age at which individuals are legally able to perform cer- The third difficulty in defining adolescence is that,irre- tain tasks that might be associated with adulthood.This spective of the legal thresholds demarcating childhood 'age of licence'may vary from activity to activity,and and adolescence from adulthood,many adolescents and there is certainly no internationally applicable standard. young children across the world are engaged in adult In the United States,for example,where the age of major- activities such as labour,marriage,primary caregiving ity is 18,adolescents can legally drive a car at 16 in most and conflict;assuming these roles,in effect,robs them of states.In contrast,young US adults are generally unable their childhood and adolescence.In practice,the legal age to purchase alcoholic drinks until they are 21.16 of marriage is widely disregarded,normally to allow men to marry girls who are still minors.In many countries and The age at which marriage is first possible may also diverge communities,child marriage(defined by UNICEF as mar- significantly from the age of majority.In many countries,a riage or union before age 18),adolescent motherhood, distinction is drawn between the age at which anyone may violence,abuse and exploitation can in effect deprive girls legally marry and an earlier age at which it is only possible especially,but also boys,of any adolescence at all.Child to marry with parental or court permission.This is the case, marriage in particular is associated with high levels of for example,in Brazil,Chile,Croatia,New Zealand and violence,social marginalization and exclusion from pro- Spain,where the marriageable age is normally 18 but can tection services and education.A similar situation occurs be reduced,with parental or court permission,to 16.Many with child labour,in which an estimated 150 million chil- other nations have set a different marriageable age for males dren aged 5-14 are engaged.is and females,normally allowing girls to marry at a younger age than boys.In the world's two most populous countries, Weak national birth registration complicates efforts to for example,the marriageable age for men is higher than enforce minimum age thresholds;just 51 per cent of chil- that for women-22 for men and 20 for women in China, dren in the developing world(excluding China)were reg- and 21 for men and 18 for women in India.In other coun- istered at birth for the period 2000-2009.1 Without such tries,such as Indonesia,minors are no longer bound by the registration,which is a right under the Convention on the age of majority once they get married.7 Rights of the Child,it is almost impossible to fully protect Young people can be instrumental in addressing pressing issues and sharing their recommendations with the global community.On 6July 2009.youth delegates discuss global issues during a working group session at the J8 Summit in Rome,Italy. 10 THE STATE OF THE WORLD'S CHILDREN 2011
10 THE STATE OF THE WORLD’S CHILDREN 2011 age at which individuals are legally able to perform certain tasks that might be associated with adulthood. This ‘age of licence’ may vary from activity to activity, and there is certainly no internationally applicable standard. In the United States, for example, where the age of majority is 18, adolescents can legally drive a car at 16 in most states. In contrast, young US adults are generally unable to purchase alcoholic drinks until they are 21.16 The age at which marriage is first possible may also diverge significantly from the age of majority. In many countries, a distinction is drawn between the age at which anyone may legally marry and an earlier age at which it is only possible to marry with parental or court permission. This is the case, for example, in Brazil, Chile, Croatia, New Zealand and Spain, where the marriageable age is normally 18 but can be reduced, with parental or court permission, to 16. Many other nations have set a different marriageable age for males and females, normally allowing girls to marry at a younger age than boys. In the world’s two most populous countries, for example, the marriageable age for men is higher than that for women – 22 for men and 20 for women in China, and 21 for men and 18 for women in India. In other countries, such as Indonesia, minors are no longer bound by the age of majority once they get married.17 The third difficulty in defining adolescence is that, irrespective of the legal thresholds demarcating childhood and adolescence from adulthood, many adolescents and young children across the world are engaged in adult activities such as labour, marriage, primary caregiving and conflict; assuming these roles, in effect, robs them of their childhood and adolescence. In practice, the legal age of marriage is widely disregarded, normally to allow men to marry girls who are still minors. In many countries and communities, child marriage (defined by UNICEF as marriage or union before age 18), adolescent motherhood, violence, abuse and exploitation can in effect deprive girls especially, but also boys, of any adolescence at all. Child marriage in particular is associated with high levels of violence, social marginalization and exclusion from protection services and education. A similar situation occurs with child labour, in which an estimated 150 million children aged 5–14 are engaged.18 Weak national birth registration complicates efforts to enforce minimum age thresholds; just 51 per cent of children in the developing world (excluding China) were registered at birth for the period 2000–2009.19 Without such registration, which is a right under the Convention on the Rights of the Child, it is almost impossible to fully protect Young people can be instrumental in addressing pressing issues and sharing their recommendations with the global community. On 6 July 2009, youth delegates discuss global issues during a working group session at the J8 Summit in Rome, Italy
ADOLESCENT VOICES Keeping the flame alive: Indigenous adolescents'right to education and health services When I look at the prospects my Terraba people face. elsewhere.I feel sad that they have been denied their my heart sinks for our dying land and drying river. right to education and to achieve their full potential. While I do not know much of the world.I know what is right and wrong,and I know this harsh reality is not Skin tone matters in Costa Rica.If equity existed their fault.The flame of resistance passed on from my here,girls in my village would have the same oppor- great-grandfather to my grandfather.to my father and tunities as the girls from other regions of the country to me,symbolizes our desire to keep our community like better access to technology and secondary alive.My hope is that our indigenous culture and school.They would be equipped to promote and language will endure. protect our culture. by Paolo Najera,17, Indigenous Terraba, The problem is.my brothers are afraid to live as I hope for a time when people will be truly interested Costa Rica Terraba Indians.Outside pressures,like teasing. in listening to and providing for indigenous people,a discrimination and disregard for our basic rights have time when I would not be one of the few indigenous nearly brought our centuries-old struggle for survival youth to write an essay such as this one.hoping that "We just ask for to its breaking point.In addition,the country's eight it be read and understood.With real equity we would indigenous communities,including mine,have not have permanent health centres in indigenous territo- respect for our been given adequate schools or proper health centres, ries,and our secondary education would include les- nor has the integrity of our land been respected. sons in our own culture and language as part of the basic human rights core curriculum.In spite of being pushed to forget -the respect that We want our lifestyle to be protected and our territory our language and to be ashamed of our way of not to be invaded by industrial companies that destroy life,we hold on to our dreams and our will to be every human being the harmony we have preserved-harmony paid for indigenous Terraba. deserves in this with the bloodshed our people have suffered.This. world." however,does not mean we want to be excluded Paolo Najera was recently forced to leave school from the world.We just ask for respect for our basic because of the effects of the economic crisis on his com- human rights-the respect that every human being munity and family.Paolo's aim is to work in development deserves in this world.We ask to be seen and in order to improve life for indigenous communities,such listened to. as his own,in Costa Rica. Thanks to my beloved Terraba school,I am proud to be one of the first and few of my indigenous group to "Costa Rica has eight officially recognized attain higher education and attend university in my indigenous peoples-the Bribris,Cabecares. country.The education system in Costa Rica is insuf- Brunkas,Ngobe or Guaymi,Huetares, ficient,and it is worse still for indigenous communi- Chorotegas,Malekus and Teribes or Terrabas ties.Inequality is pervasive in the classroom,and the -about half of whom live in 24 indigenous system seeks to preserve neither our identity nor our territories.They make up an indigenous existence as Indians.I see the Government's lack of population of 63,876(1.7 per cent of the investment in indigenous culture reflected in teachers country's total population).The Terraba, giving lessons using outdated materials or teaching descendants of Teribes from the Atlantic under a tree.I think the Government does not see coast of Panama forced by missionaries the assets education can bring to our country.nor the to migrate to Costa Rica in the late 17th benefit of investing in education for indigenous youth. century.are the second-smallest of these groups,with a population of 621 according In order to provide quality education,our teachers to the national census of 2000.Their territory must be provided with proper classrooms and new is located in the Boruca-Terre reserve,in the textbooks.If only the children in my village could canton of Buenos Aires,in the southem part access the world through a computer as do children of Costa Rica. THE EMERGING GENERATION 11
the emerging generation 11 ADOLESCENT VOICES When I look at the prospects my Térraba people face, my heart sinks for our dying land and drying river. While I do not know much of the world, I know what is right and wrong, and I know this harsh reality is not their fault. The flame of resistance passed on from my great-grandfather to my grandfather, to my father and to me, symbolizes our desire to keep our community alive. My hope is that our indigenous culture and language will endure. The problem is, my brothers are afraid to live as Térraba Indians. Outside pressures, like teasing, discrimination and disregard for our basic rights have nearly brought our centuries-old struggle for survival to its breaking point. In addition, the country’s eight indigenous communities,* including mine, have not been given adequate schools or proper health centres, nor has the integrity of our land been respected. We want our lifestyle to be protected and our territory not to be invaded by industrial companies that destroy the harmony we have preserved – harmony paid for with the bloodshed our people have suffered. This, however, does not mean we want to be excluded from the world. We just ask for respect for our basic human rights – the respect that every human being deserves in this world. We ask to be seen and listened to. Thanks to my beloved Térraba school, I am proud to be one of the first and few of my indigenous group to attain higher education and attend university in my country. The education system in Costa Rica is insufficient, and it is worse still for indigenous communities. Inequality is pervasive in the classroom, and the system seeks to preserve neither our identity nor our existence as Indians. I see the Government’s lack of investment in indigenous culture reflected in teachers giving lessons using outdated materials or teaching under a tree. I think the Government does not see the assets education can bring to our country, nor the benefit of investing in education for indigenous youth. In order to provide quality education, our teachers must be provided with proper classrooms and new textbooks. If only the children in my village could access the world through a computer as do children elsewhere. I feel sad that they have been denied their right to education and to achieve their full potential. Skin tone matters in Costa Rica. If equity existed here, girls in my village would have the same opportunities as the girls from other regions of the country – like better access to technology and secondary school. They would be equipped to promote and protect our culture. I hope for a time when people will be truly interested in listening to and providing for indigenous people, a time when I would not be one of the few indigenous youth to write an essay such as this one, hoping that it be read and understood. With real equity we would have permanent health centres in indigenous territories, and our secondary education would include lessons in our own culture and language as part of the core curriculum. In spite of being pushed to forget our language and to be ashamed of our way of life, we hold on to our dreams and our will to be indigenous Térraba. Paolo Najera was recently forced to leave school because of the effects of the economic crisis on his community and family. Paolo’s aim is to work in development in order to improve life for indigenous communities, such as his own, in Costa Rica. Keeping the flame alive: Indigenous adolescents’ right to education and health services “We just ask for respect for our basic human rights – the respect that every human being deserves in this world.” by Paolo Najera, 17, Indigenous Térraba, Costa Rica *Costa Rica has eight officially recognized indigenous peoples – the Bribris, Cabécares, Brunkas, Ngobe or Guaymi, Huetares, Chorotegas, Malekus and Teribes or Térrabas – about half of whom live in 24 indigenous territories. They make up an indigenous population of 63,876 (1.7 per cent of the country’s total population). The Térraba, descendants of Teribes from the Atlantic coast of Panama forced by missionaries to migrate to Costa Rica in the late 17th century, are the second-smallest of these groups, with a population of 621 according to the national census of 2000. Their territory is located in the Boruca-Terre reserve, in the canton of Buenos Aires, in the southern part of Costa Rica
the rights of adolescents or to prosecute cases of unlawful Such precepts were first expressed in the international premature entry into adult roles such as marriage,labour arena in the first half of the 20th century,through trea- and military service,when the exact age of the child or ties that sought to protect children from exploitative and adolescent plaintiff cannot be determined. harmful labour.The first conventions drawn up by the International Labour Organization after the First World Adolescents and adolescence in the War had the goal of protecting child labourers,most international arena of whom were over the age of 10.These included the Although there is no internationally accepted definition International Labour Office (ILO)Convention No.6, of adolescence,the United Nations defines adolescents Night Work of Young Persons(Industry)Convention of as individuals aged 10-19:in effect,those in the second 1919,and ILO Convention No.10,the Minimum Age decade of their lives.20 This is the definition that applies (Agriculture)Convention of 1921.The first convention to much of the analysis and policy advocacy presented in cited here stipulated 16 as the age limit for work in speci- this report.While the term 'adolescents'is not mentioned fied hazardous industrial settings,while the second placed in international conventions,declarations or treaties,all clear limits on children's participation in public and pri- adolescents have rights under the Universal Declaration of vate work settings.Most other international legislation Human Rights and other major human rights covenants introduced between the world wars did not,however, and treaties.Most of them are also covered under the explicitly specify rights for children or adolescents as Convention on the Rights of the Child,and adolescent girls distinct from those of adults. are also protected under the Convention on the Elimination of All Forms of Discrimination against Women(CEDAW), After the Second World War,the burgeoning movement the Beijing Platform for Action,and regional instruments for children's rights focused its attention on gaining special such as the Protocol to the African Charter on Human and recognition for children and adolescents within the newly People's Rights on the Rights of Women in Africa. formed United Nations.This was achieved in 1959 with the Declaration of the Rights of the Child,which was signifi- Defining adolescence as the second decade of an individu- cant in establishing legal provisions to safeguard children's al's life makes it possible to collect age-based data for the well-being rather than presuming that this could simply be purpose of analysing this transitional period.Today,it is met under the general principles of the major human rights widely acknowledged that adolescence is a phase separate instruments.Children's welfare,rather than their political, from both early childhood and adulthood,a period that economic,civic and social rights,was the principal motiva- requires special attention and protection.This was not the tion behind the push for the Declaration. case for most of human history. Two decades later,the UN declared 1979 to be the Widespread acceptance of the importance of adolescence International Year of the Child,and this was swiftly fol- is relatively recent.Indeed,many societies and communi- lowed by the first International Youth Year,in 1985.These ties still barely demarcate the line between childhood and initiatives raised the profile of global efforts to promote adulthood.Adolescents,and often even younger children, and protect the interests of children and young people.At are expected to work,pay their own way and even bear the same time,advocates for children were busy drawing arms.In this sense,they are regarded as smaller,less- up an overarching human rights treaty for children by developed adults. which all States parties would be bound.The Convention on the Rights of the Child,a decade in the drafting,was In other societies,however,the transition from childhood finally adopted by the United Nations General Assembly to adulthood has been,or still is,marked by some rite of on 20 November 1989. passage,acknowledging the moment when the individual is expected to assume the independence,responsibilities,The treaty fulfilled all those hopes with its comprehensive- expectations and privileges attached to full adulthood.ness and far-sightedness.The rights of all young children Integral to the notion of a rite of passage is the sense that and adolescents under age 18 were expressed in such a childhood is a separate space and time from the rest of way as to not only protect their welfare but also give them human life,one that needs to be treated with special care a central place as rights holders,providing an ethical basis and consideration. for their active participation in all aspects of their lives. 12 THE STATE OF THE WORLD'S CHILDREN 2011
12 THE STATE OF THE WORLD’S CHILDREN 2011 the rights of adolescents or to prosecute cases of unlawful premature entry into adult roles such as marriage, labour and military service, when the exact age of the child or adolescent plaintiff cannot be determined. Adolescents and adolescence in the international arena Although there is no internationally accepted definition of adolescence, the United Nations defines adolescents as individuals aged 10–19: in effect, those in the second decade of their lives.20 This is the definition that applies to much of the analysis and policy advocacy presented in this report. While the term ‘adolescents’ is not mentioned in international conventions, declarations or treaties, all adolescents have rights under the Universal Declaration of Human Rights and other major human rights covenants and treaties. Most of them are also covered under the Convention on the Rights of the Child, and adolescent girls are also protected under the Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), the Beijing Platform for Action, and regional instruments such as the Protocol to the African Charter on Human and People’s Rights on the Rights of Women in Africa. Defining adolescence as the second decade of an individual’s life makes it possible to collect age-based data for the purpose of analysing this transitional period. Today, it is widely acknowledged that adolescence is a phase separate from both early childhood and adulthood, a period that requires special attention and protection. This was not the case for most of human history. Widespread acceptance of the importance of adolescence is relatively recent. Indeed, many societies and communities still barely demarcate the line between childhood and adulthood. Adolescents, and often even younger children, are expected to work, pay their own way and even bear arms. In this sense, they are regarded as smaller, lessdeveloped adults. In other societies, however, the transition from childhood to adulthood has been, or still is, marked by some rite of passage, acknowledging the moment when the individual is expected to assume the independence, responsibilities, expectations and privileges attached to full adulthood. Integral to the notion of a rite of passage is the sense that childhood is a separate space and time from the rest of human life, one that needs to be treated with special care and consideration. Such precepts were first expressed in the international arena in the first half of the 20th century, through treaties that sought to protect children from exploitative and harmful labour. The first conventions drawn up by the International Labour Organization after the First World War had the goal of protecting child labourers, most of whom were over the age of 10. These included the International Labour Office (ILO) Convention No. 6, Night Work of Young Persons (Industry) Convention of 1919, and ILO Convention No. 10, the Minimum Age (Agriculture) Convention of 1921. The first convention cited here stipulated 16 as the age limit for work in specified hazardous industrial settings, while the second placed clear limits on children’s participation in public and private work settings. Most other international legislation introduced between the world wars did not, however, explicitly specify rights for children or adolescents as distinct from those of adults. After the Second World War, the burgeoning movement for children’s rights focused its attention on gaining special recognition for children and adolescents within the newly formed United Nations. This was achieved in 1959 with the Declaration of the Rights of the Child, which was significant in establishing legal provisions to safeguard children’s well-being rather than presuming that this could simply be met under the general principles of the major human rights instruments. Children’s welfare, rather than their political, economic, civic and social rights, was the principal motivation behind the push for the Declaration. Two decades later, the UN declared 1979 to be the International Year of the Child, and this was swiftly followed by the first International Youth Year, in 1985. These initiatives raised the profile of global efforts to promote and protect the interests of children and young people. At the same time, advocates for children were busy drawing up an overarching human rights treaty for children by which all States parties would be bound. The Convention on the Rights of the Child, a decade in the drafting, was finally adopted by the United Nations General Assembly on 20 November 1989. The treaty fulfilled all those hopes with its comprehensiveness and far-sightedness. The rights of all young children and adolescents under age 18 were expressed in such a way as to not only protect their welfare but also give them a central place as rights holders, providing an ethical basis for their active participation in all aspects of their lives
COUNTRY:JORDAN Ensuring productive work for youth Jordan is a lower-middle-income country with an For instance,the National Social and Economic average gross national income per capita in 2009 Development Plan for 2004-2006 aimed at reduc- of US$3,740.Owing to the country's limited natural ing poverty and unemployment Section I of the plan resources,its economy is dominated by commerce emphasized the need to address human resource and services,which account for more than 70 per development,including public education,higher educa- cent of gross domestic product(GDP)and more than tion,vocational and technical training and youth care. Adolescents attend a 75 per cent of jobs.Over the past decade,the country Its successor,the National Agenda for 2006-2015. computer-skills training has enjoyed unprecedented growth,with real GDP focuses on reforming institutional frameworks.The session at a social centre for growth averaging 6.4 per cent yearly between 2003 Government has also strengthened collaborative youth in Amman,Jordan. and 2007.This has been accompanied by improve- efforts with partner and donor agencies.One example ments in social development indicators,particularly is the development of an Intemet-based labour market health and education】 information system with the support of the Canadian “Almost60 International Development Agency.Managed by the per cent of the Nevertheless,Jordan still faces some key challenges. National Centre for Human Resources Development, There is significant income disparity:Almost 14 per the project links employers with job seekers and also job seekers in cent of the population lives below the poverty line. has a professional career-counselling component Jordan are below and between 1995 and 2007 the lowest 40 per cent of income earners eamed less than a fifth(18 per Partner agencies have also taken steps to increase the age of25.” cent)of the total income in the country.There are employment opportunities among young people.For also high rates of unemployment,particularly among instance,Mustaqbali ('My Future'in Arabic)was the young.While Jordan's overall unemployment rate launched jointly by UNICEF and Save the Children is 15 per cent,the rate among young people is almost in 2009 to increase opportunities for adolescents 32 per cent.Nearly 70 per cent of the population is between the ages of 15 and 19 to learn and develop under the age of 30.and adolescents accounted for skills that will ultimately enable them to improve almost 22 per cent of the total population in 2009. their livelihoods and household economic security.It With an annual growth rate of 3.3 per cent between delivers an integrated package of career exploration 2000 and 2009,Jordan's population is one of the and preparedness activities to adolescents at vari- fastest growing in the world. ous youth and women's centres.and also includes a community awareness component specifically for According to a 2005 study by the European Training parents of adolescents,as well as sensitization ses- Foundation,almost 60 per cent of the job seekers in sions with private sector employers.The project has Jordan are below the age of 25.The main causes been implemented in a number of regions,as well as of youth unemployment are lack of career guidance at the Jerash camp for Palestinian refugees(known counselling.lack of opportunities to find satisfying locally as the Gaza camp),and has reached more work following graduation,the difficulty of obtaining than 250 adolescents,half of them girls.Currently. jobs compatible with qualifications,the mismatch discussions are ongoing with various stakeholders. between the skills of graduates and the needs of including the Government,to scale up the programme employers,social and cultural obstacles to the full at a national level. integration of women into the labour market and the wider international economic situation.The risk of Addressing unemployment and poverty remains a being unemployed is greater for women.despite their critical concer for Jordan.A key part of any solution higher educational achievements.Currently,less than to this problem will be increasing the participation of 12 per cent of women participate in the economic women in the labour market.Preparing young people sector,putting Jordan close to the bottom of the list for employment and creating opportunities in the of Arab countries in female economic participation. public and private sectors will have both economic and social returns. The Government of Jordan has engaged in a number of policy initiatives to address these challenges. See References,page 78 THE EMERGING GENERATION 13
the emerging generation 13 Jordan is a lower-middle-income country with an average gross national income per capita in 2009 of US$3,740. Owing to the country’s limited natural resources, its economy is dominated by commerce and services, which account for more than 70 per cent of gross domestic product (GDP) and more than 75 per cent of jobs. Over the past decade, the country has enjoyed unprecedented growth, with real GDP growth averaging 6.4 per cent yearly between 2003 and 2007. This has been accompanied by improvements in social development indicators, particularly health and education. Nevertheless, Jordan still faces some key challenges. There is significant income disparity: Almost 14 per cent of the population lives below the poverty line, and between 1995 and 2007 the lowest 40 per cent of income earners earned less than a fifth (18 per cent) of the total income in the country. There are also high rates of unemployment, particularly among the young. While Jordan’s overall unemployment rate is 15 per cent, the rate among young people is almost 32 per cent. Nearly 70 per cent of the population is under the age of 30, and adolescents accounted for almost 22 per cent of the total population in 2009. With an annual growth rate of 3.3 per cent between 2000 and 2009, Jordan’s population is one of the fastest growing in the world. According to a 2005 study by the European Training Foundation, almost 60 per cent of the job seekers in Jordan are below the age of 25. The main causes of youth unemployment are lack of career guidance counselling, lack of opportunities to find satisfying work following graduation, the difficulty of obtaining jobs compatible with qualifications, the mismatch between the skills of graduates and the needs of employers, social and cultural obstacles to the full integration of women into the labour market and the wider international economic situation. The risk of being unemployed is greater for women, despite their higher educational achievements. Currently, less than 12 per cent of women participate in the economic sector, putting Jordan close to the bottom of the list of Arab countries in female economic participation. The Government of Jordan has engaged in a number of policy initiatives to address these challenges. For instance, the National Social and Economic Development Plan for 2004–2006 aimed at reducing poverty and unemployment. Section I of the plan emphasized the need to address human resource development, including public education, higher education, vocational and technical training and youth care. Its successor, the National Agenda for 2006–2015, focuses on reforming institutional frameworks. The Government has also strengthened collaborative efforts with partner and donor agencies. One example is the development of an Internet-based labour market information system with the support of the Canadian International Development Agency. Managed by the National Centre for Human Resources Development, the project links employers with job seekers and also has a professional career-counselling component. Partner agencies have also taken steps to increase employment opportunities among young people. For instance, Mustaqbali (‘My Future’ in Arabic) was launched jointly by UNICEF and Save the Children in 2009 to increase opportunities for adolescents between the ages of 15 and 19 to learn and develop skills that will ultimately enable them to improve their livelihoods and household economic security. It delivers an integrated package of career exploration and preparedness activities to adolescents at various youth and women’s centres, and also includes a community awareness component specifically for parents of adolescents, as well as sensitization sessions with private sector employers. The project has been implemented in a number of regions, as well as at the Jerash camp for Palestinian refugees (known locally as the Gaza camp), and has reached more than 250 adolescents, half of them girls. Currently, discussions are ongoing with various stakeholders, including the Government, to scale up the programme at a national level. Addressing unemployment and poverty remains a critical concern for Jordan. A key part of any solution to this problem will be increasing the participation of women in the labour market. Preparing young people for employment and creating opportunities in the public and private sectors will have both economic and social returns. See References, page 78. COUNTRY: Jordan Ensuring productive work for youth Adolescents attend a computer-skills training session at a social centre for youth in Amman, Jordan. “Almost 60 per cent of the job seekers in Jordan are below the age of 25
The Convention was sufficiently inspiring and all- provided an opportunity to dispel the notion that adolescents encompassing that in merely two decades from its are incapable of making a contribution to the international adoption it has been ratified by all but two of the world's development agenda in general on issues related to them spe- nations,becoming the most widely supported human rights cifically.At this global event,adolescents made their voices and treaty in history.Its two Optional Protocols,both adopted opinions heard on issues affecting them and were instrumental by the United Nations in 2000,sought to further strengthen in the formulation of the final outcome document. the rights of children by specifying provisions to protect them from involvement in situations of armed conflict and This participatory process was replicated during the 2002 UN from trafficking,slavery,prostitution and pornography. General Assembly Special Session on Children,which brought more than 400 adolescents from 150 countries to New York to Adolescent participation in key international forums exchange experiences and make demands of world leaders in has increased steadily in recent decades a three-day Children's Forum.Five years later,adolescents par- Prior to the adoption of the Convention,adolescents'partici- ticipated in the follow-up to the Special Session,and they also pation in international development and human rights forums made presentations at the commemorative event celebrating the was almost non-existent.The 1990 World Summit for Children 20th anniversary of the Convention on 20 November 2009. TECHNOLOGY Digital natives and the three divides to bridge by John Palfrey.Urs Gasser While we use the term'digital natives'to describe remains highly inequitable,with rates in Africa,for and Colin Maclay of the the generation born after roughly 1980,not all young instance,far below those in Europe. Berkman Center for Internet people fall into this category.Digital natives share a common global culture defined less by age than There are signs that committed investment may &Society,Harvard University. by their experience growing up immersed in digital shrink the access divide.For example,Botswana is and Gerrit Beger of UNICEF. technology.This experience affects their interaction developing one of the highest rates of technology with information technologies and information itself. penetration in sub-Saharan Africa;the Communica- as well as the ways they relate with one another, tions Ministry stated in 2010 that there was "over other people and institutions. 100 per cent"mobile coverage(though broadband household Internet access continues to lag behind). Reaping the benefits of digital tools,therefore, Meanwhile,President Paul Kagame of Rwanda means more than just being born in a certain period has committed to making his country a leader in or having access to a laptop.For adolescents to economic development through investment in new realize the full promise of new technologies,three technologies and Internet infrastructure. divides must be bridged.The first has to do with basic access to these technologies and related While necessary,such efforts are not sufficient. infrastructure,such as electricity;the second involves There is also a participation gap between those with the skills needed to use the technologies once they sophisticated skills in using digital media and those become accessible;and the third stems from our without.In the developing world,many youth rely limited understanding of how young people navigate on mobile devices rather than fixed line connections the online world.Each of these divides exists in every with faster speeds.Basic literacy is also an issue. society,but their effects are felt most acutely in the developing world. Digital literacy-the ability to navigate a digitally mediated world-further separates youth who are Over the past decade,access to the Interet,mobile likely to benefit from digital technologies from those devices and digital media has increased at a rapid who are not.Young people who do not have access rate.Approximately a quarter of the world's 6.8 to the Internet at home or in schools-and who lack billion people have access to the Internet,and 86 the support that comes from teachers and parents per cent can connect to the world's communications equipped with strong digital skills-will not develop networks through mobile devices.Yet such access the necessary social,learing and technical skill sets 14 THE STATE OF THE WORLD'S CHILDREN 2011
14 THE STATE OF THE WORLD’S CHILDREN 2011 The Convention was sufficiently inspiring and allencompassing that in merely two decades from its adoption it has been ratified by all but two of the world’s nations, becoming the most widely supported human rights treaty in history. Its two Optional Protocols, both adopted by the United Nations in 2000, sought to further strengthen the rights of children by specifying provisions to protect them from involvement in situations of armed conflict and from trafficking, slavery, prostitution and pornography. Adolescent participation in key international forums has increased steadily in recent decades Prior to the adoption of the Convention, adolescents’ participation in international development and human rights forums was almost non-existent. The 1990 World Summit for Children provided an opportunity to dispel the notion that adolescents are incapable of making a contribution to the international development agenda in general on issues related to them specifically. At this global event, adolescents made their voices and opinions heard on issues affecting them and were instrumental in the formulation of the final outcome document. This participatory process was replicated during the 2002 UN General Assembly Special Session on Children, which brought more than 400 adolescents from 150 countries to New York to exchange experiences and make demands of world leaders in a three-day Children’s Forum. Five years later, adolescents participated in the follow-up to the Special Session, and they also made presentations at the commemorative event celebrating the 20th anniversary of the Convention on 20 November 2009. by John Palfrey, Urs Gasser and Colin Maclay of the Berkman Center for Internet & Society, Harvard University, and Gerrit Beger of UNICEF. While we use the term ‘digital natives’ to describe the generation born after roughly 1980, not all young people fall into this category. Digital natives share a common global culture defined less by age than by their experience growing up immersed in digital technology. This experience affects their interaction with information technologies and information itself, as well as the ways they relate with one another, other people and institutions. Reaping the benefits of digital tools, therefore, means more than just being born in a certain period or having access to a laptop. For adolescents to realize the full promise of new technologies, three divides must be bridged. The first has to do with basic access to these technologies and related infrastructure, such as electricity; the second involves the skills needed to use the technologies once they become accessible; and the third stems from our limited understanding of how young people navigate the online world. Each of these divides exists in every society, but their effects are felt most acutely in the developing world. Over the past decade, access to the Internet, mobile devices and digital media has increased at a rapid rate. Approximately a quarter of the world’s 6.8 billion people have access to the Internet, and 86 per cent can connect to the world’s communications networks through mobile devices. Yet such access remains highly inequitable, with rates in Africa, for instance, far below those in Europe. There are signs that committed investment may shrink the access divide. For example, Botswana is developing one of the highest rates of technology penetration in sub-Saharan Africa; the Communications Ministry stated in 2010 that there was “over 100 per cent” mobile coverage (though broadband household Internet access continues to lag behind). Meanwhile, President Paul Kagame of Rwanda has committed to making his country a leader in economic development through investment in new technologies and Internet infrastructure. While necessary, such efforts are not sufficient. There is also a participation gap between those with sophisticated skills in using digital media and those without. In the developing world, many youth rely on mobile devices rather than fixed line connections with faster speeds. Basic literacy is also an issue. Digital literacy – the ability to navigate a digitally mediated world – further separates youth who are likely to benefit from digital technologies from those who are not. Young people who do not have access to the Internet at home or in schools – and who lack the support that comes from teachers and parents equipped with strong digital skills – will not develop the necessary social, learning and technical skill sets TECHNOLOGY Digital natives and the three divides to bridge