solutions and ask community members to prioritize these and choose the one which they think is best.

STEP 2: IDENTIFY THE TARGET AUDIENCE OF YOUR ADVOCACY STRATEGY Key Question: Who can make it happen?

[Key Players] Identify the key decision makers, influencers, stakeholders/players of your issue that can materialize your demands.

Map their respective strengths and weaknesses, their level of influence, and their interest to determine whether both of your goals align.

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STEP 3: DEVELOP YOUR DATA-DRIVEN ADVOCACY MESSAGE Key Question: What do those key players need to hear? [Message and Evidence] Craft the evidence backed demand you want to deliver to the key players, as well as the call to action/call to change you want to deliver to the larger population as part of your advocacy campaign. When crafting your message communicate anger, evoke hope and call for action, as evoking emotions of the mass is one of the most effective methods of advocating for an issue. Make sure to use data as a part of your message to back your advocacy message up and to make the magnitude or urgency of the issue you are advocating about clear.

STEP 4: BUILD AN ALLIANCE OF ACTORS TO SUPPORT THE CAUSE YOU ARE ADVOCATING FOR Key Question: Who do the key stakeholders need to hear it from? [Network, Partners, Stakeholders] 79

CHAPTER 7. Role of Youth in Advocacy

Identify and organize your allies who will support the cause you are advocating for, and other relevant stakeholders of the issue by building relationships/network/ partnership/alliances and coalitions with them.

In case you are advocating for an issue that affects other people directly in their lives e.g. people from a particular community, it is important to consult and, as much as possible involve them as part of your advocacy strategy development process. As you are speaking on an issues that concerns them, it is critical that they agree on you advocating on their behalf, as well as your proposed solution. In many cases, they can provide you with important input and can be powerful allies. This process ensures that they feel ownership over the advocacy campaign and the proposed solution.

In some case, you may be advocating on issues that affects the general public and citizens in general. In this case, these stakeholders can act as powerful allies in putting pressure on the target audience of your advocacy strategy. It is important to consult with a sample of the general public or ordinary citizens to get feedback and input in your strategy and to solicit their support. For this purpose, you can share your advocacy plans through social media or through public meetings to get feedback or to get people to sign up to your campaign.

STEP 5: DETERMINE HOW TO DISSEMINATE THE INFORMATION TO THE TARGET AUDIENCE Key Question: How can we make sure they hear it? [Communication Techniques] Deliver your message together with your coalition partners to your target audience by using different communication

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techniques, such as lobbying and negotiations with key players, whereas print and digital media (such as social media posts, op-eds, leaflets, pamphlets, flyers, posters, flexes, hoarding boards), and public speaking techniques like mass rallies, speeches, debates, street dramas etc. can be used to communicate, sensitize and organize the larger masses and allies.

STEP 6: MAP YOUR RESOURCES AND BUILD A TIMELINE Key Question: What do we have? [Resource and Timeline Mapping] Map your physical and human resources and assign roles consistent with each ally’s knowledge, skills, and commitment level. Build a timeline of your advocacy interventions as campaigns are time and momentum-sensitive – ‘hit the anvil when it’s hot!’

STEP 7: CONDUCT A NEEDS ASSESSMENT Key Question: What do we need? [Needs Assessment] Identify what resources and support you need from your allies and relevant stakeholders and employ a strategy to acquire those resources for your campaign.

STEP 8: STRATEGIZE AND IMPLEMENT AN EVIDENCE-BASED ADVOCACY Key Question: How do we begin to take action? [Strategy] Employ strategy and tactics based around a SMART (specific, measurable, ambitious, realistic and time bound) goal to launch and carry through your advocacy campaign.

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STEP 9: MONITOR AND EVALUATE THE ADVOCACY CAMPAIGN Key Question: How can we tell if it’s working? [Periodic Measurement and Evaluation] Employ measures and strategies to monitor your campaign’s progress as well as shortcomings. Collect baseline data on the situation before your campaign and endline data after your campaign to measure its success and effectiveness.

CASE STUDY Enabling Youth Enterprise in Nepal advocacy by Restless Development and its local partners Restless Development aimed to influence the revision of the National Youth Policy 2010 (due to be revised in 2015) to make the policy reflect strong commitments on youth enterprise, which will support young people to start and grow enterprises. Since majority of the Nepali youth live in rural areas and face with the struggle to find employment, they choose to make a living for themselves by starting a small enterprise. However, these youth lack skills and support to succeed as entrepreneurs, as government support schemes for small business, and financial institutions do not serve the needs of young people. This challenge is what Restless Development aimed to address by undertaking a data-driven advocacy campaign with the help of communitybased organizations (CBO).

How did they undertake the data-driven advocacy campaign?

Restless Development build an alliance with the CBOs who then received training on collating, interpreting, and analyzing the data. With this knowledge, and the help of the Ministry of Youth and Sports (a key player in youth-related matters), the CBOs collected data and information on youth enterprise and with the use of data, they developed a district by district picture of the challenges faced by young people who want to start their own business, and the opportunities.

The data and information was then shared with the public, mainly youth, through sessions hosted at Youth Information Centers, to raise awareness about the issue and to help young people seeking to start a business develop contacts. For feedback purposes, the Youth Information Centers held week long Data Marketplaces, where young people interacted with data, and proposed solutions to tackle youth enterprise challenges through the use of data and from their experiences. With the help of the participants and the use of data, CBOs undertook social audits to determine how youth-friendly policies and services to support enterprise are in a community.

Finally, the CBOs developed an advocacy recommendations, based on the data gathered.

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campaign

and

policy

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RESOURCES AND FURTHER READING 1. Guide to Global Youth Movement, http://youthmovement.org/guide/ globalguide.htm/ 2. Toolkit Artwork (Save the Children): https://www.savethechildren.org.uk/ content/dam/global/reports/.../consultation-toolkit.pd./ 3. Seven Steps to Social Action (Free the Children): www.freethechildren. com/youthzone/makeithappen/startupkit.htm/ 4. YouthActionNet Toolkit (International Youth Foundation): www. youthactionnet.org/toolkit/ 5. FireItUp: a youth action manual (Youth Action Network): www. youthactionnetwork.org/rac/Fireitup/index.html/ 6. Just Add Consciousness (Oxfam America): www.oxfamamerica.org/ materials/just_add_consciousness/justaddconsciousness.pdf/ 7. Organizational Development Manual for Youth-Driven Organizations (Environmental Youth Alliance): www.eya.ca/index.php?id=71/ 8. Action Guide Tips (Shine): www.shine.com/resources_action_guide_tips. php/ 9. Institute for Development Research, Advocacy Sourcebook, https://esa. un.org/iys/docs/san_lib_docs/Advocacy_Sourcebook_interactive.pd/

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5 UNESCO, What Do We Mean by Youth?, http://www.unesco.org/new/en/social-and-human-sciences/themes/ youth/ youth-definition/ 6 National Youth Policy of Nepal 2015, https://www.unescogym.org/wp-content/uploads/2017/05/NEPAL- NationalYouth-Policy-2072_2.pdf/ 7 National Youth Policy of Nepal 2015, https://www.unescogym.org/wp-content/uploads/2017/05/NEPAL- NationalYouth-Policy-2072_2.pdf/ 8 Youth Vision 2025, http://www.moys.gov.np/sites/default/files/nitiheru/Youth%20Vision-2025_1.pdf.

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17 Open Nepal, http://opennepal.net 18 McKinsey, Justice Manyika and Michale Chui, The Next Frontier for Innovation, Competition and Productivity, https:// www.mckinsey.com/business-functions/digital-mckinsey/our-insights/big-data-the-next- frontier-for-innovation 19 Statistics Canada, Definitions, https://www.statcan.gc.ca/edu/power-pouvoir/ch1/definitions/5214853- eng.htm topics 20 Central Bureau of Statistics (2017), A Compendium of National Statistical System of Nepal, http://cbs.gov.np/ image/ data/2017/National%20Statistical%20System%20of%20Nepal_FINAL.pdf, p.6 21 The Himalayan Times, Government Urged Implement Open Data Action Plan, https:// thehimalayantimes.com/nepal/ government-urged-implement-open-data-action-plan/ 22 Open Nepal, http://opennepal.net 23 Open Nepal, http://opennepal.net 24 Open Nepal, http://opennepal.net 25 Search Business Analytics, Data Visualization, https://searchbusinessanalytics.techtarget.com/definition/datavisualization 26 GIS Geography, What is GIS?, https://gisgeography.com/what-gis-geographic-information-systems/ 27 GIS Data Collection, https://dusk.geo.orst.edu/gis/Chapter9_notes.pdf 28 Learn OSM Step by Step, Introduction to Open Street Map, http://learnosm.org/en/beginner/introduction/ 29 Open Source and Open Data’s Role in Nepal Earthquake Relief, https://opensource.com/life/16/6/open- source-opendata-nepal-earthquake 30 According to projections included in the 2017 World Population Data Sheet from the Population Reference Bureau (PRB), https://www.prb.org/2017-world-population-data-sheet/ 31 World Bank (2017), Chart: How the World’s Youth Population is Changing? https://blogs.worldbank.org/ opendata/charthow-worlds-youth-population-changing 32 According to projections included in the 2017 World Population Data Sheet from the Population Reference Bureau (PRB), https://www.prb.org/2017-world-population-data-sheet/ 33 According to projections included in the 2017 World Population Data Sheet from the Population Reference Bureau (PRB), https://www.prb.org/2017-world-population-data-sheet/ 34 Ministry of Finance, Economic Survey 2017/18.

35 UNFPA and YUWA, My SDGs, My Responsibility, 2016, http://nepal.unfpa.org/en/publications/my-sdgs-myresponsibility.

36 UNFPA and YUWA, My SDGs, My Responsibility, Kathmandu, 2016, http://nepal.unfpa.org/en/publications/ my-sdgsmy-responsibility.

37 UNFPA and YUWA, My SDGs, My Responsibility, Kathmandu, 2016, http://nepal.unfpa.org/en/publications/ my-sdgsmy-responsibility.

38 Ministry of Finance, Economic Survey 2017/18.

39 University Grant Commission (2017), Nepal Education Management Information System -Report on Higher Education 2015/16.

40 UNFPA and YUWA, My SDGs, My Responsibility, Kathmandu, 2016, http://nepal.unfpa.org/en/publications/ my-sdgs-my-responsibility.

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41 Ministry of Education: Education in Figures 2016.

42 World Bank 2018.

43 World Bank 2018.

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47 UNFPA and YUWA, My SDGs, My Responsibility, Kathmandu, 2016, http://nepal.unfpa.org/en/publications/ my-sdgsmy-responsibility.

48 Ministry of Labour and Employment, Labour Migration_for_Employment-A Status Report for Nepal, 2015/2016206/2017, Kathmandu, 2018, http://nepal.iom.int/jupgrade/images/stories/CoM/ LabourMigration_for_ Employment-A_%20StatusReport_for_Nepal_201516201617_Eng.PDF 49 Ministry of Labour and Employment, Labour Migration_for_Employment-A Status Report for Nepal, 2015/2016206/2017, Kathmandu, 2018, http://nepal.iom.int/jupgrade/images/stories/CoM/ LabourMigration_for_ Employment-A_%20StatusReport_for_Nepal_201516201617_Eng.PDF 50 Laurent Bossavie and Anastasiya Denisova, Youth Labor Migration in Nepal, World Bank Group, 2018, http://documents. worldbank.org/curated/en/428521522930811204/pdf/124999-WP-4-4-2018-16-2-18- YouthLaborMigrationinNepalFULL. pdf 51 Laurent Bossavie and Anastasiya Denisova, Youth Labor Migration in Nepal, World Bank Group, 2018, http://documents. worldbank.org/curated/en/428521522930811204/pdf/124999-WP-4-4-2018-16-2-18- YouthLaborMigrationinNepalFULL. pdf 52 Laurent Bossavie and Anastasiya Denisova, Youth Labor Migration in Nepal, World Bank Group, 2018, http://documents. worldbank.org/curated/en/428521522930811204/pdf/124999- WP-4-4-2018-16-2-18-YouthLaborMigrationinNepalFULL. pdf 53 UNFPA and YUWA, My SDGs, My Responsibility, Kathmandu, 2016, http://nepal.unfpa.org/en/publications/ my-sdgsmy-responsibility.

54 UNFPA and YUWA, My SDGs, My Responsibility, Kathmandu, 2016, http://nepal.unfpa.org/en/publications/ my-sdgsmy-responsibility.

55 UNFPA and YUWA, My SDGs, My Responsibility, Kathmandu, 2016, http://nepal.unfpa.org/en/publications/ my-sdgsmy-responsibility.

56 UNFPA and YUWA, My SDGs, My Responsibility, Kathmandu, 2016, http://nepal.unfpa.org/en/publications/ my-sdgsmy-responsibility.

57 UNFPA and YUWA, My SDGs, My Responsibility, Kathmandu, 2016, http://nepal.unfpa.org/en/publications/ my-sdgsmy-responsibility.

58 UNFPA and YUWA, My SDGs, My Responsibility, Kathmandu, 2016, http://nepal.unfpa.org/en/publications/ my-sdgsmy-responsibility 59 UNFPA and YUWA, My SDGs, My Responsibility, Kathmandu, 2016, http://nepal.unfpa.org/en/publications/ my-sdgsmy-responsibility.

60 Azeng, Therese F. and Yogo, Thierry U, Youth Unemployment And Political Instability In Selected Developing Countries, Working Paper Series N° 171, African Development Bank, Tunis, (2013), https://www.afdb.org/ fileadmin/uploads/afdb/ Documents/Publications/Working_Paper_171_- _Youth_Unemployment_and_Political_Instability_in_Selected_ Developing_Countries.pdf 61 Kristin Lord, Here Come the Young, (August 12, 2016), https://foreignpolicy.com/2016/08/12/here-comes-the-youngyouth-bulge-demographics/ 62 KristinLord,HereCometheYoung, (August12,2016),https://foreignpolicy.com/2016/08/12/here-comes-the-youngyouth-bulge-demographics/ 63 KristinLord,HereCometheYoung, (August12,2016),https://foreignpolicy.com/2016/08/12/here-comes-the-youngyouth-bulge-demographics/ 64 Somini Sengupta, The World Has a Problem: Too Many Young People, (March 5, 2016), https:// www.nytimes. com/2016/03/06/sunday-review/the-world-has-a-problem-too-many-young-people.html ;Elizabeth Leahy Madsen, The Missing Links in the Demographic Dividend,(March 9, 2012) , https:// www.newsecuritybeat.org/2012/03/the-missinglinks-in-the-demographic-dividend/ 65 KristinLord,HereCometheYoung, (August12,2016),https://foreignpolicy.com/2016/08/12/here-comes-the-youngyouth-bulge-demographics/ 66 International Conference on Family Planning , THE POTENTIAL OF YOUTH FOR A DEMOGRAPHIC DIVIDEND INVESTING IN HEALTH, EDUCATION, AND JOB CREATION, (November 12-15 2013), https://www.usaid.gov/sites/default/files/ documents/1864/EN-HLMM_Youth.pdf 67 UNFPA FRAMEWORK FOR ACTION ON ADOLESCENTS & YOUTH, https://www.unfpa.org/sites/ default/files/pub-pdf/ framework_youth.pdf 68 The Youth Bulge: A Demographic Bonus or Time Bomb, (May 27, 2016), https:// yadvisory.wordpress.com/2016/05/27/ the-youth-bulge-a-demographic-bonus-or-time-bomb/ 69 Henrik Urdal, A Clash of Generations? Youth Bulges and Political Violence, Harvard Kennedy School, http:// www. un.org/esa/population/meetings/egm-adolescents/p10_urdal.pdf.

70 Youth Political Participation and Decision-Making, http://www.un.org/esa/socdev/documents/youth/fact- sheets/ youth-political-participation.pdf; Civic Engagement of Youth in the Middle East and North Africa: An Analysis of Key Drivers and Outcomes(March 2012), https://www.mercycorps.org/sites/default/files/ mena_youth_civic_engagement_ study_-_final.pdf.

71 The Brookings Project on U.S. Policy Towards Islamic World, The Youth Factor: The New, Demographics of the Middle

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East and the Implications for U.S. Policy, Analysis Paper, No. 3, (June 2003), https:// www.brookings.edu/wp-content/ uploads/2016/06/fuller20030601.pdf.

72 World Bank, World Development Report 2011: Conflict, Security, and Development; Justin Yifulin, (2012), Youth Bulge: A Demographic Dividend or a Demographic Bomb in Developing Countries? http:// blogs.worldbank.org/developmenttalk/youth-bulge-a-demographic-dividend-or-a-demographic-bomb-in- developingcountries 73 Brabim Kumar, Country of the Young, http://kathmandupost.ekantipur.com/printedition/news/2015-08-12/ country-ofthe-young.html 74 Brabim Kumar, Nepal is Experiencing a Demographic Shift toward Youth! RSS Feed, https:// www.case4space.org/ brabim-kumar.html 75 Brabim Kumar K.C, The Potential of Youth in Nepal, http://wearerestless.org/2016/11/23/meaningful- participation-thepotential-of-youth-in-nepal/ 76 Brabim Kumar K.C, The Potential of Youth in Nepal, http://wearerestless.org/2016/11/23/meaningful- participation-thepotential-of-youth-in-nepal/ 77 British Council, Association of Youth Organizations Nepal, Youth Survey of Nepal, ,http:// www.youthpolicy.org/national/ Nepal_2011_Youth_Survey.pdf; Brabim Kumar K.C, The Potential of Youth in Nepal, http://wearerestless.org/2016/11/23/ meaningful-participation-the-potential-of-youth-in-nepal/ 78 SC Seeks Govt Clarification Over Voting Rights of Nepali Migrant Workers , http://myrepublica.nagariknetwork.com/ news/19462/ 79 Brabim Kumar, Country of the Young, http://kathmandupost.ekantipur.com/printedition/news/2015-08-12/ country-ofthe-young.html; UNFPN, Youth Involvement in the Peaceful and Sustainable Development of Nepal, https://nepal.unfpa. org/sites/default/files/pubpdf/ Youth_Involvement_Peaceful_Sustainable_Development_Nepal.pdf 80 http://bds.org.np/wp-content/uploads/2014/09/Annual-report-11.pdf/ 81 Rose, LGBT Rights in Nepal: Progress But Not Perfect, https://www.nepalmonitor.org/blog/2016/08/19/lgbtirights-in-nepal-progress-but-not-perfect/ 82 Kyle Knight, LGBT Global Development Partnership BRIDGES TO JUSTICE: CASE STUDY OF LGBTI RIGHTS IN NEPAL, (2015), http://www.astraeafoundation.org/uploads/files/ Astraea%20Nepal%20Case%20Study.pdf.

83 Kyle Knight, The Spark, How Sunil Pant Ignited a Queer Rights Movement in Nepal, http:// www.caravanmagazine.in/ reportage/spark 84 Holly Young, Trans Rights: Meet the Face of Nepal’s Progressive Third Gender Movement, ,https:// www.theguardian. com/.../2016/feb/12/trans-rights-meet-the-face-of-nepals-pro...

85 Kishor Panthi, LGBTI Rights in Nepal: Few Steps Forward, One Step Backward,(Dec 06, 2017), https://www. huffingtonpost.com/kishor-panthi/lgbti-rights-in-nepal-few_1_b_9854660.html 86 Republilca, Sunil Babu Pant Receives Monette Howard Award, (February 25, 2009), http:// www.myrepublica.com/ archive/28526/Sunil-Babu-Pant-receives-Monette-Horwitz-award, 87 Kyle Knight, The Spark, How Sunil Pant Ignited a Queer Rights Movement in Nepal, (1 March 2014), http:// www. caravanmagazine.in/reportage/spark 88 Kyle Knight, The Spark, How Sunil Pant Ignited a Queer Rights Movement in Nepal, (1 March 2014), http:// www. caravanmagazine.in/reportage/spark 89 Kyle Knight, How Did Nepal Become a Global LGBTI Rights Beacon?(August 11, 2017), World Politics Review, https:// www.hrw.org/news/2017/08/11/how-did-nepal-become-global-lgbt-rights-beacon 90 Mark Liechty , Youth Culture in Nepal, Youth Problems: An Introduction, Studies in Nepali History and Society (June 2009),http://www.martinchautari.org.np/files/SINHAS-Articles/SINHAS-Vol.14-No. 1_Introduction_Mark-Liechty.pdf 91 UNICEF, United Nations Conventions on the Rights of the Child 1989, https://www.unicef.org/crc/ 92 Xavier Úcar Martínez,Manel Jiménez-Morales,Pere Soler Masó &Jaume Trilla Bernet,Exploring the conceptualization and research of empowerment in the field of youth, International Journal of Adolescence and Youth, Volume 22, Issue 4, (2017), https://www.tandfonline.com/doi/full/10.1080/02673843.2016.1209120 93 The YES! Youth Empowerment Model Definition, http://www.youthempoweredsolutions.org/the-yes-youthempowerment-model-definition/ 94 Xavier Úcar Martínez,Manel Jiménez-Morales,Pere Soler Masó &Jaume Trilla Bernet, Exploring the conceptualization and research of empowerment in the field of youth, International Journal of Adolescence and Youth, Volume 22, Issue 4, (2017), https://www.tandfonline.com/doi/full/10.1080/02673843.2016.1209120 95 The United Nations is an international organization founded in 1945. It is currently made up of 193 Member States. The mission and work of the United Nations are guided by the purposes and principles contained in its founding Charter. Each of the 193 Member States of the United Nations is a member of the General Assembly. States are admitted to membership in the UN by a decision of the General Assembly upon the recommendation of the Security Council.The main organs of the UN are the General Assembly, the Security Council, the Economic and Social Council, the Trusteeship Council, the International Court of Justice, and the UN Secretariat. All were established in 1945 when the UN was founded, United Nations, http://www.un.org/en/ about-un/index.html/ 96 United Nations, http://www.un.org/en/sections/issues-depth/human-rights/ 97 Office of the of the United Nations High Commissioner for Human Rights, http://www.ohchr.org/EN/ Issues/Pages/ WhatareHumanRights.aspx 98 Marjatta Brady, The Three P’s of Children’s Rights: Provision, Protection and Participation, http:// www.cyc-net.org/ cyc-online/cycol-0500-threepees.html/ 99 Ministry of Youth and Sports: http://moys.gov.np/ 100 Youth Policy Press, Youth and Public Policy in Nepal, p.60: http://www.youthpolicy.org/pdfs/ Youth_Public_Policy_ Nepal_En.pdf 101 Interim Constitution of Nepal (2007), http://www.lawcommission.gov.np/documents/2015/08/नेपालको- अन्तिरम-संिवधान-2.pdf/ (Nepali), http://www.lawcommission.gov.np/en/documents/2015/08/the-interimgovernment-of-nepal-act-2007-b-s.pdf/ (English)

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102 Youth Related Policies, Youth Save Research Brief, p.2, http://www.youthpolicy.org/wp-content/uploads/ library/2012_Youth_Save_Brief_Policies_Eng.pdf/ 103 Nepal Three Year Interim Pan (Unofficial Translation), 2007, p. 323 , https://www.npc.gov.np/ images/category/11tyip_ eng.pdf/ 104 Nepal National Youth Policy, 2010, http://www.lawcommission.gov.np/en/documents/2015/08/ national-youthpolicy-2010-2.pdf/ 105 Youth Policy Press, Youth and Public Policy in Nepal, p.61, http://www.youthpolicy.org/pdfs/ Youth_Public_Policy_ Nepal_En.pdf 106 Nepal National Youth Council, https://www.nationalyouthcouncil.org/ 107 Nepal National Youth Policy 2015, https://www.unescogym.org/wp-content/uploads/2017/05/NEPAL- NationalYouth-Policy-2072_2.pdf/ 108 National Youth Policy 2015, Nepal, p. 5: https://www.unescogym.org/wp-content/uploads/2017/05/NEPAL- NationalYouth-Policy-2072_2.pdf/ 109 National Youth Policy 2015, Nepal, p. 18: https://www.unescogym.org/wp-content/uploads/2017/05/NEPAL- NationalYouth-Policy-2072_2.pdf/ 110 National Youth Policy 2015, Nepal, p. 19: https://www.unescogym.org/wp-content/uploads/2017/05/NEPAL- NationalYouth-Policy-2072_2.pdf/ VISION 111 National Youth Policy 2015, Nepal, pp. 6-7, https://www.unescoYgoyumth.org/wp-content/uploads/2017/05/NEPALNational-Youth-Policy-2072_2.pdf/ 112 National Youth Policy 2015, Nepal, pp. 8-18, https://www.unescogym.org/wp-content/uploads/2017/05/ 113 Youth Vision 2025, pp. 10–12: https://www.unescogym.org/wp-content/uploads/2017/05/NEPAL-National- YouthPolicy-2072_2.pdf/ 114 YouVthoVcaistioinon20a2l5, pp. 14-s2h0:ipht,tpas:n//dwww.unesacongdymSo.ocrgi/awlp-content/ uplaonads/2017/05/NEEnPtAeLrt-Naaintiomnaeln-Education Skill Security Leadership t Development Development Youth-Policy-2072_2.pdf/ 115 Constitution of Nepal 2072(English) , Part 3 Fundamental Rights, and Part 4 Directive Principles, Ministry of Youth Affairs and Policies of State, www.lawcommission.gov.np/en/documents/2016/01/constitution-of-nepal-2.pdf/ 116 Heather Hindman and Bijaya Raj Poudel, Cultural Anthropology, Can Nepal’s Youth Build Back Better Nepal Differently? https://culanth.org/fieldsights/733-can-nepal-s-youth-build-back-better-and-differently/ 117 Youth and Small Entrepreneur Self-Employment Fund: http://ysef.gov.np/site/index.php/ introduction 118 Youth and Small Entrepreneur Self-Employment Fund Facebook Page: https:// www.facebook.com/pg/Youth-SelfEmployment-Fund-Nepal-529563283722395/about/ 119 Youth and Small Entrepreneur Self-Employment Fund: http://ysef.gov.np/site/index.php/ introduction 120 National Development Volunteer Service, About Us: https://volunteer.gov.np/about-us 121Government of Nepal, National Planning Commission, National Development Volunteer Service(NDVS), https://ndvs.gov.np/ 122 National Development Volunteer Service, About Us: https://volunteer.gov.np/about-us 123 National Development Volunteer Service, Call for Application for Volunteer Service, https:// volunteer.gov.np/newssingle/18/ 124 The Himalayan Times, Finance Minister Unveils First Federal Budget of Rs 1.31Ttrillion, https:// thehimalayantimes. com/nepal/finance-minister-unveils-first-federal-budget-of-rs1-31-trillion/ 125Youth Vision 2025, pp. 8, http://www.moys.gov.np/sites/default/files/nitiheru/Youth%20Vision-2025_1.pdf/ 126 Open Knowledge Repository, Working Paper, Youth Labor Migration in Nepal, https://openknowledge.worldbank.org/ handle/10986/29682/ 127 ILO, Nepal Labour Market Update ILO Country Office for Nepal,(January 2017), http:// www.ilo.org/wcmsp5/groups/ public/---asia/---ro-bangkok/---ilo-kathmandu/documents/ publication/wcms_543497.pdf, pp. 3-4 128Youth Vision 2025-Nepal; ILO, Nepal Labour Market Update ILO Country Office for Nepal, (January 2017), http://www.ilo. org/wcmsp5/groups/public/---asia/---ro-bangkok/---ilo-kathmandu/documents/publication/ wcms_543497.pdf/ 129 NDP, Sustainable Development Goals, http://www.undp.org/content/undp/en/home/ sustainable-developmentgoals/background.html/ 130 UNDP Sustainable Development Goal 1 Targets, http://www.undp.org/content/undp/en/home/ sustainabledevelopment-goals/goal-1-no-poverty/targets.html/ 131 UN and SDGs-A Handbook for Youth, page 34, https://www.unescap.org/sites/default/files/ UN%20and%20 SDGs_A%20Handbook%20for%20Youth.pdf/ 132 FAO, Food Loss and Food Waste, http://www.fao.org/food-loss-and-food-waste/en/ 133 SustainR World Day, Goal 4: Quality Education, http://sustainrworldday.global/portfolio/ quality-education/ 134 Girls Not Brides, Child Marriage Around the World: Girls Not Brides, https:// www.girlsnotbrides.org/where-does-it-happen/ 135 UN WOMEN, Facts and figures: Ending Violence Against Women, http:// www.unwomen.org/en/what-we-do/endingviolence-against-women/facts-and-figures/ 136 WHO, 2.1 Billion People Lack Safe Drinking Water at Home, More than Twice as Many Lack Safe Sanitation, http://www. who.int/news-room/detail/12-07-2017-2-1-billion-people- lack-safe-drinking-water-at-home-more-than-twice-asmany-lack-safe-sanitation/ 137 WHO, Regional Office for Africa: Health Topics, www.afro.who.int / 138 UNDP Sustainable Development Goal 7 Targets, http://www.undp.org/content/undp/en/home/ sustainabledevelopment-goals/goal-7-affordable-and-clean-energy/targets.html/ 139 The Economist, Generation Jobless: Youth Unemployment, https://www.economist.com/ international/2013/04/27/ generation-jobless/ 140 UNDP, Humanity Divided: Confronting Inequality in Developing Countries, http:// www.undp.org/content/undp/en/

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home/librarypage/poverty-reduction/humanity-divided-- confronting-inequality-in-developing-countries.html/ 141 UN in the Krygyz Republic, SDGs 11: Sustainable Cities and Communities, http://kg.one.un.org/ content/unct/kyrgyzstan/en/home/SDG/sdg11.html/ 142 UN in the Krygyz Republic, SDGs 11: Sustainable Cities and Communities, http://kg.one.un.org/ content/unct/ kyrgyzstan/en/home/SDG/sdg11.html/ 143 2018 World Hunger and Poverty Facts and Statistics, https://www.worldhunger.org/world- hunger-and-poverty-factsand-statistics/ 144 NASA, Earth Observatory, https://earthobservatory.nasa.gov/WorldOfChange/ decadaltemp.php/ 145Protect Planet Ocean, Protect Planet Ocean is about Marine Conservation, http:// www.protectplanetocean.org/ collections/introduction/introbox/humanimpact/introduction- item.html/ 146 Number of Forest Dependent People and Types of People Forest Relationships, http:// www.fao.org/docrep/w7732e/ w7732e04.htm/ 147Advocates for Youths, http://www.advocatesforyouth.org/publications/publications-a-z/372- chapter-4-involvingyouth-strengthening-a-campaign-by-working-with-young-people/ 148 VenKlasen et al 2002, p.23 149 UNICEF, Advocacy Toolkit: https://www.unicef.org/evaluation/files/Advocacy_Toolkit.pdf/ ,Restless Development, Influence: Using data to enhance accountability: http://restlessdevelopment.org/file/ pilot-countries-pdf /

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