Best Practices for Designing Traffincing Prevention Programmes in ...

IOM • OIM

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BEST PRACTICES FOR DESIGNING TRAFFICKING PREVENTION PROGRAMMES IN SCHOOLS

TIRANA, ALBANIA SEPTEMBER 2006

Editor:

Ruth Rosenberg

Authors:

Anna Bengtsson, Artan Bllaca, Regina Boucault,Nora Demiri, Amela Efendić, Ilir Gëdeshi, Ann Guthmiller, Silvana Haxhiaj, Lovorka Marinovic, Ajla Merdanovic, Milena Milivojev, Ivona Paunovic, Anna Eva Radicetti,Ruth Rosenberg, Hera Shanaj, Suncanica Skupnjak-Kapic, Lekë Sokoli, Slavica Stojković and Tereza Taleska.

Layout & Publication by:

INFOGRAFILM

This manual has been made possible through the generous financial support of the Netherlands Ministry of Foreign Affairs.

IOM International Organization for Migration ONM Organizata Ndërkombëtare për Migracionin


Opinions expressed in this publication are those of the authors and do not necessarily reflect the views of the International Organization for Migration.

IOM is committed to the principle that humane and orderly migration benefits migrants and society. As an intergovernmental body, IOM acts with its partners in the international community to: assist in meeting the operational challenges of migration; advance understanding of migration issues; encourage social and economic development through migration; and uphold the human dignity and well-being of migrants.

Publisher:

International Organization for Migration Rr. “ Brigada VIII, Vila nr. 3 Tiranë-Albania Tel: +355 4 257836 / 37, 40337 Fax: +355 4 257835 E-mail: [email protected] Internet: http://www.iomtirana.org.al

ISBN - 978 92 9068 252 3 © IOM Tirana 2006. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.

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ACKNOWLEDGEMENTS

Acknowledgements This publication is the result of the hard work and efforts of many individuals over the course of the project. IOM would like to thank our Focal Points from the Ministries of Education for their dedication and support for the project: Ilia Paluka, from Albania; Suada Numić, Zorica Garača and Mirsada Šahović from Bosnia and Herzegovina (BiH); Marija Ivankovic from Croatia, Agim Rushiti from FYR Macedonia, Lulavere Kadriu from Kosovo, Ramush Lekaj (the Head of Curricula Department, MEST) in Kosovo and Dragana Ocokoljic and Borislava Maksimovic from Serbia. We would also like to thank the State Coordinators for Anti-Trafficking and other senior officials in all the participating countries, particularly Ms. Iva Zajmi in Albania, Mr. Samir Rizvo in BiH, Dr. Nevio Setić (State Secretary for Primary Education, MoE) in Croatia, Mr. Radivoja Jovanovski in Macedonia, Colonel Dusan Zlokas in Serbia and Mr. Habit Hajredini in Kosovo. We would also like to thank the educators who served as trainers for the project, conducting training for the teachers and NGO facilitators, including Robert Gjedija, Marita Hamza, Silvana Haxhiaj and Fatmira Zenelaj from Albania; Mirna Aleksić, Ivana Kokanović and Ismet Botonjić from BiH; Zeljka Jancic and Borka Rumiha from Croatia; Veselinka Ivanova and Gordana Trajkova from FYR Macedonia; Artan Bllaca, Habibe Buzuku, Nora Demiri, Shqipe Gashi, Lulavere Kadriu, Laura Luzha, and Qerim Qerimi from the province of Kosovo1, and Nevena Calovska and Borislava Maksimovic from Serbia. Robert Gjedija additionally helped to write the teacher training module which was used as the guide for the teacher training throughout the region. We would like to especially acknowledge the teachers and NGO facilitators of the region, who work tirelessly to teach youth the skills they need to protect themselves from exploitation and trafficking and encourage them to grow into productive adults who will contribute to the well being of their families and communities. While we honour all of the youth educators of the region, for their hard work and participation on this project we would like to specifically thank: From Albania: Nerenxa Beqiri, Anila Bitraku, Majlinda Cika, Emiljana Demiri, Artur Frroku, Llazi Gjata, Donika Gjergjani, Manjola Kasneci, Arjana Kumanova, Rudina Lako, Luljeta Lemnusha, Liljana Lico, Blerta Llupi, Skender Malaj, Alma Metko, Pranvera Moci, Mirka Piti, Rajmonda Simoni, Fatmirie Skenderasi, Teuta Shehaj, Monika Xhago and Seit Xhexhebia. From BiH: Melika Brodović, Fadil Čeljo, Branka Kraišnik, Elma Mehić, Milan Mičeta, Sead Midžan, Marko Mijatović, Marija Naletilić, Edin Ramić, Zorica Stepanović, Smiljana Vovna and Goran Ždrale. From Croatia: Branka Bozic, Zeljka Colovic-Rodik, Mirjana Dobrec, Vesna Gajger, Sanja Gjurcevic, Ljiljana Jelic, Dubravka Kalinic-Lebinec, Ana Luic, Pavica Lukacevic, Kristina Luketic, Zdenka Pelikan, Sandra Rajkovic, Merica Restovic, Andreja Silic, Jadranka Stojiljkovic, Josip Strmecki, Ivancica Sebalj and Ivana Simic. From FYR Macedonia: Idaver Ademi, Golubco Angelov, Aleksandar Antonik, Trajce Apostolov, Todorka Dagaleva, Tatjana Filipovska, Natasa Gocevska, Nestor Jauleski, Antigona Kostadinova, Branka Ljubinoska, Marija Minovska Feti Mustafai, Violeta Niceva, Gordana Pesovska, Jovanco Postolovski, Tatjana Projcevska, Slavica Runtevska, Femi Selmani, Blagica Srbinovska, Valentina Stanoevska, Mihajlo Stojanovski, Divna Trajcev, Afrim Zimeri and Vesna Zogleva. From Serbia: Ivana Bugarčić, Dušanka Ćirović, Gordana Dokić, Slobodan Drobnjak, Slavica Džorović, Darko Grković, Branislav Jovanović, Mileva Kaplarević, Dušan Karapavlović, Slavna Kostić, Dragica Maksimović, Slavica Martinović, Nenad Miladinović, Vukica Milošević, Danijela Nikolić, Milena Obradović, Dragana Ocokoljić, Gordana Petrović, Milan Petrović, Radmila Radovanović, Snežana Sekulić, Jelica Selaković, Ljilja Stašević, Marija Šuković, Mila Todorović and Olivera Vuković. 1) The province of Kosovo (Republic of Serbia) will henceforth be referred to as “Kosovo,” “Kosovo’s” will be used as the possessive form and “Kosovar” will be the adjectival form.

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From Kosovo: Sevdije Bunjaku, Nderim Bytyqi, Selvete Gashi, Sadete Hajrizi, Fatmir Haziri, Shaban Jaha, Fatime Janova, Shefik Kastrati, Zenel Kelmendi, Sabrije Kukaj, Sevdije Pacolli, Muhamedije Sahatciu, Zylqefli Sherifi, Ola Syla and Sheribane Xheladini. We would also like to recognize the important contribution of Dr. Ilir Gëdeshi and Dr. Lekë Sokoli, from the Center for Economic and Social Studies (CESS) in Albania, who designed and analyzed the evaluation survey, as well as the national teams who implemented the survey in each country/entity, including Mirna Aleksić, Ivana Kokanović and Ismet Botonjić in BiH; Verica Stamenkova Trajkova, PhD and Sofija Arnaudova, Marina Georgievska, Aleksandra Nikolova, Sahit Tahiri, Rumena Gerdovska, Aleksandra Pesanska, Daniela Shutinovska, Zorica Cucanova, Daniela Avramovska, Daniela Stojanovska and Ivan Trajkov in FYR Macedonia; and Jehona Tmava in Kosovo and Dragana Ocokoljic and Branislav Jovanovic in Serbia. In addition, special thanks go to the expert group of the Ministry of Science, Education and Sports in Croatia who designed the Croatian evaluation survey and to Ana Ilic, independent researcher who analyzed the results of the Croatian survey. In addition, we would like to thank the Netherlands Ministry of Foreign Affairs, and in particular Mr. Arjan Uilenreef, for their encouragement and support throughout project implementation and for their continued commitment to the fight against human trafficking. We would also like to thank Mrs. Mirjam Krijnen from the Kingdom of the Netherlands Embassy in Belgrade, for her support and positive encouragement for the continuation of the project in the region. The Belgrade team would also like to thank Blanche Picarello for her dedication and hard work during the first phase of the project.

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TABLE OF CONTENTS - MANUAL

Table of Contents - Manual Executive Summary: English, Albanian, Bosnian, Croatian, Macedonian, Serbian Chapter 1:

Introduction

Chapter 2:

Country / Entity Context and Strategy for Project Implementation

Chapter 3:

Role of Stakeholders in Integration of Trafficking Prevention in and out of Schools

Chapter 4:

Training of Trainers and Teachers

Chapter 5:

The Impact of Trafficking Prevention Interventions with School - Age Children

Chapter 6:

Recommendations

Annex A:

Trafficking prevention lesson plans – and activities

Annex B:

Survey questionnaire

Annex C:

Bibliography and Resources

Annex D:

Glossary

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Table of Contents - Compact Disc Multiple Languages or English Albanian • Best Practices Manual • “Chocolate House” Cartoon and Brochure • Lessons learned from work with children on trafficking prevention in Macedonia (Save the Children) • Life Skills Manual: What is Human Trafficking • Posters, Broshure • Prevention of Trafficking in Human Beings through Educational Activities and Capacity Building of Schools: Handbook for Teachers • Teacher Training Module including Handouts and PowerPoint Presentations • Trafficking in Human Beings and the Role of the School in its Prevention: for primary school students • Trafficking in Human Beings and the Role of the school in its prevention: for secondary school students • Traffickig in Human Beings and the Role of the School in its Prevention: for teachers • TV Spot “Bar” • TV Spot “Rain” Bosnian • • • • • • • • •

Basic concepts of trafficking in persons Best Practices Manual Billboard for youth Brochure for children Brochure for youth Calendars Chocolate House Cartoon Glossary of terms related to trafficking in persons Teacher Training Module including Handouts and PowerPoint Presentations

Croatian • Badge “Not for sale” • Best Practices Manual • Brochure “Not for sale” • Comic Book “Little Red Riding Hood in a Hell of Traffickers” • Lesson Plans and Workshops for Students • Manual for High schools • Photocomic “Friends Help” by 7th grade students of Dubovac Primary School Karlovac • Poster “Not for sale” • Teacher Training Module including Handouts and PowerPoint Presentations English • • • •

Best Practices Manual Student Survey Report, Center for Economic and Social Studies Teacher Training Module including Handouts and PowerPoint Presentations Trafficking in Human Beings and the Role of the School in its Prevention: for primary school students • Trafficking in Human Beings and the Role of the school in its prevention: for secondary school students • Trafficking in Human Beings and the Role of the School in its Prevention: for teachers

Macedonian • Best Practices Manual • Comic book on SOS Help Line (LaStrada) • Lessons learned from work with children on trafficking prevention in Macedonia (Save the Children) • Posters • Prevention of Trafficking in Human Beings through Educational Activities and Capacity Building of Schools: Handbook for Teachers • Research on risk factors within Roma population regarding human trafficking (ESE) – in Macedonian • Teacher Training Module including Handouts and PowerPoint Presentations • TV Spot “Bar” • TV Spot “Rain” Serbian • • • •

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Best Practices Manual Brochure for yuth “Pink Glasses” Chocolate House Cartoon Teacher Training Module including Handouts and PowerPoint Presentations

ACRONYMS

Acronyms AOGG

Advisory Office of Good Governance, Human Rights, Gender and Equal Opportunities

BiH

Bosnia and Herzegovina

CESS

Center for Economic and Social Studies

ESE

Association for Emancipation, Solidarity, and Equity of Women

EU

European Union

IIWG

Inter-Institutional Working Group

IOM

International Organization for Migration

KPA

Kosovo Plan of Action

MEST

Ministry of Education, Science and Technology

MOE

Ministry of Education

MOES

Ministry of Education and Sport or Ministry of Education and Science

MOI

Ministry of Interior

MOS

Ministry of Security

MOSES

Ministry of Science, Education and Sport

NGO

Non-Governmental Organization

NPA

National Plan of Action

OPM

Office of the Prime Minister

PISG

Provisional Institutions of Self-Government

STP

Suppression of Trafficking in Persons

TOT

Training of Trainers

VOT

Victim of Trafficking

UNICEF

United Nations Children’s Fund

UNMIK

United Nations Interim Administration Mission in Kosovo

UPTAK

Union of Parents and Teachers Associations of Kosovo

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EXECUTIVE SUMMARY (ENGLISH)

Executive Summary

(English)2

Given the pivotal role played by teachers and schools in the formation of young people’s knowledge, beliefs, and practices, and the consistently high proportion of human trafficking victims who are minors3, the International Organization for Migration (IOM) has actively pursued programming aimed at preventing human trafficking through interventions in the educational system. Moreover, since human trafficking is undeniably a trans-national problem, combating its proliferation calls for a trans-national approach. Grounded in these general presuppositions, in November 2004, IOM commenced implementation of the Regional Educational Project: Prevention of Trafficking in Human Beings in the Balkans through Educational Activities and Capacity Building of Schools. As its name suggests, the objective of the project was to contribute to the prevention of human trafficking by raising the awareness of children through the introduction of trafficking prevention education in schools. As its name also indicates, the project was a regional initiative, including six Missions representing: Albania, Bosnia and Herzegovina (BiH), Croatia, the Former Yugoslav Republic of Macedonia, Serbia and the province of Kosovo 4. This pilot project was made possible through the generous support of the Government of the Netherlands. As per the project’s objectives, each of the six participating IOM Missions initiated new or intensified existing relations with the Ministry of Education5 (MOE) in order to develop a strategy or method for raising the prevention capacity of schools, in line with their National Plans of Action (NPA)6 to combat human trafficking. All of the participating countries / entities have signed NPAs that oblige their local MOE to incorporate counter-trafficking education in the school curricula, even if sufficient resources to do so have not yet been allocated by the government. This project provided a mechanism and concrete support to enable each MOE to make tangible progress towards fulfilling this responsibility. This Best Practices Manual emerges from and reflects the accomplishments and challenges encountered during this 20-month pilot project. IOM intends for it to provide practical insights, lessons learned and best practices that can be applied to the implementation of similar programming or other efforts serving the same purpose, namely to find ways of incorporating counter-trafficking related information and safety messages into the formal and non-formal education system. It simultaneously addresses the challenges and opportunities that are related to counter trafficking programming on the entity, country and regional level, particularly for programming targeting youth. One of the first major issues to be addressed by the project’ regional coordination effort was whether a common strategy was to be pursued across the project or whether a unique approach was needed in each country / entity. Using a common strategy (i.e. selecting the same grade/class to be targeted, using the same training materials) was determined to have substantial benefits: it would enable clearer measurement and evaluation of the effectiveness of educational materials; facilitate the sharing of lesson plans and other didactic tools, and generally promote greater symmetry among the various efforts. On the other hand, a suitable common approach had to take into consideration the diversity of the school systems, quality of the resources available, variety of political and social issues involved, and differing levels of awareness about trafficking. Broadly speaking, the project concentrated on building the capacity of teachers and education officials with the goal of allowing them to explore different ways of integrating information on human trafficking and ways of preventing its exploitation in their programmes with youth. The focus was on minors, not only school children, but also on children who do not attend school. IOM decided to adopt a flexible methodology that was based on a common understanding of the project’s objectives, while simultaneously allowing for each Mission and MOE to determine the best way to pursue them in operational terms. This flexibility applied not only to the strategy of the intervention, but also to the selection of the specific age group to be targeted, as the two are deeply intertwined. To ensure that the project met the needs of the MOE and that the MOE stayed engaged, IOM requested that each MOE assign a Focal Point for the project.

2) The Executive Summary is presented here in all of the languages of the region. Due to cost considerations it was not possible to print the full report in all of the languages. However, the full report is available in all of the languages of the region on the CD which accompanies this book and from your local IOM office. 3) A minor is understood as a person under the age of 18 years old. 4) The province of Kosovo (Republic of Serbia) will henceforth be referred to as “Kosovo,” “Kosovo’s” will be used as the possessive form and “Kosovar” will be the adjectival form. 5) In this paper, to standardize the nomenclature, the general term, Ministry of Education, will be used although the specific/precise name of the institution varies by country. 6) In this paper, the general term, National Plan of Action (NPA) is used to refer to the national plan or strategy to combat human trafficking, although the specific names used varies greatly by country.

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Project implementation commenced with a rapid mapping assessment of on-going and planned efforts, not only related to counter-trafficking, but also related to the educational system in general. Several Missions complemented this activity with a Stakeholders’ Meeting, which bought together the actors who play key roles in the trafficking prevention intervention being planned. The mapping exercise proved highly beneficial and is strongly recommended, as it is a concrete means of avoiding duplication among different organizations’ initiatives, as well as bringing to the fore areas of need that may have been hitherto ignored. Finally, it facilitates the identification of potential partnerships and other synergies that can be cultivated. For example, in Kosovo, IOM was able to integrate trafficking prevention into a UNICEF life skills program, in Albania, IOM was able to train teachers participating in a basic education programme organized by the Spanish Red Cross, and in BiH, the project activities were joined with the efforts of the State Coordinator for Anti-trafficking, allowing for an expanded number of teacher trainings. All of which highlights the importance of stakeholders to the effectiveness of the project’s intervention (see Chapter 3, Role of Stakeholders in Integration of Trafficking Prevention in and out of Schools, for more information). In particular, the project teams recommend inviting the Directors of participating schools as well as mid- to higher-level MOE officials to selected activities to keep them better informed about the project’s intervention, promote their engagement in it and foster a sense of ownership. Devising a way to actively include the parents or guardians of students is also strongly recommended. Drawing on the results of the mapping exercise and working in close cooperation with the Counter Trafficking Focal Point in the MOE, a specific strategy for implementation of the project was created. The specific strategies adopted differ slightly from one another, as was expected given the differing conditions on the ground in each of the six project sites. Approaches ranged from: a) b)

c)

Developing a counter trafficking module to be given as a special session held either during class time or after school; Incorporating information about human trafficking within compulsory subjects by drawing upon the thematic linkages to connect the two. For example, in a civics or social studies lesson about migration patterns or trends, a mini-module can introduce the concept of human trafficking, its relationship with irregular migration, and the differences between smuggling and trafficking. Creating counter trafficking lessons for inclusion in various types of elective classes, including an elective dedicated exclusively to “Life Skills” (with an emphasis on other preventative issues).

Depending on the specific intervention strategy, corresponding materials were collected and/or adopted to create a “teacher tool-kit” to equip the instructor to deliver the trafficking prevention instruction. These methods were most applicable to interventions with children attending school. However significant amount of diversity among the participating Missions about the best approach to use to pursue this objective. The approach also depended on the extent to which school non-attendance was a problem in the respective country / entity. For Croatia, only a nominal percentage of minors drop-out or otherwise failed to attend the years of compulsory education; while for others, the percentage was much higher. Moreover, in these sites, IOM had noted a trend among their assisted former victims of trafficking of a pervasive lack of education (either few or no years of formal study), further adding to the importance of including this group in trafficking prevention interventions. For more detailed descriptions of the specific strategies employed, please see Chapter 2, “Country Context and Country Strategy for Project Implementation”. Before being able to implement any of these strategies, the first step was to conduct teacher training sessions. To prepare each Mission for the upcoming teacher trainings, a Training of Trainers (TOT) event was held in Albania, which led to the development of a cadre of trainers in each site. Given the diversity engendered by the project’s methodology, which allowed each Mission to develop its own intervention strategy and select the most appropriate age group(s) to target, the project teams concluded that the production of a common teacher training module was an essential component to provide unity and consistency. In addition, this training module was one of the project’s key sustainability measures as it enabled the teacher training to be more easily replicated with limited costs. Although the specific arrangement varied with each Mission, all coordinated with their respective MOE to develop a “pool” of trainers who will continue to be able to conduct this training after the project ends. This method of incorporating a TOT and common training module into a school-based prevention project is strongly recommended, as it contributes to the emergence of a group of qualified

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EXECUTIVE SUMMARY (ENGLISH)

national trafficking prevention trainers who can effectively continue the project’s work at reduced cost. It also ensures that a consistent message and materials for trafficking prevention are used throughout the region, helping to reduce the potential for the perpetuation of misconceptions about trafficking. As previously indicated, there was great diversity among the participating Missions in the specific target grade or age group selected and the means of implementing the project’s objectives that were employed. For example, given the extent to which trafficking prevention information had already been incorporated into the high school curricula, Croatia and its MOE targeted much younger children (from 5 to 14 years old) through the inclusion of trafficking prevention content into the regular primary school preventive programmes. Compare this approach to that used in Kosovo, in which the inclusion of preventive subjects was in a very nascent stage, and the sixth through the eleventh grades were targeted using two methods: a) through the incorporation of trafficking prevention mini-modules into appropriate lectures in traditional subjects (such as History, Civics, Geography and Biology) and b) through cooperation with UNICEF’s Life Skills programme, which created a complete elective course on preventative subjects, including human trafficking. The different approaches speak to many underlying factors, such as the extent to which human trafficking information had already been included within the formal curricula, which in turn, was closely related to how the project’s intervention fit into the MOE’s larger strategy for meeting its obligations under the NPA. These issues are connected with other questions each Mission had to resolve, such as the means in 100ed by the approach selected for implementation and in close coordination with the respective MOE. Other factors involved specifically in the selection of schools included, inter alia: a) the proximity of schools to areas with high rates of trafficking; b) schools not previously targeted by trafficking prevention interventions; and c) regional distribution to increase the amount of geographical coverage achieved by the project. The criteria for teacher selection were similar, but also took into account: a) teachers’ motivation and willingness to take on the extra training and instruction required; b) whether they had any predispositions or misconceptions about the issue of human trafficking (e.g. stereotypes about its victims, political or moral objections to addressing the subject in classes, etc) and c) their general level of open-mindedness. These issues highlight a larger challenge associated with the project, namely finding an effective and useful means of evaluating the tools, materials, and approaches used. As this pilot project’s direct target group was teachers and educational officials, the project was able to measure the change in knowledge and understanding of the issues amongst the trained teachers and officials before and after the training. The results indicate that the training had a significant impact on deepening teachers’ knowledge about trafficking and related issues. However, even after the training, the teachers continue to harbour certain misconceptions. To address this, IOM recommends that extended and more in-depth teacher training is called for if teachers are to correctly inform and educate students about the issue. Even though teachers and officials were the direct target group of the project interventions, the indirect and ultimate beneficiaries of the intervention are the children. Generally, when one is working with “prevention-based” issues, monitoring and evaluation is particularly challenging. How does one measure whether a person will choose not to do something in future? To address this, a survey of student knowledge and understanding of the issue was conducted. From the results of the survey it is clear that there was a significant difference in awareness among students whose teachers received training and amongst those who did not. Whether a corresponding change in behaviour can be expected is another issue that regrettably cannot be directly measured. While the survey attempted to measure potential future behaviour and decision-making skills, the results were difficult to analyze. All of these issues had to be reconciled with the timing constraints endemic to working with schools. In other words, the cycle of project activities had to be tailored to fit with the school year and this dimension must be kept in mind when designing school-based programmes of any kind. In an ideal setting, participating Missions may have chosen to create original texts on trafficking-related information for students, but the amount of time required to do this was beyond what was possible within this project. Similarly, the project would have benefited from field-testing the materials used, starting from fr om the teacher module through the materials in the individual teacher tool kits, but this was also limited by the th time available to prepare, use/test and then adjust and retest the teaching materials. In summary, this project was successfully able to address the needs for which it was initiated, effect effecting changes with the Ministry of Education and educational system, and most importantly, in initiating

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the construction of sustainable structures and human resources. This regional project has initiated or strengthened the trafficking prevention mechanism in the educational structures of the region. The project laid the foundation for the integration of trafficking prevention in schools in the region and for the teacher training necessary to accompany such a curricula reform. Through the project’s intervention, concrete steps were made towards integrating information on combating human trafficking into the formal school curricula, building a pool of human resource in the form of qualified and experienced trainers who can perpetuate and expand the teacher training, and directing attention and resources towards providing trafficking prevention information and safety messages to children who wh do not attend school and other special at-risk groups. To reiterate and summarize the overarching conclusions that emerged from this 20-month pilot project project, IOM recommends the following steps/components for (regional) school-based prevention efforts/programming: a) b) c)

d)

e)

f)

g)

h)

i) j)

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Find a compromise between national specificity and regional symmetry by defining common project objectives that each country/entity can pursue in the most appropriate way given its local context. Conduct a rapid mapping exercise in order to be properly informed about what proj projects are being or will be implemented by the government or by other organizations in order to avoid duplications or gaps and to cultivate synergies. Include nclude special measures for children who do not attend school or for other vulnerable vulner groups who may not be directly accessible through the formal education system either through cooperation with NGOs or the MOE’s Non-Formal Education Depart Department (if such a department exists). For some countries, this may also include certain minority communities which may not be fully integrated within the “mainstream” school system. All of these types of activities will necessitate making adjustments to the didactic materials developed by the project, ranging from the translation of ma materials into other local languages, to the creation of cartoons and games that do not rely on written communication to convey the information. Pay due consideration to issues of teacher motivation and devise – in coordination with ith the MOE – sustainable, realistic and cost-effective ways to offer incentives to teachers eachers to learn the new material and teach it to their students. An example recommended mended by the project is to include the material into required training for teacher reaccredidation. Increase ease length and breadth of teacher training: Trafficking is a complicated phenomenon and there are many misconceptions about it and related issues. It is important that teachers unde understand these concepts deeply in order for them to explain them to their students. While students must understand under that the victims of trafficking are not at fault for the exploitation they have suffered, it is also important that students understand how to make informed decisions about their future and how this can help to protect them from becoming victims of trafficking. Integrate trafficking prevention and related issues into the regular school curricula: In order to ensure that trafficking prevention in schools is sustainable, it is critical to integrate it into the school curricula so that it becomes a regular part of the school programme and all teachers of a particular subject expose their children to well-designed lessons. There are indications from the results of the pilot project that indicate that Civics Education or related courses such as Sociology may be best suited to integration of trafficking related material. However, the results are not conclusive and more research is needed to make such a determination. Tailor information to the age of the children being targeted. Information must be transmitted to children in a way they can understand given their level of cognitive development and emotional maturity. The pilot study shows that children of all ages can benefit from trafficking prevention information, but that younger children may be better able to understand the concept of trafficking from case studies and stories rather than from formal definitions or legal terminology. Harmonize intervention, to the greatest extent possible, with ongoing school reform and/or with yearly efforts to review and update formal curricula, as this offers arguably the most direct and sustainable means of ensuring the inclusion of the trafficking prevention material in the schools. To realize the full potential of the regional nature of a project such as this one, allocate sufficient funding for the translation of educational materials from different countries in order to expand the pool of resources available to all; and Cultivate opportunities for trans-national cooperation among educational officials from different levels (i.e. Ministerial staff as well as teachers) through measures such as study/exchange-visits, the exchange of information and regional coordination meetings.

PËRMBLEDHJE (SHQIP)

Përmbledhje (SHQIP)7 Duke pasur parasysh rolin e rëndësishëm të mësuesve dhe shkollave në formimin e dijes, besimeve dhe praktikave të rinisë si dhe në të njëjtën kohë përpjestimin e lartë te minorenëve në viktimat e trafikut të qenieve njerëzore8, Organizata Ndërkombëtare për Migracionin (IOM) ka ndërrmarrë në mënyrë aktive programme qe synojnë parandalimin e trafikimit të qenieve njerëzore nëpërmjet ndërhyrjeve në sistemin arsimor. Më tej, duke qene së trafikimi i qenieve njerëzore është një problem ndërkombëtar, lufta ndaj zgjerimit të saj dikton një përqasje ndërkombëtare. Të bazuar në këto presupozime te pergjithshme, në Nëntor 2004, IOM nisi implementimin e Projektit Rajonal të Edukimit: Parandalimi i Trafikimit të qenieve Njerëzore në Ballkan nëpërmjet Aktiviteteve Edukative dhe Ngritjes së Kapaciteteve të Shkollave. Siç sugjeron dhe emri, objektivi i këtij projekti ishte për të kontribuar ndaj parandalimit të trafikimit të qenieve njerëzore duke rritur ndërgjegjësimin e fëmijëve nëpërmjet prezantimit të mësimeve mbi parandalimin e trafikimit në shkolla. Siç përsëri tregon emri, ky projekt ishte një iniciative rajonale duke përfshirë gjashtë misione që përfaqesojne: Shqipërinë, Bosnjën e Hercegovinën, Kroacinë, Ish Republikën Yugosllave të Maqedonisë, Serbinë dhe provincën e Kosovës9 . Ky projekt pilot u mundësua nga mbështetja bujare e Qeverisë Hollandeze. Si në objektivat e projektit, secili nga gjashtë Misionet pjesmarrëse të IOM filluan marrëdhënie të reja ose intensifikuan marrëdhëniet ekzistuese me Ministritë përkatëse të Arsimit10 (MA) në menyrë që të zhvillonin një strategji ose metodikë për rritjen e kapaciteve parandaluese në shkolla, në të njëjtën linjë me Planet Kombëtare të Veprimit (PKV)11 për të luftuar trafikimin e qenieve njerezore. Të gjitha vendet / entet pjesëmarrëse kanë firmosur PKV të cilat detyrojnë MA-të përkatese të përfshijnë në programet mësimore edukimin kunder trafikimit, madje edhe nëse qeveria nuk ka vendosur burime të mjaftueshme për këtë. Ky projekt dha një mekanizëm dhe mbështetje konkrete për të mundësuar çdo MoE të bëjë progres real drejt përmbushjes së kësaj përgjegjësie. Manuali i Praktikave më të Mira, buron dhe reflekton përmbushjet dhe sfidat e ballafaquara gjatë 20 muajve të ketij projekti pilot. IOM synon që ky manual të japë një kuptim të thellë praktik, mësimet e mësuara, dhe praktikat më të mira të cilat mund të aplikohen në vënien në jetë të programeve të ngjashme apo përpjekjeve të tjera të cilat i shërbejnë të njëjtit qëllim, atij te gjetjes së menyrave për të përfshirë informacion në lidhje me anti-trafikiminin dhe mesazhe të sigurisë brenda sistemit arsimor formal dhe jo-formal. Në të njëjtën kohe, ai adreson sfidat dhe mundësitë që janë të lidhura me programimin anti-trafikim në shkallë vendi dhe rajonal, veçanërisht me programimin që synon te rinjtë. Një nga çështjet e para kryesore per t’u zgjidhur nga perpjekjet koordinuese të projektit ishte cështja nëse do të ndiqej një strategji e përbashkët apo nëse çdo vend / ent kërkonte një përqasje unike. U përcaktua që nje strategji e përbashkët (sic është zgjedhja e te njëjtës klasë për tù fokusuar, përdorimi i një moduli trainimi) do të kishte përfitime thelbësore: do të bënte të mundur nje matje dhe vlerësim më të qartë të efektivitetit të materialeve edukative, do të mundësonte ndarjen e planeve të mësimit dhe mjeteve të tjera didaktike, dhe në përgjithësi do te promovonte një simetri më të gjerë midis përpjekjeve të ndryshme. Nga ana tjetër, një përqasje e përshtatshme e përbashkët duhet të merrte në konsideratë ndryshimet mes sistemeve arsimore, cilësinë e burimeve ekzistuese, ndryshimet në çështjet sociale e politike të përfshira, dhe nivelet e ndryshme të ndërgjegjësimit ndaj trafikimit. Në përgjithësi, projekti u fokusua në ngritjen e kapaciteteve të mësuesve dhe zyrtareve të sistemit arsimor me qëllim që tù mundësonte atyre te eksploronin mënyra të ndryshme të integrimit në programet e tyre për të rinjtë informacione mbi trafikimin e qenieve njerëzore dhe menyrave të parandalimit të shfytëzimit. Fokusi ishte te minorenët, jo vetëm në shkolla por edhe tek ata qe nuk ndjekin shkollën. IOM vendosi të adaptojë një metodologji fleksibël e cila ishte bazuar në një kuptim të përbashkët të objektivave të projektit dhe në të njëjtën kohë lejonte çdo Mision apo MA të përcaktonte mënyrën më të volitshme për t’i vënë ne zbatim ato në terma operacionale. Ky fleksibilitet u aplikua jo vetëm në strategjine e ndërhyrjes, por edhe në seleksionimin e një grupmoshe specifike për tù fokusuar, duke qene së të dyja janë të ndërlidhura. Për të siguruar se projekti plotësonte 7 Përmbledhja paraqitet këtu në të gjitha gjuhët e rajonit. Duke konsideruar kostot, nuk ishte e mundur për të printuar 7) raportin e plotë në të gjithë gjuhët. Megjithatë, raporti i plotë mundësohet në CD e cila shoqëron këtë libër si dhe në zyrën lokale të IOM. 8) Minorenë konsiderohen persona nën moshën 18 vjeç. 9) Provinca e Kosovës (Republika e Serbisë) në këtë dokument do të quhet “Kosovë“. 10) Në këtë dokument, termi Ministria e Arsimit do të përdoret edhe pse emri specifik i institucionit mund te ndryshojë nga një vend në tjetrin. 11) Në këtë document, Plani Kombëtar i Veprimit (NPA) i referohet planit kombëtar ose strategjisë për të luftuar trafikimin e qenieve njerëzore megjithëse emri specifik mund të ndryshojë nga një vend në tjetrin

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kërkesat e MA dhe për të siguruar një angazhim të qendrueshem të MA, IOM kërkoi nga çdo MA që të caktonte një Pikë Fokale për projektin. Implementimi i Projektit nisi me një hartim të shpejtë vlerësimi të përpjekjeve të planifikuara dhe atyre në zhvillim, jo vetëm në lidhje me anti-trafikimin por edhe në lidhje me sistemin arsimor në përgjithësi. Disa Misione e plotesuan këtë aktivitet me një Takim Partnerësh, i cili bashkoi aktorët që luajnë role të rendësishme në planifikimin e ndërhyrjeve në parandalimin e trafikimit. Ushtrimi i “hartës”(krijimi i nje harte) provoi se ishte mjaft frutdhenës dhe rekomandohet shumë, duke qenë se është një metodë konkrete për të mënjanuar dublikimin ndërmjet iniciativave të organizatave të ndryshme, si dhe per te sjelle ne dukje zona në nevojë të cilat deri në atë moment mund të kishin qenë të neglizhuara. Përvec kësaj, ky ushtrim mundëson identifikimin e partneriteteve të mundshme dhe sinergjive të tjera që mund të kultivohen. Për shembull, në Kosovë, IOM mundi të integronte parandalimin e trafikimit brenda një programi te aftesimit per jeten të UNICEF ndërsa në Shqipëri, IOM mundi të trajnonte mësues të cilët merrnin pjesë në një program bazë edukimi që organizohej nga Kryqi i Kuq Spanjoll. Të gjitha këto vene ne dukje rendësinë e partnereve për efektivitetin e ndërhyrjes së projektit. (për më shumë informacion lexo Kapitulli 3, Roli i Partnerëve në Integrimin e Parandalimit të Trafikimit brenda dhe jashtë shkollave). Në veçanti, ekipet e projektit rekomandojnë që të ftohen Drejtorët e shkollave pjesmarrëse si dhe zyrtare të mesëm e të lartë të Ministrisë së Arsimit (MA) në aktivitete të përzgjedhura për t’i mbajtur të mirëinformuar mbi ndërhyrjen e projektit, promovimin e angazhimit të tyre në të dhe forcimin e ndjenjës së përkatësisë. Krijimi i një mënyre për të përfshirë aktivisht prindërit apo kujdestarët e studenteve gjithashtu rekomandohet shumë. Duke u mbështetur në rezultatet e “ Hartes” dhe duke punuar në bashkëpunim të afërt me Piken Fokale të Anti Trafikimit ne Ministrine e Arsimit, u krijua një strategji specifike për zbatimin e projektit. Strategjitë specifike që u përshtaten, ndryshojnë paksa nga njera-tjetra, siç pritej meqë kishte kushte të ndryshme në terren në secilin nga gjashtë vendet e projektit. Përqasjet kanë një shtrirje të tillë: a) b)

c)

Zhvillimi i një moduli anti trafikimi për tu paraqitur si një sesion special që mbahet gjatë apo pas orëve mësimore; Përfshirja e informacionit mbi trafikimin e qenieve njerëzore brenda subjekteve “tradicionale” (të detyrueshme) duke u mbështetur mbi lidhjet tematike për të lidhur hur këto të dyja. Për shembull, në një mësim të shkencave qytetare apo shoqërore mbi tendencat apo konfigurimet a migrimit, një mini modul mund të prezantojë konceptin e trafikimit të qenieve njerëzore, lidhjet e tij me migrimin e parregullt, dhe dallimet ndërmjet trafikimit dhe kontrabandimit. Krijimi i mësimeve anti trafikim për tu përfshirë në tipe të ndryshme klasash jo të detyrueshme (opsionale), duke përfshirë një opsion që i dedikohet ekskluzivisht “Aftesive për Jeten” (me theks në çështje të tjera parandaluese).

Në varësi të strategjisë specifike të ndërhyrjes, materiale korresponduese u mblodhen dhe/ose u përshtaten për të krijuar një “paketë mësimore për mesuesit” për pajisjen e instruktorit për të përcjellë udhëzimet e parandalimit të trafikimit. Këto metoda ishin të aplikueshme më tepër në ndërhyrjet te femijët në shkolla; megjithatë projekti synonte gjithashtu të ndikonte te femijët që nuk djekin shkollën. Edhe për këtë fushe aktiviteti, përsëri kishte një sasi të konsiderueshme diversiteti midis Misioneve pjesmarrësë per përqasjen më të mirë për të ndjekur këtë objektiv. Në këtë rast, përqasja varej gjithashtu në shtrirjen e problemit te mosndjekjes se shkolles në vendin / entin respektiv. Në Kroaci, vetëm një përqindje nominale e minoreneve lenë shkollen apo nuk ndjekin vitet e arsimit të detyruar, ndërsa për vendet e tjera përqindja ishte shumë më e lartë. Përvec kësaj, në këto vende, IOM ka dalluar një tendencë mungese arsimi të përhapur (pak ose asnjë vit arsimimi formal) midis ish viktimave të trafikimit që janë ndihmuar, e cila shton më tej rëndësinë e përfshirjes së këtij grupi në ndërhyrjet e parandalimit të trafikimit. Për përshkrime të hollësishme mbi strategjitë e përdorura, ju lutem lexoni Kapitullin 2, “Konteksti i Vendit dhe Strategjia e Vendit për Zbatimin e Projektit”.

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Para se të ishte e mundur të zbatohej çdonjëra nga këto strategji, hapi i parë ishte kryerja e sesioneve trajnuese të mësuesve. Për të përgatitur çdo Mision për trainimin e mësuesve në vijim, një “Trajnim i Trajnuesve ” (ToT) u zhvillua në Shqipëri, i cili çoi në ngritjen e një “grupi instruktorësh” në çdo vend. Duke pasur diversitetin e njehsuar nga metodologjia e projektit, i cili lejoi çdo Mision të zhvilloje strategjinë e ndërhyrjes përkatese dhe të zgjedhë grupmoshen më të përshtatshme për tu targetuar, ekipet e projekit konkluduan se prodhimi i një moduli trajnimi për mësuesit ishte një komponent thelbësor për të krijuar njesi dhe harmonizim. Pervec kesaj, moduli ishte një matës kyç i qendrueshmerisë se projektit sepse mundësoi që trajnimi i mësuesit të replikohej më lehte dhe me kosto të kufizuar. Ndonëse organizimet specifike ishin te ndryshme sipas misioneve, të gjithë u koordinuan me MA përkatës për të zhvilluar një “grup“ instruktorësh të cilët do të vazhdonin të ishin në gjendje të vazhdonin këtë trajnim pas përfundimit të projektit. Kjo metodë e përfshirjes së ToT dhe modulit të përbashkët të trajnimit brenda një projekti parandalues në shkolla rekomandohet shumë duke qenë se kontribuon në ngritjen e një grupi të kualifikuar të instruktorëve të parandalimit të trafikimit kombëtar të cilët mund të vazhdojnë me efektivitet punen e projektit me një kosto të reduktuar. Gjithashtu, siguron se një mesazh si dhe materiale të qendrueshme do të përdoren nepër rajon, duke ndihmuar për të ulur mundesine e perseritjes së perceptimeve të gabuara mbi trafikimin. Siç përmendet edhe më sipër, Misionet pjesëmarrëse karakterizoheshin nga një diversitet i larmishëm mes tyre përsa i përket klases apo grupmoshes se targetuar si edhe mjeteve per arritjen e objektivave të projektit. Për shembull, bazuar në shkallen ne te cilen informacioni mbi prandalimin e trafikimit dhe mbi ceshtjet e parandalimit ne përgjithësi ishte futur në programet e shkollave të mesme, Kroacia dhe Ministria Kroate e Arsimit targetuan grupmosha më të reja femijësh (nga 5-14 vjeç) nëpërmjet përfshirjes së materialeve për parandalimin e trafikimit dhe masave mbrojtëse në leksione të veçanta të programeve te parashkollorit, dhe tetevjecarit. Kjo metodë ndryshon me atë të përdorur në Kosovë, ku aplikimi i temave parandaluese ishte në hapat e para të tij. Fëmijë nga klasat 6-11 u targetuan duke zbatuar 2 metoda: a) duke përfshirë mini-module mbi parandalimin e trafikimit në lendë të caktuara “tradicionale” si Histori, Edukate Qytetare, Gjeografi dhe Biologji) dhe b) duke bashkëpunuar me Programin e UNICEF për Aftesimin per Jeten, duke krijuar kështu një kurs te plote opsional me ceshtje te parandalimit përfshirë trafikimin e qenieve njerezore. Aplikimi i metodave të ndryshme ka te beje me shumë faktorë te nderlidhur si : shkalla me të cilen informacioni mbi trafikimin e qenieve njerëzore është përfshirë në programin zyrtar e keto me faktin se sa aplikimi i projektit mbështet strategjinë e madhe të Ministrisë së Arsimit për të përmbushur detyrimet e saj me Planet Kombëtare të Veprimit (PKV). Këto çështje janë të lidhura edhe me çështje të tjera që çdo Mision kishte per te zgjidhur siç janë mënyrat me anë të të cilave mësues të veçantë dhe shkolla do të zgjidheshin për tu përfshirë në projekt. Kjo përcaktua nga metoda e zgjedhur për implementimin e projektit dhe në bashkëpunim të ngushtë më Ministrinë e Arsimit përkatese. Faktorë të tjerë të lidhur në menyrë specifike me përzgjedhjen e shkollave përfshine ndër te tjera: a) distancen e shkollave nga zonat me shkallë të lartë trafikimi; b) perfshirjen e shkollave të cilat nuk kanë qenë targetuar më pare në ndërhyrje për parandalimin e trafikimit; dhe c) shpërndarjen rajonale për të rritur shkallen e mbulimit gjeografik të projektit. Kriteret për zgjedhjen e mësuesve ishin te ngjashme dhe perfshinin: a) motivimin dhe dëshiren e mësuesve për të marrë trajnime dhe udhëzime shtesë të nevojshme; b) faktin nëse ata ishin të predispozuar apo të keq informuar mbi çështjen e trafikimit të qenieve njerezore (për shembull, paragjykim i viktimave të trafikimit, kundërshtime politike apo morale për të zhvilluar këtë teme në klasë, etj) dhe c) nivelin ne te cilin ata ishin mendje-hapur. Këto çështje venë në pah një sfidë akoma më të madhe të lidhur me projektin – sfidën për të zbuluar mënyra sa më efikase dhe të përshtatshme për të vlerësuar mjetet, materialet dhe metodat e përdorura. Meqenëse synimi i këtij projeti pilot ishin mësuesit dhe zyrtarët e arsimit, projekti ishte në gjendje të maste ndryshimin në nivelin e njohurive dhe përceptimin e këtyre çeshtjeve midis mësuesve të trajnuar dhe zyrtarëve përpara dhe mbas trajnimit. Rezultatet treguan se trajnimi pati

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një ndikim shumë të madh në thellimin e njohurive të mësuesve mbi trafikimin dhe çështje të lidhura me të. Megjithatë, edhe pas trajnimit mësuesit vazhduan të kishin disa perceptime të gabuara. Për ta zgjidhur këtë cështje, IOM rekomandon se trajnime shtesë dhe më te thelluara nevojiten për mësuesit në menyrë që ata të marrin informacion të saktë dhe të edukojne nxënësit mbi këtë çështje. Edhe pse synimi i projektit ishin mësuesit dhe zyrtaret, përfitues jo të drejtpërdrejtë dhe përfundimtare ishin femijët. Në përgjithësi, kur dikush punon me çështje “me bazë parandalimin”, monitorimi dhe vlerësimi përbejnë një sfidë. Si mund ta masim nëse një përson do të zgjedhe të mos bëjë diçka në të ardhmen? Për t’i dhënë përgjigje kësaj pyetje u ndërmorr një studim mbi njohuritë dhe perceptimin e nxënësve mbi këtë çështje. Nga rezultatet e studimit doli qartë se kishte një diferencë shumë të madhe midis ndërgjegjësimit të nxënësve, mësuesit e të cilëve ishin trajnuar dhe nxënësve të atyre që nuk ishin trajnuar. Nëse një ndryshim reciprok në sjellje mund të jetë i mundshëm, kjo është një çështje e cila fatkeqësisht nuk mund të matet në menyrë direkte. E ndërsa studimi pati për qëllim të maste sjelljen e mundshme në të ardhmen dhe aftesitë për të marrë vendime, rezultatet ishin shumë të vështira për tu analizuar. Të gjitha këtyre çështjeve u duheshin dhenë përgjigje brenda limiteve kohore dhe specifike të punes me shkollat. E thenë ndryshe, cikli i aktiviteteve të projektit duhej përshtatur me vitin shkollor dhe ky dimension duhej patur parasysh gjatë hartimit të programeve shkollore të çdo lloji. Në mënyrë ideale, Misionet pjesëmarrëse mund të kishin zgjedhur të hartonin tekste origjinale mbi çështjet e trafikimin për nxënësit, por sasia e kohës së nevojshme për të berë këtë nuk ishte e mundur brenda kohëzgjatjes së projektit. Në menyrë të ngjashme, projekti mund të kishte përfituar duke testuar materialin e përdorur, duke filluar me modulin e trajnimit për mesuesit e duke vazhduar me materialet e paketave individuale të mësuesve, por edhe kjo ishte gjithashtu e kufizuar nga koha e disponueshme për të përgatitur, përdorur/testuar dhe pastaj përshtatur dhe ri-testuar materialet mësimore. Në përmbledhje, ky projekt ishte i suksesshëm në adresimin e nevojave për të cilat ishte krijuar, solli ndryshime në Ministrine e Arsimit dhe sistemin e edukimit dhe ç’ështe më e rendësishmja, ishte i suksesshëm në hedhjen e hapave të para për ndërtimin e strukturave dhe burimeve njerëzore të qëndrueshme. Ky projekt rajonal ka nisur apo ka fuqizuar mekanizmin e parandalimit të rafikimit në strukturat arsimore të rajonit. Projekti ka hedhur bazat për integrimin e parandalimit të trafikimit në shkolla në rajon dhe trajnimin e mësuesve të nevojshëm për të shoqëruar një reformë të tillë në programet mësimore. Nëpërmjet këtij projekti u ndërmoren hapa konkrete drejt integrimit të informacionit për luften kundër trafikimit te qenieve njerëzore në programin zyrtar të shkollave, duke ndërtuar burime të mjaftueshme njerëzore nëpërmjet personave të trajnuar dhe me eksperiencë, të cilët mund të vazhdojnë dhe zhvillojnë trajnimin e mësuesve, si dhe duke e drejtuar vëmendjen dhe burimet drejt përhapjes së informacionit për parandalimin e trafikimit dhe masave parandaluese tek femijë të cilët nuk frekuentojnë shkollen dhe grupe të tjera në rrezik. Duke përmbledhur edhe njëherë përfundimet që rezultuan nga ky projekt-pilot 20-mujor, IOM rekomandon hapat e mëposhtëm për programe/nisma parandalimi me bazë shkollore: a) b) c)

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Gjetjen e një kompromisi midis veçorisë kombëtare dhe simetrisë rajonale duke për caktuar objektivat e përgjithshme të projektit të cilat çdo vend mund t’i ndjekë në menyrën më të përshtatshme sipas kontekstit lokal. Ndërmarrjen e shpejtë të një ushtrimi te hartes për të qenë të mirëinformuar mbi llojet e projekteve që janë apo do të implementohen nga qeveria apo organizata të tjera, duke menjanuar kështu dublikimet apo mungesat dhe për krijimin e sinergjive. Përfshirjen e masave specifike për femijë të cilët nuk frekuentojnë shkollat dhe grupe të tjere të rrezikuar që mund të mos arrihen direkt nëpërmjet sistemit zyrtar të arsimit, kjo nëpërmjet bashkëpunimit me OJQ-të apo Departamentin për arsimin jo-formal nen Ministrinë e Arsimit (nëse një departament i tillë ekziston). Në disa vende, këtu mund të përfshihen edhe grupe minoritare të caktuara të cilët mund të mos jenë plotësisht të integruar në sistemin arsimor „kryesor“. Të gjitha këto lloj aktiv itetesh do të kenë nevojë për përshtatjen e materialeve didaktike të hartuara nga projekti, duke filluar nga përkthimi i materialeve në gjuhë të tjera lokale e deri në krijimin e animacioneve dhe lojrave që nuk bazohen në komunikimin e shkruar për të përcjellë informacionin mbi parandalimin e trafikimit dhe masave mbrojtëse.


d)

e)

f)

g)

h)

i) j)

Marrjen në konsideratë të çështjeve të motivimit të mësuesve dhe krijimin në bashkëpunim me Ministrinë e Arsimit i menyrave të qendrueshme, realiste dhe me kosto efektive për të nxitur mesuesit që të mësojnë materiale të reja dhe pastaj tua përcjellin nxënësve të tyre. Një shembull i rekomanduar nga projekti është përfshirja e materialeve në trajnimin e detyrueshëm për ri-akreditimin e mësuesve. Rritjen e kohëzgjatjes dhe thellimin e trajnimit të mësuesve: Trafikimi është një fenomen i komplikuar dhe shoqërohet me shumë perceptime të gabuara rreth tij dhe çështjeve që lidhen me të. Është e rendësishme që mësuesit t’i kuptojnë rrënjësisht këto perceptime në menyrë që tua shpjegojnë nxënësve të tyre. Ndërsa nxënësit duhet të kuptojnë që viktimat e trafikimit nuk janë fajtorë për shfrytëzimin e vuajtur eshte po ashtu e rëndësishme që nxënësit të kuptojnë se si të ndërmarrin vendime të mirë informuara mbi të ardhmen e tyre dhe si kjo do t’i ndihmoje për t’i mbrojtur për të mos renë viktima të trafikimit. Integrimin e parandalimit të trafikimit dhe çështjeve të lidhura me të në programin mësimor të shkollave; Për të siguruar që parandalimi i trafikimit në shkolla të jetë i qëndrueshëm është me rendësi kritike integrimi i tij në programin shkollor në menyrë që të behet pjesë e programit formal shkollor dhe të gjithë mësuesit e lendëve të caktuara të ekspozojnë femijët e tyre ndaj leksioneve të mirë hartuara. Ka tregues nga rezultatet e projektit pilot që deftojnë se lendë të tilla si Edukata Qytetare apo Sociologjia mund të jenë të përshtatshme për integrimin e informacionit mbi trafikimin dhe çështjeve që lidhen me të. Sidoqoftë, rezultatet nuk janë përmbyllëse dhe më shumë studime/ kërkime duhen bërë për të dalë në një përfundim të tillë. Përshtatjen e informacionit sipas moshës së femijëve në fokus. Informacioni duhet të përcillet tek fëmijët në mënyrë të kuptueshme, bazuar në nivelin e tyre të zhvillimit konjitiv dhe pjekurisë emocionale. Studimi pilot tregoi se femijët e të gjitha moshave mund të përfitojnë nga informacioni për parandalimin e trafikimit, por fëmijët e vegjël mund të kuptojnë më mirë konceptin e trafikimit nëpërmjet rasteve të studimit dhe tregimeve sesa nëpërmjet përkufizimeve formale apo terminologjisë ligjore. Harmonizimin sa me mirë të ndërhyrjes me reforma aktuale shkollore me/ose për pjekje vjetore për të rishikuar dhe rifreskuar programet formale, pasi kjo ofron padiskutim menyrën më direkte dhe të qëndrueshme për të siguruar përfshirjen e materialeve për parandalimin e trafikimit në shkolla. Per te realizuar potencialin e plotë të nje projekti rajonal si ky, është i nevojshëm alokimi i fondeve që duhen për përkthimin e materialeve mësimore nga vende të ndryshme për të zgjeruar burimet e mundshme për të gjithë; dhe Kultivimin e mundësive për bashkëpunim ndërkombëtar midis zyrtarëve të arsimit të niveleve të ndryshme, (si p.sh. stafi i Ministrisë, mësuesit) nëpërmjet metodave si studim/vizitave të ndërsjella, shkëmbimit të informacionit dhe takimeve bashkëpunuese rajonale.


BosnIzvršni rezime

(Bosanski)12

Međunarodna organizacija za migracije (IOM) aktivno implementira programe sprečavanja trgovine ljudima kroz intervenciju u sistemu obrazovanja, s obzirom na centralnu ulogu nastavnika i škola u formiranju znanja mladih, njihovih vjerovanja i prakse, te s obzirom na visoki procenat maloljetnih žrtava trgovine ljudima.3 Osim toga, pošto je trgovina ljudima neosporno transnacionalni problem, borba protiv širenja iste zahtijeva i transnacionalni pristup. Vođen ovim opštim pretpostavkama, u novembru 2004. godine, IOM je započeo provođenje Regionalnog obrazovnog projekta: Sprečavanje trgovine ljudima13 na Balkanu kroz obrazovne aktivnosti i izgradnju kapaciteta škola. Kao što to i sam naziv govori, cilj projekta je bio doprinijeti sprečavanju trgovine ljudima povećavajući svjesnost kod djece kroz uvođenje obrazovanja o prevenciji trgovine ljudima u škole. Kao što to naziv također pokazuje, projekat je bio regionalnog karaktera, te je uključivao šest misija koje predstavljaju: Albaniju, Bosnu i Hercegovinu, Hrvatsku, Bivšu SFRJ Republiku Makedoniju, Srbiju i pokrajinu Kosovo14. Ovaj projekt je ostvaren zahvaljujući velikodušnoj podršci Vlade Nizozemske. Što se tiče ciljeva projekta, svaka od šest IOM-ovih misija učesnica je inicirala nove ili intenzivirala postojeće odnose sa relevantnim lokalnim ministarstvima obrazovanja15 (MO), kako bi se strategija ili metode podizanja preventivnih kapaciteta škola razvile u skladu sa pripadajućim nacionalnim planovima aktivnosti (NPA)16 za borbu protiv trgovine ljudima. Sve zemlje učesnice/entiteti potpisale su nacionalne planove aktivnosti (NPA), koji obavezuju njihova lokalna ministarstva obrazovanja da uključe obrazovanje o borbi protiv trgovine ljudima u školske programe, iako vlade još nisu dodijelile odgovarajuće fondove za to. Projekat je obezbijedio mehanizam i konkretnu podršku, kako bi se ministarstvima obrazovanja omogućilo da naprave vidljiv početni napredak ka ispunjavanju ove obaveze. Ovaj Priručnik najbolje prakse proizlazi i odražava dostignuća i izazove s kojima se je ovaj 20-mjesečni pilot projekat suočio. IOM, kroz ovaj priručnik, namjerava pružiti čitaocu praktični uvid i iskustva, te demonstrirati naučene lekcije i najbolje prakse, koje mogu biti primijenjene u provedbi sličnih programa iste svrhe, naime, da se pronađu načini uvođenja informacija protiv trgovine ljudima i drugih sigurnosnih poruka u formalni i neformalni sistem obrazovanja. Istovremeno, Priručnik se obraća izazovima i mogućnostima koje se odnose na izradu programa protiv trgovine ljudima na državnom i regionalnom nivou, a posebno programa kojima su mladi ciljna grupa. Jedno od prvih glavnih pitanja sa kojima su se regionalni napori projekta suočili je bilo to da li cjelokupni projekat treba da slijedi jednu zajedničku strategiju ili je jedinstven pristup potreban u svakoj zemlji/entitetu. Korištenje zajedničke strategije (npr. odabir istog razreda/godine, koja će biti ciljana grupa projekta; ili korištenje istih materijala za obuke) donijelo bi znatne prednosti: omogućilo bi jasnije mjerenje i procjenu efikasnosti obrazovnih materijala; olakšalo bi razmjenu konkretnih lekcija, planova i drugih didaktičkih alata; te bi generalno promovisalo veći balans napora u zemljama učesnicama. S druge strane, zajednički pristup mora uzeti u obzir različitosti svih uključenih, a pogotovo različite nivoe svjesnosti o trgovini ljudima. Govoreći u širem kontekstu, projekat se koncentrisao na izgradnju kapaciteta nastavnika i obrazovnih službenika, sa ciljem da im se omogući da istraže različite načine uvrštavanja informacija o trgovini ljudima ili o načinima sprečavanja eksploatacije u njihove programe sa mladima. Projekat se fokusirao na maloljetne osobe, i to ne samo na školsku djecu, nego i na djecu koja ne pohađaju školu. IOM je odlučio da usvoji jednu fleksibilnu metodologiju, koja je zasnovana na zajedničkom razumijevanju ciljeva projekta, a koja u isto vrijeme dozvoljava svakoj misiji i MO da odredi najbolji način ostvarivanja tih ciljeva u operativnom smislu. Ova fleksibilnost odnosila se ne samo na strategiju djelovanja, nego i na odabir grupa specifične dobi za ciljane grupe projekta, pošto su obje duboko

20

12) Izvršni rezime je ovdje predstavljen na svim jezicima regiona. Zbog troškova nije bilo moguće štampati cjelokupan izvještaj na svim jezicima. Međutim, cjelokupan izvještaj na svim jezicima regiona se nalazi na CD-u koji prati ovu knjigu, te je dostupan od Vašeg lokalnog ureda IOM-a. 13) Termin “maloljetni“ podrazumijeva osobu mlađu od 18 godina. 14) Pokrajina Kosovo (Republika Srbija) će u daljem tekstu biti nazivana “Kosovo,” dok će “kosovski” biti korišteno kao posvojna forma, a “Kosovar” kao pridjevska forma. 15) U ovom dokumentu, da bi se standardizirala nomenklatura, opšti termin ministarstvo obrazovanja će biti korišten, iako specifičan/tačan naziv institucije varira od zemlje do zemlje. 16) U ovom dokumentu, opšti termin Nacionalni plan aktivnosti (NPA) se odnosi na državni plan ili strategiju za borbu protiv trgovine ljudima, iako specifično ime varira od zemlje do zemlje.

BOSNIZVRŠNI REZIME (BOSANSKI)

isprepletene. Kako bi se osiguralo da projekat zadovolji potrebe MO, kao i da MO nastavi aktivno učešće u projektu, IOM je zahtijevao da svako MO odredi dodirnu tačku/kontakt osobu za projekat. Provođenje projekta započelo je ubrzanom procjenom postojećih i planiranih aktivnosti, ne samo onih koje se odnose na borbu protiv trgovine ljudima, već i onih koje se odnose na sistem obrazovanja uopšte. Nekoliko misija je kombinovalo ove aktivnosti sa organizacijom sastanka za dioničare, koji je okupio relevantne aktere, koji imaju glavnu ulogu u planiranim aktivnostima sprečavanja trgovine ljudima. Procjena aktivnosti se pokazala izuzetno korisnom, te se čvrsto preporučuje kao konkretno sredstvo za izbjegavanje dupliranja inicijativa između različitih organizacija, i kao sredstvo identificiranja potreba, koje su do sada eventualno bile neprimijećene. Konačno, procjena postojećih i planiranih aktivnosti olakšava identifikaciju potencijalnih partnerstava i drugih zajedničkih aktivnosti, koje mogu biti kultivisane. Naprimjer, na Kosovu, IOM je bio u mogućnosti uvrstiti prevenciju trgovine ljudima u UNICEF-ov program životnih vještina, dok je IOM u Albaniji imao mogućnost obučiti instruktore kroz osnovni obrazovni program, organiziran od strane španskog Crvenog krsta. Sve ovo naglašava važnost i ulogu svih dioničara u efikasnoj implementaciji projekta (za više informacija, vidi Poglavlje 3, Uloga dioničara u uvrštavanju sprečavanja trgovine ljudima u škole i van škola). Posebno, projektni timovi preporučuju pozivanje direktora škola učesnica, kao i srednjeg i višeg nivoa službenika MO da učestvuju u pojedinim aktivnostima projekta, kako bi bili što bolje informisani o projektnim intervencijama, kako bi se promovisao njihov angažman, te kako bi se potpomogao njihov osjećaj vlasništva nad projektom. Iznalaženje načina za aktivno uključivanje roditelja ili staratelja učenika se, također, čvrsto preporučuje. Gradeći na rezultatima procjene aktivnosti, te radeći u uskoj saradnji sa dodirnim tačkama/kontakt osobama protiv trgovine ljudima u MO, posebna strategija za implementaciju projekta je kreirana. Posebno usvojene strategije se blago razlikuju jedna od druge, kao što je bilo i očekivano uzimajući u obzir različitost uslova na terenu u svakom od šest projektnih mjesta. Pristupi uključuju: a) b)

c)

Izrada modula protiv trgovine ljudima, koji bi bio predavan kao specijalna sesija to kom nastavnih časova ili poslije škole; Uvrštavanje informacija o trgovini ljudima u “tradicionalne” (obavezne) predmete, tražeći tematsku vezu koja bi ih spajala. Naprimjer, u časove društvenih nauka ili sociologije o uzrocima ili trendovima migracija bi se mogao uvrstiti jedan mini modul o osnovnim konceptima trgovine ljudima, o povezanosti trgovine ljudima sa iregu larnim migracijama ili o razlici između krijumčarenja i trgovine ljudima. Izrada lekcija protiv trgovine ljudima, koje bi bile uvrštene u različite vrste izbornih predmeta, uključujući i izborni predmet posvećen isključivo “životnim vještinama” (sa naglaskom na preventivne teme).

Ovisno o usvojenoj interventnoj strategiji, odgovarajući materijali su prikupljeni i/ili izmijenjeni, kako bi se proizveo “nastavnički alat-set”, koji omogućava nastavniku održavanje lekcije o prevenciji trgovine ljudima. Ove metode su najprimjenljivije za aktivnosti sa djecom koja pohađaju školu; međutim, projekat je, također, imao za cilj utjecati na djecu koja ne pohađaju školu. U ovom području aktivnosti se iznova javila značajna raznolikost između misija učesnica, u smislu najboljeg pristupa za ostvarenje ovog cilja. U ovom slučaju, pristup je, također, uveliko zavisio od toga u kom je obimu nepohađanje škole identificirano kao problem u određenoj zemlji/entitetu. U Hrvatskoj je procenat maloljetnika koji su napustili ili ne pohađaju obavezno školovanje nominalan, dok je u drugim zemljama procenat znatno veći. Nadalje, IOM je među svojim asistiranim bivšim žrtvama trgovine ljudima zabilježio značajan trend nedostatka obrazovanja (samo nekoliko ili ni jedan razred škole), te je shodno tome uključivanje ove grupe u aktivnosti prevencije trgovine ljudima od velike važnosti. Za detaljniji opis primijenjenih pojedinačnih strategija, vidi Poglavlje 2, Kontekst i strategija zemalja za implementaciju projekta. Prije nego je bilo moguće implementirati i jednu od pojedinačnih strategija, prvi korak bio je da

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se provedu sesije obuke za nastavnike. Kako bi se svaka misija pripremila za planiranu obuku za nastavnike, početna obuka za trenere je održana u Albaniji, te je proizvela grupu obučenih trenera za svaku zemlju. Uzimajući u obzir raznolikost začetu projektnom metodologijom, koja dozvoljava svakoj misiji izradu vlastite strategije aktivnosti i odabir najpogodnijih starosnih populacija za ciljne grupe, projektni timovi su zaključili da je izrada zajedničkog Priručnika za obuku nastavnika od velike važnosti za sklad i konzistentnost projekta. Osim toga, ovaj Priručnik je bio jedan od ključnih mjerila održivosti projekta, iz razloga što omogućava jednostavno ponavljanje obuke za nastavnike uz manje troškove. Iako su pojedinačni dogovori varirali od misije do misije, sve misije su sa svojim MO dogovorile postojanje grupe obučenih trenera za svoju zemlju, koji će biti u stanju održavati ove obuke i nakon završetka projekta. Ova metoda uvrštavanja obuke za trenere i izrade zajedničkog priručnika za obuku u projekat prevencije u školama, se čvrsto preporučuje, jer doprinosi razvoju grupe obučenih trenera za prevenciju trgovine ljudima u svakoj zemlji, te time omogućava nastavak projektnih aktivnosti uz smanjene troškove. Metoda, također, osigurava korištenje konzistentne poruke i materijala za prevenciju trgovine ljudima širom regiona, doprinoseći smanjenje mogućnosti širenja zabluda ili krivih shvaćanja o trgovini ljudima. Kao što je ranije naznačeno, postojala je značajna različitost između misija učesnica u odabiru specifičnih ciljnih razreda ili cijne starosne grupe, te u odabiru samih načina implementacije projektnih ciljeva. Naprimjer, s obzirom na obim u kojem su informacije o prevenciji trgovine ljudima ili preventivna pitanja generalno, već uključena u program srednjoškolskog obrazovanja, Hrvatska i njeno MO su za ciljnu grupu odabrali mnogo mlađu djecu (starosti od 5 do 14 godina), educirajući ih kroz uvrštavanje materijala o prevenciji trgovine ljudima u posebne lekcije u okviru nastavnog plana osnovnog obrazovanja. Ovaj pristup se može uporediti sa onim korištenim na Kosovu, u kojem je uključivanje preventivnih predmeta bilo tek u početnoj fazi, te su ciljne grupe od šestog do jedanaestog razreda educirane koristeći dvije metode: a) kroz uvrštavanje mini modula o prevenciji trgovine ljudima u tradicionalne predmete (kao istorija, građanska prava, biologija) i b) kroz saradnju sa UNICEF-ovim programom životnih vještina, koji je izradio cjelokupan izborni predmet o preventivnim temama, uključujući i trgovinu ljudima. Različiti pristupi su pokušali odgovoriti na mnoge relevantne faktore, kao što je, naprimjer, do kojeg stadija su, u određenim zemljama, informacije o trgovini ljudima već uvrštene u formalni nastavni program, što je, također, usko povezano s tim kako se pojektne aktivnosti uklapaju u širu strategiju ministarstava obrazovanja za ispunjavanje njihovih obaveza pod Nacionalnim planom aktivnosti. Ovi faktori su vezani i za druga pitanja, koja je svaka misija morala razriješiti, kao što su pitanja kako odabrati koji nastavnici i koje škole trebaju biti uključeni u projekat. Odgovor na ovo pitanje je pronađen u samom pristupu odabranom za implementaciju projekta, te je izrađen u uskoj suradnji sa relevantnim MO. Drugi faktori vezani izričito za odabir škola uključivali su inter alia: a) blizinu škole područjima koja imaju visok stepen trgovine ljudima; b) odabir škola u kojima prethodno nisu provođene aktivnosti prevencije trgovine ljudima; i c) regionalna raspodjela, kako bi se povećala geografska pokrivenost projekta. Kriteriji za odabir nastavnika bili su slični, te su, također, uzimali u obzir: a) motivisanost nastavnika i njihovu voljnost da se prihvate dodatnih obuka i predavanja; b) da li imaju bilo kakve predispozicije ili kriva shvatanja po pitanju trgovine ljudima (npr., stereotipi o žrtvama trgovine ljudima, političko ili moralno protivljenje predavanju ove teme na časovima itd.); i c) njihov opšti nivo otvorenosti uma. Ova pitanja naglasila su jedan još veći izazov za projekat, naime, pronalaženje djelotvornih i korisnih metoda procjene efikasnosti programa, te korištenih materijala i odabranih pristupa. Pošto su direktna ciljna grupa ovog pilot projekta bili nastavnici i obrazovni službenici, projekat je bio u mogućnosti mjeriti promjenu u znanju i razumijevanju ovog pitanja među obučenim nastavnicima i službenicima, i to prije i poslije obuke. Rezultati pokazuju da je obuka imala značajan uticaj u produbljavanju znanja nastavnika po pitanju trgovine ljudima i srodnih tema. Međutim, i poslije obuke, nastavnici i dalje zadržavaju određena kriva shvatanja. Da bi se ovo prevazišlo, IOM preporučuje produženje i produbljivanje obuke za nastavnike, kako bi nastavnici bili u stanju ispravno informisati i educirati učenike o ovom pitanju.

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BOSNIZVRŠNI REZIME (BOSANSKI)

Iako su nastavnici i obrazovni službenici bili direktna ciljna grupa projektnih aktivnosti, indirektni i osnovni korisnici, te osnovna ciljna grupa ovih aktivnosti jesu djeca. Generalno, kada se radi na pitanjima “baziranim na prevenciji”, praćenje i procjena rada su poseban izazov. Kako procijeniti da li će neka osoba izabrati da ne uradi nešto u budućnosti? Da bi se pozabavilo ovim, provedeno je ispitivanje znanja i razumijevanja učenika o ovom pitanju. Rezultati ispitivanja jasno pokazuju značajnu razliku u znanju između učenika čiji su nastavnici pohađali obuku i onih učenika, čiji nastavnici nisu. Da li odgovarajuće promjene u ponašanju mogu biti očekivane, drugo je pitanje, koje, nažalost, ne može biti direktno procijenjeno. Dok je ispitivanje pokušavalo procijeniti moguće buduće ponašanje i sposobnosti donošenja odluka, rezultate je bilo teško analizirati. Sva ova pitanja su morala biti usklađena sa vremenskim ograničenjima u radu sa školama. Drugim riječima, ciklus aktivnosti projekta je morao biti izrađen u skladu sa školskom godinom, a ovaj aspekt se mora imati na umu pri izradi bilo kakvih programa za škole. U idealnim uslovima, misije učesnice bi možda odlučile da izrade originalne tekstove i materijale o trgovini ljudima i srodnim temama za učenike, ali vrijeme potrebno za ovakve aktivnosti je bilo izvan onog što je bilo moguće u okviru ovog projekta. Slično, projektu je moglo biti od koristi i testiranje na terenu materijala koji će biti korišteni, počevši od Priručnika za obuku nastavnika do materijala u nastavničkim alat-setovima, ali i ove aktivnosti su bile ograničene vremenom predviđenim za pripremu, korištenje/testiranje, zatim izmjenu i ponovno testiranje materijala za obuku. U sažetku, ovaj projekat je uspješno odgovorio potrebama iz kojih je i iniciran, utičući na promjene u ministarstvima obrazovanja i u sistemu obrazovanja, te je, što je najvažnije, inicirao izgradnju održivih struktura i ljudskih resursa. Ovaj regionalni projekat započeo je ili ojačao mehanizme prevencije trgovine ljudima u obrazovnim strukturama regiona. Projekat je postavio temelje za uvrštavanje prevencije trgovine ljudima u škole u regionu, kao i temelje za obuke nastavnika, koje definitivno moraju pratiti navedene izmjene u nastavnom programu. Kroz aktivnosti projekta, konkretni koraci su preduzeti ka uvrštavanju informacija o borbi protiv trgovine ljudima u formalne školske programe, izgrađujući osnovu ljudskih resursa u smislu obučenih i iskusnih trenera, koji mogu nastaviti i proširiti obuke za nastavnike, te koji mogu usmjeriti pažnju i resurse prema djeci koja ne pohađaju školu ili prema drugim posebno rizičnim grupama. Ponavljajući i rezimirajući zajedničke zaključke, koji su proizašli iz ovog 20-mjesečnog pilot projekta, IOM preporučuje slijedeće korake/komponente za (regionalni) preventivni rad ili izradu programa za škole: a) b)

c)

d)

Pronaći kompromis između specifičnosti država i regionalne simetrije, kroz definisan je zajedničkih ciljeva projekta, koje svaka država može slijediti na način najprilagođeniji njenom lokalnom kontekstu. Provesti ubrzanu procjenu aktivnosti, kako bi se sakupile informacije o projektima koji se već implementiraju ili koje će vlade ili druge organizacije implementirati, a u cilju izbjegavanja dupliranja inicijativa ili rascjepa, te u cilju kultivisanja zajedničkog rada. Uvrstiti specijalne metode za djecu koja ne pohađaju školu ili za druge ranjive grupe, koje možda nisu direktno dostupne kroz formalni obrazovni sistem, i to kroz saradnju sa nevladinim organizacijama (NVO) ili sa odjelom za neformalno obrazovanje pri MO (ako takav odjel postoji). Za neke zemlje, ove aktivnosti mogu uključivati određene manjinske grupe, koje možda nisu u potpunosti integrisane u glavni školski sistem. Sve vrste ovih aktivnosti će zahtijevati prilagodbu didaktičkog materijala, izrađenog u sklopu projekta, i to od prijevoda materijala na druge lokalne jezike do izrade crtanih filmova ili igara, koje se ne oslanjaju na pismenu komunikaciju u prenošenju informacija i sigurnosnih poruka o trgovini ljudima. Posvetiti dužnu pažnju pitanjima motivacije nastavnika i, u suradnji sa MO, izraditi održive, realistične i povoljne načine stimulisanja nastavnika da nauče nove materijale


e)

f)

g)

h)

i) j)

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i da naučeno predaju svojim učenicima. Projekat, naprimjer, preporučuje uvrštavanje određenih materijala u obuku obaveznu za nastavničku reakreditaciju. Povećati trajanje i obim obuke za nastavnike: trgovina ljudima je komplikovan fenomen, o kojem postoje mnoga kriva shvatanja. Iznimno je važno da nastavnici u dubljem smislu razumiju koncepte o trgovini ljudima, kako bi bili u stanju objasniti ih svojim učenicima. Dok učenici moraju razumjeti da žtrve trgovine ljudima nisu krive za eksploataciju koju su pretrpjele, također je važno da učenici razumiju kako donijeti informirane odluke o svojoj budućnosti, te kako im to može pomoći da se zaštite, kako ne bi postali žrtve trgovine ljudima. Uvrštavanje prevencije trgovine ljudima i srodnih tema u redovni nastavni program: kako bi se osiguralo da je prevencija trgovine ljudima u školama održiva, iznimno je važno uvrstiti ju u nastavni program, tako da ona postane redovan dio školskog programa i da svi nastavnici određenog predmeta svojoj djeci predaju dobro osmišljene lekcije o ovoj temi. Rezultati pilot projekta govore da su Građanska prava ili drugi slični predmeti, kao npr. Sociologija, najpogodniji za uvrštavanje materijala o trgo vini ljudima u škole. Informacije izraditi u skladu sa starosnom dobi ciljne grupe. Informacije djeci moraju biti prenesene na takav način da ih oni mogu razumjeti, uzimajući u obzir njihov kog nitivni razvoj i emocionalnu zrelost. Pilot studije ukazuju na to da djeca svih uzrasta mogu razumjeti i mogu imati koristi od informacija o prevenciji trgovine ljudima, stim da će mlađa djeca možda bolje razumjeti koncept trgovine ljudima kroz proučavanje pojedinačnih slučajeva ili kroz priče, prije nego kroz korištenje formalnih definicija ili pravne terminologije. Aktivnosti, što je više moguće, uskladiti sa postojećom školskom reformom i/ili sa godišnjim pregledom i revizijom formalnog nastavnog programa, pošto ova metoda pruža uvjerljivo najdirektniji i najodrživiji način za uvrštavanje materijala o preven ciji trgovine ljudima u škole. Kako bi se ostvario puni potencijal regionalnog karaktera projekta kao što je ovaj, odrediti dovoljno sredstava za prijevod edukativnih materijala iz različitih zemalja, u cilju proširenja izvora resursa dostupnih svima; i Kultivisati mogućnosti transnacionalne saradnje među obrazovnim službenicima (različitih nivoa, tj. ministarskog osoblja kao i nastavničkog kadra), i to kroz metode kao što su studijske razmjene i posjete, razmjena informacija i regionalni koordina cioni sastanci.

SAŽETAK (HRVATSKI)

Sažetak

(hrvatski)17

Priznavajući ključnu ulogu koju nastavnici i škole imaju u formiranju znanja, vjerovanja i djelovanja mladih te stalne visoke udjele maloljetnih osoba18 u ukupnom broju žrtava trgovanja ljudima, Međunarodna organizacija za migracije (IOM) aktivno je nastavila djelovati putem programa usmjerenih na prevenciju trgovanja ljudima u obrazovnom sustavu. Budući da je trgovanje ljudima neupitno problem transnacionalnoga karaktera, suzbijanje njegova širenja zahtijeva transnacionalni pristup. Temeljem tih općih pretpostavki, IOM je u studenom 2004. započeo provođenje regionalnog obrazovnog projekta: Prevencija trgovanja ljudima kroz obrazovne aktivnosti te izgradnja kapaciteta škola na Balkanu. Kako i samo ime upućuje, glavni ciljevi projekta bili su pridonijeti prevenciji trgovanja ljudima te uvođenjem preventivnog obrazovanja o trgovanju ljudima u škole, podići svijest djece o tom problemu. Isto tako, sam naziv ukazuje, projekt je obuhvatio regionalnu incijativu uključujući šest Misija koje su predstavljale: Albaniju, Bosnu i Hercegovinu, Hrvatsku, Makedoniju, Srbiju i Kosovo19. Ovaj pilot projekt omogućila je velikodušna potpora nizozemske vlade. S obzirom na ciljeve projekta, svaka od šest IOM-ovih misija inicirala je nove ili intenzivirala postojeće odnose s lokalnim ministarstvima obrazovanja20 (MO), kako bi u skladu s Nacionalnim planom akcije za suzbijanje trgovanja ljudima, razvila strategiju ili metode za poticanje preventivnih kapaciteta škola. Sve države/jedinice koje su sudjelovale u projektu potpisale su Nacionalni plan akcije (NPA)21 koji obvezuje njihova MO da edukaciju o suzbijanju trgovanja ljudima uvrste u školske kurikulume, čak i ako njihove vlade nisu dodijelile dostatna sredstva. Ovaj projekt pružio je mehanizme i konkretnu potporu koja je omogućila MO da učine znatan napredak prema ispunjenju njihovih odgovornosti. Ovaj Priručnik najbolje prakse izrastao je na postignućima projekta i odražava izazove na koje smo naišli tijekom tog 20-mjesečnog pilot projekta. IOM-ova je namjera bila pružiti praktičan uvid, pouke iz lekcija, i dati pregled najbolje prakse koja se može primijeniti pri provođenju sličnih programa ili drugih napora za postizanje iste svrhe, točnije kako bi se pronašli putovi za uključivanje informacija i sigurnosnih poruka vezanih uz suzbijanje trgovanja ljudima u formalni i neformalni obrazovni sustav. Istovremeno, usmjeren je i na izazove i mogućnosti koje su povezane s provođenjem programa suzbijanja trgovanja ljudima na nacionalnoj i regionalnoj razini, a posebice onih koji su okrenuti mladima. Jedno od prvih pitanja kojem se trebala posvetiti regionalna koordinacija bilo je, treba li se držati jedinstvene strategije u cijelom projektu ili je pak potreban pojedinačan pristup različit za svaku državu/jedinicu. Provođenje jednake strategije (tj. odabirući da budu ciljana ista godišta/razredi, upotrebljavajući isti materijal za treninge), unaprijed je imalo podosta prednosti: omogućilo bi jasnije vrednovanje i procjenu uspješnosti obrazovnih materijala, omogućilo bi razmjenjivanje nastavnih planova kao i drugih didaktičkih sredstava te općenito promoviralo veću usklađenost raznovrsnih napora. S druge strane, jednostavan jedinstven pristup morao je uzeti u obzir raznovrsnost školskih sustava, kvalitetu resursa koji su bili dostupni, raznovrsnost političkih i socijalnih problema koji su bili uključeni, kao i različite stupnjeve svijesti o trgovanju. Općenito govoreći, projekt je bio usmjeren na izgradnju kapaciteta nastavnika i odgajatelja s ciljem da im omogući istraživanje raznih načina za uvođenje informacija o trgovanju ljudima i prevencije njegovih oblika iskorištavanja u nastavne planove rada s mladima. U fokusu su bili maloljetnici, ne samo školska djeca, već i djeca koja još ne polaze školu. IOM je odlučio prihvatiti fleksibilnu metodologiju zasnovanu na zajedničkom razumijevanju glavnih ciljeva projekta te istovremeno omogućiti svakoj Misiji i MO da odluče kojim će operativnim putem nastaviti. Fleksibilnost se nije ogledala samo u strategiji djelovanja, već i u odabiru pojedinih ciljanih dobnih skupina budući da su 17) Sažetak je ovdje predstavljen na svim jezicima regije. Uzimajući u obzir troškove, nije bilo moguće tiskati potpuno izvješće na svim jezicima regije. Međutim, izvješće na svim jezicima regije u cijelosti je dostupno na CD-u koji pripada ovoj knjizi te putem lokalnih IOM-ovih ureda. 18) Maloljetnikom se smatra osoba mlađa od 18 godina. 19) Pokrajina Kosovo (Republika Srbija) 20) Kako bismo standardizirali nomenklaturu, u ovom će se dokumenu rabiti opći pojam: Ministarstvo obrazovanja (MO), iako se specifična /točna imena ovih institucija razlikuju od države do države. 21) U ovom dokumentu upotrijebljen je općenit pojam: Nacionalni plan akcije (NPA), u namjeri da se osvrne na nacionalne planove ili strategije pojedinih država u suzbijanju trgovanja ljudima, bez obzira na točne nazive koji se uvelike razlikuju u državama regije.

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to dvoje duboko isprepleteni. Kako bi se osigurale potrebe MO te kako bi MO bila uistinu angažirana, IOM je od svakog pojedinog MO zatražio da odredi osobu odgovornu za ovaj projekt. Provođenje projekta započelo je ubrzanim pregledom, procjenom djelatnosti koje se odvijaju ili su planirane i to ne samo onih vezanih uz suzbijanje trgovanja, već i onih vezanih uz sustav obrazovanja uopće. Nekolicina Misija dopunila je ovu aktivnost sastancima (Stakeholders’ Meeting) gdje su se okupili svi sudionici koji su vodili glavne uloge u planiranju preventivnog djelovanja na području suzbijanja trgovanja ljudima. Provođenje početne procjene pokazalo se izrazito korisnim i vrlo preporučljivim, budući da predstavlja konkretno sredstvo kojim se izbjegava udvostručavanje inicijativa različitih organizacija te iznošenje zanemarenih područja u prvi plan. Osim toga, omogućava prepoznavanje potencijalnih partnera te druge sinergije koje se mogu razviti. Na primjer, na Kosovu je IOM bio u mogućnosti uključiti preventivu trgovanja ljudima u UNICEF-ov program “Vještine života”, a u Albaniji je IOM trenirao učitelje koji su polazili osnovni obrazovni program u organizaciji španjolskog Crvenog križa. Sve navedeno naglašava važnost kojom nositelji projekta (stakeholder) pridonose efikasnosti djelatnosti predviđenih projektom (za više informacija vidi 3. poglavlje, Uloga stakeholdera u uvođenju prevencije trgovanja ljudima u školske i izvanškolske aktivnosti). Projektni tim posebice je preporučio te pozvao ravnatelje škola i više djelatnike MO uključene u projekt na izbor aktivnosti, na što bolje informiranje o projektu, na promociju svoje uključenosti i na njegovanje osjećaja vlasništva nad projektom. Isto tako, preporučeno je osmišljavanje načina kako aktivno uključiti roditelje i skrbnike učenika. Iscrtavajući rezultate provedene procjene i djelujući u čvrstoj suradnji s predstavnicima MO zaduženima za suzbijanje trgovanja ljudima, osmišljene su posebne strategije za provedbu projekta. Te specifične strategije koje su prihvaćene pomalo se razlikuju jedna od druge, kao što je bilo i očekivano s obzirom na različite uvjete na terenu u svih šest projektnih mjesta. Stvoreni su različiti pristupi: a) b)

c)

Razvijanje modula o suzbijanju trgovanja za posebna predavanja koja će se održati ili tijekom školskog sata ili poslije nastave; Uključivanje informacija o trgovanju ljudima u okvire “tradicionalnih” (obveznih) predmeta, upućujući na tematske poveznice njihova sadržaja. Primjer je preda vanje o uzorcima i trendovima migracija na satu društvenog predmeta, sociologije. Mini predavanje uključilo bi okvir trgovanja ljudima, njegove veze s neregularnim migraci jama te razliku između krijumčarenja i trgovanja ljudima. Osmišljavanje predavanja o trgovanju ljudima koje bi se uključilo u različite tipove izborne nastave, uključujući onu koja je isključivo posvećena “Vještini života” (s na glaskom na probleme preventive).

Ovisno o specifičnoj strategiji djelovanja, prikupljan je odgovarajući materijal i/ili je bio prihvaćan kako bi se pripremio “pribor za nastavnike” kojim bi se opremilo voditelje/obuke za preventivno predavanje o trgovanja ljudima. Navedene metode bile su najprikladnije za primjenu s djecom koja polaze nastavu u školi, no projekt je isto tako imao za cilj utjecati na djecu koja ne idu u školu. Ponovno je i na ovom području aktivnosti bilo značajnih razlika među Misijama sudionicama o tome koji je najbolji pristup za postizanje toga cilja. I u ovom slučaju, pristup je također ovisio o mjeri u kojoj je nepolaženje nastave predstavljalo problem za pojedinu državu/jedinicu. U Hrvatskoj je postotak onih maloljetnika koji ne završavaju odnosno na neki način ne polaze obvezno školovanje, zanemariv, dok je za ostale taj postotak bio puno viši. Osim toga, na tim je mjestima IOM zamijetio šireći trend među bivšim žrtvama trgovanja ljudima kojima je pružena pomoć (polazile su školu tek nekoliko godina ili su bile bez formalnog obrazovanja). Nadalje, istaknuta je važnost uključivanja te skupine u preventivno djelovanje protiv trgovanja ljudima. Podrobniji opisi specifičnih strategija kojima se koristilo, nalaze se u 2. poglavlju, Kontekst pojedinih država te strategija za provođenje projekta. Prije no što je bilo moguće provesti bilo koju od navedenih strategija, prvi je korak bio provesti obuku za nastavnike. Kako bi se Misije pripremile za nadolazeću obuku za nastavnike, u Albaniji je održana obuka za trenere, što je dovelo do stvaranja skupine trenera u svakoj državi. Znajući za metodološke

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SAŽETAK (HRVATSKI)

razlike projekta koje su omogućile svakoj Misiji da razvije svoju strategiju i odabere najprikladnije ciljane skupine s obzirom na dob, projektni tim zaključio je kako je stvaranje zajedničkog Priručnika za obuku nastavnika, bitna sastavnica za osiguravanje jedinstva i usklađenosti. Uz navedeno, a budući da omogućava nastavnicima obuku koja se može ponavljati uz ograničena sredstva, ovaj priručnik bio je jedan od ključnih pokazatelja održivosti projekta. Iako su dogovori sa svakom Misijom bili različiti, koordinirano je sa predstavnicima MO da se razvije skupina trenera koja će nastaviti s provedbom i nakon završetka projekta. Ova metoda uključivanja obuke za trenere i priručnika za trenere u školske preventivne projekte posebno je preporučljiva jer doprinosi nastajanju skupine kvalificiranih nacionalnih trenera suzbijanja trgovanja ljudima koji mogu efikasno nastaviti rad projekta uz vrlo mala sredstva. Isto tako, osigurava se dosljednost poruka, a materijalima za prevenciju trgovanja koristi se unutar cijele regije, pomažući smanjenju mogućeg zaborava i predrasuda o trgovanju ljudima. Kao što je već prije naznačeno, među uključenim Misijama postojala je velika raznovrsnost u odabranim ciljanim razredima odnosno dobnim skupinama i korištenim mjerama za postizanje projekta. Primjerice, s obzirom na opseg koji su preventivne informacije o trgovanju ljudima i problemi vezani uz trgovanje općenito bili uključeni u srednjoškolsku nastavu, Hrvatska i njezino MO usmjerili su se na mnogo mlađu djecu (od 5 do 14 godina), i to putem uključivanja preventivnih obrazovnih sadržaja i materijala o trgovanju ljudima i zaštitnih mjera u preventivne programe vrtića i osnovnih škola. Usporedimo taj pristup s onim upotrijebljenim na Kosovu, u kojem je uključivanje preventivnih predmeta u nastajanju, a ciljani su šesti do jedanaestih razreda, uz uporabu dviju metoda: a) putem uključivanja minipredavanja u prikladne lekcije tradicionalnih predmeta (kao što su povijest, priroda i biologija) i b) putem suradnje s UNICEF-ovim programom “Vještine života” koji je razvio cjelovit izborni program preventivnih predmeta, uključujući i trgovanje ljudima. Različiti pristupi govore o mnoštvu naglašenih čimbenika, kao što je obujam u kojem je informiranje o trgovanju ljudima već bilo uključeno u službene nastavne planove, što je pak bilo usko povezano s načinom na koji se djelovanje u okviru projekta uklopilo u ukupnu strategiju i ispunjavanje obveza MO preuzetih iz Nacionalnih planova akcije. Ovi problemi povezani su s drugim pitanjima koje su sve Misije morale riješiti, kao što su način odabira pojedinih nastavnika i škola za uključivanje u projekt. Odlučivalo se temeljem pristupa odabranog za provedbu i u uskoj suradnji s nadležnim ministarstvima. Drugi čimbenici, posebno uključeni u odabir škola, uključivali su inter alia: a) blizinu škole području s izraženom pojavom trgovanja ljudi; b) škole koje prije nisu bile ciljem preventivnog djelovanja; i c) regionalnoj raspodjeli u svrhu većeg obuhvata zemalja uključenih u projekt. Kriteriji za odabir nastavnika bili su slični, ali su uključivali: a) motiviranost nastavnika i volju da usvoje dodatna znanja i potrebne naputke; b) postojanje predispozicija ili predrasuda o problemu trgovanja ljudima (npr. stereotipi o žrtvama, političke ili moralne zapreke da se ovim problemom bave u razredu itd.) i c) opći stupanj širine njihovih nazora. Ovaj problem rasvijetlio je još veći izazov vezan uz projekt, tj. kako pronaći učinkovit i koristan način vrednovanja sredstava, materijala i korištenih pristupa. Budući da je osnovna ciljana skupina ovog pilot programa bila sastavljena od nastavnika i dužnosnika MO, projekt je bio u mogućnosti mjeriti prije i poslije treninga promjenu u znanju i razumijevanju problema od strane treniranih nastavnika i dužnosnika MO. Rezultati upućuju na značajan utjecaj koji je trening imao na produbljivanje znanja nastavnika o trgovanju ljudima i sličnim problemima. No, čak i nakon treninga, nastavnici su zadržali poneka pogrešna shvaćanja. Kako bi se tome suprotstavili, IOM preporučuje duži i složeniji trening za nastavnike kako bi o ovoj temi što točnije mogli informirati učenike. Iako su nastavnici i nadležni dužnosnici predstavljali osnovnu ciljanu skupinu u okviru projekta, indirektni i krajnji korisnici aktivnosti bila su djeca. Općenito, kada se radi na problemima prevencije, monitoring i evaluacija predstavljaju poseban izazov. Kako se može izmjeriti hoće li osoba odabrati nečinjenje nekih postupaka u budućnosti? U vezi s tim, provedeno je ispitivanje znanja učenika i njihovo razumijevanje ovoga problema. Rezultati jasno

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upućuju na značajnu razliku u svijesti onih učenika čiji su nastavnici prošli obuku, i onih čiji nisu. Mogu li se očekivati odgovarajuće promjene u ponašanju, predstavlja drugi problem koji se, nažalost, ne može izravno mjeriti. Dok je istraživanje nastojalo mjeriti buduća, potencijalna ponašanja i vještine donošenja odluka, rezultati su bili teški za analizu. Sve navedene probleme valjalo je pomiriti u zadanim vremenskim ograničenjima svojstvenim za rad u školskom sustavu. Drugim riječima, ciklus projektnih aktivnosti morao je biti prilagođen i usklađen sa školskim kalendarom pa se ta dimenzija mora imati na umu pri kreiranju školskih programa bilo koje vrste. U idealnim uvjetima, Misije koje su sudjelovale mogle bi odabrati da same osmisle tekst vezan uz informacije o trgovanju ljudima za učenike, no količina potrebnog vremena za takvo što nije nam bila na raspolaganju u ovom projektu. Slično tome, projektu bi umnogome pridonijelo testiranje korištenog materijala počevši od Priručnika za trenere, materijala u osobnim sredstvima za rad, no to je isto tako bilo ograničeno vremenom koje je bilo na raspolaganju za pripreme, koristi/testiraj i onda prilagodi i ponovno provjeri materijale za obuku. Ovaj projekt uspješno je omogućio djelovanje na potrebe zbog kojih je iniciran, provodeći promjene vezane uz MO i obrazovne sustave, gradeći temelje održivih struktura i ljudskih resursa. Ovaj regionalni projekt započeo je ili ojačao preventivne mehanizme u obrazovnim strukturama regije. Projekt je postavio temelje integracije prevencije trgovanja ljudi u školama regije kao i za trening nastavnika koji nužno mora pratiti takvu reformu nastavnog plana. Djelovanjem u okviru projekta, učinjeni su konkretni pomaci prema uključivanju informacija o suzbijanju trgovanja ljudima u nacionalne kurikulume, izgrađivanjem skupine stručnjaka u smislu kvalificiranih i iskusnih trenera koji mogu ponavljati i proširivati trening za nastavnike i usmjeravajući pozornost na načine pružanja informacija vezanih uz prevenciju trgovanja ljudima i sigurnosnih poruka djeci koja ne polaze školu te drugim rizičnim skupinama. Ponovimo i sažmimo zaključke koji proizlaze iz ovog 20-mjesečnog pilot projekta. IOM preporučuje sljedeće korake/komponente za (regionalne) napore/programe vezane uz školstvo: a) b)

c)

d)

e)

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Pronaći kompromis između nacionalnih specifičnosti i regionalne usklađenosti, definirajući zajedničke ciljeve projekta koje može slijediti svaka država na najbolji mogući način u okvirima lokalnih uvjeta; Provesti brzu procjenu kako bi se u potpunosti informiralo o projektima koji već jesu ili će biti provedeni od strane vladinih ili nevladinih organizacija, a u svrhu izb jegavanja udvostručivanja ili pak nadopunjavanja i razvijanja sinergije. Uključiti posebne mjere za djecu koja ne polaze školu ili pak za one iz posebno ugroženih skupina koji možda nisu izravno dostupni kroz formalni obrazovni sustav putem suradnje s NVO ili (ako postoje) putem odjela za neformalno školstvo MO. Za pojedine države ovo se može odnositi na pojedine manjinske zajednice koje nisu u potpunosti integrirane unutar “većinskog” školskog sustava. Svi tipovi navedenih aktivnosti zahtijevaju prilagođavanje didaktičkog materijala koji je bio razvijen u okviru projekta, a sastojao se od prijevoda materijala na lokalne jezike drugih, pa sve do stvaranja crtanih filmova i igara koje se ne oslanjaju na pisani tekst kako bi prenijeli sigurnosne poruke i znanje o preventivnim informacijama za suzbijanje trgovanja ljudima. Obratiti pozornost na problem motivacije nastavnika, i u suradnji s MO osmisliti održiv i realan te isplativ način za pružanje potpore učiteljima za usvajanje novih znanja i njihovo prenošenje tih znanja učenicima. Preporučeni primjer koji je proizišao iz ovog projekta jest da se u obveznu obuku za obnavljanje dozvole za rad učitelja, uključi i ovaj materijal. Produljiti obuku za nastavnike: trgovanje ljudima složen je fenomen i postoji mnoštvo zabluda koje su vezane uz njega i pripadajuće probleme. Važno je da nastavnici te koncepte usvoje, kako bi ih mogli objasniti svojim učenicima. Učenici moraju razum jeti da žrtve trgovanja ljudima nisu krive za to što su iskorištavane i za svoju patnju, no isto tako je važno da učenici razumiju kako donijeti informiranu odluku o budućnosti i kako ih to može zaštititi da ne bi postali žrtvama trgovanja ljudima.

SAŽETAK (HRVATSKI)

f)

g)

h)

i) j)

Uključiti prevenciju trgovanja ljudima i sličnih problema u redovnu školsku nastavu. Kako bi se osigurala stalna prevencija trgovanja ljudima u školama, ključno je uvrstiti je u školski program te bi ona na taj način postala stalnim dijelom nastave i svi nas tavnici bi u svom predmetu učenicima držali dobro pripremljena predavanja. Rezultati ovog pilot projekta ukazuju da bi društveni predmeti kao što je npr. sociologija, bili najpovoljniji za uključivanje materijala o trgovanju ljudima. Prilagoditi informacije dobi djece ciljane skupine. Informacija mora biti prenesena djeci na način koji ona mogu razumjeti s obzirom na stupanj kognitivnog razvoja i emocionalne zrelosti. Pilot istraživanje pokazuje da djeca svih dobnih skupina mogu imati koristi od informacija o prevenciji trgovanja ljudima, no mlađa djeca mogu bolje razumjeti koncept trgovanja ljudima iz studija slučaja i priča nego iz formalnih definicija ili pravne terminologije. Uskladiti djelovanje, u najvećoj mogućoj mjeri, s reformama školstva koje su u tijeku ili s godišnjim nastojanjima provjere i unaprjeđenja službenoga kurikuluma, budući da je to bez sumnje i najodrživije sredstvo za osiguranje uključivanja preventivnoga materijala trgovanja ljudima u škole. Shvatiti u potpunosti mogućnosti projekta regionalne prirode, kao što je bio ovaj, rasporediti dostatna sredstva za prevođenje obrazovnih materijala iz različitih država, kako bi se povećao obujam sredstava za rad koji bi bio svima dostupan. Njegovati mogućnosti koje pruža transnacionalna suradnja među djelatnicima u obra zovanju (različitih razina, npr. službenici ministarstava i nastavnici) putem mjera kao što su studijs ka putovanja/razmjene, razmjena informacija i sastanci regionalnih koordinacija.


Резиме

(Македонски)22

Со оглед на стожерната улога која ја играат наставниците и училиштата во оформување на знаењата, верувањата и праксата на младите, и постојано високиот сооднос на жртви на трговија со луѓе кои се малолетни лица23, Меѓународната Организација за Миграциии (IOM) активно ја проследува програмата чија цел е спречување на трговија со луѓе преку интервенции во образовниот систем. Згора на тоа, бидејќи трговијата со луѓе несомнено е транс-национален проблем, борбата против неговото распространување бара транс-национален приод. Врз основа на овие општи претпоставки, во ноември 2004 година IOM започна со имплементација на Регионалниот образовен проект: Спречување на трговија со луѓе преку образовни активности и јакнење на капацитети на училиштата. Како што упатува името, потесната цел на овој проект е да даде придонес кон спречување на трговија со луѓе преку подигање на свеста кај децата со воведување на образовни активности во училиштата насочени кон спречување на трговијата со луѓе. Исто така, името на проектот укажува на тоа дека проектот е регионална инцијатива во која се вклучени шест мисии: Албанија, Босна и Херцеговина, Хрватска, Поранешната Југословенска Република Македонија, Србија и Покраина Косово24. Овој пилот проект се овозможи преку великодушна поддршка која ја даде Владата на Холандија. Во смисла на потесните цели на проектот, секоја од шесте Мисии на IOM, учеснички во проектот, покрена нови или пак ги зацврсти постојните врски со односното Министерство за Образование25 (MО) за да се изготви стратегија или метода за јакнење на превентивните капацитети на училиштата согласно нивните Национални Акциски планови(НАП)26 за борба против трговија со луѓе. Сите земји/ентитети учеснички имаат потпишани/изготвени НАП кои ги обврзуваат односните МО за вградат во наставните програми образовни содржини за борба против трговија со луѓе, дури и ако владите се уште немаат дадено доволно ресурси. Овој проект дава механизам и конкретна поддршка кој на секое едно МО му овозможува да постигне опиплив напредок во исполнување на оваа одговорност. Овој прирачник за најдобра пракса произлегува од и ги отсликува постигнувањата и предизвиците со кои се соочивме во текот на овој 20 месечен пилот проект. Со него IOM сака да даде практичен увид, извлечени поуки и најдобра пракса која може да се примени во имплементација на слични програми или пак други усилби кои и служат на истата цел, имено да се изнајдат начини на вградување на информации поврзани со борбата против трговијата со луѓе, како и пораки за безбедност во формалниот и неформалниот образовен систем. Во исто време тој се осврнува на предизвиците и можностите кои се поврзани со изготвување програма за борба против трговија со луѓе на национално и регионално ниво, посебно делот кој е насочен кон младите. Едно од првите крупни прашања кои се покриваат преку напорите за регионална координација на проектот беше дали треба да се проследува заедничка стратегија низ целиот проект или секоја земја/ентитет треба да бара приод својствен за таа земја/ентитет. Се утврди дека употреба на заедничка стратегија (пр., избор на исто одделение/клас кон кои се насочуваат активностите, употреба на исти материјали за обука) носи значителна полза: тоа овозможува јасно да се измери и вреднува ефективноста на образовните материјали; го олеснува делењето на наставните планови и другите дидактички алатки, и општо земено афирмира поголема симетрија на разноразните напори. Од друга страна, подобниот заеднички приод треба да ги земе предвид разноликоста на училишните системи, квалитетот на достапните ресурси, разновидноста на политичките и социјалните прашања и различните нивоа на свест за трговијата со луѓе. Општо земено, проектот се фокусира врз изградба на капацитети на наставниците и службениците во образованието со цел да им се овозможи да испитаат разноразни начини на интегрирање информации во нивните програми за младите во врска со трговијата со луѓе. Фокусот е на малолетни лица, несамо деца кои одат на училиште, туку и такви кои не посетуваат настава. IOM

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22) Ова резиме се изложува на сите јазици од регионот. Поради нивото на трошоци не беше можно да се овозможи целиот извештај на сите јазици. Меѓутоа, целосниот извештај е достапен на сите јазици од регионот на CD кое оди заедно со книгава во локалната канцеларија на IOM . 23) Под малолетно лице се подразбира лице кое е помладо од 18 години. 24) Покраината Косово (Република Србија) во понатамошниот текст се нарекува “Косово,” “на Косово” ќе биде посвојната форма а придавката ќе биде “Косовар” . 25) Во овој труд. Заради стандардизација на номенклатурата, ќе се користи општиот термин Министерство за Образование, иако конкретното име на оваа институција се разликува од една земја до друга. 26) Во овој труд ќе се користи општиот термин Национален Акциски План (НАП) за да се укаже на националниот план или стратегија за борба против трговијата со луѓе, иако конкретните имиња се разликуваат од една земја до друга.

РЕЗИМЕ (МАКЕДОНСКИ)

реши да усвои флексибилна методологија која се темели врз заедничко разбирање на потесните цели на проектот, истовремено овозможувајќи и на секоја од Мисиите и на МО да ги утврдат најдобрите начини за понатамошни дејствија во оперативна смисла. Ваквата флексибилност се примени не само врз стратегијата за интервенција, туку и во изборот на конкретни возрасни групи кои треба да бидат цел, бидејќи двете се длабоко испреплетени. За да се погрижи за тоа дека проектот ги задоволува потребите на MO и дека MO е вклучено во проектот, IOM побара секое MO да назначи лице за контакт и соработка за проектот. Имплементацијата на проектот започна со една куса процена и скица на тековните и планираните зафати поврзани не само со борбата против трговија со луѓе, туку и општо со образовниот систем. Неколку Мисии ја надополнија оваа активност со Состанок на вклучените Страни кој ги спои актерите кои ги играат клучните улоги во интервенции за спречување трговија со луѓе кои тогаш се планираа. Оваа активност се покажа дека е од голема полза и силно се препорачува, бидејќи е конкретно средство за избегнување удвојување во иницијативите на разните организации, како и за изнесување на виделина полиња кои дотогаш биле запоставени. И на крајот, тоа посочува на потенцијални партнерства и други синергии кои може на тој начин да се негуваат. На пример, на Косово IOM можеше да вгради спречување на трговија со луѓе во програма на UNICEF за животни вештини, а во Албанија IOM можеше да ги обучи наставниците кои учествуваа во програмата за основна едукација која ја организира шпанскиот Црвен Крст. Сето ова ја подвлекува важноста на засегнатите страни за ефективноста на интервенциите во проектот (за повеќе информации види Глава 3, Улога на Засегнатите страни во интеграција на Спречување трговија со луѓе во и вон училиштата). Проектниот тим посебно препорачува вклчучување на директорите на училиштата кои учествуваат во проектот како и службеници во МО на менаџерски позиции во избрани активности за да бидат подобро информирани за интервенциите во проектот, за да се афирмира нивната вклученост и на тој начин да се негува чувство на сопственост. Исто така силно се препорачува да се изнајде начин за влкучување на родителите или старателите на учениците. Врз темелите на резултатите од активноста за мапирање и работејќи во тесна соработка со контакт лицата за борба против трговија со луѓе во МО се оформи конкретна стратегија за имплементација

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на проектот. Конкретните стратегии кои беа усвоени малку се разликуваа едни од други, што и се очекуваше со оглед на различните услови на терен во секое од шесте проектни подрачја. Приодите одеа од: a) b)

c)

Изготвување на модул за борба против трговија со луѓе наменет за на посебните сесии кои се одржуваат или во текот на наставата или по нејзино завршување; Вградување информации за трговија со луѓе во “традиционалните”(задолжителни) предмети врз основа на тематски врски кои ги поврзуваат и двете. На пример, на часовите на граѓанско образование или социјални науки каде се обработуваат теми поврзани со миграцијата и трендовите на миграција, концептот на трговија со луѓе, врската со нелегална миграција и разликите помеѓу криумчарење и трговија со луѓе може да се воведат преку еден мини модул. Обмислување часови за борба против трговија со луѓе за вклучување во разни видови изборна настава, вклучувајќи и изборни часови посветени во целост на “Животни вештини” (со нагласок врз други превентивни прашања).

Во зависност од конкретната стратегија на интервенции, се собраа и/или усвоија соодветни материјали за правење на “пакет со едукативни алатки за наставници” за да се опреми наставникот за водење настава за спречување на трговија со луѓе. Овие методи беа најприменливи во интервенциите со деца кои посетуваат настава; меѓутоа проектот исто така имаше за цел да влијае и врз децата кои не одат на училиште. За ова поле на активност повторно постоеше значајна разновидност кај Мисиите учеснички за тоа кој приод е најдобар за да се проследи оваа цел. Во овој случај приодот исто така зависеше од големината на проблемот во врска со непосетување настава во секоја од земјите/ентитети. За Хрватска само номинален процент малолетни лица напуштаат училиште или не ги посетуваат годините на задолжително образование, додека пак за други процентот е многу повисок. Згора на тоа, во овие подрачја IOM забележа тренд кај поранешните жртви на трговија кои беа добиле помош од нив во смисла на еден превладувачки недостаток на образование(или неколку или пак ниту една година на формална настава), што понатаму додаде кон важноста на тоа да се вклучи оваа група во интервенциите за спречување на трговија со луѓе. За подетален опис на стратегиите кои беа применети види Глава 2, “Контекст на Земјата и Стратегија на Земјата за Имплементација на Проектот”. Пред да може да се имплементира било која од овие стратегии, првиот чекор беше да се спроведе обука на наставниците. За да се подготви секоја од Мисиите за претстојната обука на наставници, во Албанија се одржа обука за обучувачи (ОО) - што доведе до развој на една “група обучувачи” во секое подрачје. Со оглед на разновидноста која ја одликува методологијата на проектот, која овозможува секоја Мисија да си изготви своја стратегија за интервенција и да ги избере најсоодветните целни групи на возраст, проектните тимови заклучија дека подготовката на заеднички прирачник за обука на наставниците е суштествена компонента која дава единство и доследност. Згора на тоа, овој прирачник е една од клучните мерки за одржливост на проектот бидејќи овозможува обуката на наставниците полесно да се преслика со ограничени трошоци. Иако во секоја од Мисиите конкретните аранжмани се разликуваа, сите беа во координација со односните МО за да се развие таа “група” обучувачи кои ќе продолжат и ќе можат да ја изведуваат обуката по завршување на проектот. Оваа метода на вградување на ОО (обука на обучувачи) и заеднички модул за обука во еден ваков образовен проект силно се препорачува, бидејќи тоа помогна за создавање на група квалификувани национални обучувачи за спречување на трговија со луѓе кои ефективно ќе продолжат да работат со намалени трошоци. Тоа исто така придонесува во регионот да се користи едниствена и доследна порака и материјали за спречување на трговија со луѓе, на тој начин помагајќи да се намали можноста за создавање погрешни претстави за трговијата со луѓе. Како што беше претходно укажано, постоеше голема разновидност помеѓу Мисиите учеснички во поглед на конкретната избрана возрасна група (одделение) и во поглед на применетите средствата за имплементација на потесните цели на проектот. На пример, со оглед на нивото на вклученост на информациите за спречување трговија со луѓе – и општо превентивните прашања

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– во постоечките наставни програми за средните училишта, Хрватска и нејзиното МО се насочија кон многу помлади деца ( од 5 до 14 год) преку вклучување на материјали за спречување трговија со луѓе и безбедносни мерки во посебни предавања вградени во редовните наставни програми за основни училишта. Во споредба со овој приод, на Косово, каде вклучувањето превентивни теми беше во зачеток, и каде од целна група беа шести до единаесетти клас, а се применуваа две методи: a) преку вградување на мини модули за спречување трговија со луѓе во соодветни предавања во традиционалните предмети (како што се Историја, Граѓанско образование и Биологија) и б) преку соработка со програмата на UNICEF Животни Вештини, со што се создаде еден целосен изборен предмет за превентивни теми кои вклучуваа и трговија со луѓе. Различните приоди зборуваат за многу чинители кои се провлекуваат во сето тоа, како што е размерот до кој информациите за трговија со луѓе веќе беа вклучени во формалните наставни програми, што пак беше тесно поврзано со тоа како интервенциите од проектот се вклопуваат со поопфатната стратегија на МО за исполнување на обврските кои произлегуваат од НАП. Овие прашања се поврзани со други прашања кои секоја Мисија требаше да ги разреши, како што се начинот на кој наставниците и училиштата се избираа за да се вклучат во проектот. Ова се утврди преку приодот кој беше одбран за имплементација и во тесна координација со односното МО. Други чинители кои конкретно беа вклучени во изборот на училиштата меѓу другите беа и: a) близината на училиштата до подрачјата со висока стапка на инциденца на трговија со луѓе; б) училишта кое претходно немале за цел интервенции за спречување трговија со луѓе; и в) регионална дистрибуција за да се зголеми географското покритие кое го постигнува проектот. Слични беа критериумите за избор на наставници, но тука исто така се зедоа предвид: a) мотивацијата и спремноста на наставниците за дополнителна обука и настава која се бара; б) предизпозиции или погрешни претстави за прашањата поврзани со трговија со луѓе (пр., стереотипи за жртвите, политички или морални неслагања за покривање на темата на час итн); и в) општото ниво на отворен поглед на нештата. Овие прашања упатуваат на еден поголем предизвик поврзан со проектот, имено изнаоѓање ефективни и полезни средства на евалуација на алатките, материјалите и приодите кои се користат. Бидејќи директните целни групи на овој пилот проект беа наставници и службеници во образованието, проектот можеше да ја одмери промената во познавањата и разбирањето на прашањата кај обучените наставници и службеници пред и после обуката. Резултатите укажуваат на тоа дека обуката значително влијаела врз продлабочувањето на сознанијата на наставниците за трговијата со луѓе и поврзаните теми. Меѓутоа, дури и по обуката наставниците продолжија да одржуваат одредени погрешни претстави. За да се реши ова, IOM препорачува продлабочена обука доколку се сака наставниците соодветно да ги информираат и едуцираат учениците на оваа тема. И покрај тоа што наставниците и службениците беа директна целна група за интервенција во проектот, посредните и крајни корисници беа децата. Општо земено, кога се работи на прашања кои “се темелат на превенција”, мониторингот и евалуацијата претставуваат посебен предизвик. Како се проценува дали некој ќе избере да не стори нешто во иднина? За да се покрие сево ова, се спроведе анкета на познавање и разбирање на прашањето. Од резултатите на анкетата е јасно дека постоеше значителна разлика во свеста меѓу учениците чии што наставници посетувале обука и оние чии што наставници не посетувале. Дали може да се очекува соодветна промена во однесувањето е уште еден аспект кој за жал не може да се процени директно. Иако анкетата се обиде да процени можно однесување во иднина и вештини на донесување одлуки, резултатите беа тешки за анализа. Сите овие прашања требаше да добијат одговор со оглед на временската динамика својствена за работа со училишта. Со други зборови, проектниот циклус требаше да се скрои за да се поклопи со училишната година, а оваа димензија треба да се има на ум кога се изготвуваат било какви програми за работа во училишта. Во идеално опкружување Мисиите учеснички можеби ќе одбереа да направат оригинални текстови со информации за учениците кои се во врска со трговија со луѓе, но времето кое беше потребно тоа да се стори го надминуваше тоа што во проектот беше достапно. Слично на ова, проектот ќе извлечеше полза од една проверка на терен на употребените материјали, почнувајќи од прирачникот за обука на наставниците па се до материјалите и едукативните алатки за обука, но и тука постоеја органичувања наметнати од достапното време за подготовка, употреба/проверка и прилагодување и повторна проверка на наставните материјали.

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На кусо, проектот успешно можеше да ги покрие потребите за кои и беше покренат и внесе промени во Министерството за образование и образовниот систем, и што е најважно, во започнување на изградба на одржливи структури и човечки ресурси. Овој регионален проект или ги покренал или пак ги зајакнал механизмите за спречување трговија со луѓе во образовните структури во регионот. Проектот ги постави темелите за вградување на превенцијата на трговија со луѓе во училиштата во регионот, како и за обука на наставниците која е неопходна во поткрепа на таква реформа на наставната програма. Преку интервенциите во проектот се направија конкретни чекори за вградување на информации за борба против трговија со луѓе во формалните наставни програми со што се создаде една група на човечки ресурси во облик на квалификувани и наставници кои можат да ја продолжат и прошират обуката на наставниците, и да го насочат вниманието и ресурсите врз давање информации за спречување трговија со луѓе и безбедносни пораки до децата кои не посетуваат настава и до другите групи под ризик. За да се повторат и се резимираат опфатните заклучоци кои произлегоа од овој 20 месечен пилот проект, ИОМ ги препорачува следниве чекори / компоненти за (регионални) зафати / изготвување програма за работа во училишта на тема превенција: a) b) c)

d)

e)

f)

g)

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Да се постигне компромис помеѓу националните специфики и регионалната симетрија со дефинирање на заеднички цели на проектот кои секоја од земјите може да ги проследува на најсоодветен начин со оглед на локалниот контекст. Да се спроведе активност на брзо мапирање за да може соодветно да се биде информиран за тоа кои проекти се или ќе се имплементираат од страна на владата за да се избегне удвојување или празнини и за да се негуваат синергии. Да се вклучат посебни мерки за деца кои не посетуваат настава или за други ранливи групи кои можеби не се директно пристапни преку форм образование при МО (ако таков постои). За некои земји ова можеби ќе вклучи одредени малцински заедници кои можеби не се целосно интегрирани во главните токови на училишниот систем.Сите овие активности бараат прилагодувања на дидактичкиот материјал развиен од страна на проектот кој оди од превод на материјали на другите локални материјали па се до правење анимирани ликови и игри кои не се потпираат врз писмена комуникација за да се пренесат информации за спречување трговија со луѓе и безбедносни пораки. Да се даде должно внимание на прашањата на мотивација на наставниците и да се изготви – во координација со МО– одржлив, реален и трошковно ефективен начин за да се понуди поттик на наставниците да ги научат новите материјали и да ги подучуваат учениците за нив. Еден пример кој проектот го препорачува е да се вклучат материјали во бараната обука за продолжување на акредитацијата на наставниците. Да се зголеми опсегот на обуката на наставниците: Трговијата со луѓе е сложена појава и постојат многу погрешни претстави за неа и за поврзаните прашања. Важно е наставниците да стекнат продлабочено разбирање на овие концепти за да можат да им ги објаснат на учениците. Учениците мора да разберат дека жртвите на трговија со луѓе не се виновни за експлоатацијата која ја претрпуваат, но исто така е важно тие да разберат како да донесуваат информирани одлуки за нивната иднина и за тоа како ова може да им помогне да се заштитат и да не станат жртви на трговија со луѓе. Да се вгради превенцијата на трговија со луѓе и поврзани прашања во редовната наставна програма: За да се погрижиме за тоа спречувањето трговија со луѓе да биде одржливо во училиштата од критична важност е да се вклучи во наставните програми за да стане редовен дел од училишната програма и за сите наставници по одреден предмет да ги изложат учениците на добро обмислени предавања. Резултатите од пилот проектот укажуваат дека програмата за граѓанско образование или пак слични предмети како на пример социологија можеби се најповолни за во нив да се вгради материјал поврзан со трговија со луѓе. Да се прилагодат информациите кон возраста на децата кон кои активностите се насочени. Информациите мора да се пренесуваат на начин на кој тие ќе ги разберат со оглед на нивото на сознаен развој и емотивна зрелост. Пилот студијата покажува дека деца од сите возрасти може да имаат полза од информации за спречување трговија со луѓе, но дека помалите деца q можеби подобро го разбираат концептот


h)

i) j)

на трговија со луѓе преку студии на случаи и вистински стории, а не преку формални дефиниции или пак правна терминологија. Да се сообразат интервенциите во најголема можна мера со тековните реформи на образованието и/или со годишните зафати на ревизија и ажурирање на формалните наставни програми, бидејќи може да се рече дека ова нуди најдиректни и одржливи средства со кои се вклучуваат материјали за спречување трговија со луѓе во училиштата. За да се реализира сиот потенцијал на регионалната природа на ваков проект, да се распределат доволно средства за превод на образовните материјали од различни земји за да се прошири купот ресурси кои им се достапни на сите; и Да се негуваат можности за транс-национална соработка помеѓу службениците во образованието (од различни нивоа, пр. вработени во министерството како и наставници) преку студиски посети или размена на вработени и информации и регионални состаноци за координација.

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Rezime

(srpski)27

Polazeći od ključne uloge koju nastavnici i škole imaju u sticanju znanja i formiranju uverenja i prakse mladih ljudi28 kao i visokog procenta maloletnih žrtava trgovine ljudima, Međunarodna organizacija za migracje (IOM) aktivno sprovodi program u cilju sprečavanja trgovine ljudima uvođenjem ove teme u sistem obrazovanja. Osim toga, pošto je trgovina ljudima, neosporno, transnacionalni problem i borba protiv njenog širenja zahteva transnacionalni pristup. Na temelju ovih opštih pretpostavki, IOM je, novembra 2004. godine, započeo primenu Regionalnog obrazovnog projekta: Sprečavanje trgovine ljudskim bićima na Balkanu kroz obrazovne aktivnosti i izgradnju kapaciteta škola. Kako i sam naziv upučuje, cilj projekta je bio doprinos prevenciji trgovine ljudima podizanjem svesti kod dece, uvođenjem u škole edukacije o sprečavanju trgovne ljudima. Kao što naziv takođe upućuje, projekat je bio regionalna inicijativa koja obuhvata šest Misija koje predstavljaju: Albaniju, Bosnu i Hercegovinu, Hrvatsku, Bivšu jugoslovensku Republiku Makedoniju, Srbiju i pokrajinu Kosovo29. Ovaj pilot projekat je omogućila vlada Holandije svojom nesebičnom podrškom. U skladu sa ciljevima projekta, svaka od šest IOM misija učesnica inicirala je nove ili intenzivirala postojeće odnose sa lokalnim Ministarstvima prosvete (MoE)30 kako bi se razvila strategija ili metod za podizanje preventivnih kapaciteta škola, u skladu sa Nacionalnim planom akcije (NPA)31 u borbi protiv trgovine ljudima. Sve zemlje/entiteti učesnice potpisale su NPA koji obavezuje njihova lokalna Ministarstva prosvete da integrišu obrazovanje o sprečavanju trgovine ljudima u školske programe, čak i ako Vlada još nije dodelila dovoljno sredstava za tu svrhu. Ovaj projekat je obezbedio mehanizme i konkretnu podršku koji omogućuju svakom Ministarstvu prosvete da ostvari očigledan napredak u cilju ispunjenja ove obaveze. Ovaj Priručnik najbolje prakse nastao je na osnovu dostignuća projekta i odražava izazove na koje se nailazilo tokom 20 meseci trajanja ovog pilot projekta. Namera IOM-a je da se u njemu da praktičan uvid, izvučene pouke i najbolja praksa koja se može primeniti (ili izbeći) prilikom implementacije sličnog programa ili drugih aktivnosti koje imaju isti cilj, odnosno da pronađe načine za integrisanje informacija i bezbednosnih poruka u vezi sa borbom protiv trgovine ljudima u formalni i neforomalni sistem obrazovanja. Istovremeno se odnosi i na izazove i mogučnosti koje su u vezi sa programom sprečavanja trgovine ljudima na regionalnom nivou, posebno sa programom koji za ciljnu grupu ima omladinu. Jedno od prvih najvažnijih pitanja koje se odnosi na nastojanje regionalne koordinacije projekta bilo je da li primeniti opštu strategiju na projekat ili je svakoj državi/entitetu potreban jedinstven pristup. Odlučeno je da je sprovođenje zajedničke strategije (tj. odabir istog razreda/odeljenja kao ciljne grupe, korišćenje istog materijala za trenere) od suštinske važnosti: to bi omogućilo jasnije merenje i ocenu efikasnosti obrazovnog materijala; olaksalo razmenu planova časova ili drugog didaktičkog materijala i, uopšteno govoreći, promovisalo veću simetriju među različitim nastojanjima. S druge strane, odgovarajući zajednički pristup, trebalo bi da uzme u obzir raznolikost školskih sistema, kvalitet dostupnih resursa, raznovrsnost političkih i društvenih pitanja i različite nivoe saznanja i svesti o trgovini ljudima. Generalno govoreći, projekat je bio koncentrisan na izgradnju kapaciteta nastavnika i obrazovnih zvaničnika, kako bi mogli da istraže razne mogučnosti za integrisanje informacija o trgovini ljudskim bićima i načine za sprečavanje te eksploatacije u svoje programe za rad sa mladima. Akcenat je stavljen na maloletnike, ne samo školsku decu već i na decu koja ne pohađaju školu. IOM je odlučio da pri-

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27 Rezime je ovde predstavljen na svim jezicima u regionu. Zbog troškova nije bilo moguće da se ceo izveštaj odštampa na svim jezicima. Ipak, ceo izveštaj je dostupan na svim jezicima regiona na CD-u koji ide uz ovu knjigu iz važe lokalne IOM kancelarije. 28 Pod terminom mladi podrazumevaju se osobe ispod osamnaest (18) godina starosti. 29 Pokrajina Kosovo (Republika Srbija) u daljem tekstu će biti označena terminom “Kosovo”, “kosovski” je prisvojna forma a “kosovski” je forma prideva. 30 Da bi se standardizovala nomenklatura, opšti termin, Ministarstvo Prosvete, će biti korišćen iako specifični/precizni nazivi ove institucije variraju u ovom dokumentu. Na primer, u Srbiji, puno ime institucije je “Ministarstvo prosvete i sporta” a na Kosovu, “Ministarstvo prosvete, nauke i tehnologije” 31 Koristeći isto obrazloženje koje je dato u prethodnoj fusnoti (broj 3), u ovom dokumentu, opšti termin, Akcioni Plan (PoA) se koristi da označi nacinalni plan ili strategiju borbe protiv trgovine ljudima, iako je IOM svestan da se specifični nazivi koji se koriste od države do države dosta razlikuju, od “Nacinalni Akcioni Plan Borbe Protiv Trgovine Ljudskim Bićima i Ilegalne Migracije” u Makedoniji do “Nacionalna Strategija i Akcioni Plan Borbe Protiv trgovine Decom i Zaštita Dece Žrtava Trgovine

REZIME (SRPSKI)

meni fleksibilnu metodologiju zasnovanu na zajedničkom razumevanju ciljeva projekta, dopuštajući istovremeno svakoj Misiji i Ministarstvu prosvete da izaberu najbolje načine za njihovo operativno sprovođenje. Ova fleksibilnost nije primenjena samo na strategiju primene projekta već i na izbor specifične starosne grupe, pošto su ta dva elementa čvrsto međusobno povezana . Da bi se obezbedilo da projekat izlazi u susret potrebama Ministarstva prosvete i da Ministarstvo prosvete nastavi svoje angažovanje na projektu, IOM je zahtevao da svako Ministarstvo prosvete odredi lice odgovorno za ovaj projekat (“Focal point”). Primena projekta počela je brzom izradom plana tekućih i planiranih aktivnosti ne samo u vezi sa sprečavanjem trgovine ljudima, već i sa obrazovnim sistemom uopšte.”Nekoliko Misija je dopunilo ovu aktivnost sastankom partnera, okupljajući učesnike koji igraju ključnu ulogu u planiranju uvođenja mera za sprečavanje trgovine ljudima. Detaljno planiranje aktivnosti pokazalo se veoma korisnim i vrlo preporučljivim, budući da predstavlja konkretno sredstvo kojim se izbegava dupliranje inicijativa različitih organizacija, kao i isticanje oblasti od značaja koje su do tada mogle biti ignorisane. Konačno, ono olakšava identifikovanje potencijalnih partnerstava i drugih oblika saradnje koji se mogu razvijati. Na primer, na Kosovu, IOM je mogao da integriše sprečavanje trgovine ljudima u UNICEF-ov program životnih veština, a u Albaniji, IOM je bio u mogučnosti da obuči nastavnike koji su uzeli učešće u osnovnom obrazovnom programu koji je organizovao španski Crveni krst, a u BiH aktivnosti u okviru projekta bile su povezane sa aktivnostima Državnog koordinatora za borbu protiv trgovine ljudima, što je omogućilo prošireni program obuke nastavnika. Sve to naglašava značaj doprinosa nosilaca projekta (“Stake holders”)32 efikasnosti aktivnosti predviđenih projektom (za više informacija pogledati 3. poglavlje, Uloga “stakeholders”-a u uvođenju sprečavanja trgovine ljudima u školske i vanškolske aktivnosti. Projektni timovi naročito preporučuju da se pozovu direktori škola učesnica kao i viši zvaničnici Ministarstva prosvete i uključe u određene aktivnosti kako bi se bolje informisali o ciljevima projekta i promovisali svoje angažovanje u njemu, te stekli osećaj stvarnog vlasništva nad projektom. Takođe se daje puna podrška nalaženju načina za aktivno uključivanje roditelja ili staratelja učenika u sam projekat. Na bazi rezultata plana aktivnosti i rada i tesne saradnje sa licem zaduženim za borbu protiv trgovine ljudima u Ministarstvu prosvete, stvorena je posebna strategija za sprovođenje u život projekta. Usvojene specifične strategije, kao što se i očekivalo, neznatno se razlikuju jedna od druge s obzirom na različite uslove na terenu, u svakoj od šest učesnica u projektu. Pristupi su varirali: a. b.

c.

razvijanje modula za borbu protiv trgovine ljudima u obliku posebnih sesija koje bi se održavale bilo za vreme časa ili posle škole; integrisanje informacija o trgovini ljudima u obavezne predmete stvaranjem tematskih veza u cilju njihovog međusobnog povezivanja. Na primer, u građanskom vaspitanju ili društvenim naukama lekcije o strukturi i trendovima migracija, jedan mini-modul može da uvede koncept o trgovini ljudima, njegovu vezu sa ileganom migracijom, i razlike između krijumčarenja i trafikinga. kreiranje lekcija o sprečavanju trgovine ljudima koje bi se uključile u različite tipove izborne nastave, uključujući onu izbornu nastavu koja je isključivo posvećena “životnim veštinama” (sa naglaskom na druge preventivne elemente)

U zavisnosti od specifične strategije, odgovarajući materijali su sakupljeni i/ili usvojeni da bi se formirala “oprema za nastavnika” koji bi omogučila instruktoru da prenese instrukcije o prevenciji trgovine ljudima. Ove metode su bile najprimenljivije kod dece koja pohađaju školu; iako je projekat imao za cilj da utiče i na decu koja ne pohađaju školu. Za ovo područije aktivnosti, ponovo je bilo značajnih razlika među Misijama učesnicama u vezi sa najboljim pristupom za ostvarenje ovog cilja. U ovom slučaju, pristup je takođe zavisio od stepena na kojem je nepohađanje škole predstavlja problem u datoj državi. Za Hrvatsku, samo je nominalni procenat maloletnika koji su napustili školu ili onih koji nisu uspeli da pohađaju obavezno obrazovanje, dok je u drugim državama, taj procenat bio znatno veći. Čak je na ovim mestima IOM primetio trend među nekadašnjim žrtvama trafikinga koje su od njih dobile pomoć, nedostatka obrazovanja (bilo nekoliko godina obaveznog obrazovanja bilo uopšte

32)Stakeholder - Svi učesnici programa; deca, roditelji, donatori, partneri, NVO, državne institucije itd.

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nepohađanje škole), ističući važnost uključivanja ove grupe u obuku o prevenciji trgovine ljudima. Za detaljnije opise posebnih strategija koje su korišćene, molimo vas pogledajte Poglavlje 2, “Kontekst države i državna strategija za implementaciju projekta.” Pre nego što bi se bilo koja od ovih strategija mogla implementirati, prvi korak bio je održavenje seminara za obuku nastavnika. Da bi se svaka Misija pripremila za predstojeću obuku nastavnika, u Albaniji je održana “Obuka za Trenere” (ToT), koja je doprinela stvaranju obučenih trenera” u svakoj oblasti. Na osnovu raznolikosti koja je proistekla iz metodologije projekta, koja je omogućila svakoj Misiji da razvije sopstvenu strategiju i da odabere najprikladniju starosnu grupu/e kao ciljnu grupu, timovi ovog projekta su zaključili da je stvaranje opšteg priručnika za obuku nastavnika bitna komponenta koja bi omogućila jedinstvo i doslednost. Pored toga, ovaj priručnik je bio jedan od ključnih mera za održavanje projekta, pošto je omogućio da se obuka nastavnika lakše ponovi uz ograničene troškove. Iako je svaka Misija imala posebno aranžman, sve su se usaglasile sa svojim Ministarstvom prosvete da se razvije “grupa obučenih” trenera, koji bi predstavljali ljudski resurs koji bi mogao nastaviti obuku koja je vođena kroz ovaj projekat. Ovaj metod integrisanja ToT i opšti priručnik za trenere u okviru projekta za prevenciju u školama posebno se preporučuje, jer doprinosi stvaranju grupe kvalifikovanih nacionalnih trenera za prevenciju trgovine ljudima koji bi efikasno mogli da nastave sa radom na projektu uz smanjene troškove. Takođe se obezbeđuje da se koriste dosledne poruke i materijali za prevenciju trgovine ljudima širom regiona, pomažući na taj način da se smanji mogučnost da se među ljudima ustale pogrešna shvatanja o trafikingu. Kao što je prethodno ukazano, bilo je dosta razlika među Misijama učesnicama kada je reć o odabiru specifičnog razreda ili starosne grupe kao ciljne grupe i sredstava za implementaciju ciljeva projekta koji su korišćeni. Na primer, s obzirom na obim informacija u vezi sa prevencijon trgovine ljudima – već integrisani u srednjoškolski plan i program, Hrvatska i njeno Ministarstvo Prosvete su za ciljnu grupu uzeli mlađu decu (od 5 do 14 godina) kroz integrisanje materijala i poruka u vezi sa prevencijom trgovine ljudima u posebne lekcije koje su inkorporisane u plan i program redovnog osnovnoškolskog obrazovanja. Uporedimo ovaj pristup sa onim koji je izvršen na Kosovu, gde je integrisanje preventivnih predmeta bilo u fazi početka, a razredi od šestog do jedanaestog su bili ciljna grupa i sa njima su korišćena dva metoda: a) kroz integrisanje mini modula o prevenciji trgovine ljudima u odgovarajuće lekcije u tradicionalne predmete (kao što su istorija, građansko vaspitanje i biologija) i b) kroz saradnju sa programom UNICEF-a životne veštine, koji je stvorio kompletan izborni predmet na temu prevencije, obuhvataju}i i trgovinu ljudima. Različiti pristupi govore o mnogobrojnim fundamentalnim faktorima, kao što su stepen u kome su informacije o trgovini ljudima već uključene u okvir formalnog plana i programa, što je u vezi sa tim kako se uvođenje projekta uklapa sa širom strategijom Ministarstva Prosvete koja izlazi u susret obavezama koje potiču od NPA. Ovi problemi su povezani sa drugim pitanjima koje je svaka Misija morala da reši, kao što su načini odabira nastavnika i škola koji će učestvovati u realizaciji projekta. U nekim slučajevima, što je delimično bilo određeno metodom/pristupom koji je odabran i odluke su donošene u bliskoj saradnji sa Ministarstvom Prosvete. Ostali faktori posebno u vezi sa odabirom škola obuhvatali su, između ostalog: a) blizinu škola u odnosu na oblasti sa visokom stopom frekventnosti trgovine ljudima; b) škole u kojima pre toga nije rađeno na temu prevencije trgovine ljudima; i c) regionalna distribucija u cilju povečanja geografske pokrivenosti što se od projekta i očekuje. Kriterijumi za odabir nastavnika su bili slični mada je u obzir uzeto i: a) motivacija33 nastavnika i spremnost da se posvete dodatnoj obuci i instrukcijama; b) da li su imali neke predispozicije ili pogrešna shvatanja u vezi sa problemom trgovine ljudima (npr: stereotipi u vezi sa žrtvama, politička ili moralna neslaganja o integrisanju ove teme na časovima itd.) i c) njihov opšti nivo spremnosti na saradnju. Ovi problemi ističu veliki izazov koji je u vezi sa ovim projektom, posebno kada je iznalaženje efikasnih i korisnih načina evaluacije opreme, materijala i pristupa koji se koriste. Pošto su direktna ciljna grupa ovog projekta bili nastavnici i zvaničnici iz sfere obrazovanja, projekat je bio u mogučnosti da izmeri promenu u nivou znanja i razumevanja problema među obučenim nastavnicima i zvaničnicima pre i posle obuke. Rezultati ukazuju da je obuka imala značajan uticaj na produbljivanje znanja nastavnika u vezi sa trafikingom i srodnim pitanjima. Ipak, čak i nakon obuke, nastavnici nisu uspeli da iskorene određene pogrešno shvaćene pojmove.

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33)U mnogim od zemalja u~esnica, motivacija nastavnika je bila veoma ozbiljan element, zbog veoma malih plata koju nastavnici primaju i generalno lo{ih uslova za rad. Uvodjenje projekta zahtevalo je da nastavnik pohadja posebnu obuku, da se upozna sa novim materijalom, i da razvije nov i/ili modifikuje postoje}e planove. Stoga, odabir nastavnika sa dovoljno velikim nivoom motivacije i spremnosti na saradnju je bio neophodan da bi ovaj projekat uspeo.

REZIME (SRPSKI)

Da bi se to rešilo, IOM preporučuje da se predvidi produžena i produbljena obuka za nastavnike ukoliko nastavnici žele da korektno informišu i edukuju učenike u vezi sa temom. Iako su nastavnici i obrazovni zvaničnici bili direktna ciljna grupa za uvođenje projekta, indirektni i krajnji korisnici svega toga su deca. Generalno, kada se neko bavi problemima koji su zasnovani na prevenciji, monitoring i evaluacija predstavljaju naročit izazov. Koji je to način kojim bi moglo da se odredi da osoba neće uraditi nešto u budučnosti? Da bi se to odredilo, sprovedena je provera znanja i razumevanja učenika u vezi sa ovom temom. Na osnovu rezultata istraživanja jasno je da je bilo značajnih razlika među učenicima čiji su nastavnici prošli obuku i onih čiji nastavnici nisu. Da li se odgovarajuća promena u ponašanju može očekivati je zapravo drugo pitanje koje se ne može direktno izmeriti. Istraživanjem se nastojalo izmeriti potencijalno buduće ponašanje i veština donošenja odluka, međutim rezultate je bilo teško analizirati. Sve ove činjenice moraju biti u skladu sa vremenskim ograničenjem karakterističnim za rad u školi. Drugim rečima, ciklus aktivnosti projekta je morao biti tako podešen da se uklopi u školsku godinu i o ovoj dimenziji se mora voditi računa kada se radi bilo kakav školski program. U idealnim uslovima, Misije učesnice su mogle da se opredele za kreiranje originalnih tekstova za informisanje učenika o trafiking-u ali je vreme potrebno za realizaciju toga bilo izvan mogučnosti ovog projekta. Slično, za projekat bi bilo od koristi testiranje korišćenog materijala na terenu, počevši od priručnika za obuku nastavnika preko materijala pojedinih nastavnika, ali i ovo je bilo ograničeno vremenom koje je bilo određeno za pripremanje, upotrebu/testiranje a zatim prilagođavanje i ponovno testiranje nastavnih materijala. Ukratko, ovaj projekat je mogao uspešno da ukaže na sve potrebe radi kojih je i iniciran, utičući na promene sa Ministarstvom prosvete i obrazovnim sistemom, i što je najvažnije, u iniciranju izgradnje održivih struktura i ljudskih resursa. Ovaj regionalni projekat je inicirao ili pojačao mehanizme prevencije trgovine ljudima u obrazovnim strukturama ovog regiona. Projekat je postavio osnovu za integraciju prevencije trgovine ljudima u škole u regionu i za obuku nastavnika koja je neophodni pratilac jedne takve reforme nastavnog plana i programa. Kroz uvođenje projekta, konkretni koraci su načinjeni ka integrisanju informacija u vezi sa borbom protiv trgovine ljudima u formalni školski plan i program, izgrađujući ljudske resurse u obliku kvalifikovanih i iskusnih trenera koji mogu podržati i proširiti obuku nastavnika, usmeravajući pažnju i resurse ka obezbeđivanju informacija o prevenciji trgovine ljudima i bezbednosnih poruka deci koja ne pohađaju školu i drugim rizičnim grupama. Da bi se ponovili i sumirali glavni zaključci koji su proistekli iz ovog dvadeset-mesečnog pilot projekta, IOM preporučuje sledeće korake/komponente za (regionalni) program prevencije u školama: a. b. c.

d.

Iznalaženje kompromisa između nacionale specifičnosti i regionalne simetrije definisanjem opštih ciljeva projekta koje svaka država/entitet može ostvariti na najpogodniji način u skladu sa lokalnim kontekstom. Brza izrada plana aktivnosti radi potpunog informisanja koje sprovodi ili će sprovoditi vlada ili druge organizacije sa ciljem da se izbegne dupliranje ili propust i da se radi na saradnji. Uključivanjem posebnih mera za decu koja ne pohađaju školu ili druge osetljive grupe koje nisu u direktnom kontaktu sa formalnim sistemom obrazovanja bilo putem sarad nje sa NVO-ma ili neformalnim prosvetnim odsekom pri Ministarstvu prosvete (ako takvi postoje). Za neke države, ovo takođe može da uključi i određene manje zajednice, koje nisu u potpunosti integrisane u okvir obaveznog školskog sistema. Svi ovi tipovi aktivnosti će zahtevati prilagođavanje didaktičkih materijala koje je projekat izra dio, obuhvatajući sve od prevoda materijala na lokalne jezike do kreiranja crtanih filmova ili igara koji zapravo nisu pisani način komunikacije u prenošenju informacija o prevenciji trgovine ljudima i poruka. Obratiti naročitu pažnju na probleme motivacije nastavnika i osmisliti – u saradnji sa Ministarstvom prosvete, održiv, realan i novčano efikasan način podsticanja nastavni ka da savladaju novi materijal i da ga prezentuju svojim učenicima. Primer koji pro jekat preporučuje je ukljućivanje materijala u potrebnu obuku za ponovnu akredit aciju nastavnika.

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e.

f.

g.

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Povečati dužinu i širinu obuke za nastavnike: Trgovina ljudima je komplikovani fenomen i postoji mnogo pogrešnih shvatanja o njemu kao i o problemima koji su u vezi sa tim. Važno je da nastavnici zaista razumeju ta tumačenja kako bi ih objasnili svojim učenicima. Učenici moraju da shvate da žrtve trgovine ljudima nisu krive za eksploataciju koja ih je snašla, a takođe je važno da učenici shvate kako doneti odluke u vezi sa njihovom budučnošću i na koji način im to može pomoći da ne postanu žrtve trgovine ljudima. Integrisati prevenciju trgovine ljudima i teme u vezi sa tim u redovni školski program. Da bi se osiguralo da je tema o prevenciji trgovine ljudima u školama održiva, neophodno ju je uključiti u školski plan i program tako da na taj način postane regu larni deo školskog programa i da svi nastavnici pojedinačnih predmeta prezentuju svojim učenicima dobro pripremljena predavanja. Rezultati pilot projekta ukazuju da Građansko vaspitanje ili predmeti u vezi sa njim kao što je sociologija su zapravo najpodesniji za integraciju materijala u vezi sa trgovinom ljudima. Pripremiti informacije u skladu sa uzrastom dece koja predstavljaju ciljnu grupu. In formacije moraju biti prenošene deci na način na koji oni mogu razumeti i koji je u

REZIME (SRPSKI)

h.

i. j.

skladu sa njihovim nivoom kognitivnog razvoja i emocionalne zrelosti. Ova pilot studija pokazuje da deca svih uzrasta mogu imati koristi od informacija u vezi sa prevencijom trafikinga, ali da bi mlađa deca mogla bolje razumeti pojam trafikinga kroz igre slučaja ili kroz priče pre nego preko formalnih definicija ili pravne terminologije. Uskladiti uvođenje, u najvećoj mogučoj meri, sa trenutnom školskom reformom i/ili sa godišnjim naporima da se napravi pregled i da se ažurira formalni plan i program, jer to nudi neosporno najdirektniji i najodrživiji način da se obezbedi uvođenje materijala o prevenciji trgovine ljudima u škole. Da bi se shvatio celokupan potencijal regionalne prirode projekta kao što je ovaj, dodeliti dovoljno sredstava za prevod edukativnih materijala iz različitih zemalja da bi resursi postali dostupni svima; i Održavati mogučnosti trans-nacionalne saradnje među prosvetnim zvaničnicima (na različitim nivoima, tj. osoblja ministarstva kao i nastavnika) preko mera kao što su studijske posete u cilju razmene znanja, razmene informacija i regionalni koordinacioni sastanci.

INTRODUCTION

Introduction Trafficking in human beings in the Balkans Trafficking in human beings, a form of modern-day slavery, has become a global phenomenon. Trafficking in persons, especially in women and children, has been recognized as a major area of concern in the Balkans since the break-up of the Former Yugoslavia and the collapse of communism in Albania. A considerable number of people are trafficked for sexual exploitation, forced labour, begging, and delinquency from, to and through the countries of the region. In addition, internally trafficked victims intended for exploitation within the borders of their own country have been increasingly identified. While the actual scope of trafficking is hard to measure as victims often go unidentified, research indicates that the scope of the problem is significant. In 2004, 6,255 victims of trafficking were identified and assisted in South Eastern Europe alone. Of additional concern is that children make up a significant and growing percentage of the victims34. Victims of human trafficking (VOTs) are often young people in search of a better future, who are recruited into the trafficking network through false job offers, false promises of marriage, false travel arrangements or pressure to help the family earn income. Unscrupulous individuals, both men and women, exploit the innocence and naivety of youth who are eager to improve their prospects for the future and lead an adventurous and exciting life, seeing new places and meeting new people. Instead, they become subjected to forced labour, begging and prostitution, deprived of their earnings throughout the trafficking process and may receive threats against themselves and their families back home. Experience shared by former VOTs in the Balkans indicates that these children and youth often perceive themselves as trapped without choices in an illegal migration process, unaware of their rights and how to seek protection and assistance. The role of schools and civil society in preventing trafficking in children and youth Schools and local organisations as well as centres working with youth as a target group have a unique opportunity to reach young people en mass, to educate them about the realities of migration, about their human rights and about gender-based violence. In 2004 IOM initiated the Regional Educational Project: Prevention of Trafficking in Human Beings in the Balkans Through Educational Activities and Capacity Building of Schools in an attempt to prevent young people from becoming victims of trafficking or from being exploited during the migration process. The project assisted the governments in the implementation of their National Plans of Actions (NPAs), which call for the integration of trafficking prevention in schools. The project was implemented from November 2004 to August 2006 in Albania, Bosnia and Herzegovina (BiH), Croatia, the Former Yugoslav Republic of Macedonia, Serbia and Kosovo in partnership with Ministries of Education (MOEs) and other local and international actors, especially schools and non-governmental organisations (NGOs) working with youth. This manual presents our most important experiences, lessons learned and recommendations from the activities, and is intended primarily for practitioners and professionals working in the field of youth education. It may also be of interest to government representatives, donors, or representatives of international organizations and NGOs interested in policies and programmes related to the prevention of human trafficking through the education of youth. The content of the manual The Manual is divided into an Executive Summary, six chapters and five annexes and includes one compact disc with additional supplementary materials. A brief description of each chapter, the annexes and the compact disc is provided below: Executive Summary: The Executive Summary provides a brief summary of the content of each of the chapters, highlighting the most important lessons learned and recommendations for future programmes.

34) Surtees, R. (2005). Second Annual Report on Victims of Trafficking in Southeastern Europe 2005. Regional Clearing Point, International Organization for Migration, Geneva.

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Chapters: ● The first chapter provides an introduction to the manual, describing the purpose of the project and the manual as well as its contents. ● The second chapter includes an overview of the context of trafficking in human beings in each country / entity and how the types of interventions which were implemented during the project fit into the overarching anti-trafficking strategy of the country / entity and in relation to its NPA. ● The third chapter describes the role played by different stakeholders in the project and the lessons learned about the important roles of each. ● The fourth chapter describes the process for training the trainers and teachers involved in the project and the lessons learned about the importance and content of the training. ● The fifth chapter explains the impact of the project as demonstrated by the survey of students’ knowledge and understanding of trafficking which was conducted to evaluate the results. ● The sixth chapter presents recommendations for further efforts needed to integrate trafficking prevention in schools. Annexes: ● Annex A provides the reader with concrete examples of lessons and activities which can be used for trafficking prevention with youth. They include examples of lessons which incorporate human trafficking issues into other subjects of the official school curricula of the country /entity, as well as examples of lessons which cross subjects or which can be used as extracurricular activities. ● Annex B includes an example of the survey instrument which was used to measure students’ knowledge and understanding of trafficking. ● Annex C includes a list of trafficking prevention resources which were found to be useful by the teachers and students and details of how the resources can be accessed. ● Annex D includes a glossary of relevant terms that are used throughout the manual. Compact Disk: ● The complete manual translated into the languages of the region: Albanian, Bosnian, Croatian, Macedonian and Serbian. ● A complete copy of the teacher training module, including handouts and presentations in English as well as in the languages of the region: Albanian, Bosnian, Croatian, Macedonian and Serbian. ● Additional tables and reports from the survey of students’ knowledge and understanding of trafficking. ● Other trafficking prevention resources and materials that have been developed during the project, such as handbooks for teachers and students. ● Posters,cartoons,TV spots + short films on the theme of anti-trafficking. It is our hope that this manual will be used as a tool for the reader to educate youth about these issues in both theory and practice. By helping young people to make better-informed decisions about their future we can prevent future generations from becoming victims of trafficking. About the Regional Counter-Trafficking Education Project The Regional Educational Project: Prevention of Trafficking in Human Beings in the Balkans Through Educational Activities and Capacity Building of Schools built upon previous efforts and experiences gathered in the course of IOM’s counter-trafficking activities in accommodation centres which assist victims of trafficking and in prevention and reintegration activities around the world. The project aimed at helping the regional governments to fulfil the obligations articulated in their respective NPAs to incorporate trafficking prevention into the school curricula. The project was implemented from November 2004 to August 2006 in Albania, BiH, Croatia, the Former Yugoslav Republic of Macedonia, Serbia and Kosovo.

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INTRODUCTION

The overall objective of the project was to prevent human trafficking by increasing young people’s knowledge and understanding of human trafficking and related issues. To achieve this, the project aimed to increase the involvement of the MOEs in trafficking prevention, as per their respective NPAs and strategies; build the capacity of government education institutions in the Balkans to institutionalize trafficking prevention into teacher training mechanisms; establish a coordination mechanism between education officials in the Balkans; build the capacity of schools to conduct trafficking prevention activities among children and youth; build the capacity of NGOs to conduct trafficking prevention activities for children who do not attend school; and raise awareness of children and youth on issues related to trafficking and smuggling, migration and the rights of children and migrant workers, gender issues and especially relationships and gender violence. To achieve these objectives the project included the following main activities: ● Regional study tours and workshops: Study trips and exchange visits for MOE focal points and officials were organized to promote exchange of anti-trafficking policy papers and strategies, and more importantly, to learn from each others’ best practices and lessons learned on the role in prevention of trafficking for the MOE and governmental educational institutions, including schools and child- and youth centres. The trips also provided an opportunity for the MOE officials to establish a network for future reference and exchange of information in the region. ● Development of a teacher training module: IOM developed a teacher-training module to educate teachers about trafficking and related issues and to demonstrate how trafficking prevention can be integrated into the school curriculum35. The module incorporates an empowerment approach for the children to make informed decisions in their future about migration, employment and relationships. It places the problem of trafficking in the wider context of migration, human rights and gender violence, which is important for a deeper understanding of the problem of trafficking in persons in the Balkans. ● Training of trainers: IOM, in collaboration with MOEs, identified two trainers from each country / entity (three in BiH) to be the trainers for the project. All of the trainers were trained by IOM in how to use the teacher training module. Each trainer was asked to prepare and deliver one session of the module, which had been shared with them prior to the training. This provided the trainers an opportunity to practice the module and to see how the module worked in practice, as well as to provide inputs for revisions to the final version. The trainers then conducted teacher training sessions in their country / entity using this module. ● Teacher training: At least twenty teachers and NGOs facilitators were trained in each country / entity by the same trainers that were trained by IOM and using the same teacher training module. They were educated about trafficking and related topics and practiced how to integrate trafficking prevention issues into the existing school curricula. ● Compile and distribute supplementary materials for schools: At the end of each training, anti-trafficking resource “tool kits” containing country / entity specific anti-trafficking legislation, facts and figures, as well as practical trafficking prevention lesson plans, movies and information to promote safe migration were provided to each teacher and NGO facilitator36. Teachers and facilitators used the tool kit materials in their activities with the children and youth. IOM also provided TV sets and VHS or DVD players to participating schools and NGOs where such equipment was lacking so that they could make full use of the audio-visual resources provided. ● Conduct lessons and activities with children in school: Teachers in each participating country / entity applied the training by designing lessons to teach trafficking prevention in their classrooms. ● Conduct lessons and activities with children who do not attend school: NGO facilitators in each participating country / entity applied the training by designing lessons to teach trafficking prevention through activities with children and youth in their centres, at meetings in schools and with the community. 35) A copy of the teacher training module is included in the compact disc which accompanies this manual. It can also be downloaded in English from http://www.iomtirana.org.al/ 36) A list of which resources each country included in the tool kit is provided at the end of this manual under “Resources”, some of the material is also to be found on the compact disc.

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● Teacher’s contest: A teachers’ contest was launched to inspire teachers and NGO personnel with the objective to come up with the most efficient and creative ways of discussing trafficking in a variety of different subjects, using creative and participatory methodologies to encourage student participation. A jury was set up in each country / entity consisting of the MOE, IOM and other relevant stakeholders, to select the trafficking prevention lesson plans that best met this objective. Samples of these plans are included in this manual in Annex A. ● Evaluation of the project’s impact: IOM developed a survey to measure the effectiveness of these lessons on the students’ knowledge and understanding of trafficking as well as to measure potential changes in their future behaviour and decision-making. The results of the survey are presented in chapter five as well as in the detailed report provided on the compact disc which accompanies this manual. IOM also measured the impact of the training provided to teachers and trainers, to assess the impact of the teacher training on their knowledge and understanding of trafficking and related issues. The impact of the training is described in chapter four. ● Publishing a best practices manual: The most important experiences, lessons learned and recommendations from the project activities were consolidated in this manual, which is intended primarily for practitioners and professionals working in the field of youth education and with programmes related to the prevention of human trafficking through the education of youth.

COUNTRY / ENTITY CONTEXT AND STRATEGY FOR PROJECT IMPLEMENTATION

Country / Entity Context and Strategy for Project Implementation Albania In the past several years it has become apparent that Albania continues to be a transit country for trafficking in human beings, and more and more a country of origin with Albanian nationals being trafficked for the purposes of sexual exploitation, labour, begging and delinquency. While victims are most often women and girls, a significant number of victims are male minors. Foreign nationals are also trafficked through Albania en route to other destination countries, especially in the European Union (EU). The Albanian National Strategy and Action Plan for the Fight Against Child Trafficking and the Protection of Child Victims of Trafficking 2005 – 2007 addresses the issue of prevention in a very comprehensive way and is based on close co-operation between governmental agencies, local NGOs and international organisations. Currently, many iinternational and local organizations are funding counter trafficking prevention programs – many of them targeting youth. Some target youth in schools, other through community centres and still others through community discussions and even door-to-door campaigns. All of these activities are implemented outside of the official school program and only in limited geographic areas. When the IOM program started, there was yet no systematic provision of trafficking prevention information in the school curriculum or information in the textbooks of children and in the handbooks for the teachers. However, the Albanian National Strategy for Combating Trafficking in Human Beings 2005-2007 sets out in section III – Prevention, activity ii – that the government will ‘mainstream trafficking awareness education in all gender awareness and civic education curricula at the pre-university school levels, relating human trafficking to its root causes and related social issues’ issues 37. In the child trafficking strategy, the government commits to ‘provide information about child trafficking and its consequences in school curricula; promote cultural and educational activities focusing on child trafficking; organize dedicated prevention campaigns targeting children in high risk communities and other vulnerable groups’38. This project, along with a national trafficking education project started one year earlier, was a first step in helping the government to achieve these objectives. When the program started, Albania was (and still is), undergoing a national curriculum and school reform process: the textbooks for many courses are being revised and trafficking is a topic that could be integrated into the new textbooks in those courses where it has relevance – for example in civics, geography, and social studies. The aim of the program in Albania was thus that the best practices resulting from the program would be used to inform the revision of the textbooks so that trafficking prevention would become appropriately integrated in the revised school curricula. During the period of implementation of the program, the MOE allowed for two hours a week to be spent on special ‘elective’ topics outside of the regular curriculum (allowing for a total of 70 hours per year for such topics). Scheduling this time is obligatory, but schools can pick from a variety of topics that they deem to be most important in their communities. The teachers that participated in the project were encouraged by IOM and the MOE to use these elective hours for trafficking prevention information, but also to try to integrate trafficking prevention into their regular subjects. The program in Albania was focused on secondary schools (7th and 8th grades only) or high schools, which ch had not previously been engaged in similar projects, located in the areas most affected by trafficking in persons and migration. The selection of schools was made following recommendations from the MOE and the Educational Directorates resulting in the participation of two schools from each of the districts of Fier, Berat and Kukes; three schools in Korca, and one in Shkodra. One teacher in each school was selected by the school Director to participate based on the criteria that he/she should teach social science subjects and be motivated to incorporate trafficking prevention into his/ her classes. The teachers participating in their programme were trained using the IOM Teacher Training Module e and provided with copies of the IOM tool kit for teachers. The selection of NGOs was made after an assessment of relevant stakeholders’ activities in the field of anti-trafficking and 37) Albanian National Strategy for Combating Trafficking in Human Beings. Strategic Framework and National Action Plan: 2005 – 2007, p. 34. section III – Prevention, activity ii. 38) Albanian National Strategy and Action Plan for the Fight Against Child Trafficking and the Protection of Child Victims of Trafficking 2005 – 2007, section 1 – Prevention, activity, p. 24.

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children’s rights and after meetings with local and international organizations. Those organizations which had established programmes with children who do not attend school were selected for collaboration. Their staff was provided the same training and resource materials as the teachers, using these to incorporate trafficking prevention themes into their regular programmes and activities with the children. Bosnia and Herzegovina (BiH) Until 2003 BiH was primarily a destination and transit country for girls and women trafficked from Eastern European countries. However, BiH is increasingly becoming a country of origin, where young girls and women from BiH are being trafficked either internally or to Western European countries. High unemployment, political instability and lack of opportunities for young people have resulted in an increasing number of youth looking for prospects to work abroad. These conditions have created an opportunity for traffickers to exploit BiH youth through false promises of well-paid jobs abroad or other deceptive means. Youth are generally unaware of the risks of being trafficked, as trafficking related education has not been included in the BiH education system. Prevention and awareness raising activities on trafficking have, in the past, been implemented by IOM and local NGOs. The BiH government, in particular the Ministry of Security (MOS), the institution responsible for trafficking related issues, and the State Coordinator for Anti-trafficking and Irregular Immigration, have only recently become actively involved. The already complicated BiH education system, comprised of 13 Ministries of Education, is heavily influenced by political and ethnic divisions, prejudices and traditional gender-based values of the BiH society, and trafficking related issues are not a priority as such. Groups at risk – BiH children and youth - therefore lack education on the current reality of human trafficking and related issues, such as sexually transmitted diseases and infections, and HIV/AIDS. With the start of the project Prevention and Awareness Raising Campaign in BiH (PARC) implemented by IOM and local NGO partners, the BiH government, in particular the MOS and the MOEs recognized the need to educate the general public, especially BiH children and youth about the dangers of trafficking in BiH. The need to include trafficking related education in the BiH education system was thereafter recognized in the BiH National Action Plan for 2005-2007, which emphasized the development of a counter-trafficking school curriculum and the implementation of trafficking related training for educators and school personnel. These activities were initiated through the Regional Educational Project: Prevention of Trafficking in Human Beings in the Balkans Through Educational Activities and Capacity Building of Schools and other prevention activities that were undertaken by IOM in 2005, in cooperation with the MOS, State Coordinator, MOEs and seven local NGO partners: Buducnost Modrica, Foundation of Local Democracy Sarajevo, La Strada BiH Mostar, Lara Bijeljina, Lotos Zenica, Medica Zenica, and Woman BiH Mostar. As a result, BiH took a significant step forward by establishing the State Thematic Group on Prevention of Human Trafficking and Economic Empowerment which comprises the representatives of relevant educational state authorities and includes IOM as the only non-state actor. The Group is responsible for the inclusion of trafficking related education into the BiH educational system, in particular for the creation of an anti-trafficking school curriculum and for facilitating the inclusion of anti-trafficking education into the state-organized teacher training. Showing further readiness to take an active role in trafficking prevention activities, the BiH government assigned three Focal Points in the MOEs of the two entities (Federation BiH and Republika Srpska) and the Brcko District, to cooperate with IOM and other local partners in all prevention activities being implemented or planned in BiH. These Focal Points actively supported implementation of this project, particularly contributing to the Training of Trainers seminar and the training for teachers and local NGOs. The cooperation was increased through the selection of schools for the educational workshops as well as through Focal Points’ participation in the work of an Expert group for the development of a school curriculum. Highlighting the impact of the project, the State Thematic Group on Prevention has recently obtained the approval of all 13 MOEs in BiH, for the usage of the Teacher Training Manual, largely based on IOM’s Teacher Training Module, in systematic state-organized teacher training.

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The coordination of all activities was improved through the organizing of stakeholder meetings, during which best practices were exchanged and further plans developed on education-related prevention activities in BiH. One of the outcomes of these was an agreement to include additional target groups in prevention activities, such as children from orphanages and centers for children with special needs as well as Roma minorities and school drop-outs. Although the activities so far have stipulated the increased involvement of educational institutions and the BiH government into trafficking related prevention and awareness-raising activities and their inclusion into the BiH education system, much still needs to be done in the complicated BiH education environment for the process to be continued and the activities to be properly implemented to the benefit of the targeted children and youth as well as the country as a whole. Croatia In terms of trafficking patterns, Croatia is predominantly a transit country for trafficking. However, growing evidence points to the fact that it is becoming a country of destination and origin as well. Croatia is also a country which is seeing increased trafficking within its own borders (internal trafficking). There are now clear indications that trafficking is developing into a seasonal operation along the lines of international sex tourism. Croatia gained the candidacy status for EU membership in June 2004 and opened the accession negotiation process with the EU in October 2005. In spite of significant achievements since year 2000, there is still a need for improvements in all areas, including counter trafficking, in order to fully comply with the EU accession requirements. The National Committee for the Suppression of Trafficking in Persons (STP) was established in 2002, followed by adoption of the first National Plan for the STP. The new National programme for STP 2005-2008 was adopted in 2004 and operationalized by the annual Action Plans for 2005 and 2006. Both programmes commit relevant government bodies to undertake educational prevention activities. Within the National Committee, a Subgroup for Combating Trafficking in Children has been established and a two-year National Plan of Combating Trafficking in Children was adopted in October 2005. Recognizing prevention and awareness-raising activities as essential steps towards combating trafficking in human beings, several mass media and information campaigns have been implemented since 2003 by IOM, Government Office for Human Rights and national NGOs. In addition, a few smaller local campaigns were conducted by local NGOs in their communities, especially targeting adolescents. The Ministry of Science, Education and Sports (MOSES) recognized the need to increase their capacity in order to act preventively and so influence young people. Within the educational system, Croatia has already established preventive programmes that cover various topics, amongst which the priority for the school years 2004/2005 and 2005/2006 was given to counter-trafficking. Preventive programmes have been conducted in all educational institutions in Croatia, with organizational structures on the national, county and school level, while the vertical and horizontal coordination mechanism is ensured through selected coordinators on each level. The main forms of work are interactive, such as workshops, seminars, panel discussions and open forums and encompass not only students, but also teachers, parents and the local community. In cooperation with IOM, MOSES has incorporated an educational module on counter trafficking into the Croatian high school curriculum. In addition to the revision of the school curricula, cooperation with six national NGOs authorized to carry out such trainings has been developed. Based on the results achieved by previous counter trafficking educational project that covered high-school population, this project primarily addressed the needs of primary schools and to a lesser extent pre-schools, targeting both educators and children (5-15 years old). This project’s intervention followed the established institutional structure and incorporated human trafficking educational content into the preventive programmes of pre- and primary schools by conducting counter trafficking training and providing tool kits and resource materials which were lacking. Namely, despite an established organizational framework, there were scarce specialized counter trafficking educational materials and no training had been conducted for primary school teachers. The pilot schools were selected from all major regions of Croatia, while taking into account coverage

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of both urban and rural areas. In this way the complementarities with past achievements was ensured, encompassing all age groups throughout the education process with preventive countertrafficking educational programmes. Due to inclusion of a younger and broader age group of children compared to the other participating countries and entities, IOM Croatia and the MOSES needed to adapt educational objectives, content, pedagogical approach and evaluation methodologies according to the needs of younger children. The role and inclusion of parents and guardians is more significant as well. The MOSES expert team in co-operation with IOM Croatia developed four types of evaluation questionnaires corresponding to the children’s ages (5-7 years, 8-10 years, 11-12 years and 13-14 years), to test the educational materials, teaching methods and level of children’s capability to comprehend counter trafficking content and counter trafficking-related themes. The educational objectives were primarily focused on recognition of dangers and risks as well as on strengthening decision-making skills and appropriate behaviour in such situations, while expert definitions were to a certain extent lectured only to the oldest age groups. Since the percentage of drop-outs in elementary schools is low, the MOSES preferred to focus project activities on the regular educational system. FYR Macedonia Macedonia obtained its independence from Yugoslavia in 1991 to constitute itself as a parliamentary republic with a population of two million people. The country inherited a cultural, religious and linguistic plurality, which reflects in its political landscape. At the time of independence in 1991, the country’s economy was already fragile but since then, it has deteriorated further because of international and internal political conflicts, social uncertainty, painful and often unfruitful transformations of many of the established systems, affecting health, education, and the economy. All of these factors contribute to the creation of an extremely fertile ground for the activities of organized crime. Since 2000, Macedonia has been recognized as a major country of destination and transit for human trafficking. Since 2001, the Macedonian government has placed the fight against trafficking on its list of priorities. The Macedonian government was the first in the region to open a shelter for foreign victims in April 2001, with support from IOM Skopje. Large numbers of foreign victims have been rescued and repatriated. In March 2001, a National Commission for Combating Trafficking in Human Beings and Illegal Migration in Macedonia was established to monitor and analyse the situation in regards to human trafficking and illegal migration and to coordinate activities between the competent institutions in Macedonia. A National Action Plan for Combating Trafficking in Humans and Illegal Migration has been enacted. Within the National Commission, in January 2004, a Subgroup for Combating Trafficking in Children in Macedonia was formed and a National Plan of Action for combating trafficking in children drafted. The educational system is one of the areas of intervention set within this Plan of Action. The activities stipulated in the National Plan of Action include preventive lessons in the elementary and secondary schools, as well as other educational institutions, in order to inform students and teachers about the problem of trafficking in children through lectures, distribution of informative material and educational tools amongst teachers and children. During the past years, IOM has engaged substantial efforts in the country to address the problem of trafficking in human beings, cooperating and joining efforts with the relevant government institutions through a number of projects encompassing different perspectives of combating human trafficking, including: direct assistance to victims of trafficking; institutional capacity building; capacity building of NGOs; and prevention and awareness-raising activities. Nonetheless, in the formal educational system, the issues surrounding trafficking in human beings have not been included in any of the traditional subjects or school programs. With this educational initiative, IOM counter trafficking intervention in Macedonia broke new ground, expanding its focus on formal education and the inclusion of counter trafficking topics in the school curricula or school extracurricular activities.

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To implement the project activities, IOM Skopje established close partnership with the Ministry of Education and Science (MOES), by signing an official Letter of Cooperation. At the beginning of the project a Focal Point from the MOES was assigned and two education officials, professionals from the MOES and the Bureau for Development of Education, were appointed to operate as a leading team from the MOES and maintain continuous cooperation with IOM in all project stages. Together with the MOES team, the strategy for project intervention was developed so as to comply with the formal education principles and complement the existing educational programmes. As the ultimate goal of the project was to incorporate trafficking prevention topics into the existing school curricula, it was decided to target secondary schools/high schools, as well as upper grades of primary schools, concentrating on subjects that could be used for teaching trafficking prevention lessons. Following the recommendations of the MOES, pilot schools were identified to take part in the project, focusing primarily on border and remote areas and including schools with ethnically mixed populations. Further assessment of the possible intervention into the school curricular or extracurricular activities was done together with school directors who were sent introductory letters and supporting project related information, thereby helping them identify relevant school subjects and select the right teachers from their schools to participate. In addition, they played an important role in facilitating the practical realization of trafficking prevention activities with students. Due to the fact that in Macedonia the number of children who do not attend or drop-out of school is considerable, it was crucial to extend the intervention to this target group. Therefore, through an extensive mapping exercise, specialized NGOs were selected to take part and facilitate the process of awareness-raising among out-of-school children in their communities. Teachers from 25 secondary and 15 primary schools, for the most part sociology, civic education, history, geography and biology teachers, and educators from local NGOs received training and supplementary educational tools, and were further responsible for putting into practice the knowledge and skills acquired in their everyday work with children. Serbia Since its creation in 2001, the State Union of Serbia and Montenegro39 ratified a number of international agreements in the sphere of human rights. The Criminal Code of Serbia was revised and in addition to trafficking in persons, several new articles were introduced, such as trafficking in children for the purpose of adoption, illegal crossing of the State border, and smuggling of persons. In 2005, the National Team40 drafted a National Action Plan to Combat Trafficking and a Strategy for 2005-2008. Both documents have to be finally adopted by the Government. IOM actively participated in the creation of both documents. Considerable efforts have been made over the past several years in order to increase visibility of the problem of trafficking in human beings in Serbia, but still much more has to be done in the struggle against this phenomenon. Awareness-raising campaigns and workshops mainly for high school students and teachers have been organized by several NGOs; however, the activities of these organizations remain isolated and poorly coordinated. IOM has been active in combating trafficking, working closely with both governmental and nongovernmental sectors, organizing awareness-raising campaigns with partner NGOs as well as providing direct assistance to the rescued victims of trafficking. Valuable data have been gathered on the profile of victims showing that in Serbia the victims are usually young women, 18 to 25 years old and younger, coming from impoverished socio-economic backgrounds and having less than eight years of schooling. Serbia has increasingly become a place of origin of victims, while in the past it was mainly recognized as a country of destination and transit. In order to tackle the problem of trafficking, IOM signed a Memorandum of Understanding (2005) with the Ministry of Education and Sports of the Republic of Serbia, supported by the National Coordinator for Combating Trafficking in Human Beings, in order to incorporate modules on counter trafficking awareness raising into existing school curriculum. IOM organized the training of teachers on ”How to raise awareness among youth about the trafficking phenomenon and other related issues”, covering selected elementary schools and a Roma NGO in Kragujevac, Serbia. IOM is endeavouring that the vast 39) In May 2006 Montenegro proclaimed its independence from Serbia in a national referendum. Prior to this the national instruments related to trafficking were developed for both Serbia and Montenegro. 40) The National Team for the fight against trafficking in human beings, under the head of National Coordinator for combating trafficking in human beings, composed of representatives of Serbian Ministries of Interior, Justice, Finance, Health, Education and Sports, Labor Employment and Social Policy, as well as Federal Ministry of Foreign Affairs and Ministry for Human and Minority Rights, and Serbian Supreme Court and Public Prosecutor’s Office.

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majority of school children as well as children who do not attend school (school dropouts - mostly Roma children) receive information on human trafficking and are warned of its risks, thus preventing them from becoming victims of trafficking. Kosovo In Kosovo, the immediate post-conflict situation was marked by generally chaotic conditions, a widespread lack of law and order, economic devastation, and the breakdown of traditional family and village structures. As Kosovo emerged from the 1999 conflict it began to reconstruct and create new functioning institutions and control mechanisms. These conditions – combined with internal migration, entry of an enormous number of foreigners, including military personnel, porous administrative borders and limited border controls, established smuggling routes and corruption, and a lack of proper legislation - were conducive to the flourishing of organized crime and human traffickers, whose networks had already become entrenched during the turbulent war period. Kosovo was first classified as a place of transit and destination, as its trafficking cases primarily involved foreign women and girls passing through and/or being exploited within the area. In recent years, the characteristics of human trafficking in Kosovo significantly changed, as increasing numbers of cases of trafficking of Kosovar women and girls were reported and instances of internal trafficking were more frequently confronted. Although trafficking for purposes of sexual exploitation remains the dominant trend, little information exists about other forms of exploitation in Kosovo. Since the end of the conflict, the United Nations Interim Administration Mission in Kosovo (UNMIK) has administered Kosovo, with a gradual transfer of competencies to the Provisional Institutions of Self-Government (PISG). In response to the growing problem of human trafficking, the Office of the Prime Minister (OPM) created the Advisory Office of Good Governance, Human Rights, Gender and Equal Opportunities (AOGG), to serve, among other mandates, as the head agency for coordinating Kosovo’s counter-trafficking responses. The first ever Anti-Trafficking Conference in Kosovo was held in October 2003, co-sponsored by IOM; this monumental event launched the process of drafting a longer-term strategy. The Inter-Institutional Working Group (IIWG) to Combat Trafficking, composed of representatives from the OPM, the Ministry of Labour and Social Welfare, the Ministry of Health, the Ministry of Education, Science and Technology (MEST) and the Ministry of Culture, finalized the Kosovo Plan of Action (KPA) in April 2005. IOM assisted the Working Group throughout this process and the KPA was approved in May 2005. According to the KPA, the MEST would be expected to “mainstream trafficking awareness education in all gender awareness and civic education curricula at the pre-university school level”.

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The MEST was formally established in 2002 to replace the UNMIK Transitional Administrative Department of Education, Science and Technology. It is important to note that, since its inception, the MEST has taken the lead in all education matters, including policy development. For example, a new comprehensive curriculum framework for Kosovo was developed and completed and it is one of an increasing number of efforts to promote public awareness concerning the educational needs and rights of women, children, minorities and individuals with special needs. However, the above-mentioned issues were not well covered or distributed within the “main” (core) subjects. Moreover, information about the problem of human trafficking information was not integrated into the school curricula, as the issue was not acknowledged to be a domestic problem. Subsequent to the increased institutional awareness of human trafficking resulting from the work of IOM and other NGOs over the past three years, the MEST’s position on the issue radically changed as the MEST became open to and began permitting local and international NGOs to conduct trafficking awareness raising sessions in schools. While this work has had positive effects, the MEST expressed the desire for a more sustainable and institutionalised approach. To this end, it has incorporated a counter trafficking element into the Civic Education curricula for tenth grade students. IOM was one of the first leading organizations in Kosovo in the struggle to combat the effects of trafficking and provide assistance to its victims. As early as January 2000, IOM Kosovo identified the urgent need to establish a Counter-Trafficking Unit and began to develop corresponding programming. Before this project, IOM Kosovo had not implemented a systematic intervention in schools. Instead, IOM has contracted with local NGOs to conduct counter-trafficking awareness-raising sessions in schools on an ad hoc basis. The current project commenced with a rapid assessment aimed at better understanding local and international organizations’ ongoing or planned education-based activities. Numerous meetings took place with potential cooperation partners to better understand the role and implementation capacity of other actors working in counter-trafficking, education, and related fields. Following the assessment and through extensive consultation with the MEST, the project team was able to define the project’s target groups and elaborate a two-pronged strategy of providing counter trafficking-related information to children in schools in a systematic and effective way, without detracting from the formal curricula. This strategy was composed of the following dimensions: a) Insertion into Elective Subject: IOM collaboration with MEST and UNICEF for the “Life Skills” Project” to include preventive subjects into the elective curricula of the 8th grade.

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IOM project staff worked closely with MEST to include IOM’s trafficking prevention module into UNICEF’s “Life Skills” Elective text, as well incorporating counter trafficking related information within other preventive chapters of the Life Skills teachers’ and students’ textbooks, such as Domestic and Gender violence and HIV/AIDS. Cooperation between IOM, MEST and UNICEF’s Life Skills Project developed smoothly and provides an alternative method of incorporating trafficking prevention modules into school curricula. UNICEF supported the production of the Life Skills Teachers’ Books and the Life Skills Student Books. IOM also provided the 29 schools participating in the Life Skills course with didactic materials to enhance the instruction of the counter trafficking module and other prevention topics within its curricula. b) Cross-cutting distribution of trafficking prevention modules: IOM collaboration with MEST to insert counter-trafficking modules into selected core subjects (namely, Biology, Geography, Civil Education and History, in grades 6,7, 9, 10, and 11), and in extra-curricular activities. Participating teachers were provided with training and supplementary materials and a guide showing them how and when the modules can be most appropriately and effectively included in the curricula. IOM project staff and relevant MEST departments closely worked in defining the criteria for the selection of the participating schools, teachers and NGOs. Forty schools were selected, consisting of: 15 schools for 6th and 7th grades, 10 schools for 9th grade; and 15 schools for 10th and 11th grades. Schools were selected based on their proximity to neighbouring countries, especially areas along boundary lines; the number of identified trafficking victims in the area; the number of places on the UNMIK “Off Limit” list; and for geographic balance and equitable distribution. Teachers were selected based on the subject they teach (core subjects such as Civil Education, History, Biology, and Geography), exposure to other related trainings such as protection of human/children rights, gender/ domestic violence, and health, HIV/AIDS; motivation and open-mindedness to work with children in such prevention activities and motivation to work with the community, especially with parents of students and other community structures. Supported by the MEST, IOM project staff analyzed the school curricula for 6th, 7th, 9th, 10th and 11th grade to better identify ways of including counter-trafficking modules into the targeted main subjects, with no direct intervention to the formal curricula. More concretely, this was achieved by training teachers and providing them with supplementary materials and a guide showing how and when the modules can be most appropriately and effectively included. c) In order to reach children who do not attend school using an institutionalised, and therefore more sustainable, approach, IOM worked with the MEST Department for Non-Formal Education and the Union of Parents and Teachers Associations of Kosovo (UPTAK) to explore ways of including trafficking prevention into non-formal education courses. Working specifically with local NGOs affiliated with the MEST Non-Formal Education department working with school non-attendees, IOM conducted counter trafficking training to facilitate the inclusion of the trafficking prevention modules into their activities. IOM worked closely with the UPTAK on the project “Joint Responses of Parents and Teachers in Creating Safer Environments in Schools” in order to raise the awareness of students within compulsory classes (i.e., 6th to 9th grade), their parents, and the surrounding community on issues related to human trafficking (migration, children rights, gender violence, domestic violence, and consequences). In total, 8 schools, 96 students and 140 parents and community members benefited from these awareness-raising activities. Highlighting areas of possible future intervention, IOM, in cooperation with the MEST, delivered a presentation to 165 experts on trafficking prevention in pre-university curricula and syllabi. The presentation aimed at raising awareness of trafficking in human beings and exploring possible ways of including trafficking prevention modules directly in school curricula during the process of modification. This was realized for the 9th grade as IOM and MEST worked together to incorporate trafficking prevention information into the formal Civic Education curricula. The technical support provided to schools, such as a TV/DVD players and the documentary film “Promises” produced in Kosovo, helped in implementation of school activities.

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ROLES OF STAKEHOLDERS IN INTEGRATION OF TRAFFICKING PREVENTION IN AND OUT OF SCHOOLS

Roles of Stakeholders in Integration of Trafficking Prevention in and out of Schools Sustainable and systematic integration of trafficking prevention in schools and into programs for children who do not attend school would not be possible without the complete support and commitment of key stakeholders including the Ministries of Education, other relevant educational institutions, school director and teachers, as well as local non-governmental organizations. The importance of the role of each stakeholder and ways in which their participation has been encouraged is detailed below. Ministries of Education As leading educational institutions, the Ministries of Education play a key role in the process of integrating trafficking prevention in schools. MOEs set educational policy at the national and, in some cases, local level. MOEs decide the priorities for the educational system and decide in what ways, if at all, trafficking prevention should be incorporated into the educational system. MOEs also play an important role in encouraging the support and participation of other stakeholders, especially school directors and teachers. Cooperation with the respective MOEs was, therefore, essential to attain legitimacy for conducting trafficking prevention activities in schools. All six participating IOM Missions had as their main stakeholders in project implementation the national or entity Ministries of Education, including a number of sub-divisions, units and institutes within the Ministries. The affiliations between IOM Missions and the Ministries of Education were formalized and signed to ensure commitment to the project objectives and legitimacy for the project activities. IOM requested that each Ministry assign a Focal Point for the project to ensure that there was at least one person specifically assigned to focus on the project and to help push forward the project objectives. Through these Focal Points, the MOEs were actively involved in mapping and identifying the target areas and schools for the pilot programme, identifying national experts to take part in teacher training activities, and collecting and reviewing relevant educational materials for teachers and students. Furthermore, they facilitated the process of introducing trafficking prevention to pilot schools and establishing close links with the school directors and the teaching personnel, exploring possible school subjects or extracurricular school activities in which to integrate trafficking prevention topics. They worked closely with the teachers and assessed the specific needs of primary and secondary schools, thus identifying what type of didactic tools and resources were necessary for efficient realization of trafficking prevention educational activities. With the purpose of forging links between education officials and teachers and broadening the exchange of information and experiences region-wide, representatives of the Ministries of Education took part in exchange study tours, thus enabling better communication and coordination of the activities and sharing of lessons learned across the region. School Directors School Directors are responsible for ensuring that their school complies with the educational requirements of the country / entity. They are the ones who implement the school curricula and ensure that teachers have the capacity to undertake their responsibilities. Without the support of school directors, implementation of trafficking prevention policies and programs in schools would not be able to proceed beyond the theoretical stage. In order to reinforce the capacity building of schools and ensure follow-up activities, in Macedonia and Kosovo, for example, counter trafficking training sessions were organized for directors of the pilot schools involved in the project. These sessions were designed to help them acquire knowledge and skills on topics related to the prevention of trafficking in human beings thereby enabling them to assist and facilitate the process of education and awareness-raising in schools. As a result, school directors have taken a pro-active approach in the direction of facilitating the involvement of their teachers in teacher training activities, practical realization of lessons learned, and allowing extra-curricular engagement and realization of project activities in schools.

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Teachers Teachers are the direct link to students. They are responsible for effectively educating youth about trafficking and in helping them to understand how they can protect themselves and their friends from becoming victims of trafficking. In order to effectively undertake this responsibility teachers must have in-depth knowledge of the issue as well as of the ways of integrating discussion and activities into the school setting. To this end, teachers who were selected to take part in the pilot project participated in a two-day training on trafficking and on integrating trafficking into the school curricula. They also received supplementary trafficking prevention tools and resources to assist them in developing effective ways of including counter trafficking in different subjects of the existing curricula or in school in general. A Teachers’ Contest was also launched to encourage teachers to develop effective methodologies for introducing trafficking prevention education in their schools. Consequently, teachers presented creative lesson plans and methodologies which demonstrated that teachers understood their role as important actors in the prevention of trafficking and put significant effort into educating their students on counter trafficking topics during regular classes, through project activities and in extracurricular activities. Local NGOs Because many of the most vulnerable youth are those who do not attend school or who leave school at a young age, trafficking prevention needs to be expanded beyond formal education, reaching-out to the out-of-school population. Local non-governmental organizations play a valuable role in taking over the leadership in trafficking prevention among this at-risk group of children. Many such NGOs have already developed programmes targeting this vulnerable population and, as a result, have established trusting relationships with the children. The NGOs also have the privilege to directly communicate and conduct preventive counselling with the parents of these vulnerable children. Staff of several of these specialized NGOs in the region were provided with training and resource materials to help them introduce trafficking prevention education and activities into their programmes with children and their families. NGO staff also participated in the Teachers Contest which demonstrated that they developed creative and effective ways of introducing this topic with the children. Other International Organizations Because trafficking in human beings has been an escalating phenomenon seriously affecting the Balkans region, many other international organizations have also focused their efforts to different aspects of its prevention. In the course of this pilot project, IOM created synergies and mutually supporting activities with some of these organizations. Within the framework of the Life Skills Project in Kosovo, UNICEF initiated a Working Group with the MEST and IOM to assess the existing intersections of preventative topics within the new formal school curricula. IOM’s counter trafficking module was ultimately incorporated into the Life Skills curricula for the eighth grade and IOM further contributed to UNICEF’s teacher training by providing instruction on trafficking prevention content. In Albania, IOM worked with both international and local organizations to provide resource materials for the teachers and youth. As well, in Albania, IOM was able to expand the reach of the program to include far more teachers by providing trafficking prevention training and resource materials to teachers who participate in an educational project of the Spanish Red Cross.

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TRAINING OF TRAINERS AND TEACHERS

Training of Trainers and Teachers For the purpose of long-term sustainability of trafficking prevention activities, the Project envisaged building the capacities of schools through training of teachers. An initial regional training of trainers provided for the necessary transfer of trafficking prevention knowledge to the representatives of each participating country / entity and made the training of teachers on the national level possible. A training of trainers course was organized by IOM in August 2005 in Tirana. The course was designed to train two to three trainers of each participating country / entity, so that, upon return, they could conduct a training for teachers in their country. Thirteen trainers from six countries were selected in cooperation with or nominated by the country / entity’s respective MOEs and were representatives of the MOEs, Pedagogical Institutes, educational institutions, schools and anti-trafficking non-governmental organizations (NGOs). The training of trainers was organized on a regional level so as to ensure that all trainers had adequate knowledge of the trafficking phenomenon and its prevention as well as to allow for a consistent training of teachers throughout the region. The training of trainers was conducted using a Teacher Training Module, developed within this project by IOM Albania in cooperation with the Institute of Curricula and Standards of the Albanian MOE. The module provides theoretical knowledge and practical skills for training teachers how to conduct trafficking prevention education activities with school-age children. The training module includes the following seven sessions: 1. 2. 3. 4. 5. 6. 7.

What is human trafficking Migration in the Balkans Child and human rights Gender-based violence and sexual exploitation The role of school in prevention of human trafficking Including counter trafficking topics in school curricula Teaching decision-making skills in schools

For the training of trainers, trainers were asked to prepare and deliver one session of the module, their active participation allowing them to practice teaching the module and to provide feedback for improving the module. Suggestions from the participants and from the MOE and Pedagogical Institutes representatives were integrated into the final version of the module, later distributed to the trainers, translated into local languages and used for training the teachers in each country / entity. The evaluation of the training of trainers, performed using questionnaires filled out by trainers before and after the course, showed an increased level of the participants’ understanding and knowledge of the phenomenon of trafficking and its prevention as well as a general satisfaction with and appreciation for the opportunity to meet the other countries’ representatives and to exchange information and share best teaching practices. Following the training of trainers, trainings of teachers were conducted by trainers in all six participating countries, using the Teacher Training Module described above and gathering primary and secondary school teachers and, in some cases, representatives of the MOEs, educational institutions and anti-trafficking NGOs. A detailed overview of the trainings of teachers in each country / entity can be found below. Albania The training was held in Tirana in September 2005 for ten teachers, whose school was nominated by the Albanian MOE and the Educational Directorates of the districts of Fier, Berat, Kukes, Korca, and Shkodra as well as for six local NGOs. Delivered by the trainer from the MOE’s Institute of Curricula and Standards along with an IOM staff, the training provided the teachers of social science subjects with knowledge of the trafficking phenomenon. Sets of resources, so-called Teacher Tool Kits, were distributed to participants for their reference as well as to use in their classrooms. These Tool Kits included counter-trafficking education manuals for teachers, textbooks for high school and elementary school students, samples of trafficking prevention lesson plans, copies of two trafficking prevention films subtitled in Albanian (Dying to Leave and the MTV Exit program) and additional materials provided by a wide range of international and local organizations.

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To expand its outreach, IOM collaborated with the Spanish Red Cross, who was implementing an education project in Albania, and the United States Peace Corps which established an anti-trafficking committee to assist its volunteers in addressing the issue in their communities. The teachers participating in the Spanish Red Cross project were trained using the IOM Teacher Training Module and provided with the IOM Teacher Tool Kit. As a result, 48 additional teachers from 21 schools gained trafficking-related knowledge to share with their students. For the United States Peace Corps programme, IOM provided training on trafficking for 20 volunteers to prepare them for engagement in trafficking prevention activities. The volunteers are in a unique position to reach out to both schools and youth centres as many of them speak fluent Albanian and work as teachers and helpers in communities all over Albania. Bosnia and Herzegovina (BiH) The training for teachers and representatives of non-governmental organizations was organized in January 2006 in Sarajevo. Opened by the State Coordinator for Combating Trafficking in Human Beings and Illegal Immigration in BiH, the training brought together 10 primary and secondary school teachers, whose school was nominated by the respective MOE, as well as six NGOs from across BiH. The training was conducted by the three trainers, representatives of a MOE, a Pedagogical Institute and a local school, previously trained during the trainers’ course in Tirana in 2005. The interactive course focused on issues ranging from defining the problem of human trafficking to human rights and practical implementation methods for the schools. Each participant was provided with a Teacher Tool Kit to take back to his or her school and organization. The kits contained the IOM counter trafficking documentary The End of the Beginning, IOM trafficking prevention TV spots, as well as a variety of other counter trafficking education materials, including ready-made presentations to be used in schools. Croatia The training of teachers was organized in October 2005 in Stubicke toplice, gathering eight primary schools and two pre-schools from across Croatia. Conducted by two trainers and the MOE Focal Point, the training provided the eighteen participants, mainly teachers, pedagogues, psychologists or school and preschool principles, with knowledge of trafficking-related issues. Teacher Tool Kits provided to participants included counter trafficking leaflets, brochures and posters, a DVD with a movie and cartoons, the translated Teacher Training Module with handouts and copies of the Power Point presentations. Specific emphasis was placed on the fact that the trained teachers were expected to train other teachers in their schools, allowing for a two-fold intervention: sensitization of all teachers in selected schools, and awareness-raising of children and their parents. As a result, 290 teachers, 3,168 children, ages 5-15, and 2,378 parents were included in the preventive educational activities. Macedonia The training was held in October 2005 in Skopje for six primary school teachers, 14 secondary school teachers, six NGO representatives and two officials of the MOES. The participating schools were identified in cooperation with the MOES, giving priority to ethnically mixed schools and schools in border areas at higher risk. Delivered by the two trainers, representatives of the MOES and the Bureau for Development of Education, and including guest speakers from UNICEF and the Association for Emancipation, Solidarity and Equity of Women (ESE), the training provided the participants with knowledge of the trafficking phenomenon. Each participant received a Teacher Tool Kit, containing many resources, including the recently developed Counter Trafficking Didactic Manual for Teachers. The synergies between two complementary IOM education projects in Macedonia allowed for a larger number of schoolteachers and education officials to receive training and trafficking education resources, targeting a total of 78 teachers from 40 schools, 6 NGO educators and 5 MOES officials. In addition, 36 school directors participated in one-day informational sessions. Serbia The teacher training was held in Kragujevac in October 2005, gathering 20 teachers/psychologists from ten schools, three teachers/pedagogues from the Kragujevac MOE Office and four educators from two Roma NGOs. The schools were selected from city centres and suburbs, focusing on those serving vulnerable minorities (Roma, Kosovar internally displaced persons, and refugees), all potential high-risk groups. Conducted by the two trainers who attended the training of trainers in Tirana, and

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the MOE Focal Point, the training provided the participants with valuable knowledge on trafficking-related issues. All participants were provided with a Teacher Tool Kit, including a modified Teacher Training Module, concrete counter trafficking lesson plans, a student’s handbook and as the trafficking prevention film Dying to Leave, subtitled in Serbian. Kosovo Following the Training of Trainers on the Teacher Training Module in Tirana, IOM organised a workshop in Prishtinë/Priština to adapt the module to the Kosovo context, including the domestic legislation on trafficking of persons and HIV/AIDS related issues. Once completed, IOM, in cooperation with the MEST, organised and facilitated the first two sessions of a one-day training for the 30 directors of the schools selected to participate in the project, plus five regional education officers and three MEST officials. In addition, five two-day training sessions were held for 75 teachers from the 6th, 7th, 9th, 10th and 11th grades. Ten representatives of eight NGOs (which were already MEST partners for nonformal education), plus 23 UPTAK members were also trained and, as a result, were able to deliver trafficking prevention presentations, which were integrated within the non-formal school curricula and syllabus to children who do not attend school. As well, IOM organized and facilitated a one-day training for 18 MEST certified trainers on gender issues, prevention of human trafficking ,and the role of schools in its prevention to enable them to integrate the trafficking prevention information into their training agendas for more than 400 teachers during MEST Summer Institute. In collaboration with MEST and UNICEF’s Life Skills Project, IOM expanded the outreach of the project and has, in turn, trained an additional 46 teachers selected from the 29 “child-friendly” schools, 21 school directors and three regional education officers on the prevention of human trafficking. Two external specialists were contracted by IOM from the Institute of Pedagogical Studies in Tirana, Albania to conduct these trainings, which were held throughout the fall of 2005. Teachers and NGO staff also received resources and materials to supplement their activities with children. Materials provided included handbooks for teachers, primary school students and secondary school students, informational cartoons, counter-trafficking game boards and posters. These activities were conducted under the auspices of two IOM projects, in order to create synergies and allow for a larger number of teachers to be trained and students to be reached with the prevention based material. Evaluation The evaluation of the teacher training in all participating countries showed that the participants valued very highly not only the theoretical knowledge about trafficking and related issues, but also the interactive teaching methodologies introduced. These methodologies were considered to be useful for the participants’ future teaching of trafficking prevention as well as for other school subjects. The pre-and post-training surveys of teachers’ knowledge and understanding of trafficking demonstrates that the training had a significant impact on deepening teachers’ knowledge about trafficking and related issues (see Table 1, below). However, there are still themes about which, even after the training, the teachers continue to harbour misconceptions. This shows that, while teacher training is essential, the two days of training provided to teachers within the scope of this pilot project may not be sufficient to address all of the complexities involved in the trafficking phenomenon. Extended and more in-depth teacher training is called for if teachers are to correctly inform and educate students about the issue. In summary, both through the training of trainers and training of teachers, trafficking-related knowledge was transferred to local educators and the capacities of schools across the region to educate children on the risks and dangers of trafficking have significantly been strengthened. The overall involvement of the Ministries of Education in the trafficking prevention agenda in all participating countries has increased. Both trainings provided the ministry officials, teachers, educators and NGO representatives with the opportunity to exchange ideas and share best practices of trafficking prevention.

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Table 1: Results of Test of Teacher’s Knowledge

Albania Pre

Post

% improved

Pre

Post

0%

27%

270%

8%

47%

Recognition of the difference between human trafficking and human smuggling

100%

93%

-7%

86%

93%

Recognition of trafficking for the purpose of child labour

73%

87%

18%

93%

93%

Ability to distinguish trafficking, smuggling and labour exploitation

25%

33%

33%

67%

73%

Recognition that trafficking for prostitution can exist even in cases where the woman knew she was going to work in prostitution

100%

87%

-13%

100%

100%

Recognition of trafficking of men and for the purpose of labour exploitation

69%

93%

36%

85%

87%

Recognition of the roles schools can play in prevention of trafficking

94%

100%

7%

100%

100%

Better ability to incorporate trafficking prevention into their classes

88%

93%

7%

80%

89%

Ability to identify the elements of trafficking from those of related issues - prostitution, illegal migration, etc.

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BiH


about Trafficking Before and After Teacher Training

Macedonia

Serbia

Kosovo

% improved

Pre

Post

% improved

Pre

Post

% improved

Pre

Post

% improved

507%

22%

46%

106%

41%

55%

34%

10%

22%

111%

8%

88%

95%

8%

93%

91%

-2%

57%

87%

52%

1%

78%

79%

2%

84%

95%

14%

77%

86%

11%

10%

44%

30%

-31%

31%

55%

77%

17%

18%

9%

0%

85%

82%

-3%

88%

100%

13%

91%

98%

7%

2%

63%

59%

-5%

70%

77%

10%

53%

63%

19%

0%

96%

96%

0%

77%

100%

30%

97%

97%

0%

11%

95%

100%

5%

77%

100%

29%

96%

99%

4%

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THE IMPACT OF INTERVENTIONS WITH SCHOOL-AGE CHILDREN

The Impact of Interventions with School-age Children While the project focused on teachers as the direct target of intervention by providing them with training and resource materials, the ultimate objective was to raise awareness of trafficking amongst youth. Therefore, in order to assess the impact of the pilot project on youth, IOM commissioned surveys of students and youth in the region. Two different studies were carried out. One in Albania, BiH, FYR of Macedonia, Kosovo and Serbia compared the responses of children whose teacher participated in the pilot project to those whose teacher did not. The study investigated youth’s level of knowledge about trafficking and related issues as well as their potential at-risk behaviour. Croatia did not participate in this survey as the children targeted in Croatia were too young for the survey instrument. Croatia assessed the impact of the activities on youth using a different methodology which is described in the second part of this chapter. A. Survey in Albania, Bosnia and Herzegovina, FYR of Macedonia, Serbia and Kosovo Methodology The main authors of the survey were Dr. Ilir Gedeshi and Dr. Leke Sokoli. However, they were assisted by many other individuals. A full report of the survey results as well as a list of people and organizations who worked on the survey is included in the report on the compact disc which accompanies this manual. The analytic work for this study has been mainly based on the quantitative data gathered through a survey of 2399 students and youth in Albania, BiH, FYR Macedonia, Serbia and Kosovo. These students and youth were attending 50 schools (86.8 percent) and working with 25 NGOs (13.2 percent). The survey included 28 structured questions and could be completed in approximately 30 minutes. In order to differentiate the impact of the pilot project on youth from general knowledge that youth may already have, the survey of students and youth included two groups: ● 1387 students and youth whose teacher or NGO facilitator received training and materials through the pilot project, who represent in this study the “activity group”; and ● 1012 students and youth whose teacher did not participate in the pilot project, who represent the “control group”. In larger schools control group participants were selected from the same schools and age range as the activity group, but from classes of students which did not participate in the project activities. In smaller schools where there were no such classes, a similar class in a neighbouring school was selected. In the selection of students and youth a combination of intentional and random methods was used. The intentional method aimed at the selection of students and youth from the “activity group” and the “control group”. It also aimed at striking a balance among male and female children who would constitute the sample of this study. The second method aimed at random selection of students and youth from among these children. This was accomplished by compiling two lists from the students’ register, one for the girls and one for the boys, in order to have an approximate equal number of each. Individuals were then selected from these lists to participate in the survey, by using a pre-established order drawn from the list (for example, individuals in the position of 4, 8, 12, 16 on the list). Thus, the questionnaire was completed by about one quarter of the students included in the lists compiled for each school. The selected students were gathered in a special classroom, one per desk, and completed the survey independently and without communicating with each other. When individuals were not able to complete the survey on their own due to illiteracy, the survey conductor completed the questionnaire through individual interviews (this was the case for many of the youth who do not attend school but participate in local NGO programmes).

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Socio-demographic profile of the study pattern The quantitative data of the study pattern show its structure according to nationality, gender, age group and place of residence. According to the nationality, approximately 19 percent of the surveyed students and youth were from Albania, 11 percent from BiH, 24 percent from FYR of Macedonia, 18 percent from Kosovo and 28 percent from Serbia. Approximately 52 percent of the surveyed individuals were female and 48 percent were male. Approximately 70 percent of the surveyed students and youth from the 5 countries belong to the age group of 13 – 16 years old. The age group of children up to 12 years old represents only 9.4 percent. The percentage of this age group is higher than average in Albania (25.6 percent) and lower than the average in Serbia (2 percent). The age group from 17 years old and higher represents about 21 percent. The percentage of this age group is higher in BiH (46.3 percent) and in FYR of Macedonia (41.3 percent), and lower in Serbia (1.7 percent) and in Albania (6.7 percent). This variation in ages is a result of the types of schools where the courses were conducted as well as the age range of the youth participating in NGO activities. The majority of the surveyed students and youth (76.2 percent) are from urban areas. This percentage is higher in Serbia (93.7 percent), in Albania (83.6 percent) and in BiH (81.9 percent). Only in Kosovo are the majority of the surveyed students and youth from rural areas (58.5 percent). Source of Information about Trafficking Almost 93 percent of the surveyed students and youth have heard about trafficking in human beings. The main source of information sited by youth in all countries involved in this survey was mass-media (69.7 percent). But, the impact of mass-media was significantly lower in Kosovo. This impact in Kosovo may be related to the place of residence of the surveyed students and youth, since about 60 percent live in villages and may have less access to mass-media. In all of the countries, but most notably in Serbia and in Kosovo, there was also a notable difference between the control and activity groups, with the control groups demonstrating more exposure to human trafficking from the media than the activity groups. This may be explained by the process used to select schools for participation in the programme whereby schools which serve students who are considered most vulnerable to trafficking, often due to their low socio-economic status, were included in the pilot project. Students from such impoverished families may have less access to media than others. The second most important source of information about trafficking is school teachers (17.7 percent). There is a significant difference between the control and activity groups, with the activity groups more frequently stating that they receive information about human trafficking from their teachers. This points to the important role schools and teachers have to play in the prevention of trafficking. Not only are they a very important source of information, especially for students without access to media, but they are also a more reliable source of information. As will be seen in the analysis below, the activity group shows a more in-depth knowledge of trafficking than the control group. Table 1: The main source of information for all countries, Activity Group and Control Group (%)

Source: Sociological survey of students and youth from 5 countries in the Western Balkans, 2006

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Knowledge about Trafficking and Smuggling In the survey, students and youth were asked questions about trafficking and smuggling. Their answers demonstrate if their perception of trafficking is correct or if they harbour common misconceptions. By comparing students who participated in project activities to those who did not, the impact of the specific activities is measured. The students and youth were asked to give the most accurate definition of trafficking, to differentiate between common misconceptions using true/false questions, and to identify cases of trafficking using scenarios. The survey data show that 55 percent of all of the students and youth were able to correctly identify the most accurate definition of trafficking, which includes sexual exploitation and forced or coerced labour exploitation. The majority of the 1314 individuals that selected this alternative (64.6 percent) belong to the “activity group”.


The table and figure below reflect the regional differences in the perception of trafficking, from the activity and control groups. In some countries, the difference is quite dramatic. In Albania and Kosovo for example, the activity group was correctly able to identify the correct elements of trafficking twice as often as the control group. While the survey demonstrates a good understanding of trafficking in general among youth, it also demonstrates a significant impact of participation in the project activities resulting in students and youth whose teachers participated in the project having a more comprehensive perception of trafficking. Table 2: The most appropriate definition on trafficking according to the States, Activity Group and Control Group (%)


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Using a true or false format, students were asked if a) a male can be a victim of trafficking; and b) trafficking always involves prostitution or sexual exploitation. Seventy-two percent of the surveyed students and youth think that a boy or a man can be a victim of trafficking. A substantial difference is seen between the activity and control groups, with 81.5 percent of the surveyed individuals that belong to the activity group giving the correct answer compared to only 58.3 percent of the control group (Figure 2).


There is a greater degree of confusion regarding the issue whether trafficking always involves prostitution and sexual exploitation. Approximately half of the surveyed individuals (50.4 percent) give the wrong answer, which shows that they perceive trafficking as mainly related to prostitution. This misperception can be observed in both the activity and the control groups; however, the activity group is somewhat less likely to harbour this misconception with almost 70 percent of those who give the correct answer belonging to the activity group (Figure 3).


Significant distinctions can be observed even in the answers given by the surveyed individuals from the different states involved in this survey. The correct answer has been given by 51.3 percent of the surveyed individuals in Albania (59.1 percent activity group and 42.1 percent control group), 43.9 percent of those in FYR of Macedonia (59.5 percent activity group and 28.1 percent control group), followed by Kosovo (30.8 percent, but 31.6 percent activity group and 23.9 percent control group), BiH (28.9 percent, but 35 percent activity group and 22.8 percent control group), and Serbia (25.6 percent, but 34.1 percent activity group and 17.1 percent control group). In most of the surveyed countries there is only a small difference between the activity and control groups, with the exception of Macedonia, where the activity group is more than twice as likely as the control group to correctly acknowledge that trafficking does not always involve prostitution.

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While only half the students were able to identify the correct definition of trafficking (64.4 percent of the activity group and 42.5 percent of the control group), and even more associate trafficking with prostitution when asked true / false questions, when given a case study to analyze, the youth are much better able to identify cases of trafficking when these cases do not involve trafficking for prostitution. For example, the students and youth were asked to identify if the man in the following case study is a victim of trafficking: an 18 year old male student goes abroad and is forced to work without pay, even after having paid back all of his travel expenses. The students and youth were asked to give their opinion as to whether this case represents a victim of trafficking or not. Approximately 77 percent of the surveyed individuals correctly answer that this case represents a victim of trafficking, even though the victim is male and the case does not involve sexual exploitation. There are clear differences between the activity group and the control group, with 82 percent of the surveyed individuals from the activity group correctly identifying the young man as a victim of trafficking compared to 72 percent of the surveyed individuals from the control group (Figure 5). Gender differences are also apparent, with 81 percent of the females and 72.5 percent of males stating that this case represents a victim of trafficking.


Ironically, while youth tend to incorrectly define trafficking as always involving prostitution, even more of the surveyed youth recognized trafficking in the case involving the young man than in cases involving women trafficked into prostitution through false marriage or deception. The reason for this is not clear from the survey but may reflect perceptions of the sexual or gender roles of women or moral judgments on women forced into prostitution. While this may appear to be inconsistent, it may also reflect important lessons for how best to teach students about trafficking. Perhaps knowledge of the precise definition of trafficking is not as important for their protection as the ability to recognize a situation of trafficking or exploitation.

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In the first case, the surveyed individuals are told about a 19 year old girl who after marrying a young man, is forced by him to work as a prostitute. The surveyed individuals were asked to give their opinion if this girl is: a) married, b) deceived and abused, but not a victim of trafficking or c) a victim of trafficking. Approximately two-thirds of the surveyed individuals (67.5 percent) stated that this case represents a victim of trafficking. Nevertheless, 25.1 percent of them stated that in this case we do not have a case of trafficking, but only of deception and abuse. There is also a distinction between the activity and control groups, with 71 percent of the surveyed individuals from the activity group and 62.8 percent of the control group evaluating this case as trafficking. In another case, a young girl with the wish to study abroad is deceived by her boyfriend, who forces her to work as a prostitute. The students and youth were asked to give their opinion as to whether this case represents a victim of trafficking or is deception without trafficking. Only 58.3 percent of the surveyed individuals stated that this case is trafficking, while 31.8 percent stated that this case is “deception, but not trafficking”. It is important to note that the surveyed individuals from the activity group give the correct answer to this question in the measure of 10 percent more as compared to the control group. In both cases there are gender differences amongst the surveyed students, with girls being more predisposed than the boys to evaluate these as cases of trafficking. In the first case, approximately 74 percent of the girls evaluate it as a case of trafficking compared to 61 percent of the surveyed boys, and in the second case 63.3 percent of the girls and 53 percent of the boys. This might again point to gender roles and perceptions as the reason for a lack of recognition of trafficking through deception. This might point to an important need to emphasize gender roles, relationships, sexual violence and exploitation in educating youth about trafficking, and especially amongst boys.

Source: Sociological survey of students and youths from 5 countries in the Western Balkans, 2006

Potential Responses to Trafficking – At-Risk Behaviour Because trafficking often takes place during the migration process, it is important to understand the perceptions of youth toward migration and to evaluate if they have a realistic or an idealized perception of migration. In order to test the perception of the surveyed students and youth about emigration, they were presented questions about the reality of migration. The first question tends to investigate how usual it might be for emigrants to be faced with the following situations: a) to get a good education and employment; b) to be treated badly by the citizens of the receiving country because of the differences between them, c) the employer refuses to pay the emigrant for the work done by him/her, and 4) the emigrants become rich. For each of the above situations, the students and youth were presented with the alternatives: “it often happens”, “it happens”, “it never happens” and “I don’t know”. As can be seen from Table 3 below, there is not a big difference regarding the perceptions of migration between the students in the activity group and those of the control group, possibly indicating a need to better address these issues in the classroom.

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Table 3 – Perceptions of the Experiences of Migrants

Source: Sociological survey of students and youths from 5 countries in the Western Balkans, 2006

In order to assess the possible future responses of youth to trafficking situations, the survey also tested their response against different hypothetical situations. The surveyed individuals were asked to give their recommendations to a very close person to them in situations that mirror traffickers’ methodologies. One question of the survey was: “A man who has known your sister for a very short time proposes to marry her and says that they shall live abroad. What would be your advice to your sister? Approximately 64 percent of the surveyed individuals state that they would advise their sister to consult with her family and friends and to get more information about her potential husband. Whereas 26 percent of them state that they would recommend that she refuse to marry this person. Only a small part (3.5 percent) states that they would recommend that she accept the proposal, considering this chance as a possibility for a better life. There is again little distinction regarding the correct answer given by the surveyed individuals from the “activity group” and the “control group”. About 67 percent of the surveyed individuals from the “activity group” state they would advise their sister to discuss this decision with her family and friends and to get more information about the possible husband. The same answer is given by about 60 percent of the surveyed individuals from the “control group”.


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A more significant distinction has been observed in the answers given by the boys and girls. Approximately 70 percent of the girls state that they would advise their sister to be properly consulted and informed before deciding to marry. This answer is given by only 58 percent of the boys. From the analysis according to the states, it can be observed a certain degree of distinction regarding the correct answer. The surveyed individuals from Kosovo recommend consultation in the measure of 60.8 percent as compared to 65.8 percent of the surveyed individuals from Serbia, 64.9 percent from FYR of Macedonia, 60.8 percent of the youth from BiH and only 58.1 percent of those from Albania. The surveyed students and youth from Albania state that they would recommend refusing the offer in the measure of 34.3 percent. This constitutes a relatively greater percentage as compared to the percentage of the surveyed individuals from other countries and may represent a greater awareness amongst the population of trafficking through this form of deceit, which has been known in Albania for many years. The students were also asked about their own willingness to accept a job abroad. They were asked what they would do if an acquaintance or friend offered them a job abroad. Nearly one quarter to one third of the youth would consider accepting the job. This represents a very significant portion of the population and demonstrates the importance of providing trafficking prevention information to youth. There is also not a significant difference between the control and activity groups which may point to a greater need to emphasize responses to trafficking in the classroom. It is not enough to ensure that students know what trafficking is, they also have to understand the linkage between the trafficking and migration and how to make decisions which will not put them at risk of becoming victims of trafficking. Table 4: What would you do if an acquaintance or friend offered you a job abroad?


The students and youth were also asked where they would turn for help in case they were at risk of becoming a victim of trafficking. The surveyed individuals were allowed to select more than one response. Their statements are summarized in Table 5 below. The surveyed individuals from the “activity group” that state that in such a situation they would go to the police offices are in the same percentage as the surveyed individuals from the “control group” (32.1 to 32.1 percent). The same is true in the selection of the possible alternative to go the embassies (19.8 to 19.8 percent) and about

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the same in the preference to seek help from family and friends (19.3 to 17.3 percent). There is a bigger difference between the control and activity groups in their recognition of the assistanc eavailable from international organizations such as IOM or UNHCR, with 27.2 percent of the activity group identifying this source compared to 17.2 percent of the control group. These answers show that in case of threat of becoming victims of trafficking, the surveyed individuals are most likely to ask for help from official institutions (police and Embassies) or international organizations (IOM and UNHCR). Very few of them (only 1.6 percent) state that they would try to manage this situation by themselves. The lack of difference between the control and activity groups also shows that their selections were not influenced by the organized trainings, but are related to the surveyed individuals’ awareness of these institutions, despite their level of knowledge about trafficking in human beings. Table 5: Where would you ask for help under the threat of becoming a victim of trafficking?



From the analysis according to the states there are very interesting differences. For example, over 32 percent of the surveyed individuals from Kosovo state that in case of danger of being trafficked they would turn to their families and friends for help, while only 18 percent from Albania, 16.2 percent from Serbia, 12 percent from BiH and 11.3 percent from FYR of Macedonia give this same answer. These results may be understood given the primary role that the extended family has traditionally played for Albanians; family members look to each other as the first source of support. As well, during the Milosevic era, as a means of both resistance and survival a Kosovar-Albanian structure of political, economic and educational institutions was created. This resulted in a tendency for Kosovar-Albanians to turn inward to family and community for support in their daily challenges. After the conflict in 1999, the international community assisted in establishing and developing public structures that could provide support services, however it takes time to disseminate information about their role, availability and accessibility, as well as to change patterns of behaviour and gain trust in new institutions. The percentage of students and youth who state that they would turn to their countries’ embassies are higher in FYR of Macedonia and Serbia (at 30.4 percent each), compared to those from Albania

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(19 percent), BiH (13.4 percent) and Kosovo (2.5 percent). The percentage of the surveyed individuals who state that they would go to the police if under threat of trafficking varies from a high of 45.9 percent in BiH to 36.7 percent in Albania, 34.2 percent in Kosovo, 26.3 percent in FYR of Macedonia and 21.9 percent in Serbia. These differences may reflect regional differences in citizens’ confidence in their own institutions such as Embassies and police or in police abroad. Influence of Methodology This study also tried to illustrate differences between the methodologies employed by the different schools and NGOs involved in this study. A comparison of the youth’s responses to the survey by school helps us to analyze the effectiveness of the different methodologies employed. School Subject: Many of the teachers involved in the study indicate that the subjects of Sociology and Civic Education (Democracy) give more opportunity and space to provide such information in a sustainable way through the existing school curricula. The curricula includes many themes into which the teacher can incorporate trafficking prevention discussions such as “My family”, “Domestic Violence”, “Divorce”, “Child Rights”, and “Human Rights”. The teacher can complement the curricula with additional information from the trafficking prevention resource materials provided. The students of the teachers of these subjects tended to have a higher rate of correct responses than others, as can be seen from Table 6 below from Macedonia, where most of the teachers from the schools highlighted in blue were teachers of Sociology and Civics. Use of Films: One of the alternative methods used while delivering activities/information was to show the documentary or even feature / fictional films about trafficking. Teachers found that students were better able to grasp concepts after watching such films. In Albania, teachers whose students had the highest percentage of correct answers in the survey screened the films “Dying to leave” or “MTV – Exit”. Similarly, the screening of the documentary “The end of the beginning” in some of the schools in BiH, resulted in a higher percentage of trafficking-related knowledge amongst students from those schools in comparison to the students that have not seen the documentary. However, in Macedonia, as part of the tool kit, teachers received CDs with 3 Video clips to raise awareness among secondary school population, produced by a local NGO “Awakening” together with high school students. Teachers and NGO facilitators used these short video clips to help students better understand trafficking. While the survey results of the students and children who watched this material is satisfactory, it does not differ significantly from the other schools with high scores. This may point to the need to use longer, more in-depth films about trafficking, migration and exploitation in order for students to have a better understanding of the material.

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Misconceptions amongst younger children and Roma: The results show that significant misconceptions in defining trafficking remained among the children who do not attend school. The results from Macedonia reflect this well. The age structure of the children involved in the project who do not attend school was younger than the average at 7 to 10 years of age. As well, the majority of these children belong to vulnerable Roma communities and a large part of them were not able to read and respond to the questionnaire on their own. It could be seen from Table 6 below, that these children still perceive trafficking primarily as transportation of a child abroad to beg under force or threat of force, possibly reflecting their own personal experiences or those of their friends and family. Table 6: Definition of Trafficking – Responses by School in Macedonia

Note: Alliance for Care & Education of Children and Center for Children and Youth are NGOs working with children who do not attend school

In each country / entity different methodologies were employed and significant differences exist in youth’s responses by state. Table 7 below represents the percentages of the correct answers for 10 questions considered as measuring the level of knowledge on trafficking and smuggling of human beings. Table 8 provides responses to these same questions showing the differences between control groups and activity groups according to the country / entity of study. According to this table, there are significant differences in the level of knowledge of trafficking amongst the States involved in this study. This result is potentially influenced by several factors, such as the age of the surveyed individuals, their places of residence (urban/rural), exposure to previous trainings types of school, different levels of information available through mass-media and of course, differences in implementation of the project as well as in teacher’s methodologies employed.

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Table 7: The correct answers for the “activity group” and the “control group”


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Table 8: Percentage of the most correct answers given by the activity groups and control groups in each country / entity


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Conclusions Prevention of trafficking and smuggling of human beings depends to a large extent on the level of information of students and youth about these phenomena. In all of the countries involved in this study the main source of information on trafficking and smuggling of human beings is reported to be mass-media. This was confirmed by about 70 percent of the surveyed individuals. It means that the majority of students and youth do not perceive their schools to be the main source of information on trafficking and smuggling of human beings. However, the survey clearly demonstrates that youth who have had trafficking prevention lessons in school are more informed about trafficking. The survey shows that the project demonstrated the important role of providing trafficking prevention education in schools. This is evident by the deeper level of knowledge on trafficking and smuggling found in the activity group as compared to the control group. However, there is not a significant difference in potential future behaviour and decisionmaking between the activity and control groups. This is very critical to the prevention of trafficking as it points to a need to give additional emphasis to teaching children informed decision-making and bringing trafficking into a context to which the children will be able to relate it to their own lives. Schools should be transformed into the first and the main source of information about trafficking. More support needs to be given to incorporate trafficking prevention issues into the school curricula and to providing teachers with in-depth training on the topic. Students from throughout the region who finish school should be aware of and informed about trafficking, their human rights, relationships and gender violence, and making safe, informed decisions about their future.

B. Analyses of the Survey in Croatia Aims, methodology, sample and socio-demographic profile The aim of the survey in Croatia was to establish the level of information about risks of trafficking in persons among children; their perception of danger after the preventive education lessons were implemented; and to develop educational methods for use with preschool and primary school children between 5 and 15 years old. Due to the involvement of younger children than in the other countries of the project, a survey methodology was developed in Croatia for use with younger children. The methodology was quantitative, through four types of questionnaires, adapted to specific age groups, and developed by members of the expert team from the Ministry of Science, Education and Sports: • The questionnaire for the group of 5 to 7 years old pupils (preschool and the first grade of primary school) consisted of 5 illustrated situations; • The questionnaire for the group of 8 to 10 years old pupils (2nd, 3rd and 4th grade of primary school) included a combination of 3 written and 4 illustrated questions; • The questionnaire for the group of 11 to 12 years old pupils (5th and 6th grade of primary school) consisted of 5 written questions; • The questionnaire for the group of 13 to 15 years old pupils (7th and 8th grade of primary school) consisted of 10 written questions. The first 6 questions for all age groups assessed the children’s socio-demographic profile. The analysis of the results was performed by an independent researcher. Pupils from the 2nd to 8th grade completed the questionnaires themselves, while those from the 1st grade and the children in preschools were individually questioned by their teacher who documented the children’s answers. Out of 3168 pupils in the program, 1130 children between the ages of 5 and 15 were included in the evaluation. Eight primary schools and two preschools implemented the educational programs among their children. This formed the activity group. Each school was represented by one class from first to eighth grade. The control group, that did not have the educational program, consisted of 811 pupils

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Gender Female Male Total

5 –7 yrs 103 100 203

8 – 10 yrs 173 173 346

11 – 12 yrs 159 140 299

13 – 15 yrs 124 158 282

Total 559 571 1130

The majority of the pupils lives in towns (68.3 %), while 31.7 % live in villages. The results from the sample of pupils from the 1st grade of primary schools and older preschool children (5 to 7 years old) Table 1 shows the result of answers gained from the sample from pupils of the 1st grade of the primary schools and older pre-school children (N= 203)

Preschool and children of 1st grade of primary school are relatively cautious. Only 4% of them would enter the car of an unknown person and 5.5 % would take a candy. The 15% increase between the control group and the group that passed the education is obvious in all answers, but a higher level of understanding of the risk after education is shown for the situation of helping to carry things to an unknown person: control group 45.9% against 16.5% among those who passed the education; double the number of those who would walk dog with an unknown person or give consent to an unknown person to bring them to their mother. Results from the sample of pupils of 2nd 3rd and 4th grade of primary schools (8 to 10 years old) Table 2 shows the results of the answers from pupils of 2nd, 3rd and 4th grade of primary schools (N= 346)

Pupils of this age group are cautious. The analysis shows that the majority of this age group (90.8%) would not accept to drive with an unknown person, nor open the door to an unknown person (93.6%). A large majority of pupils, 89%, would report to their teacher an unknown person staring at them in the playground. Less than half of the pupils (41.91%) consider the possibility of being kidnapped by an unknown person, but in spite of this some 13.3% of them would accept to go, without their parent, to an apartment of the unknown person, while only 1.2% of children would take a candy from an unknown person.

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Results from the sample of pupils of 5th and 6th grade of primary school (11 to 12 years old) Table 3 shows the results of the answers given by the pupils from 5th and 6th grade of primary schools (N= 299)

The analysis of the data obtained from pupils of the 5th and 6th grade shows that more than 8% of them would accept a drink from an unknown person and some 3.6% would apply to an advertisement for modelling without consulting their parents. It is interesting to note that 21.1% of pupils from this age group would not be suspicious of an offer to train in a foreign country. A large majority of respondents (94.7%) would tell their parent if a person they met over the Internet asked for their picture or address. Result from the sample of pupils from 7th and 8th grade of primary school (13 to 15 years old) Results that were obtained (N= 282) show that a large percentage of respondents have heard before about trafficking in persons (95.2%). Interestingly, the data shows that 69.2% have heard about cases of trafficking in persons in Croatia, 22% have never heard of trafficking in persons, and 5.5% are not sure. Table 4 Sources of information (How you heard about trafficking in persons?)

The majority of respondents heard about the trafficking in persons from the media (59.2%), while 8.3% received information about trafficking in persons through the Internet. Families are the main source of information for 7.6% and 5.6% heard from their friends about the trafficking in persons. Only 3% of pupils from the control group stated that teachers were the ones who informed them about trafficking issues, while after the education took place 21.5% stated that teachers in schools were a source of information about trafficking in persons Figure 1: Do you think that trafficking cases exists in Croatia

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Figure 2: Do you think that it is possible for someone You know to become the victim of trafficking in persons

Three quarters of pupils have the opinion that trafficking cases exist in Croatia although they do not know the precise definition of trafficking. The probable explanation to this is that while they do not know exactly what trafficking is, they believe that if it exists elsewhere, it must also exist in Croatia. Such a high recognition of trafficking certainly has to also be credited to the campaigns that took place in the media during the last two and a half years. More than two thirds of pupils from 7th and 8th grade of primary schools think that it is possible for someone they know to become a victim of trafficking in persons (69.9%). Table 5 Persons / institutions which pupils will address when in need for help or in the case that someone they know becomes a victim of trafficking in persons

The major difference between the “activity” and “control” group has been demonstrated in answers to question “who would you address to when in need for help or in case when someone you know becomes a victim of trafficking?”. While 67% of the activity group, who received education, would call the police, only 0.5% of the control group chose police as the answer. Figure 3: Do you want to learn more about trafficking in persons

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Figure 4: How would you like to learn more information about trafficking in persons

A large percentage (67.1%) of pupils would like to learn more about trafficking in persons. The biggest number of respondents (23.2%) would like to get more information about trafficking in persons from their teachers in schools. Table 6 Results of pupils perception about trafficking in persons (What do you think that trafficking in person is?)

Answers were analyzed to determine what pupils understand by the term trafficking in persons. It is interesting that the largest percentage, 68.2%, see forced labour in foreign countries as trafficking in persons. More than a half (63.3%) think that trafficking in persons is kidnapping for the purpose of selling human organs, others believe it is detention after a being promised a domestic job (60.6%) or selling a person in a foreign country (59.9%). 46.6% pupils consider selling a girl in a foreign country after a proposal of marriage as trafficking in persons and 38.1% of them believe that it is related to forced sex with guests in night clubs. Conclusion and recommendations By evaluating the level of information pupils have about the danger of trafficking in persons we gain insight on how to improve the education of pupils to obtain skills and knowledge about the mechanisms for identifying the dangers and risks. It is hoped that the risk decreases with education. When comparing the activity and control group there is an average of 15% increased knowledge in the activity group in all answers throughout all age groups. When data about perceptions about trafficking in persons from the control group are compared with data from activity group of pupils between 13 to 15 years of age, we found out that those who participated in the education activities recognized other forms of exploitation and not only sexual exploitation as was more common for those from the control group. As well, they gained broader knowledge about forms of exploitation, with an average increase of 18%. Statistically relevant connections between the gender of pupils of all age groups and their answers was not established. Without any doubt, the results show the need for further systematic implementation of measures set within the Croatian National Program for Suppression of Trafficking in Persons, in regard to the education of children and youth. There is a moral, ethical, educational and social obligation to decrease the risks for children and youth about potential victimization in lucrative international criminal activity.

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Although greatly contributing to prevention of trafficking in persons it has to be highlighted that awareness-raising campaigns alone cannot take the responsibilities of educational institutions. Indeed, educational institutions are those that are responsible for the systematic education and prevention of trafficking in children and youth. The Ministry of Science, Education and Sport should ensure that teachers educate their students about this issue during their lessons /school hours, that written educative material is accessible in the preschools and primary schools, and that such lessons take place in all grades. In the Croatian ‘Program for Prevention and Education on Suppression of Trafficking in Persons’ the Ministry of Science, Education and Sport emphasized that “the education of teachers, children and youth in educational institutions on the issue of trafficking in persons has to be systematic and well designed, because only the continuous work against such a problem could lead to better results”. Additional support to the educational institutions is needed in order to achieve this within the program, especially to organize educational seminars for teachers as well as to implement activities related to the sensitization of youth, teachers, parents and local communities on the issue of trafficking and its prevention.

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Recommendations Increase length and breadth of teacher training: Trafficking is a complicated phenomenon and there are many misconceptions about it and about related issues such as smuggling, labour exploitation, child labour and the like. It is important that teachers understand these concepts deeply in order for them to explain them to their students. As well, trafficking prevention requires more than just explaining the definitions of trafficking and related issues. Students must understand how traffickers lure their victims, how people can be tricked through false promises. While they must understand that the victims of trafficking are not at fault for the exploitation they have suffered, it is also important that students understand how to make informed decisions about their future and how this can help to protect them from becoming victims of trafficking. Integrate trafficking prevention and related issues into appropriate existing courses: In order to ensure that trafficking prevention in schools is sustainable, it is critical to integrate it into the school curricula so that it becomes a regular part of the school programme and all teachers of a particular subject expose their children to well designed lessons. The study indicates that Civics Education or related courses such as Sociology or Democracy may be best suited to integration of trafficking related material. However, other subjects, such as History, Literature, Art, Geography, Biology, Health Education or others also lend themselves to interesting discussions on subjects which could protect youth from being trafficked. Differentiate the information given to children according to their age and capacity: Information must be transmitted to children in a way they can understand given their level of cognitive development and emotional maturity. The pilot study shows that children of all ages can benefit from trafficking prevention information, but that younger children may be better able to understand the concept of trafficking from case studies and stories rather than from formal definitions or legal terminology. Involve Stakeholders from Project Inception: The importance of stakeholders to the effectiveness of the project’s intervention cannot be overstated. IOM recommends inviting the Directors of participating schools as well as mid to higher-level MOE officials to selected activities to keep them better informed about the project’s intervention and promote their engagement and interest in it to ultimately foster a sense of ownership and sustainability. Devising a way to actively include the parents/guardians of participating students is also strongly recommended. Develop a Teacher Training Module: This method of incorporating a training component common to all participating schools is strongly recommended, as it ensures that a consistent message and materials for trafficking prevention are used throughout the region, helping to reduce the potential for the perpetuation of misconceptions about trafficking. The training of trainers also contributes to the emergence of a group of qualified national trafficking prevention trainers who can effectively continue training of teachers under the auspices of the Ministry of Education long after the project has ended. Map Related Programmes: Conduct a rapid mapping exercise in order to be properly informed about what projects are being or will be implemented by the government or by other organizations in order to avoid duplications or gaps and to cultivate synergies. Involve Children who do not Attend School: Include special measures for children who do not attend school or for other vulnerable groups who may not be directly accessible through the formal education system either through cooperation with NGOs or the MOE’s Non-Formal Education Department (if such a department exists). This is critical as studies of the profiles of victims of trafficking from this region show that they are often poorly

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RECOMMENDATIONS

educated, having left school at an early age. For some countries, this may also include certain minority communities which may not be fully integrated within the “mainstream” school system. All of these types of activities will necessitate making adjustments to the didactic materials developed by the project, ranging from the translation of materials into other local languages, to the creation of cartoons and games that do not rely on written communication to convey the trafficking prevention information and safety messages. Motivate Teachers: Pay due consideration to issues of teacher motivation and devise – in coordination with the MOE – sustainable, realistic and cost-effective ways to offer incentives to teachers to learn the new material and teach it to their students. An example recommended by the project is to include the material into required training for teacher reaccredidation. Harmonize Intervention with Existing School Reforms: Harmonize interventions to the greatest extent possible with ongoing school reform and/or with yearly efforts to review and update formal curricula, as this offers arguably the most direct and sustainable means of ensuring the inclusion of the trafficking prevention material in the schools. Translate Materials: To realize the full potential of the regional nature of a project such as this one, allocate sufficient funding for the translation of educational materials from different countries in order to expand the pool of resources available to all. Provide Opportunities for Regional Networking: Cultivate opportunities for trans-national cooperation among education officials from different levels (i.e. Ministerial staff as well as teachers) through measures such as study/exchange-visits, the exchange of information and regional coordination meetings.

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ANNEX A: TRAFFICKING PREVENTION LESSON PLANS FOR SCHOOLS AND NGOS

Annex A: Trafficking Prevention Lesson Plans for Schools and NGOs Lesson 1 Author: Age group: Time:

Natural Science Anila Bitraku, E Re school in Korce, Albania Elementary school 45 Minutes for extra curricular activities, 20 minutes within the lesson hour

Objectives (to be achieved by the children): Gain knowledge about the phenomena of trafficking, violation of human rights, as well as actors that can help in the fight against trafficking To be able to list 5 child rights that are breached in case of trafficking To be able to articulate 4-5 life risks in a foreign country To discuss the difficulties to get out of the trafficking network To identify possible solutions for supporting trafficked children Materials: TV set and VHS Movie about child trafficking from Albania to Greece produced by NPF Notebooks and pens Map of Europe Methodology: Map of thinking Movie screening Discussion Role-play Process: Activity 1: Ways of migration – the map of Europe 1. As a warming up activity, the teacher asks the children the following questions: How many states of Europe do you know? Which ones? Do you have any relatives living there? Where? 2. The teacher then marks on the map of Europe map with a red line the answers of the pupils. 3. The teacher should prepare the following schematic:

EUROPE THE CONTINENTS

The most appropriate definition of trafficking

France

Italy

Germany

Greece

UK

Activity 2: Thinking map 1. The teacher asks the following questions: Do you think that living in these countries is easy? Do you know what kind of works your relatives/peers that migrated in these countries are doing there? 2. The answers of the children are written on board. Activity 3: Screening of the movie 1. The documentary movie about child trafficking from Albania to Greece, produced by NPF is screened. After the movie is shown, the children are free for 3-5 minutes to discuss with each other. Then they are asked to draw on a paper about how they felt after watching the movie (a face without name i.e. sad, crying, etc). The papers are

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2. 3.

glued on the wall. After the movie, the teacher asks the children “What do you think about the children interviewed in the movie? Are they like you? Do they deserve such as life? Do you think that living in another country is easy? The answers are written on the black board. The children are oriented to use the terms such as: abuse, violation, deception, exploitation, forced labour, trafficking etc, and all this while retelling/illustrating parts from interviews of the kids in the film. A short/simplified definition of trafficking and its forms is thus given.

Activity 4: Role-play 1.

The children form 4 groups (3-4 persons each). Helped by the interviews shown in the movie and using their imagination each group is asked to play a role as per the situa tions below: (times for preparing 10 minutes).

GROUP I: The trafficker promises the child and his/her family a better life abroad (in Greece) GROUP II: One trafficked child is telling to one of his peers what is he obliged to do and who is the one who obliged him and why he cannot leave/break the relationship from this person. GROUP III: A returned kid from trafficking. How the friends of the class are accepting, treating and helping him. GROUP IV: You are in a very poor economical condition and a friend of your family tells your parents that it would be better if the family goes abroad to work. What do you tell to your parents? In case that they don’t listen to you where can you ask for help? 2.

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Each of the groups plays the roles they are assigned and at the end the teacher leads the discussion and helps them draw conclusions.


Lesson 2 Author: Age group: Time:

Extra curricular - Cooperation between an NGO and a school Pranvera Moci and Alma Metko, NGO FBSH in Tirana, Albania Elementary school One and half hours (Two 45 minute sessions)

Objectives (to be achieved by the children): To be aware about the risks associated with trafficking of children and how to be protected. To learn what is trafficking and to be able to articulate the definition To understand the causes why trafficking happens `To be able to describe different cases of trafficking `To know and understand children’s rights. To create a slogan for the theme of anti-trafficking. Materials: TV set and VHS player Film: “Testimonies from Trafficked Children” by Terre des Hommes, Albania White drawing papers, crayons, and coloured pencils Photos and posters Glue Methodology: Large group discussions Brainstorm Process: Activity 1: Introduction and warming-up exercise 1. 2.

The NGO facilitator starts by explaining who he/she is and why he/she is with them. The kids are sitting in a circle in order to all be included in the discussions. The teacher starts with a game to warm up the relationship and make them feel free (10 minutes)

Activity 2: Screening of the trafficking movie and discussion 1. 2. 3.

The facilitator presents the theme: Child Trafficking. They start by watching the documentary movie with testimonies of three children trafficked and returned to Albania – 10 minutes. After the movie the facilitator ask the following questions about the movie: What impressed you the most of the stories told and why? Have you ever heard about similar stories? If yes, from whom/where you heard? From the TV, in family, in school? Do you know other kids like Eltoni, Arjoni, Marengleni, Saleoja and Ela? The answers of the kids are listened to and discussed. The teacher explains about what happens to trafficked children, how they are obliged to work, to beg or drop out the school and be away from their families being deceived, lured or kidnapped.

Activity 3: Trafficking in children and children’s rights 1.

2. 3.

The kids are divided into small groups (5-6 each group). Each group is given papers on which are written a group of misplaced words taken from the trafficking definition. The kids should try to put the words in the right order and in this way they will create a sentence related to trafficking or part of the trafficking definition. After reading the right sentence, one from each group writes the sentence with a coloured chalk on the black board. When all the groups finish writing their sentences (with different colours) the definition of trafficking will be articulated in a simple version. The facilitator then explain child trafficking in the following way: An adult obliges, through deception and/or by force, a child to do harmful works or crimes (begging, selling, thieving, prostituting, etc) for his personal gain. No child must work when

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they are under age and no child should be involved in harmful work. If a child is obliged to work, this means that at least one of his/her rights as per the Convention of Rights of the Child is violated. 1. 2. 3.

Activity 4: Do you know the children rights? The teacher asks the children to try to remember a few of the child’s rights that they have learned. On a big white paper the facilitator writes what the children mention: I have the right to…and after, he/she lists the children’s rights that are lacking. The following are example of trafficking in children that show how the right of the child are violated in the process. They can be read out loud: • Parents of a poor family sell their own children or their organs to strangers for money: No parent, no matter how poor the family, has the right to sell his /her own child for adoption or organ removal purposes. This is a crime against the individual and is punished by the state. The persons that buy the child may be strangers or relatives. Cases where the child is sold or their organs are removed are trafficking cases • A child abandons his/her own family, the school, the friends, etc to work illegally abroad: Not attending school and not receiving an education is a violation of child’s rights. A child transported illegally abroad has difficulties to be registered and attend school. • An adult deceive a young girl by promising to marry her and then forces her into prostitution: A minor girl or an adult can be deceived by a person who promises her a happy marriage. She and her family may agree hopping that the girl will have a better life. Often the family doesn’t know this stranger who offers her marriage. Once abroad, or in another town within the country, this “future husband” obliges the girl to prostitute in the streets. In this case, the girl is a victim of trafficking. • A child is kept in very lamentable conditions, abused, violated and menaced with his/her life from the persons who by force oblige her/him to work: Instead of provid ing education, happy childhood, care of the family, friendship etc, the child is threat en and obliged to work and live in lamentable conditions. This is a case of trafficking.

4.

The facilitator asks the children what they think are the causes of child trafficking? Among potential responses are: 1. Poverty 2. Hope for a better life 3. Family violence 4. Surviving 5. Better job placement opportunities 6. More income 7. Lack of peace and national security 8. Family dysfunction 9. Natural disasters (Tsunami, Katrina etc)

5.

All above are written and read out loud. After that comes the question: How do you think we should act if we become at risk of being trafficked? Whom can we ask for help? With whom should we talk about it? Among potential answers are: With parents, teachers, social workers in the schools and with the police and NGOs

6.

The teacher reminds the children that if we are at risk of trafficking/kidnapping, the rst thing to do is leave immediately and go to a safe place to ask for help.

Activity 5: Reflecting through drawings Everything the children have been talking about and discussed: the movie, the trafficking definition, child rights, causes of trafficking and responses to trafficking can be reflected in drawings. Children can in this way express what they understood by drawing, or by formulating a slogan against trafficking. The slogan and the drawings can be placed around the walls in school. A presentation could be held with the creation/drawings/slogans from the children and to ask them to select the three best and meaningful drawings. After the lesson, feedback is asked from the children, such as: - What did you think about this two hour activity? What impressed you most? What did you like best?

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History: Hundred Years’ War (1337-1453) – Joan of Arc Marija Naletilić – High School “fra Dominika Mandića” Široki Brijeg, BiH 16 2 hours

Objectives (to be achieved by the children): Students are able to list, name and define basic children’s rights as well as to define gender-based violence Students are able to understand the connection between trafficking in persons (exploitation in the form of child soldiers) and gender-based violence Students are able to analyze and assess particular cases and situations and to be able to apply acquire knowledge practically in the future Materials: Movie “Jeanne d’Arc” (Director: Luc Besson, Gaumont/Lelloo Productions, France, 1999) TV, DVD player Flipchart with short definitions of children’s rights related to the movie characters as well as the definition of gender based violence Written material on the Hundred Years’ War (History book, 2nd year of high school) Methodology: Lecture Showing of the movie Role-play Thinking Map (Analysis). The Hundred Years’ War is already included in the regular school curriculum. It was selected for trafficking prevention education because it deals with topics related to human trafficking. In particular, Ivana Orleanska was 16 years old during the war, hence, according to international standards, a child. Her experiences are experiences of a child and the students can relate to them. Process: Activity 1: Pre-knowledge activation: (1st hour) 1. 2. 3. 4. 5.

Short lecture on the Hundred Years’ War, with a particular emphasis on the role of Ivana Orleanska; Distribute written material on this topic in the classroom; List definitions of children rights and gender based violence on flip charts Display flipchart around the classroom Generate discussion on the flipcharts

Activity 2: Meaning creation: (2nd hour) 1. 2. 3. 4.

Show parts of the movie “Jeanne d’Arc”; Divide class into groups for the role play (Group one will be English and Group two will be French men surrounding Ivana, whereby Group three will have the role of Ivana Orleanska). Write down the results of role play and brainstorming sessions on flipcharts; Round analysis;

Summary: comparing the times of 14th and 15th century and Ivana Orleanska41 with the present times and the women of today; discussing the difficulties faced by women in present times; discussing women’s basic human right, their right to life, freedom or normal work; make the connection between the violation of human rights and trafficking in persons and exploitation in the times of war and migrations. 41) The goal of the division of roles is to clearly demonstrate to students the role of each individual in decision making and to present the violations of rights of “child warrior.”

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Democracy Melika Brodović, High school “Obala” Sarajevo, BiH 16 2 hours

Objectives (to be achieved by the children): To be able to identify risky situations, assess them, take a critical approach, and use correct and informed behaviour and decision making. To understand the terms “Trafficking”, “Traffickers”, Exploitation”. To know about the methods used by traffickers, ways of becoming a victim of traffick ing, and how to protect ourselves from trafficking. To be able to evaluate a particular case, evaluating and understanding a risky situation that may occur. Materials: Leaflets, text examples Methodology: Interactive methodology of collaborative strategy Process: Activity 1: Lecturing introduction (5-7 minutes) 1. 2. -

-

-

3. • • a. 4. 5.

Topic announcement: Today we are going to discuss the topic of “Trafficking in Persons”. Objectives of today’s topics are the following: You shall acquire knowledge about trafficking in persons as a global, but also as a BiH problem, understanding the reasons why people are being trafficked and the way traffickers act, but also acquiring knowledge needed for preventing you from becoming victims of trafficking. During this lecture, you will have to try making an assessment of a particular situation in which a person became a victim of trafficking. You will also be asked to critically evaluate elements of trafficking in the given examples. Also you will be able to get acquainted with activities that you can do to prevent yourself from becoming a victim of trafficking. Those activities of prevention are very important and should be remembered by each individual to be used in the future. At the end of this lesson, you should be able to apply your knowledge about trafficking in persons, and also to make the right decisions for yourself as well as to possibly prevent another person from becoming a victim. Unknown terms: Trafficking in persons Trafficker Victim of trafficking The basic ides that you are going to study today are ideas about equal rights for all people and children, but also particularly rights of women, which are most often vic tims of trafficking. Lecture opening: Today’s lesson is going to enable you to make the most of the opportunities in your life, and also to critically evaluate those opportunities to avoid situations which may place you at risk of becoming a victim of trafficking.

Activity 2: Critical thinking exercise: 1.

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Instructions by the teacher: We are going to start our exercise with a “puzzle”. You are going to be divided in five groups. Each of the students should learn his/her part of the text (in 5-6 minutes), and then we are going to form groups with one student of each group, hence one student per each of the five texts. The selected student shall present to others what he has learned from his part of the text. As a group, we shall then read the text jointly and attempt to provide answers to questions.


Text No. 1 Trafficking in human beings always has the same following elements: PROCESS: recruiting, transporting or hiding. METHODS: threat, force, kidnapping, deception or abuse of power. OBJECTIVE: prostitution, pornography, violence/sexual exploitation, forced labour with unfair salary or slavery. To consider someone as a victim of trafficking, all three elements must be present in the particular situation: the Process, the Method and the Objective. The Objective always includes a benefit or profit for a third person or a trafficker. Children under the age of 18 are considered victims of trafficking even if only the elements of Process and Objective are represented, without the Method. Text No. 2 Trafficking in persons takes place across state borders (international trafficking) and within one country’s borders (internal trafficking). Victims often come from poor or broken families and are often girls without one or two parents. The ways of becoming a victim are various and can include applying to an advertisement for a job as a babysitter, model or waitress in the country or abroad. Usually these job advertisements offer a very good salary as well as accommodation and food. You may also become a victim by booking a trip through some real or fictive travel agency or study abroad agency. Victims are rarely kidnapped. Traffickers are often persons that we know, such as a boyfriend or a cousin. There are a large number of women traffickers too, because girls trust the women more than men. Text No. 3 Sometimes a large number of victims are often transported in groups, though this is not always the case. When approaching the state border, the victims’ passports and documents are taken away by the traffickers with the excuse of special arrangements with border guards. Sometimes victims move across the borders illegally, using well planned secret channels. Upon arrival at their destination, the victim does not have his/her passport or documents, is illegally residing in the country and may be locked up, raped, beaten, with all of her human rights systematically abused. In turn, with the abuse, the victims are completely broken, some trying to commit a suicide to save them from the unbearable situation they find themselves in. Very often, the victims are mentally and physically completely destroyed. Text No. 4 Traffickers also use various methods to keep the victims in fear, to keep them addicted to drugs, hence to keep them obedient and to prevent them from escaping. The mechanisms used vary from threatening to harm the victim’s family members to threatening to kill the victim or to forcing them to take drugs. The traffickers often scare the victims with deportation them from the country, as the victims are often illegally in the country. Furthermore, victims are scared with the fear of prejudice and judgment of society or family. Very often, the victims’ passports are taken away while they are supposed to pay the trafficker the amount that he paid for “buying” them; this debt to the trafficker is almost never fully paid off and the victim is forced to continue working for the trafficker. After some time, the victim is resold to another trafficker, and the circle of slavery continues. Text No. 5 How can we protect ourselves? • We always need to critically estimate the situation we find ourselves in as well as the op portunity offered to us. We shall always check a hotel reservation made in our name. We shall always check on the person who offers us a job and whether this person can really provide the job he/she promised us. We shall always check if the agency or company that we are supposed to work for truly exists. We shall always try to find additional information from relevant authorities, embassies or other organizations on the opportunity offered. • We should always have a copy of our passport with us, because without a document, we don’t actually exist in another country. • We should agree with our parents on a secret code to use over the phone in case of emergencies. This code would enable us to tell the parents that we find ourselves in danger, even if someone is standing next to us and forbidding us from asking for help. • We should always have the phone number of the BiH Embassy in the country we are travelling

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in as well as the number of police in that country. • If we can, we should also have the number of IOM or an SOS telephone for victims of trafficking. • If we find ourselves in a situation where someone is forcing us to do something we do not like, we must try to escape on the first occasion and ideally on the first state border crossing. 2.

After each of the students tells their part of the text, they should give an answer to the following questions: What is trafficking in persons? How do we become victims of trafficking? What is the basic purpose of trafficking? Which of our human rights are violated by trafficking?

3. First hour/class - Closing Discuss answers, clarify uncertainties, emphasize and summarize elements of trafficking Second hour/class - Opening Activity 3: “Analyzing particular situations” (15 minutes): 1. • •

Provide students with examples of various situations that we can find ourselves in. Use the case scenarios provided by IOM. Ask the students to discuss the following Is this particular situation a case of trafficking in persons? Explain your answer! Which elements of trafficking are represented in this case: Process, Method and Objective? Discuss, clarify and provide correct answers.

Activity 4: Exercise “Turntable” (25 minutes): - This exercise helps summarize the cquired knowledge. 1. 2.

3. LIST 1: LIST 2: LIST 3: LIST 4. LIST 5:

Instructions for the teacher: Hang on the wall pieces of paper with the questions and the numbers of groups written on them. We are going to form five groups. Each group needs to stand in front of their paper. On every paper, there is a list with the questions that you should answer. However, each group shall only give two answers and put them besides the answers of the previous group, if the answer is the same as theirs. The groups will be rotated until they use all papers and until they rotate to the beginning of the list, to the place where they initially started.

How do you become a victim of trafficking? How can we recognize a situation of trafficking? What happens to victims of trafficking? How do traffickers keep victims from escaping? What do we need to do to prevent ourselves from becoming victims of trafficking?

Second hour/class - Closing The group representatives are going to read out what is written on the papers. The class as a whole shall make a joint conclusion and summary.

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Sociology: Society and Deviation - Socio-pathological phenomenon Smiljana Vovna, High School “Meša Selimović” Tuzla, BiH 16 Three hours

Objectives (to be achieved by the children): To understand how family violence can lead to being at higher risk for immigration and trafficking in human beings. To understand the terms: Trafficking in Human Beings, Prostitution, Violence against Women, Legal and Illegal Migration To be able to identify violence based on gender and sex To be able to assess risk connected to illegal migration To improve judgment and decision making skills To be able to analyze or evaluate daily situational analysis, influence of education and environment, the process of socialization, youth education in prevention of trafficking in Human Beings, parental participation/involvement Materials: Colour paper Markers Cardboard Documentary film about Trafficking in Human beings (‘The End of the Beginning’, produced by IOM BiH) Camera for recording their own documentary Methodology: Exercise on topic “Gender-Based Violence” Conversation Interactive methodology Group work Process: Activity 1: Pre-knowledge activation: (phase 1) 1. 2. 3. 4.

Start by asking the students to identify words related or connected to trafficking in human beings and provide feedback for every answer given. Find out if the students believe that trafficking in human beings and prostitution have the same meaning and write down all the answers on paper. Then watch the film “The end of the beginning”- 28 minutes. Once the film is over, start a discussion about the film. Does everybody have the same attitude now as they did before seeing the film? If not, why did they change their minds? The students should then work in groups and try to recognize risky situations for trafficking in human beings, illegal migration and gender-based violence - 10 minutes.

Activity 2: Meaning creation: Exercise: “Gender-based Violence in the Family” and Trafficking in Human Beings”- 20 minutes (phase 2) Scenario: Analyze at first glance an ordinary family: father, mother and daughter (seventeen year old). Their situation is the following: The father has a job but the mother does not. She stopped working when their daughter was born because the father felt that he earned enough to support his family and that the mother’s role is to stay at home to look after the children. However, the wife has a lot of problems with her husband, who doesn’t respect her, abuses her by telling her that she is useless and that she would have never got married if he hadn’t married her. He also controls all of the money and controls her interactions with friends. The daughter, who watches how her parents live

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together and communicate, is disappointed and decides she would like to broaden her horizons and live abroad after she graduates. She finds a job advertisement as an “au pair” in a Western country. So, she calls and arranges a meeting/interview. During the meeting the only thing she was asked for was her passport as everything else would be taken care of by her employer. She is with four other girls of the same age. All of the girls were promised good salaries and accommodation in the houses of the families for whom they would be working. However, as soon as they reached the first border, they were told to stay at a motel temporarily until their work permit and visas were organized. They are soon forced to work as prostitutes with no papers and no way to call anyone for help. Activity 3: Evaluation and application: (phase 3) The students should be divided into 4 groups and analyze the exercise – 15 minutes. 1. -

Groups 1 & 2 should answer the following question: What should the daughter have known before she left on that trip?

2. -

Groups 3&4 should answer the following question: How can we be sure that we are making the right decision?

3. -

Could the situation in her family be described as “gender-based violence”? How can we deal with a situation like that?

The students should go back to their original attitudes and point out the potential mistakes and risks that exist - 10 Minutes Evaluation: What do we know now about trafficking in human beings?

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Sociology – Trafficking in human beings as a form of organized crime Ljubinoska Branka, Zdravko Chochkovski School in Debar, FYR Macedonia 15-16 (2nd year of high school) 90 minutes

Objectives (to be achieved by the children): Introducing the students to trafficking in human beings, its elements and differences between trafficking and similar phenomena. To be able to analyze case scenarios and recognize and differentiate cases of trafficking, prostitution, smuggling and child labour exploitation. To gain knowledge of trafficking in human beings as a form of organized crime and modern slavery with a focus on its functioning and potential victims of trafficking To be able to identify the risk factors of becoming a victim of trafficking and to prevent trafficking by making well informed decisions. Materials: Blackboard and chalk Newspaper articles Case scenarios Video material Methodology: Brainstorm Evaluation of students’ knowledge (Filling in the three column table- I KNOW, I WANT TO LEARN and I LEARNED) Work in couples Individual work – essay writing Process: Activity 1: What is organized crime? 1. 2. -

The teacher asks the students “What is organized crime”? They get 5 minutes for brainstorming and then the teacher summarizes their ideas. Through intensive lecturing the teacher introduces to students the following issues for 20 minutes: Forms of organized crimes The conditions that create fertile ground for the appearance of organized crime The presence of organized crime and its dangers and consequences

Activity 2: Trafficking in human beings – a form of organized crime 1.

2. -

The teacher asks the students “What is trafficking in human beings? What do you know about this form of organized crime and what do you want to learn?” Each student is given 5 minutes to write a few sentences on this issue. The teacher draws three columns table on the blackboard to be used for this exercise. In the next 10 minutes students read their ideas enabling the teacher to fulfil the first two columns in the table (“I know” and “I want to learn” columns). The teacher continues with 30 minutes intensive lecturing based on the previous in formation about the level of students’ knowledge: Definition of trafficking in human beings; Phases of human trafficking; Methods for recruiting the victims of trafficking; Traffickers and their control systems over the victims; Basic elements of trafficking in human beings (process+ means+ aim). Smuggling migrants and trafficking in human beings (differences and similarities) Trafficking in human beings in the context of migration

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3. 4.

The lecturing is summarized in the third column of the table, so called “I learned” column. Each pair of students is given case scenarios and is expected to recognize whether it represents trafficking, smuggling or sexual exploitation case.

Activity 3: Extension of the activities 1.

Writing essays on the subject: “How to prevent trafficking in human beings- slavery of the modern age”. Time for preparation – 1 week.

2.

Watching video materials on human trafficking (part of the IOM prepared tool kit) in groups of three students (in their homes). This will also help them to prepare their essays.



Biology – Trafficking in Organs Jauleski Nestor Niko Nestor School in Struga, FYR Macedonia 16-17 (3rd year of high school) 45 minutes

Objectives (to be achieved by the children): To be informed about illegal trafficking in human organs, in order to raise awareness about trafficking in human beings To analyze human trafficking as a negative social phenomenon and different forms of human trafficking, such as trafficking in human organs To develop critical opinions and judgments for right and wrong through debating real life situations/cases extracted from newspapers Materials: Cards with text or newspaper articles Methodology: Group work Debate Process: Activity 1: Discussion of cases of trafficking of organs 1. In the beginning of the class the students get acquainted with the transplantation of organs and tissues and the basic prerequisites for successful transplantation. 2. The students are asked to debate on a hypothetical situation: a)

Every student is provided with a card with the following text:

Imagine a situation where somebody very close to you is in need of urgent organ transplantation. Upon your request for organ transplantation all relevant medical institutions notify you that this person will be put on a waiting list. You become aware that it would take a year before the needed organ is available and surgery made possible and that it would be fatal for the person in need. You are in position to purchase the human organ for this person. You have the money, will you attempt to purchase an organ for him/her? b)

Every student has the opportunity to express his/her attitude (in favour or against the offer)

3.

The students are organized by the teacher in two groups (in favour or against the offer for the illegal purchase of an organ). Each group of students independently discusses their previously taken attitude, makes a list of arguments and chooses a group which represents their position.

Activity 2: Extension of the activities 1. -

Debates among the groups can be facilitated by the teacher, concerning for example: Reading of articles describing real cases of trafficking in humans and in human organs (cases registered in Greece, Albania, Turkey, Bulgaria) Writing the elements of human trafficking on the blackboard identified in these stories

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Lesson 8: Author: Age group: Time:

Sociology - Conforming and Social Deviations Tatjana Filipovska, Gjorche Petrov school in Kriva Palanka, FYR Macedonia 15-16 (2nd year of high school) One sociology class + extra free time (free class) for preparation of posters

Objectives (to be achieved by the children): To learn what is trafficking in human beings and its elements: aims, means and process To develop skills for decisions making and self-protection in life To gain knowledge towards a more secure future Materials: Blackboard and chalk, Case scenarios – handouts Materials for preparation of project/presentation Methodology: Brainstorm Group work Discussion and debate Process: Activity 1: Pre-knowledge activation: (phase 1) 2. The class theme is announced to the students through writing on blackboard the topic: Trafficking in human beings 3. Through brainstorming the students express their ideas on the phenomenon of trafficking and the teacher writes them on the blackboard 4. The teacher writes the words “AIMS” and “MEANS” on the right and left side of the blackboard and examines if students are aware of the ways/means used in the trafficking in human beings and what are the aims. Activity 2: Meaning creation: (phase 2) 1. The students are divided in 5 groups and provided with case scenarios to be analyzed (cases were taken from the IOM Teacher Training Module, What is Human Trafficking session) 2. The students get 5 minutes to read the case study. Afterwards they are asked to identify the elements of trafficking in human beings (process, means and aims) 3. Identified elements of trafficking in human beings are written in the table as described below:

4.

Afterwards, each group is asked to describe the attitude or the way they would act in a situation the same as described in the case study.

Activity 3: Evaluation and application: (phase 3) 1. One case scenario, the one for which students have the most divided opinions, is then selected and students participate in a debate facilitated by the teacher 2. The teacher allows an exchange of opinions and attitudes between the groups 3. Finally, the teacher leads the debate toward clarification of the case and explanation of concrete elements that help identify if this is a case of human trafficking or not, and students are allowed to express change of opinion. Activity 4: Extension of the activities 1. The next step could be to let students volunteer for preparation of placards to include different trafficking prevention information. Materials and information are being collected and the students under mentorship of the teacher prepare the posters or placards. These placards are than presented to the rest of the students and placed on the information board.

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Geography and Population Migration Jasmina Vidosavljevic, “Milutin i Draginja Todorović”, Serbia 13-14 (7-8th grade elementary school) 45 minutes

Objectives (to be achieved by the children): To To To To To

be able to differentiate the basic elements of the trafficking process develop basic knowledge of trafficking in human beings and smuggling of migrants understand the socio-economic causes of trafficking and smuggling identify countries of origin and destination be able to recognize risks concerning legal and illegal migration

Materials: Map of Europe Colour chalk Papers and pencils Methodology: Group work Large group discussion Process: different forms depending on the nature of organized crime, legal structure and other contexts of the country, trafficking always includes the following three inseparable and mutual parts: • Recruitment – by fraud or force • Transportation – across state border or in-country; legally or illegally • Exploitation – by using or selling the victim for financial gain of the trafficker. 2.

The teacher explains that exploitation is the basis of trafficking in persons: Exploitation can have different forms, however most often it involves sexual or labour exploitation, domestic servitude or other slavery-like forms. The teacher then introduces the term “smuggling” by explaining that smuggling may not involve exploitation. Smuggling is characterized by facilitated, organized illegal entry of a person from one country to another. Also, smuggling does not involve coercion and takes place without jeopardizing anyone’s own will by force, fraud or power.

3.

To check if the students can distinguish between trafficking and smuggling they are divided into two groups with the following assignment: The first group will identify similarities between trafficking and smuggling, while the other group has to identify the differences.

4.

Among the potential responses are:

Similarities: • presence of organized criminal groups • big financial gain to traffickers and smugglers Differences: • smuggling is done with the consent of a person • smuggling always involves the illegal crossing of a state border Activity 2: Large Group Discussion of Difference between Trafficking and Smuggling 1.

The children remain in the two groups. The teacher takes out the map of Europe and asks the first group to determine which are the countries/ regions where most victims of trafficking originate? The second group is asked to determine to which countries/regions do most victims of trafficking go (destination countries).

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2.

Among the potential responses are:

Countries of Origin: • Southeast European countries, for example BIH, Serbia, Montenegro, Albania, Croatia, Bulgaria, Romania, Moldova, Ukraine, Macedonia Countries of Destination: • Western countries and Middle European countries, for example Germany, Austria, Great Britain, and France 3.

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The teacher wraps up the lesson by explaining how the geographic position of Serbia in the central part of South Eastern Europe makes it a country of both transit and origin for victims of trafficking in human beings. Also, historically - the fact that South Eastern countries were socialistic countries, economically underdeveloped with a high level of corruption and porous borders makes it easier for the criminal organizations today to traffic persons. Finally, socio-economic reasons for trafficking from Serbia include: poverty and high unemployment. There are also political reasons: instability and wars, and cultural reasons – such as the low level of education of the population and a prevailing image in Serbia about wealth in the country of destination.



Extra Curricula: Introduction to child and human rights, and discussion about how to apply them in their own lives Dusanka Cirovic, “Milutin & Draginja Todorovic School”, Serbia 13-14 (7 - 8th grade elementary school) 90 minutes

Objectives (to be achieved by the children): To develop children’s knowledge of human rights, and especially which rights are violated in cases of labour exploitation and/or trafficking in human beings To be able to recognize cases where child’s rights are violated To be able to identify their own and other people’s responsibilities in regard to child rights To develop a critical approach, arguments, and suggestions of how to fight for their rights To be encouraged to take responsibility over their own lives and the future Materials: Flip chart, papers and markers Papers and pencils Text: “Looking for a Better Life: Yasmina’s Story”, and child rights cards42 Methodology: Brainstorm Work in small groups Group discussion Process: Activity 1: Brainstorm on human rights 1.

The teacher asks the class to come up with examples of human rights and child rights, and writes them down on the flip chart one by one.

Activity 2: Trafficking of children and children’s rights 1. 2. 3.

The teacher divides the students into groups (5-6 in a group). Each group receives a set of child’s rights cards and has 10 minutes to review them. Each group receives one copy of “Yasmina’s story” and the teacher asks them to identify which of the rights identified on the cards are violated in the story. Each group is asked to discuss and to report.

Activity 3: The classification of rights and their duty bearers 1. 2. -

The teacher explains that all child rights are equally important; that there are no less important or more important rights. Human rights are classified to make the process easier, to follow and to be informed about certain rights. The teacher writes on the flip chart: A classification of rights may be for example: Civil rights Political and economic rights Social rights Cultural rights

They can be divided in the following way: The right for survival The right to develop to the fullest Protection and rights of participation The rights according to the Convention on the Rights of the Child have been set out as follows: 42) The text and the cards are to be found in the TOT module (Session 3, Handout no. 1 and 2) and were originally referenced in Teaching to Counter Child Trafficking, UNICEF (2002). Available at: http://www.unicef.ca/education/childTrafficEn/ Teaching2002.html

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3. 4. 5.

6.

-

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Civil and political rights Right to health and social care Right to education, rest, leisure and cultural activities Rights of children with special needs The teacher asks the children to sit in a circle. She/he asks them to discuss the following questions one by one: What can happen if rights are violated? Who are the people that violate the rights of children? What can I do to protect my rights? What are my responsibilities? What are the responsibilities of others in the protection of my rights? The teacher then divides the children into small groups (5-6 in a group). Each group receives a set of child rights cards, a big paper and marker pens. The teacher asks them to list for each of the rights, their personal responsibilities and the responsibilities of others. (Note: “Others” meaning the State and its institutions, Centres for Social Work, health centres, the police, the Court of Justice, the media, NGOs, schools, parents, and relatives). The teacher encourages discussion by making them understand what is the process of protection and realization of children’s rights. Often children see this only as the responsibility of the adults and not as an opportunity for them to gain their own rights. Questions that can be discussed include: Are children’s rights the responsibility of adults only or are they the responsibility of children also? Whose responsibility is greater? Why is that? Which adults are the most responsible? What can children do to protect their own rights? What are the means/ways/activities?



Civic Education – Public Health of Citizens Shefik Kastrati, Asllan Thaci school in Kosovo 15 40 minutes x 2 (2 lessons)

Objectives (to be achieved by the children): To gain knowledge of trafficking in human beings and smuggling; which human rights violations take place during the process, and to understand the difference between the two To raise the personal critical skills about self-damaging behaviours (smoking, drinking T alcohol, drug use) and to understand their consequences for human health To understand how alcoholism and drug abuse, as well as smuggling of tobacco, drugs etc. is related with risks, such as confrontation with law enforcement, and with exposure to traffickers and to international organized crime To realize the similarities between the difficulties for a person to rid himself/herself of the addiction to poisonous substances, such as drugs and alcohol, and a trafficking victim’s inability to break away from his/her abusers To develop critical assessment of promises that look “attractive” on the outside, but which are fake and ‘too good to be true”; to seek information and advice from others Materials: Flip chart papers and markers Posters TV set and video player Videotapes. Methodology: Group work Discussion circle Process: Activity 1: Working in group to identify the problems 1. a) b) 2.

The teacher divides the students into four groups and asks them to discuss the following questions: Describe which poisonous substances that damage our health Identify current problems connected to international crime The students are asked to tell their conclusions and the teacher is drawing the results in the following way: Smuggling Trafficking Tobacco Public Health of Citizens

Alcoholism

Drug abuse

Activity 2: Difference between trafficking in human beings and smuggling 1.

The teacher explains that Trafficking shall mean: “The recruitment, transportation, transfer, harbouring or receipt of persons, by means of the threat or use of force or

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2.

other forms of coercion, of abduction, of fraud, of deception, of the abuse of power or of a position of vulnerability or of the giving or receiving of payments or benefits to achieve the consent of a person having control over another person, for the purpose of exploitation. Exploitation shall include, at a minimum, the exploitation of the prostitution of others or other forms of sexual exploitation, forced labour or services, slavery or practices similar to slavery, servitude or the removal of organs.” The teacher continues to clarify that smuggling means: Facilitating the illegal entry of a person into a State Party of which the person is not a national or permanent resident, in order to obtain, directly or indirectly, a financial or other material benefit. On of the difference between trafficking and smuggling is that in the trafficking process the victim is deceived, abducted or threatened, whereas in smuggling the victim him/herself finds the smuggler.

Activity 3: Group work on causes and effects 1.

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The teacher divides the students into four new groups and they write their ideas on paper after each group has been given a question:


Activity 4: Discussion Circle about being abused and being an abuser 1. The teacher asks the students to form a circle to discuss the following questions with them: Why it is difficult for victims of trafficking to get rid of their abusers? (Both physically and psychologically). Among the potential responses are: Continuous threats against both the victim (personally) and the family of the victim because of the debts of the victim Lack of freedom of movement (constant surveillance) Loss of the will to live Isolation Difficult psychological condition of victim (lack of ability to make decisions) Lack of money Uncertainty where to go help -

Which human rights of victims of trafficking are violated during the trafficking process?

Among -

the potential responses are: The right to self-determination The right to freedom from abuse The right to free expression The right to freedom of movement The right to regular access to food The right to have/use one’s name and surname The right to have a family The right to have access to information

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Civic Education and Trafficking in Human Beings Sadete Hajrizi Frang Bardhi School, in Mitrovice, Kosovo Gymnasium 1 school hour for theoretical part and 3 school hours for the practical part

Objectives (to be achieved by the children): To learn and assist students in making wise decisions for their future To be able to face unexpected circumstances without feeling insecure Learning how to make informed decisions To correctly apply these skills using the appropriate resources Materials: Graphs, illustrations, and photos, Supplementary materials connected to the topic Methodology: Lecture Discussion Demonstration Process: Activity 1: Preparations before the exercise in the class. 1.

Prior to the lesson, students are instructed to gather as many examples of trafficking phenomenon as possible from the massmedia i.e., photos and illustrations from magazines, newspapers, etc. They bring these with them to school.

Activity 2: Exercise in the classroom 2.

3. 4.

Evocation, “I know”: During this stage of the learning process, the teacher gathers students’ opinions concerning what is going to be studied by posing the following questions: What do we understand by the term, “trafficking in human beings”? When did we first hear about human trafficking? When and how does Kosovo suffer as a result of this phenomenon? Realization -“I want to know”: In this learning stage, the teacher explanations to the students the concept of human trafficking, types of human trafficking, consequences of trafficking, and the difference between trafficking and smuggling. Reflection - “I have learned”: The students create groups and each group works to gether to categorize the materials they brought with them by identifying which type of trafficking they represent.

Activity 3: Extra curricular activities outside of the classroom 5.

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This activity does not end with this classroom exercise but continues for three more school hours in the form of extra curricular activities. The students work with the materials they gathered and categorized during the school lesson and paste them onto poster boards. This can later be shared with other classes and students in the school or during various extra curricular activities.

ANNEX B: QUESTIONNAIRE – SURVEY OF STUDENTS AND YOUTH

Annex B: Questionnaire – Survey of Students and Youth Number of questionnaire:………

Date: …….2005

Name of School:………………...

Type of School: …………………..

1. Country:……………………………………………………………………….. 2. Place of Residence (town/ region):…………………………………………. Fill in the box with the number that corresponds to your answer. Please choose only one answer for each question (except for question number 27). If more than one answer seems correct, choose the one that seems to be the most correct! 3. Have you ever participated in a course or activity on human trafficking? 1. Yes 2. No 4. Sex: 1. Female

2. Male

5. Age: 1. Up to 12

2. 13-14

3. 15-16

4. 17-18

5. 19-21

6. Where do you live? 1. City/Town 2. Village/ Country side 7. Have you ever been abroad? 1. Yes 2. No 8. If yes, was this because of: 1. Holidays 2. Work 3. Studies 4. Lived with parents/guardians abroad

5. Other

9. Have you ever heard about trafficking in persons? 1. Yes 2. No 3. I’m not sure 10. If you have heard of trafficking in persons, from where have you heard first about it? 1. Media – TV, radio, newspapers etc 2. Friends 3. Family 4. Teachers 5. Other 11. Which of the following is the most accurate description of trafficking ac cording to you: 1. To transport a child abroad to beg under force or threat of force. 2. Not to pay the salary or to pay less than promised to a labour migrant abroad. 3. To transport a person for sexual and/or labour exploitation under force or threat of force 4. To force a person to work as a prostitute 5. Don’t know 12. What is your opinion (true or false) about the following statements about trafficking? a) “A man can be a victim of trafficking” 1. True 2. False 3. Don’t know b) “ Trafficking always involves prostitution and sexual exploitation” 1. True 2. False 3. Don’t know

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13. Case: A ten-year-old child lived in an extremely poor family with two un employed parents and many siblings. One day the parents proposed to the child to go with a family friend to a Western country and with the gains from the work to help the family. The child gladly agreed and left for the West with the family friend. Is this child a victim of trafficking or not? Please answer only one of the following: 1. Yes. Even though the child agrees, he/she is too young to make such a decision. 2. Yes, because in this way, the child will not get any education in school 3. No, because her family agrees for the child to leave 4. No, because the child wants to leave 5. Don’t know 14. Have you ever heard about smuggling of persons? 1. Yes 2. No 3. Don’t know 15. If you have heard about smuggling of persons, from where have you heard about it? 1. Media – TV, radio, newspapers etc 2. Friends 3. Family 4.Teachers 5. Other 16. Which of the following is the most accurate description of smuggling according to you: 1. When a person is entering illegally with or without false documents into another country of which he or she is not a national or resident. 2. When a person pays another person to assist him/her to enter illegally into another country of which he or she is not a national or resident. 3. When a person travels legally to another country where he or she is not a national or resident and works there without work permit. 4. When a person is entering legally into another country where he or she is not a national or resident and has to work there under threat without getting any salary. 5. Don’t Know 17. What is your opinion (true or false) about the following statements about smuggling? a) “It is against the law to take money for helping someone to illegally cross a national border” 1. True 2. False 3. Don’t know b)“Smuggling most of the time takes place under force and threats” 1. True 2. False 3. Don’t know 18. A man has paid someone to cross the border of his country illegally. Later he has been forced to work for the account of somebody else. Is this a case of: 1. Trafficking 2. Smuggling 3. Both 4. Don’t know

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ANNEX B: QUESTIONNAIRE – SURVEY OF STUDENTS AND YOUTH

19. Case: A 22-year-old boy expresses to a 19 year old girl his desire to marry her. He pays a man and a woman to pose as his parents to go to the family of the girl and make a promise for marriage officially, until the girl and her family accept. The boy and the girl go abroad, but a week later he puts the girl on the street to sell her body. The girl understands the situation she is in, but cannot escape. She becomes a prostitute, waiting for the day when she is going to be saved. How would you describe the situation of this girl? 1. 2. 3. 4.

Married Deceived and abused, but not a victim of trafficking A victim of trafficking Don’t know

20. A man from a remote mountainous village, who was employed abroad, asks his friend – an 18-year-old student - to abandon school and to go abroad, to a place where he had been employed for many years now. The student accepted and he started a job at a private factory abroad. Days and weeks passed but no one gave him a salary. When the student decided to leave his job, the guard told him at gunpoint: “We have paid a lot of money to your friend to bring you here. Return the money to us and we will let you go, otherwise… otherwise….” One year has gone by and he still continues to work under the same conditions. Is the boy who went abroad a victim of trafficking? 1. Yes 2. No 3. Don’t know 21. A girl who was a great student had a very strong will to continue her education at a very prestigious school abroad. Her boyfriend – a very rich person, who was often working abroad – offered to take her with him next time. The girl accepted the offer of her boyfriend, who ended up deceiving her: He forced her to become a prostitute abroad. How do you assess this case? 1. Trafficking 2. Deception, but not trafficking 3. Don’t know 22. A married husband and wife have two small children. After the husband dies in a car accident, the wife is left alone with the children. She has no education and has never worked. There is no other family around her that can help her. She tried to find simple jobs and even to beg in the street, but in the end she had to ask the man at the grocery store to allow her to buy food and to pay for it later. One night the man in the grocery store came to her house to ask for the money. When she explained that she did still not have any, he asked her to have sex with him as a payment. She refused. He told her that she could not get any more food if she said no. The woman knew that if this happened her children would starve. She realized she had no choice but to have sex with the grocer. After this, her son became very ill, but she still had no money to pay the doctor. The grocer said he had a friend who could give her money if she slept with him. She thought about her ill son and said yes. a) According to you, this woman is best described as: 1. A victim of trafficking 2. A prostitute 3. A poor woman that is used by others 4. Don’t know b) According to you, the grocer is best described as: 1. A man who helped a vulnerable woman 2. A man who took advantage of a vulnerable woman 3. A trafficker 4. A pimp 5. Don’t know 23. Which of the following examples taking place inside the household and outside, could be considered a form of domestic violence – that is, could be considered violence by intimate partners and family members towards each other? a) A husband that is constantly humiliating his wife in front of other people and saying aggressive things to her all the time, sometimes even threaten to abandon her. 1. Yes 2. No 3. Don’t know

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b) When a girl has sex with her boyfriend because he forces her to have it. 1. Yes 2. No 3. Don’t know c) When a husband refuses to let his wife visit her family and friends. 1. Yes 2. No 3. Don’t know 24. According to you, how common is it that migrant workers face the following situations: a) They get a good education and/or job abroad 1. Often happens 2. Happens 3. Never happens 4. Don’t know b) They are treated badly by the people in the new country because they are different 1. Often happens 2. Happens 3. Never happens 4. Don’t know c) The employer abroad refuses to pay the worker in the end 1. Often happens 2. Happens 3. Never happens 4. Don’t know d) They become very rich 1. Often happens 2. Happens 3. Never happens 4. Don’t know 25. What would you do if an acquaintance or friend offered you a job abroad? 1. Accept providing that the job is legal 2. Consider the job even if you do not know the legality of it 3. Not even consider it because you could not verify/double check the job 4. Refuse the job 5.Don’t know 26. Your sister has been proposed a marriage by a man that she has not known for long, with the proposition that they would go abroad to live. How would you advise your sister? 1. I would tell her to accept immediately, as it is a good chance for a better life. 2. I would tell her to discuss it with family and friends and to try to find out more about the man and the situation in the new country, before deciding. 3. I would advice her to say no. 4. Don’t know 27. If you are working abroad as a migrant worker and become victim of threats and exploitation, do you know where to seek for help? (Choose as many answers as you like). 1. Yes, I would go to family and friends for support 2. Yes, I would go to the Albanian Embassy 3. Yes, I would seek the help of organizations such as IOM and UNHCR 4. Yes, I would go to the Police 5. No, I do not know where to seek help and do not know those services available to me 6.I would not seek help 28. Have you ever participated in trainings, lectures or debates organized by the school, centres or organizations on trafficking of human beings? 1. Yes 2. No 3. Don’t know

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ANNEX C: RESOURCES AND MATERIALS CITED DURING THE PROJECT.

Annex C: Resources and Materials cited during the project. American Bar Association and Central European and Eurasian Law Initiative (2003) CEDAW Assessment Tool Report – Serbia. Washington: ABA/CEELI. Available at http://www.abanet.org/ceeli/publications/cedaw/cedaw_serb.pdf /www.abanet.org/ceeli/publications/cedaw/cedaw_serb.pdf Last accessed October 4, 2005. Andreani, A. & T. Raviv (2004) Changing Patterns and Trends of Trafficking in Persons in the Balkan Region: Assessment carried out in Albania, Bosnia and Herzegovina, the Province of Kosovo, Macedonia and Republic of Moldova. Geneva: International Organization for Migration. Association for support and protection of women, children and families at risk “For Happy Childhood” (2004) Psychological assistance of women victims of trafficking. Skopje, Macedonia: Association for support and protection of women, children and families at risk. ASTRA. Victim Assistance and SOS Hotline. Available at: http://www.astra.org.yu/index.php Last accessed October 4, 2005. Barath, A. et al. (2004) The Mental Health Aspects of Trafficking in Human Beings – Training Manual. Budapest, Hungary: International Organization for Migration. Brockman, M. & S. Russell (undated) What are decision-making /reasoning skills? Tucson, Arizona: University of Arizona. Available at:http://msg.calsnet.arizona.edu/fcs/content.cfm?content=decision_ making Site last accessed October 4th, 2005. CRS/STC (2003) Child Rights in Serbia 2003 – General Context and Child Rights in Serbia. Belgrade, Serbia: Child Rights in Serbia & Save the Children. Cimerman, B., Gluić, S., & L. Marinović (2005) Combating Trafficking in Human Beings. Zagreb, Croatia: International Organization for Migration & Ministry of Science, Education and Sports. Hasanbegovic, A. (2004) Marguerite može biti tvoja sestra, kćerka, prijateljica...(Marguerite could be your sister, daughter, friend…). Mostar, BiH: Žena BiH. Human Rights Watch. Children’s Rights.Child Labor. Available at: http://www.hrw.org/children/labor.htm. Last accessed October 4, 2005 Human Rights Watch (2003) Trapped by Inequality: Bhutanese Refugee Women in Nepal. 15(8)C. New York: HRW. Available at: http://www.hrw.org/reports/2003/nepal0903/nepal0903.pdf. ICMC (2002): Training Module: What is Trafficking – Definition of Trafficking. Jakarta, Indonesia: International Catholic Migration Commission. Innocenti Research Center (2000) Domestic Violence Against Women and Girls. Innocenti Digest No. 6. Florence, Italy. UNICEF Innocenti Research Center. Available at http://www.unicef-icdc.org/publications/pdf/digest6e.pdf. Last accessed October 4, 2005. ISWSP (2005) Stop and Think: Survey on Student’s knowledge and understanding of the problem of trafficking. Skopje, Macedonia: Institute for Social Work and Social Policy, faculty of Philosophy. IOM (2005) Awareness Raising in Human Trafficking: Trainer’s Manual. Kyiv, Ukraine: International Organization for Migration.. IOM (2005). Counter-Trafficking Training Modules: Capacity Building. Washington, DC : International Organization for Migration. IOM (2005). Counter-Trafficking Training Modules. Information Campaign. Washington, DC: International Organization for Migration. IOM (2005). IOM Counter Trafficking Training Modules: Return & Reintegration. International Organization for Migration: Washington, DC.

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IOM (2005) Situation Report. Kosovo: IOM. IOM (2005) Trafficking Prevention Training Module for Teachers. Tirana, Albania: International Organization for Migration. IOM (2004) Raising Awareness on Counter-Trafficking – Training manual for Border Guard Units of the Republic of Montenegro. Belgrade, Serbia: International Organization for Migration. IOM (2003) Children in the streets-Survey on trafficking risk. Skopje, Macedonia: International Organization for Migration. IOM (2003) Human Trafficking and the Role of Schools in its Prevention. Tirana, Albania: International Organzation for Migration and the Albanian Institute of Pedagogical Studies. IOM (2002) Return and Reintegration Project – Situation Report February 2000 to April 2002. Province of Kosovo: Serbia. International Organzation for Migration. Available at: http://www.iom.int/en/PDF_Files/Other/ human_trafficking_kosovo.pdf. Last accessed October 4, 2005. IOFA (2003) Smooth Flight: A guide to Preventing Youth Trafficking. New York, NY: International Organization for Adolescents. Kaw, K. & . J, Eison.(2003) Bloom et al.’s Taxonomy of the Cognitive Domain. University of South Florida. Available at http://www.ccee.iastate.edu/courses/ce203/Bloom%20notes.doc. Last accessed October 4, 2005. Lakinska, D.(2005) Assessment of the policies, conditions and programs for the street children. Skopje, Macedonia: UNICEF Limanowska, B. (2004) Trafficking in Human Beings in South Eastern 2004-Focus on Prevention in: Albania, Bosnia and Herzegovina, Bulgaria, Croatia, The Former Yugoslav Republic of Macedonia, Moldova, Romania, Serbia and Montenegro and The UN Administered Province of Kosovo. BIH/Poland: UNICEF/ UNOHCHR/ OSCE/ODIHR Limanowska, B. (2002) Trafficking in Human Beings in Southeastern Europe. Belgrade, Yugoslavia: UNICEF/ UNOHCR/ OSCE-ODHIR. MES/IOM (2006) Prevention of trafficking in human beings through educational activities and capacity building of schools-Handbook for teachers. Skopje, Macedonia: Ministry of Education and Science & International Organization for Migration. MoI- Serbia (2005) Serbian National Action Plan to Combat Trafficking in Human Beings 2005-2008. Belgrade, Serbia: Ministry of Interior Republic of Serbia. Mrsevic, Z (ed.). (2003) “U Čemu Je Razlika? Trgovina ženama, Prostitucija” (What is the difference? Trafficking in Women, Prostitution). Sarajevo, BiH: Žene ženama. Obradovic, V. (2004) Trafficking in Women in Bosnia and Herzegovina. Sarajevo, BiH:The Embassy of the United States of America. STC (2005) So you want to consult with Children? A toolkit of Good Practice. Belgrade, Serbia: Save the Children. STC (2003) National research on child trafficking. Skopje, Macedonia: Save the Children. Savovska, M. et al. (2003) Survey on the knowledge and attitude among high school population on the subject of commercial sex and human trafficking. Skopje, Macedonia: HOPS. Sinani, M. et al. (2003) Trafficking in Human Beings and the Role of the School in Its Prevention. For the Basic School Pupils. Tirana, Albania. Institute of Pedagogical Studies and International Organization for Migration. Sinani, M. et al. (2003) Trafficking in Human Beings and the Role of the School in Its Prevention. For the High school students. Tirana, Albania. Institute of Pedagogical Studies and International Organization for Migration. Sinani, M. et al. (2003) Trafficking in Human Beings and the Role of the School in Its Prevention. Manual for Teachers. Tirana, Albania. Institute of Pedagogical Studies and International Organization for Migration.

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Statistical Office of Kosovo (2004) Demographic and Health Survey in Kosovo. Pristina, Kosovo: Statistical Office of Kosovo. Steven, L.D. (2004) Are You Listening? Report based on experiences of high-risk children. Tirana, Albania: Save the Children. Rosenberg, R. (Eds.) (2003) Trafficking of Women and Children in Indonesia. Jakarta: ICMC. Available at http:// www.icmc.net/files/traffreport.en.pdf. Last accessed October 4th, 2005. Surtees, R. (2005) Regional Clearing Point Second Annual Report on Trafficking in South-Eastern Europe. Geneva: International Organization for Migration. TDH (2005) Child Trafficking in South-eastern Europe: The Development of Good Practices to Protect Albanian Children. Tirana, Albania: Terre des Hommes. Topcagic, I. (Ed.) (2004) Working on Preventing Trafficking of Human Beings. Sarajevo, BIH: World Learning Star Network. UNICEF (2004) Empirical analysis of the problems of at-risk children. Skopje, Macedonia: UNICEF & Faculty of Philosophy. UNICEF (2004) Trafficking in Children in Kosovo. Kosovo: UNICEF. UNICEF (2002) Teaching to Counter Child Trafficking. Global School House. Canada: UNICEF. Available at: http://www.unicef.ca/education/childTrafficEn/Teaching2002.html?PHPSESSID=e63c1d30e 2e50722e252ca772f0c0501. Last accessed: October 4, 2005. UNIFEM (2000). No Safe Place. Kosovo: UNIFEM WHO (undated) Violence and Injury Prevention, Violence against Women: A Priority Health Issue - Information Kit on Violence and Health. Geneva: World Health Organization. U.S. Government. Department of Veterans Affairs. National Center for Post-Traumatic Stress Disorder. What is post-traumatic stress disorder? Available at: http://www.ncptsd.va.gov/facts/general/fs_what_is_ptsd.html. Last accessed October 4, 2005. U.S. Government (2005) Trafficking in Persons Report. Available at: http://www.state.gov/g/tip/rls/ tiprpt/2005/46606.htm. Last accessed October 4, 2005. Welch, O. (2005) Awareness Raising in Human Trafficking: Participant’s Manual. Kyiv, Ukraine: International Organization for Migration. Wolfensohn, G. (2004) Responding to Child Trafficking: An introductory handbook to child rights- based interventions drawn from Save the Children’s experience in Southeast Europe. Tirana, Albania: Save the Children. Zegarac, N., Baucal, A. & U, Gvozden (2005) Nobody’s Children: Trafficking in Children in Serbia and Montenegro. Belgrade, Serbia: Save the Children. Zwager, de N., Gedeshi, I., Germenji, E. & C. Nikas (2005) Competing for Remittances. Tirana, Albania: International Organization for Migration.

Multimedia - Film Hilton, C. (Producer), & Woolf, A. (Director). (2004) Dying to Leave: Slaves of the Free Market. (Documentary Film) Australia: Hilton Cordell Productions. IOM (2005) Counter Trafficking Television Spot Your Life Is Not for Sale, Rome, Italy: International Organization for Migration. IOM (2005) Counter Trafficking documentary “The end of the beginning”. Sarajevo, BIH: International Organization for Migration.

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IOM (2005) Counter Trafficking Television Spot “I am not for sale”. Sarajevo, BIH: International Organization for Migration. IOM (2005) Counter Trafficking Television Spot “Do not trade with your life”. Rome, Italy: International Organization for Migration. IOM (2004) Counter Trafficking Preventive Cartoon «Excursio». Zagreb Croatia: Association of Movie Clubs & International Organization for Migration. IOM (2004) Counter Trafficking Preventive Cartoon «Lifetime Opportunity». Zagreb, Croatia: Association of Movie Clubs & International Organization for Migration. IOM (2004) Counter Trafficking TV Spot «Trafficking in Human Beings is Our Reality. Let’s Stop It». Zagreb, Croatia: International Organization for Migration. MTV Europe Foundation (2005) Inhuman Traffic. (Documentary film) starting Angelina Jolie – UNHCR Goodwill Ambassador. Available at: http://www.mtvexit.org/mtv3/subhome.jsp?langid=1§ionid=7. Last accessed: May 25, 2006.

Multimedia – Written IOM (2005) Counter Trafficking Educational Leaflet for Children. Sarajevo, BIH: International Organization for Migration. IOM (2005) Counter Trafficking Educational Comic Book for Adolescents. Sarajevo, BIH: International Organization for Migration. CGE (2005) Counter Trafficking Preventive Broschure: Do Not Buy One Way Ticket. Zagreb, Croatia: Center for Gender Equality. IOM (2004) A Large Hanging Educational Poster on Counter Trafficking Not for Sale. Zagreb, Croatia: International Organization for Migration and The Ministry of Education. IOM (2004) Counter Trafficking Preventive Broschure: Not for Sale. Zagreb, Croatia: International Organization for Migration. Kristofic, O. (2004) Counter Trafficking Educational Comic: Little Red Riding in a Hell of Traffickers. Zagreb,Croatia: International Organization for Migration. MOE – Croatia (2005). Pre-school Potočnica – Picture Book on Counter Trafficking. Zagreb, Croatia: International Organization for Migration & The Ministry of Education. MOE – Croatia(2004). Pre-school Potočnica – Picture Book on Human Rights. Zagreb, Croatia: Government of Croatia, Office for Human Rights & The Ministry of Education.

Counter Trafficking Policies and Regulations Albania Albanian National Strategy for Combating Trafficking in Human Beings: Strategic Framework and National Action Plan: 2005 – 2007 Albanian Law on the Migration of Albanian Citizens for Employment Purposes National Strategy for the Fight Against Child Trafficking and the Protection of Child Victims of Trafficking Albanian Government & IOM (2005) National Strategy for Migration. Tirana, Albania: Albanian Government /IOM available at: http://www.migrantinfo.gov.al/NSM_ENG/web-content/PAGES/WORD/ Final%20eng-version%20aproved%20by%20CM-%2019%5b1%5d.11.2004.htm. Last accessed: May 26, 2006. BiH Government of BIH (2005) State Action Plan for Combating Trafficking in Human Beings 2005-2007. Sarajevo, BiH. State Coordinator for Combating Trafficking in Human Beings and Illegal Migration.

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Croatia Government of Croatia (2005) National Programme for Suppression of Trafficking in Children, Zagreb, Croatia: Government of Croatia Office for Human Rights, National Commitee for the Suppression of Trafficking in Persons. Government of Croatia (2004) National Programme for Suppression of Trafficking in Persons 2005 – 2008. Zagreb, Croatia: Government of Croatia Office for Human Rights, National Commitee for the Suppression of Trafficking in Persons. Macedonia Criminal Code of the Republic of Republic of Macedonia, Official Gazette of RM, No. 37/96 and No. 88/99, 04/2002, 43/2003, 19/2004 Criminal Procedure Code of the Republic of Macedonia, Official Gazette of RM, No.15/97 and No. 74/2004 Government of Macedonia (2005) Draft - National Action Plan for the rights of the children in Republic of Macedonia. Skopje, Macedonia: Government of Macedonia. Government of Macedonia (2004) Draft - Action Plan for combat against trafficking in children in Republic of Macedonia. Skopje, Macedonia: National Commission Subgroup for combat against trafficking in children, Government of Macedonia. Government of Macedonia (2002) National Action Plan against trafficking in humans and illegal migration in the Republic of Macedonia. Skopje, Macedonia: National Commission for Combat against trafficking in humans and illegal migration in Macedonia, Government of Macedonia. Kosovo Constitutional Framework for Provisional Self-Government in Kosovo, 2001 PISG (2005) Kosovo Action Plan to Combat Trafficking in Human Beings. Supporting Framework. Provisional Institutions of Self Government (PISG) Provisional Code of Criminal Procedure, April 2004. UNMIK (2001) Regulation on the Prohibition of Trafficking in Persons in Kosovo 2001/4, adopted by UNMIK Special Representative of the Secretary General (SRSG). International Convention on the Rights of the Child. Available at: http://www.unicef.org/crc/. Last Accessed: May 26, 2006. International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families (UN 1990) UN (2000). Protocol to Prevent, Suppress and Punish Trafficking in Persons, especially Women and Children, Supplementing the United Nations Convention Against Transnational Organized Crime. United Nations: New York.

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Annex D: Glossary43 Abduction – The act of leading someone away by force or fraudulent persuasion44. Bonded labour (see debt bondage). Child – “every human being below the age of eighteen years unless under the law applicable to the child, majority is attained earlier” (Article 1, 1989 Convention on the Rights of the Child). Children are protected from trafficking in several international legal instruments and are considered a special case: “The recruitment, transportation, transfer, harbouring or receipt of a child for the purpose of exploitation shall be considered ‘trafficking in persons’” (2000 Protocol to Prevent, Suppress, and Punish Trafficking in Persons). Full texts: http://www.hrw.org/children/child-legal.htm; http://www.unodc.org/unodc/en/crime_ cicp_convention.html Child Labour – is the phenomenon of children in employment. Children are protected “from economic exploitation and from performing any work that is likely to be hazardous or to interfere with the child’s education, or to be harmful to the child’s health or physical, mental, spiritual, moral or social development” (Article 32, 1989 Convention on the Rights of the Child). States are required to set a minimum age for employment and to regulate the hours and conditions of employment. Full texts: http://www.hrw.org/children/child-legal.htm Child Soldier – Several international instruments prohibit the use of children in armed conflict. The 1977 Additional Protocols to the four Geneva Conventions establish a minimum age of 15 years for recruitment and participation in armed conflict. Children are protected from “forced or compulsory recruitment” for use in armed conflict in Article 3 of the 1999 Convention Concerning the Prohibition and Immediate Action for the Elimination of the Worst Forms of Child Labour. In 2000, an optional protocol to the Convention on the Rights of the Child further prohibited the involvement of children in armed conflict (Optional Protocol to the Convention on the Rights of the Child on the Involvement of Children in Armed Conflict). Full texts: http://www.hrw.org/children/child-legal.htm; http://www.unhchr.ch/html/menu2/6/ protocolchild.htm Coercion – Compulsion by physical force or threat of physical force45. Control – To exercise restraining or directing influence over46. A core component of trafficking in persons: Traffickers use many methods to control and coerce their victims, including debt bondage, isolation (e.g. removal of identify or travel documents), fear and violence (psychological and physical). Country of Destination – A country that a migrant is traveling to; a country that is a destination for migratory flows (legal or illegal). Country of Origin – A country that a migrant is coming from; a country that is a source of migratory flows (legal or illegal). Country of Transit – A country that a migrant travels through; a country through which migratory flows move (legal or illegal). Debt Bondage – “the status or condition arising from a pledge by a debtor of his personal services or of those of a person under his control as security for a debt, if the value of those services as reasonably assessed is not applied towards the liquidation of the debt or the length and nature of those services are not respectively limited and defined” (Article 1, 1956 Supplementary Convention on the Abolition of Slavery, the Slave Trade, and Institutions and Practices Similar to Slavery). Sometimes used as a mechanism to control and coerce victims of trafficking in persons. Full texts: http://www.unhchr.ch/html/intlinst.htm

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43) This glossary was adapted from IOM (2005). IOM Counter Trafficking Training Modules: Return & Reintegration. International Organization for Migration: Washington, DC. Some definitions included here have been adapted from ICMC (2003). 44) Garner, B.(ed.), Black’s law dictionary (7th Edition), West Group, St. Paul, 1999 (see further as Black’s law dictionary) 45) Black’s law dictionary 46) Merriam-Webster Online Dictionary, www.m-w.com, accessed October 2004 (see further as Merriam-Webster Online)

ANNEX D: GLOSSARY

Domestic Servitude – Servitude can be understood as a “dependent, economically abusive labor relationship” with “no reasonable possibility of escape.” In some cases, the “abusive labor conditions of the live-in migrant domestic workers . . . [can] accurately be described as servitude47”. Exploitation – The act of taking advantage of something or someone, in particular the act of taking unjust advantage of another for one’s own benefit48. A core component of trafficking in persons: “Exploitation shall include, at a minimum, the exploitation of the prostitution of others or other forms of sexual exploitation, forced labour or services, slavery or practices similar to slavery, servitude or the removal of organs” (Article 3 of the 2000 UN Protocol to Prevent, Suppress, and Punish Trafficking in Persons). Traffickers transport their victims for the sole purpose of personal gain, often either to make large amounts of money from their exploitation or to obtain free services or labor. Full texts: http://www.unodc.org/unodc/en/crime_cicp_convention.html Forced Labour – “all work or service which is exacted from any person under the menace of any penalty and for which the said person has not offered himself voluntarily” (Article 2, Forced Labour Convention of 1930). Further state responsibilities are included in the Abolition of Forced Labour Convention of 1957. Full texts: http://www.unhchr.ch/html/intlinst.htm Forced Marriage – Marriage that is not voluntary. According to the 1962 Convention on Consent to Marriage, Minimum Age for Marriage and Registration of Marriages, “Marriage shall be entered into only with the free and full consent of the intending spouses.” Forced marriage is recognized as a practice similar to slavery when: “A woman, without the right to refuse, is promised or given in marriage on payment of a consideration in money or in kind to her parents, guardian, family or any other person or group”; “The husband of a woman, his family, or his clan, has the right to transfer her to another person for value received or otherwise”; or “a woman on the death of her husband is liable to be inherited by another person” (Article 1c, Supplementary Convention on the Abolition of Slavery, the Slave Trade, and Institutions and Practices Similar to Slavery). Forced marriage is also prohibited under the 1979 Convention for the Elimination of All Forms of Discrimination Against Women. Full texts: http://www.unhchr.ch/html/menu3/b/63.htm; http://www.unhchr.ch/html/menu3/b/ e1cedaw.htm; http://www.unhchr.ch/html/menu3/b/30.htm Forced Military Conscription – According to the Fourth Geneva Convention which protects civilians in situations of armed conflict, an “Occupying Power may not compel protected persons to serve in its armed or auxiliary forces” (Geneva Convention Relative to the Protection of Civilian Persons in Time of War). Full texts: http://www.unhchr.ch/html/menu3/b/92.htm F Human Rights – “the equal and inalienable rights of all members of the human family” (1948 Universal Declaration of Human Rights). Those liberties and benefits which, by accepted contemporary values, all human beings should be able to claim “as of right” in the society in which they live49. These rights are contained in the International Bill of Rights, comprising the Universal Declaration of Human Rights, 1948 and the International Covenants on Economic, Social and Cultural Rights and on Civil and Political Rights, 1966 and have been developed by other treaties from this core (e.g. The Convention on the Elimination of All Forms of Discrimination against Women, Racial Discrimination Convention). Full texts: http://www.unhchr.ch/udhr/index.htm Identity Document – A piece of documentation designed to prove the identity of the person carrying it. Indebted Servitude – Servitude can be understood as a “dependent, economically abusive labor relationship” with “no reasonable possibility of escape50”. Servitude sometimes results from situations of debt bondage, where debts are used to control victims of trafficking. Informed Consent – An agreement to do something or to allow something to happen, made with complete knowledge of all relevant facts, such as the risks involved or any available alternatives. For example, a patient may give informed consent to medical treatment only after the healthcare professional has disclosed all possible risks involved in accepting or rejecting the treatment51. 47) Human Rights Watch Hidden in the Home: Abuse of Domestic Workers with Special Visas in the United States online at: http://www. hrw.org/reports/2001/usadom/index.htm#TopOfPage, accessed October 2004 48) Black’s law dictionary 49)Migration Terminology: Concepts and Definitions, Working Draft, IOM 50)Human Rights Watch Hidden in the Home: Abuse of Domestic Workers with Special Visas in the United States online at http://www.hrw.org/reports/2001/usadom/index.htm#TopOfPage 51)www.nolo.com, accessed January 2006

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Internal Trafficking – Trafficking in persons which takes place within a country. Irregular Migration – “persons who enter unchecked or with falsified documents or who overstay legal visas, including rejected asylum seekers, forced migrants and trafficked persons, ecological migrants, and illegal migrant workers (World Migration, 2003; Skeldon, 2000; Irregular Migration,1999)52” .Movement that takes place outside the regulatory norms of the sending, transit and receiving countries53. There is no clear or universally accepted definition of irregular migration. From the perspective of destination countries it is illegal entry, stay or work in a country, meaning that the migrant does not have the necessary authorization or documents required under immigration regulations to enter, reside or work in a given country. From the perspective of the sending country, the irregularity is for example seen in cases in which a person crosses an international boundary without a valid passport or travel document or does not fulfil the administrative requirements for leaving the country54. Isolation – Traffickers often use isolation as a means of control and coercion. Isolation can include (but is not limited to) the removal of identification or travel documents, and linguistic or social isolation of victims. Kidnapping – Unlawful forcible abduction or detention of an individual or group of individuals, usually accomplished for the purpose of extorting economic or political benefit from the victim of the kidnapping or from a third party. Kidnapping is normally subject to the national criminal legislation of individual states; there are, however, certain kidnappings that fall under international law (e.g. piracy)55. Migrant - A migrant is a person who leaves his or her country or community of origin for political, economic, social, and religious or other reasons. There are different types of migration – legal and illegal, urban and rural, international and domestic. An Illegal Migrant is a person who migrates without the legal authority to do so (i.e. without proper documentation). Migrate: to move from one country, place, or locality to another Emigrate: to leave one’s place of residence or country to live elsewhere Immigrate: to come into a country of which one is not a native for permanent residence (Source: Merriam-Webster Online Dictionary) Migrant Worker – “a person who is to be engaged, is engaged or has been engaged in a remunerated activity in a State of which he or she is not a national” (Article 2, 1990 International Convention on the Protection of the Rights of All Migrant Workers and Members of Their Families). Full texts: http://www.unhchr.ch/html/menu3/b/m_mwctoc.htm Migration - A process of moving, either across an international border, or within a State. It is a population movement, encompassing any kind of movement of people, whatever its length, composition and causes; it includes migration of refugees, displaced persons, uprooted people, and economic migrants Organized Crime - Widespread criminal activities that are coordinated and controlled through a central syndicate56. Prevention – The act of preventing (to keep from happening or existing)57. Part of a comprehensive strategy to combat trafficking in persons. Prevention can include (but is not limited to) information and awareness-raising activities, research, seminars and training, and cooperation and networking (locally, nationally, regionally and internationally). Prosecution – The act of prosecuting (to bring legal action against for redress or punishment of a crime or violation of law58. Part of a comprehensive strategy to combat trafficking in persons. Prosecution can include (but is not limited to) strengthening legislation and policy, increasing criminal penalties, building capacity, and national and transnational cooperation (e.g. between NGOs and law enforcement). Prostitution – The practice of engaging in sexual activity, usually with individuals other than a spouse

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52)International Organization for Migration International Dialogue on Migration-84th Session of the Council online at http://www.iom.int/iomwebsite/Publication/ServletSearchPublication?event=detail&id=2811 53)Ghosh, B. “Huddled Masses and Uncertain Shores, Insight into Irregular Migration”, International Organization for Migration, Martinus Nijhoff 1998, p.1 54)Perruchoud, R., “Migration Terminology”, International Migration Policy and Law Courses, Budapest, Hungary, 1998 55) Feinrider, M., Kidnapping, in Encyclopedia of Public International Law, No.8, Human Rights and The Individual In International Law, International Economic Relations, North-Holland, Elsevier Science Publishers B.V., 1985, p.355 56)Black’s law dictionary 57)Merriam-Webster Online 58)Ibid.

Annex D: Glossary

or friend, in exchange for immediate payment in money or other valuables59. Protection – The notion of protection reflects all the concrete measures that enable individuals at risk to enjoy the rights and assistance foreseen them by international conventions. Protecting means recognizing that individuals have rights and that the authorities who exercise power over them have obligations. It means defending the legal existence of individuals, alongside their physical existence60. Part of a comprehensive strategy to combat trafficking in persons. Protection of victims can include (but is not limited to) shelter, medical and psychological assistance, establishing visa options, voluntary return and reintegration, safety, and national and transnational cooperation. Recruitment – A core component of trafficking in persons. Recruitment can be divided into fully deceptive, partially deceptive, and by force (abduction). Recruitment, Forcible – Victims of trafficking in persons are forcibly taken. Recruitment, Fully Deceptive – Victims of trafficking in persons are lured by promises of employment and financial gain and are fully deceived as to the true intentions of the traffickers. Recruitment, Partially Deceptive – Victims of trafficking in persons may be aware that they are to be employed in a given activity but do not know under what conditions. Regular Migration – Migration that occurs through recognized, legal channels. Risk Assessment – A process of identifying and assessing the risks associated with a given situation or event. Risk Management Plan – A plan that puts in place measures to reduce the risks associated with a situation or event to an acceptable level. Sexual Exploitation – Sexual exploitation is to take unjust advantage over someone by engaging them in sex or sexual activities such as prostitution, pornography, exotic dancing, sex tourism, forced marriage, and other acts. Victims can be men, women or children. Sexual exploitation is prohibited by a variety of international instruments, including the Geneva Conventions and the 1993 Declaration on the Elimination of Violence against Women. Slavery – “the status or condition of a person over whom any or all of the powers attaching to the right of ownership are exercised” (Article 1 of the 1926 United Nations Slavery Convention). Full texts: http://www.unhchr.ch/html/menu3/b/f2sc.htm Smuggler (of Migrants) – A person who facilitates illegal border crossing for the purpose of financial gain. Smuggling of Migrants – “the procurement, in order to obtain, directly or indirectly, a financial or other material benefit, of the illegal entry of a person into a State Party of which the person is not a national or a permanent resident” (Article 3, UN Protocol against the Smuggling of Migrants by Land, Air and Sea). Full texts: http://www.unodc.org/unodc/en/crime_cicp_convention.html Trafficker (of Humans) – A person who is moving people in order to obtain an economic or other profit by means of deception, coercion and/or other forms of exploitation. The intent of the trafficker is to exploit the person and gain profit or advantage from their exploitation. Trafficking in Persons – “the recruitment, transportation, transfer, harbouring or receipt of persons, by means of the threat or use of force or other forms of coercion, of abduction, of fraud, of deception, of the abuse of power or of a position of vulnerability or of the giving or receiving of payments or benefits to achieve the consent of a person having control over another person, for the purpose of exploitation” (Article 3 of the 2000 UN Protocol to Prevent, Suppress, and Punish Trafficking in Persons). Trafficking in persons is understood to have three interrelated parts: activity, means and purpose. Full texts: http://www.unodc.org/unodc/en/crime_cicp_convention.html

59)Encyclopedia Britannica Online, http://www.britannica.com, accessed June 2006. 60)The Practical Guide to Humanitarian Law Francoise Bouchet-Saulnier, Rowman & Littlefield Publishers, Inc. 2002

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Transportation – A core part of trafficking in persons is movement from one place to another. Movement can be international (involving two or more countries) or can take place from one part of a country to another (i.e. internal trafficking). Transportation can take place legally or illegally, by air, land or sea. Travel Documents - Generic term used to encompass all documents which are acceptable proof of identity for the purpose of entering another country. Passports and visas are the most widely used forms of travel documents. Some states also accept certain identity cards or other documents. United Nations Convention against Transnational Organized Crime - Deals with the fight against organized crime in general and some of the major activities in which transnational organized crime is commonly involved, such as money laundering, corruption and the obstruction of investigations or prosecutions. To supplement the Convention, two Protocols also tackle specific areas of transnational organized crime that are of particular concern (trafficking in persons and smuggling of migrants). Full texts: http://www.unodc.org/unodc/en/crime_cicp_convention.html United Nations Protocol against the Smuggling of Migrants by Land, Air and Sea - Supplemental to the UN Convention against Transnational Organized Crime. Deals with the growing problem of organized criminal groups who smuggle migrants, often at high risk to the migrants and at great profit for the offenders. Full texts: http://www.unodc.org/unodc/en/crime_cicp_convention.html United Nations Protocol to Prevent, Suppress, and Punish Trafficking in Persons – Supplemental to the UN Convention against Transnational Organized Crime. Deals with the problem of modern slavery, in which the desire of people to seek a better life is taken advantage of by organized criminal groups. Migrants are often confined or coerced into exploitive or oppressive forms of employment, often in the sex trade or in dangerous occupations, with the illicit incomes generated from these activities going to organized crime. Full texts: http://www.unodc.org/unodc/en/crime_cicp_convention.html Victim - A person who is acted on and usually adversely affected by a force or agent; one that is injured, destroyed, or sacrificed under any of various conditions (accidents, crimes, etc); one that is subjected to oppression, hardship, or mistreatment; one that is tricked or duped61. Victims of Trafficking – People (men, women and children) who are victims of the crime of trafficking in persons. Worst Forms of Child Labor – “all forms of slavery or practices similar to slavery, such as the sale and trafficking of children, debt bondage and serfdom and forced or compulsory labour, including forced or compulsory recruitment of children for use in armed conflict; the use, procuring or offering of a child for prostitution, for the production of pornography or for pornographic performances; the use, procuring or offering of a child for illicit activities, in particular for the production and trafficking of drugs as defined in the relevant international treaties; work which, by its nature or the circumstances in which it is carried out, is likely to harm the health, safety or morals of children” (Article 3 of the 1999 Convention Concerning the Prohibition and Immediate Action for the Elimination of the Worst Forms of Child Labour). Full texts: http://www.hrw.org/children/child-legal.htm

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61) Merriam-Webster Online

Annex D: Glossary

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IOM International Organization for Migration ONM Organizata Ndërkombëtare për Migracionin

International Organization for Migration (IOM) Tirana-Albania Rr. “ Brigada VIII, Vila nr. 3. Tel: +355 4 257836/37 Fax: +355 4 257835 E-mail: [email protected] Internet: http://www.iomtirana.org.al

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