REPORT TO UN VOLUNTEERS PROGRAMME JUNE 2013

Transcription

1 UNIVERSITY VOLUNTEER SCHEME FOR YOUTH EMPOWERMENT AND DEVELOPMENT OF PAPUA: REVIEW OF UNV PROJECT REPORT TO UN VOLUNTEERS PROGRAMME JUNE 2013 Authrs: Mae Cha, Vlunteerism Plicy Advisr, UNV Wendy Shapir, UNV Prgramme Officer, Indnesia

2 UNIVERSITY VOLUNTEER SCHEME FOR YOUTH EMPOWERMENT AND DEVELOPMENT OF PAPUA: REVIEW OF UNV PROJECT REPORT TO UN VOLUNTEER PROGRAMME INTRODUCTION The University Vlunteer Scheme (UVS) was riginally designed t cmplement UNV s cmmunity crdinatin under the UNDP began the Peple Centred Develpment Prgram (PCDP) in Papua and West Papua. These prvinces have the lwest HDI in Indnesia. The main expected utput under the revised PCDP was tw university vlunteer schemes develped and managed by partner universities in Papua and West Papua. This review was cnducted frm 3 t 24 April 2013, fcusing n implementatin f the last grup f CDVs placed in 7 villages in Minyambuw and Nrth Mankwari, West Papua and 5 villages in Wamena and Sarmi, Papua. They were placed at the end f 2012 and finishing May It includes meetings with the UNDP, PCDP management, the universities, District Gvernments, and each f the cmmunities hsting CDVs. 11 ut f 14 CDVs are interviewed (ne was ill and tw are nt made available by the university). Structured, interpreted interviews are cnducted with cmmunity representatives and with their vlunteer. Cmmunity impact, vlunteer grwth and develpment, prject implementatin including vlunteer management, and future sustainability are the fci f the review. The analysis addresses the expected prject utputs; summarizes the main challenges; and prvides recmmendatins fr future such prjects. A cmplementary knwledge prduct addresses prgrammatic lessns learned and practical recmmendatins t the universities and partners fr sustaining lcal university vlunteer schemes serving remte, rural indigenus cmmunities. BACKGROUND Papua and West Papua are bth prvinces granted Special Autnmy status in Separate HDRs fr Papua and West Papua were published in Rich natural resurces, fiscal decentralizatin plicy and special prvisins and funding cnnected t the Special Autnmy have led t strng ecnmic develpment. But increasing disparities in distributin means that pverty is still very high. The mst pr are the indigenus Papuans (OAP), wh generally live in rural, islated areas. Challenges include limited and pr infrastructure, widespread gender disparities, rapid spread f HIV and highly prevalent crruptin. Prgress is insufficient n the MDGs, particularly pverty reductin and imprvement f the quality f health and educatin. Expressins f dissatisfactin include scial ecnmic jealusy amng peple and renewed calls fr independence. Bth HDRs call fr increased pr-oap planning and budgeting. The University Vlunteer Scheme (UVS), riginally , was integrated int an existing large UNDP prject, Peple Centred Develpment Prgramme (PCDP) in Papua and West 2

3 Papua, which wrks with Indnesia s natinal develpment prgramme fcusing n fstering an enabling envirnment fr the achievement f the MDGs. Besides UNDP and Prvincial Planning Gvernments, the key UVS partners were tw prvincial universities: UNIPA fr West Papua and UNCEN fr Papua. The Prject utputs (p.11) were linked t Outcme 2.1 f the PDP: Lcalized appraches t achieve the MDGs implemented; and were defined as: 1. A sustainable University Vlunteer Scheme that is managed by the universities UNCEN and UNIPA and cntributes t cmmunity develpment in Papua; 2. Enhanced capacity and emplyability f yuth in Papua thrugh the implementatin f the University Vlunteer Scheme; 3. Indigenus yuth and cmmunities benefit frm imprved livelihd pprtunities and delivery f services; 4. Indigenus cmmunities benefit frm enhanced partnership and cperatin with lcal gvernments. The prject was t capitalize n the existing UNDP/UNV partnership in PCDP, where Cmmunity Facilitatrs (natinal UN Vlunteers) were supprting cmmunity mbilizatin and services. The university Cmmunity Develpment Vlunteers (CDVs) were t live with the cmmunities and engage n a daily basis. T supplement wrkshps, it is t prvide hands-n partnerships and n-the-jb training (pendampingan) t develp lcal capacities. The universities were respnsible fr the rientatin, administratin and management f the CDVs. UNDP, the lcal gvernments, and ther UN agency and internatinal rganizatin partners were t supprt the rientatin and n-the-jb trainings f the CDVs as well as supprt skills-trainings and service delivery by the CDVs t the yuth and ther cmmunity members. The prject structure plans generus supprt with management by an internatinal UNV Chief Technical Advisr with tw Deputy Prject Managers (ne DPM each frm UNIPA and UNCEN), a natinal UNV Mnitring Officer, a natinal UNV Assistant Crdinatr in West Papua, and a natinal UNV Administrative Assistant at the UNV field unit. Als tw natinal UNV Prject Facilitatrs were t supprt the CDVs in their cmmunities. The first grup f Cmmunity Develpment Vlunteers (CDVs) were deplyed in early A Six-Mnth Prject Review (Perid: January-June 2010) fund that while the CDVs had integrated well in the cmmunities, the vlunteers were nt ding anything significant t help develping the villages. Lack f supprt and supervisin fr the CDVs; need t engage with NGO, UN, and/r Gvernment partners in wrking with targeted villages; prject and fund management; and lack f clarity f rles amng implementing partners were cited as challenges. The risks f the gegraphic challenges and limited cmmunicatin access were raised, with a recmmendatin fr satellite phnes. The main prblemme cited is lack f supervisin and crdinatin n field level. Incmplete prject staffing is nted with a natinal Technical Advisr hired t management the initiatin f the prject while the internatinal UN Vlunteer is being recruited. The UNV Prject Facilitatrs and Mnitring Officer were hired in the secnd quarter f Als few f the NGO, fundatin, and UN agency partners identified t supprt the 3

4 cmmunity effrts were invlved r replaced. It was fund that sme CDVs ften left their duty statin withut permissin and extended their stay in the cities. The revised prgramme dcument fr the PDP ( , Phase 2) des nt include the UVS in the discussin f Phase 1 and lessns learned; nr were any adjustments based n lessns learned made under the cntinued inclusin f UNV in Output 2. The narrative cnslidates the riginal 4 UVS utputs int three: a) Develping capacity f tw partner universities in establishing and managing university vlunteer schemes b) Increasing emplyability f individual fresh graduates by supplementing their theretical training with vlunteer fieldwrk experience c) Serving indigenus ppulatin by placing university vlunteers in targeted cmmunities, where fresh graduates transfer knwledge t hst cmmunities, cntribute t the delivery f basic services and facilitate participatin and engagement f marginalized grups in cmmunity decisin-making prcess. The key PCDP related expected result is tw university vlunteer schemes develped and managed by partner universities in Papua and West Papua. By the time f this review, three previus grups f CDVs have been deplyed by UNIPA and tw by UNCEN. UNCEN delays its activities until apprval f the request that their Deputy Prject Manager be paid. Meanwhile, implementatin phase 2 f the UNDP PCDP is delayed because f a ne year delay in dnr funding. The prgramme reduces activities in the interim. Althugh funding is delayed and the MOUs with the universities were ending, UVS cntinues. In this time perid, against the recmmendatin f the PO, UNV HQ rders the end f the UVS prject management interim cntract f the natinal staff; the attempt t recruit an internatinal UN Vlunteer is halted because the Gvernment refuses t apprve a visa; and the three prject supprt natinal UNV psitins are nt cntinued. UNV transfers UVS management t UNDP under the PCDP UNV crdinatr wh leaves three mnths later in April UVS is placed under PCDP Phase 2, under UNDP management, but with n assigned manager. In August 2012, a new PO arrives in the UNV field unit (which had gaps and ne additinal PO since 2009). She reslves the issue f the university grant agreements that expired in May In June 2012, a Prject Manager is hired by UNDP fr West Papua and the DPM fr UNIPA is selected. The riginal DPM fr UNCEN is still n-bard, but a UVS PM fr Papua is hired in Nvember Meanwhile PCDP Phase 2 is extended thrugh September There is n indicatin f any management respnse t the previus review recmmendatins. Recrds and reprting are still lacking. The histry, still with many gaps, has t be pieced tgether by repeated questins t current and frmer field unit members, UNDP, UNIPA, UNCEN, and gvernment and cmmunity cntacts. 4

5 REVIEW OF THE UNIVERSITY VOLUNTEER SCHEME (UVS) This review was cnducted frm 3 t 24 April 2013, fcusing n implementatin f the last grup f CDVs placed in 7 villages in Minyambuw and Nrth Mankwari, West Papua and 5 villages in Wamena and Sarmi, Papua at the end f 2012 and finishing May It included meetings with the UNDP, PCDP management, the universities, District Gvernments, and each f the cmmunities hsting CDVs. 11 ut f 14 CDVs were interviewed (ne was ill and tw were nt made available by the university). Structured, interpreted interviews were cnducted with cmmunity representatives and then with their vlunteer. Cmmunity impact, vlunteer grwth and develpment, prject implementatin including vlunteer management, and future sustainability were the fci f the review. I. DID UVS CONTRIBUTE TO COMMUNITY CAPACITY BUILDING AND SUSTAINABLE DEVELOPMENT? WHAT WAS DONE? Bth the Cmmunities and CDVs prvided psitive lists f activities cnducted by the Vlunteers. The mst cmmn activities supprted cmmunity celebratins, educatin and yuth activities, fd nutritin, family health prmtin, reprt and prpsal writing, sanitatin/beautificatin f neighburhd, water distributin, farming, building a public tilet, building a fish pnd, and fixing r renvating equipment. Water distributin, public tilets, and fish pnds were the mst frequent majr develpment prjects. They were funded by the prject s yuth small grants, based n pririties identified by the cmmunities and prpsals written with the CDVs. N prpsals had yet been funded in Papua. In West Papua, the prjects were being implemented in ne village at a time t enable the CDVs t supprt each ther and the University t prvide expertise. In the case f water, the main supply had already reached the Cmmunities. The prblemme was that distributin pipes were brken and needed repair. The CDVs wrked with cmmunity members t prvide the replacement pipes, install them, and demnstrate maintenance. The majrity f CDVs were engaged in at least sme educatin related activities. In Betaf 1, 2, and 3 in Sarmi, the 5 CDVs were each teaching ne grade in the schl, supplementing the ne teacher and principal. In additin they were assisting with a kindergarten, which had been established by previus Vlunteers, and had established after-schl tutring fr students and literacy training fr adults. In West Papua, many Vlunteers were engaged in schl supprt activities, such as helping with early childhd educatin prgrammes, develping learning materials and fixing playgrund equipment. In Cmmunities, especially thse with female Vlunteers, CDVs supprted family health and wmen s grups: cking nutritius fd fr the children, maternal and reprductive health discussins, and hand-washing. In sme cases, their activities linked with existing prjects in the village, e.g. tddler weighing and imprved nutritin. 5

6 Vlunteers were frequently asked t help Village Gvernment staff with administratin, cmputer training, writing reprts and prpsals. In West Papua, CDVs rganized regular cmmunity clean-up activities t pick up litter, cut the grass, and plant flwers. While this was nt necessarily new activities, Cmmunities reprted that the Vlunteers supprted them t schedule them mre regularly and prvided equipment and fuel t care them ut. Since the Vlunteers in West Papua arrived in their cmmunities in late Nvember, they actively engaged in Christmas preparatins, including decratins, painting and repairing the churches and writing prpsals t the gvernment fr funding f Christmas celebratins. Other activities similarly linked t supprt f cmmunity celebratins and nging activities. Vlunteers jined in wrking the village garden in the jungle, ccnut harvesting, making traditinal bags and ther handicrafts, cking and baking cake, making ccnut il, and leading yuth church grup activities. One vlunteer rganized the renvatin f the village shuttle bus, redecrating the interir. WAS IT WITH OR FOR THE COMMUNITIES? Generally, the Cmmunities felt that the Vlunteers were there t d fr and give t the Cmmunities. When discussing their expectatins, they exhibited an aid recipient rientatin, frequently requesting that the prject give mre funds, materials, and vlunteers. There was a lack f understanding that the Vlunteers were there t rganize and implement activities with cmmunity members, and build mutual capacity. Since the vlunteers were yung peple, perhaps the villages felt that they were there t learn, nt t build cmmunity capacity. The supprt f the Village Head-man was repeatedly mentined by Cmmunities and Vlunteers as key t cmmunity participatin. Many Vlunteers reprted this as their biggest challenge, with cases where the Head-man was nt living in the Cmmunity r gne fr lng perids. Withut permissin f the Head-man, Cmmunity members were reluctant t cperate. Even with the supprt f the Head-man and ther key cmmunity leaders (Head-man s wife, Minister, teacher, Cuncil members), vlunteers reprted limited cmmunity invlvement. Internal plitics and jealusies were barriers. Sme Vlunteers fcused n engaging yuth in activities, but this was challenging in cmmunities where yuth attended schl elsewhere and preferred ther activities when they were at hme. Althugh the prject dcument suggested that CDVs wuld develp yuth grups t identify initiatives in enhance their emplyability, the CDV activities fcused mre n what the adult leaders f the Cmmunities wanted. Mst activities engaged nly a small number f cmmunity vlunteers. The Cmmunities cntinued with their wn plans, and supprt t prjects f the Vlunteers was nt made a pririty, even fr thse which wuld seem beneficial fr sustainable develpment. Wrk n the public tilet and fish pnds were taking mnths and cmpletin delays were explained as the Cmmunities being t busy t cmplete their parts. 6

7 WAS CAPACITY BUILT? WILL THERE BE SUSTAINABILITY? Due t the remteness f many f the villages, materials and supplies, e.g. diesel and cnstructin materials, have t be transprted frm the cities. The CDVs, especially in West Papua, nt nly did much f the implementatin f the activities, they with the University als arranged fr the delivery f materials, paid fr mst f the materials, and prvided technical supprt, e.g. fixing mwer. While the Villages d seem t have funds and resurces, there was little indicatin f cntributins by them. When asked regarding sustainability, the Cmmunities felt that maintaining the fish pnds wuld be in their ecnmic interest. The public tilets are being cnstructed near the cmmunity centre r Church, which culd help with maintenance. Althugh there were demands fr mre tilets spread amng the cmmunity. Sme leaders, e.g. Head-man, Minister, had decided t build their wn latrines. Regarding the water, the CDVs trained cmmunity members n hw t keep the pipes repaired. The Cmmunities liked the clean-up and beautificatin effrts and felt that they wuld cntinue, althugh prbably nt s frequently. HOW COULD CAPACITY DEVELOPMENT OF THE COMMUNITIES HAVE BEEN STRENGTHENED? The 12 Cmmunities visited had different and, t ften, unclear r imprper understanding f the UVS prject and why the CDVs were there. Sme f this seemed due t aid dependency distrting expectatins. An example is ne village which claimed that it had been prmised that water wuld be prvided directly t every huse. During this end-f-prject review, Cmmunities asked what were the gals f the prject and fr clearer infrmatin n the administratin and finances f the prject. Vlunteers mentined that the Cmmunities did nt always understand why they were there. In Papua, nt all the Cmmunities were aware that the University was a prject partner. The gals and participatry capacity develpment fcus f the prject needed t be clearly explained during the Cmmunity selectin prcess; and the expectatins by the Cmmunities needed t be repeatedly assessed and managed by the University and prject managers thrughut the prject. They, nt the CDVs, are respnsible fr managing these partnerships. At the same time, the expectatins f the Cmmunities t engage with the CDVs t identify and implement initiatives, and subsequently sustain them, needed t be better understd and agreed with. Part f the selectin prcess f the cmmunities shuld include the feasibility f the vluntary engagement f the Cmmunity with the CDVs. This includes understanding the plitical, scial, and physical dynamics f the Cmmunity, especially whether the Head-man can prvide apprpriate leadership and if there will be Cmmunity cnsensus. Absentee Head-men and cmmunity jealusies and rivalries were repeatedly mentined by CDVs as difficult challenges. Althugh the District and sub-district Gvernments were influential in the selectin f Cmmunities, there was little evidence f partnering with NGO, ther UN entity, r gvernment prgrammes at the Cmmunity level. Cmmunities and CDVs expressed disappintment in nt 7

8 being supprted by the prject and University t strengthen village and gvernment relatins and engagement. Gender rles in the Cmmunities were challenging, and affected the integratin and pprtunities fr CDVs. CDVs f bth genders highlighted lessns abut relating t men, wmen, and mixed grups. In ne cmmunity, the Cmmunity Secretary cmplained abut having a wman Vlunteer. He wanted help with administratin, but did nt feel cmfrtable asking a wman. In the future, he requested that if wmen were placed, they shuld be in grup that includes men. If ne Vlunteer is t be assigned, it shuld be a man. STORIES OF COMMUNITY IMPACT Sme stries abut the impact f the Vlunteers were shared: One CDV helped t bring garden prduce frm the hill dwn t the village and fell. He did nt wrry abut wrking hard and being dirty. This cmmitment by the Vlunteer is an example fr the Cmmunity children. A CDV visited each huse t ask fr input. Sme thugh this was strange. But it helped him understand the cmmunity and be accepted. A CDV rganized the cmmunity t clean up a field. Nw the children are playing ftball there. In Betaf, a kindergarten was established by an earlier grup f Vlunteers. Vlunteers frm the Cmmunity cntinued it after they left. Althugh the CDVs are again running the kindergarten, sme cmmunity members are still invlved. The kindergarten shuld cntinue after the prject ends. Parents reprt that because the yung and enthusiastic CDVs help in the schls, their children are mre interested in ging t schl and are attending mre. Thrugh a yuth prject grant, a reprductive health wrkshp will be ffered which will designate sme yung wmen and pregnant wmen as resurces fr supprting and teaching thers in their and ther Cmmunities. II. DID THE UVS EXPERIENCE BUILD THE CAPACITY OF THE CDVs? The prject als targets the CDV members as beneficiaries, t expand their knwledge and prfessinal capacities thrugh their wrk as vlunteers with the lcal gvernment and cmmunities. WHAT DID THE CDVs LEARN AND HOW WILL IT BE USEFUL IN THEIR FUTURE? The CDVs learned sme specific skills, such as gardening and weeding, herbal medicine, planning fruit, making red fruit il, making traditinal bags and shells suvenirs, cking lcal fds, and hw t make ccnut il traditinally. They als wrked at learning the lcal language. 8

9 They prvided examples f hw they appreciated village wisdm. They respect the frestry management practices with strict field rtatin rules which enables lng term cnservatin. Villagers taught them village bundaries and the imprtance f respect and equal treatment. They saw hw villages survive challenging circumstances and lack f facilities. Hw families help each ther, and that they are happy withut having much. They learned village custms regarding gender, e.g. wmen cannt g int a huse where there are nly men. They learned t identify cmmunity leaders and seek their advice, especially frm the Head-man and his wife. They recgnized challenges, such as village plitics, being sick withut facilities, sanitatin, and lack f transparency. They fund inequity, with students at the 4 th level still nt being able t read, teachers paid but nt there and principals nt caring, and parents nt supprting schling. They fund it difficult t engage the busy cmmunity members as vlunteers. The CDVs felt their experiences wuld be useful in their future careers and persnal lives. They gained cnfidence in their abilities t handle different situatins, respect differences, prblemmeslve, and relate t peple wh are different. Mst Cmmunities and Vlunteers agreed that it tk ne mnth befre they adapted and were cnsidered members f the Cmmunity. Having accmplished that, many f them said that they nw culd have jbs wrking with cmmunities, and sme said that they want t keep helping villages. One wants t publish what he learned abut wrking with peple and cmmunities t build awareness abut vlunteering, and that it is nt all abut mney. Mst expressed willingness t vlunteer again. Sme have already encuraged friends t vlunteer. Several had been KKN university interns, and recmmended making that prgramme mre like this ne. Sme wh had received less management supprt during the CDV experience, were mre reserved abut future vlunteering. STORIES ABOUT IMPACT ON THE VOLUNTEERS Bth Cmmunity members and Vlunteers shared abut the experiences f the Vlunteers: Vlunteers felt part f the Cmmunity when members gave them fruit and vegetable prducts. A wman leader taught a female vlunteer hw t rganize a prgramme fr the wman, after an attempt did nt g well. Vlunteers jined in Cmmunity celebratins, helping ut hwever they culd. This willingness t wrk made them members f the Cmmunity There was ne Mslem wman Vlunteer. The village takes care f her and make her feel like she belngs. She helped in the garden, and s was given vegetables. She is als given rides. Accrding t the Vlunteer, the Cmmunity tries t avid fds she cannt eat when she is there. They als let her knw when there will be Christian services. Vlunteers have sught advice frm amng Cmmunity leaders abut hw t engage the Cmmunity. They have learned t be persnal and patient. 9

10 III. PROJECT IMPLEMENTATION /MANAGEMENT OF THE VOLUNTEERS The universities and the UNDP Prgramme Manager tgether were t be respnsible fr the prject implementatin. The universities had lead respnsibility fr the inductin, administratin and management f the vlunteers. In West Papua, bth staff were cnnected with the university and wrked clsely tgether n service delivery and vlunteer management. In Papua, the relatinship did nt wrk well. The PM fcused n the prject utputs, e.g. small grants; and the University defined its rle as administering the vlunteers. Selectin f sites: Based n the riginal prject design, the universities cmmissined anthrplgical studies t determine where gvernment, cmmunities, and the universities culd wrk tgether in placing vlunteers. In West Papua, nly ne representative cmmunity per district was studied. S the study culd nt guide selectin f specific cmmunities. In Papua, the selectin f the cmmunities based n gvernment recmmendatin seems t have preceded the anthrplgical study. Thse cmmunities were studied. Bth universities depended n recmmendatins frm lcal gvernment fr the actual site selectins. In West Papua, the pririty was n cmmunities wh were nt beneficiaries f ther aid prjects. In Papua, the sub-district head decided the cmmunity placements f the 5 CDVs sent t his district. Vlunteer terms f reference: West Papua: Vlunteers were t develp wrk plans t help/teach the cmmunity. The vlunteers were t scialize with the cmmunity, learning frm the cmmunity and multi-cultural skills. Papua: Vlunteers were t wrk with yuth primarily and generally with the cmmunity. They were t engage with ther stakehlders t address cmmunity needs, e.g. ther gvernment prgrammes. Recruitment: West Papua: Sme f the recent university graduates drpped ut prir t placement in the cmmunities. But nce they were deplyed, there was high retentin. Papua: Recruitment f the last rund was challenging because f shrt recruitment timeline and cmpetitin frm jb pprtunities. In Wamena, the prject filled the vacancies with tw frmer CDVs already full-time emplyed with the gvernment t 6 mnth CDV assignments. Inductin/Orientatin Training: All the CDVs received inductin training, and seemed generally satisfied. The main area with repeated requests fr strengthening was briefing n and preparatin fr their specific hst cmmunity, including bth scial and plitical dynamics and living cnditins. In West Papua, the inductin was held with the university. In Papua, UNDP led the inductin. The university did nt participate and was nt familiar with the training cntent. 10

11 Preparatin f cmmunities: West Papua: The University DPM played key supprt and bridging rles t bth the vlunteers and cmmunities. The DPM assisted with the intrductry mapping and needs assessment prcess which each vlunteer cnducted in their cmmunity. Papua: The CDVs intrduced themselves t the cmmunities. In Sarmi, the subdistrict head was reprted t be unhappy when the 5 vlunteers unexpectedly arrived t start their assignments. Supprt during assignment: The CDVs had requests n hw t be better prepared fr their assignments. They wuld have liked t have been better briefed abut the district and village where they wuld be ging and better prepared fr the living cnditins. If pssible, maybe they culd visit befre their assignment starts. They wuld like t have knwn the challenges within the cmmunity and had better peple skills, especially plitical skills. Sme asked fr mre basic practical skills training, e.g. hw t build simple buildings, basic medicine, and agriculture. Cmmunities expected CDVs t submit successful funding prpsals t the district gvernment. They wanted better training n develping and fllwing up n prpsals. Sme vlunteers nted that the far distance frm the city and lack f facilities were difficult t adjust t. One university partner required all CDVs t cme t the city nce a mnth t get their stipend, buy fd and ther supplies, check in with university, and plan/prepare activities fr the next mnth. In additin, the staff frm the prject and University at times went t Cmmunities t supprt mapping r implementatin f the small grant prjects. These CDVs seem satisfied with the supprt frm the university and prject, and were well netwrked with ther vlunteers, sharing transprt and jining in each ther s activities. Anther grup f vlunteers requested better crdinatin amng their University and the district and village heads when and while they are deplyed. They requested mre supprt and guidance in ding their wrk. Prir t this review, there had nly been ne site visit, which was by the Prject Manager. The University was nly addressing administrative issues. Bth the Cmmunities and Vlunteers raised cncern abut adequate supprt t vlunteers when they are sick, and lack f transprtatin. They requested mre cncern fr their welfare. They cmplained abut nt receiving their stipends. It was discvered later that the University had neglected t prvide fr vlunteer medical cverage. Activities during assignment: The vlunteers spent mst f their time supprting everyday cmmunity activities (farming, crafts, fd preparatin) with a small grant prject addressing a develpment result, e.g. fd sustainability thrugh fish pnd; In West Papua, vlunteers initially cnducted mapping with their cmmunities t identify a list f cmmunity needs. This list is the basis f the CDV s actins and is als t guide actins f future Vlunteers sent by the University. One Vlunteer 11

12 suggested that it might be better fr the needs t already have been identified and the Vlunteer shuld just g and address it. In Papua, ne grup f vlunteers were assigned by the Sub-District Head t wrk in the schl and with educatin; allwing the Vlunteers t quickly fcus and begin their effrts. The individual Cmmunities shared ther pririties with us, but it is unclear if they have prvided such inputs elsewhere, including t the CDVs designing the small grants prjects. Cmmn vlunteer activities amng villages may be an apprach t cnsider, especially since West Papua cmmunity prjects tended t address similar initiatives (public tilets, fish pnds, and water distributin). Pst assignment: Neither university have prvided pst-assignment planning and preparatin. One university des have an end-f-service meeting and recgnitin ceremny fr the CDVs and nw wants t include that tpic. A listing f current activities f frmer CDVs des nt prvide clear evidence f emplyability. Fr UNIPA, 5 CDVs were emplyed fr 2 years in a prject nt assciated with the university, but are nt emplyed nw. Tw are vlunteer field assistants fr a village cmmunity empwerment prgramme cllabratin that includes the university. One is wrking fr the Gvernment. Infrmatin n the first grup f UNIPA CDVs and ne vlunteer frm Phase 2 is nt available. Fr UNCEN, three vlunteers wrk fr the gvernment in Wamena. The current status f the remaining eleven is unknwn, which als includes lack f systematic fllw-up with frmer vlunteers. Supprtive partnerships: As already nted, there was little evidence f active partnering within this prject. The planned cmmunity level partnerships t strengthen activities, training and supprt t CDVs, and jint capacity develpment and services t the cmmunities seem never t have been implemented. There are nt links t existing UNICEF, ILO r even UNDP prjects in the area. Althugh the District and Sub-district Gvernments were influential in village selectin, they seem therwise nt invlved in supprting the CDVs. In a few cases, CDVs helped with existing prjects in the village, e.g. data cllectin n pregnant wmen, this was nt due t a partnership with the relevant gvernment unit. Relatins with Gvernment varied. One university has strng relatins with the lcal villages, but needs t build relatins at the district level. A jint meeting including UNV with the District resulted in expressins f interest and an invitatin t the university t submit a funding prpsal t supprt sustaining UVS. The ther university has strng relatins at the District and sub-district level. The District Gvernment stated that they need human resurces t supprt implementatin f the District plan, s very much wants t partner t sustain UVS. Hwever, this university needs t enhance relatins with the villages n behalf f the vlunteers and ensure 12

13 participatry prcesses which include them in decisins n activities and develpment bjectives fr their wn cmmunities. Mnitring, reprting, and knwledge sharing: The degree f mnitring by each university was evident by the quality f the relatinships with the villages and vlunteers. It was mre psitive the mre the university representatives clearly knw the situatin and accmplishments f the vlunteers and villages. Whether there are regular frmal reprting and knwledge prducts is unclear. Neither university discussed dcumenting activities and results r develping knwledge prducts t share and prmte UVS. Bth are imprtant fr accuntability, quality imprvement, and prmting sustainability. CONCLUSION AND RECOMMENDATIONS A. UVS EXPECTED OUTPUTS IN THE PCDP REVISED PROJECT DOCUMENT 1. Develping capacity f tw partner universities in establishing and managing university vlunteer schemes While the design and structure f the UVS riginally prvided fr UNDP, UNV, Gvernment, and ther partnerships t supprt and capacitate the universities and vlunteers in develpment f lcal cmmunities, this design was nt fully implemented r resurced. The universities as active partners in this prject have been equally respnsible fr achievement f the prject utputs. In s far as the university embraced and priritized this rle ensuring a quality vlunteer experience and service t the cmmunities, and did nt sacrifice thse pririties because f the prject s supprt and resurces challenges, they have built their wn capacities and demnstrated wnership and readiness t manage the university vlunteer scheme. The initial heavy management and administrative structure when it was managed by UNDP wuld nt have been sustainable by the universities. Due t the prject implementatin challenges, the transitin was nt gradual r planned. Fr the university that did take cntrl f their wn learning prcess, there initially were sme management issues which UNDP brught t the attentin f the university. The results were psitive. UNDP and the university in the ther prvince fcused n managing a prject fr results than n capacity develpment. A key cmpnent f any vlunteer scheme capacity develpment is vlunteer management skills. This review prvides a range f lessns learned regarding what wrks and what des nt regarding managing yuth vlunteers fr effective engagement with cmmunities. The lessns relate t supprtive partnerships; selecting apprpriate cmmunities and develpment activities; preparing the vlunteers as well as supprting them during and after their assignments; and mnitring, reprting and ensuring sustainable results. It must be understd that 13

14 ensuring the well-being f the vlunteers can never take secnd place, r nt be dne because funding is delayed. If this is ever in dubt, vlunteers shuld nt be deplyed. Mnitring and reprting including vlunteer reprts and cmmunity assessments, as well as knwledge develpment and sharing, are key ingredients fr nging capacity develpment which were nt well addressed. 2. Increasing emplyability f individual fresh graduates by supplementing their theretical training with vlunteer fieldwrk experience Inputs frm the vlunteers as well as the cmmunities dcument strng learnings, especially in cultural adaptatin, prblemme-slving, rganizing, and self-initiative. They were sensitized t peple living under extremely challenging and arduus cnditins with minimal resurces and pprtunities. They als identified ways in which cmmunities and vlunteers shuld and shuld nt be supprted under such circumstances. They generally felt these experiences have relevance fr future emplyment, especially if they are with cmmunities, as well as fr inter-persnal relatinships. Vlunteers requested mre training in sft skills, such as handling plitical relatins; and technical skills, such as farming and building, which they culd use and transfer. Additinal factrs influence actual emplyment. Hwever, bth universities culd have dne mre t enhance jb seeking skills and supprt the vlunteers t identify pssible emplyment pprtunities, during and after they cmplete their service. 3. Serving indigenus ppulatin by placing university vlunteers in targeted cmmunities, where fresh graduates transfer knwledge t hst cmmunities, cntribute t the delivery f basic services and facilitate participatin and engagement f marginalized grups in cmmunity decisin-making prcess. The CDVs primarily did activities and delivered services. They were engaged in special and nging cmmunity activities, prvided infrmal educatin thrugh discussin abut livelihd and health issues, and supprted educatin frmally and infrmally. Bth the CDVs and cmmunities displayed a charity riented relatinship with the cmmunities as aid recipients. Transfer f knwledge thrugh cmmunity wrkshps and capacity develpment by the CDVs did nt happen t the extent planned. In part, this seemed because the yuth vlunteers were nt seen as experts. They served adults and helped prvide equipment and labur needed t meet their requests, e.g. fixing lawn mwers and prviding diesel. The adults, especially leaders, felt they were teaching the vlunteers. It was als nt the expectatin f the universities, wh als viewed vlunteerism as a way t assist a cmmunity in need and nt necessarily t build capacity fr the cmmunity. It was apprpriate fr the yung CDVs t transfer knwledge t children. They were encuraged t wrk with and mentr children and yuth thrugh the schls, churches, sprts, etc. As university graduates, regardless f their academic backgrund, they were cnsidered abut t teach. Hwever, the prject design f 14

15 establishing yuth grups and engaging them in cmmunity vlunteering nly ccurred in a few cmmunities. In many f these remte villages, the yuth attended schl utside the cmmunity, and were nt frequently available. This made it challenging fr the CDVs t build relatins and rganize yuth wh had ther preferences fr using their limited free time. The small grants prjects were t be determined by and implemented mainly by the yuth. Hwever, since funding was invlved, the cmmunity elders led the determinatin f the prjects. Mst CDV activities were nt related t cmmunity decisin-making. Regardless, participatin and engagement f villagers with CDV activities were generally very limited, e.g. ne vlunteer helping tutr, nly three r fur peple wh help with the scheduled village clean-ups. Perhaps sme CDVs were able t include sme marginalized grups, i.e. wmen and yuth, in the cmmunity mappings and needs assessments prcesses. But it was clear that decisin-making remained in the cntrl f the Head-man and village leaders. There was little understanding by the cmmunity that they were expected t engage and cme t wn the activities themselves. Overall, the CDVs cntributed t the villages as rle mdels fr cmmunity children; physically imprving the villages thrugh fixed water pipes, fish pnds, and public tilets; cntributing t educatin, literacy, and cmputer skills; and prmting health, sanitatin, and better nutritin. The questin remains f the sustainability f these cntributins because the limited cmmunity vlunteerism and engagement raises questins f wnership and whether what the CDVs started will be cntinued and maintained. B. PROJECT MANAGEMENT UNV transitined t much f the prject management/versight respnsibilities t UNDP, either because f headquarter decisins r UNV and prject staff transitins. In additin, mst f the budgeted UVS human resurces when they left were nt replaced. Nn-renewal f the interim natinal prject manager cntract ccurred at the decisin pint abut whether the prject culd r shuld cntinue int Phase 2. This wuld have been a time t have cnversatins with the universities abut the lack f partnerships and specific plans fr them t build capacity. It shuld have defined a replacement management structure. Instead, the prject spent mnths kept getting patched enugh t keep ging, such as the Natinal Administrative Assistant in charge, but lsing knwledge at each transitin. Variances are a realistic aspect f implementing any prject, but adequate adjustments are needed. Implementatin was left mainly t the universities by mid- 2010, due t staffing and resurce challenges f UNDP and UNV. Then the grant agreements with the universities were allwed t lapse. In mid-2012, with the arrival f a prject management experienced UNV PO, the prject began t be implemented again. Nw UNV has cmmitted the remaining 15

16 UVS prject funds t supprt capacity develpment fr sustainability f the university vlunteer schemes, thrugh exchanges, knwledge develpment, partnership building, and supprt t design. At all levels, there was insufficient attentin t reprting and recrdkeeping. Due t the high turnver and shifts in hw the prject management, the lack f handver f infrmatin made the implementatin f bth the verall prject and this review challenging. T piece tgether even an incmplete timeline fr the prject required testing the memries f current and frmer staff and vlunteers. UNV seems even t have left this respnsibility t UNDP. Hwever, it was clear at the PCDP Natinal Advisry Bard Meeting in April that UNDP cnsidered UVS t be UNV s prject. C. SUMMARY OF MAJOR CHALLENGES: Partnering with lcal universities in sending yung recent university graduates as vlunteers t remte rural cmmunities has inherent risks. The risks fr the vlunteers, universities, cmmunities, UNV, UNDP, etc. shuld have been carefully and cntinually analyzed and mitigated. Sufficient understanding and respnse t these majr challenges wuld have enhanced prgramme utcmes, vlunteer health and safety, reputatin f the universities, and cmmunity relatins. Very remte rural assignment lcatins with limited facilities and sanitatin, health risks, as well as lack f phne and internet access Aid dependency f cmmunities leads t wrng expectatins f the vlunteers as givers and the cmmunities as receivers Lcal plitics and gender issues add t challenges Limited cmmunity engagement and therefre limited wnership f the activities rganized by the vlunteers raises sustainability questins Expected prject partnerships with ther gvernment activities, NGOs, UN agencies, etc. d nt ccur and thers are nt pursued High UNV field unit and UVS staffing turnvers and UNDP prject implementatin challenges impede effective prject management, hand-vers, and cntinuity In s far as a university, especially the assigned staff, sees UVS as primarily as a grants prject, and nt as a reputatin-building initiative t develp university-related yuth as well as cmmunities in need, the university des nt extend sufficient wnership f the prgramme r cncern fr the well-being f the vlunteers and cmmunities. 16

17 D. RECOMMENDATIONS FOR FUTURE PROJECTS: Based n this review, the fllwing are recmmendatins fr sustaining r develping future university vlunteer schemes: Specific result indicatrs n the building f capacity f the universities built int the prject dcument Dedicate time and resurces t ensure cmmn understanding f the prject, implementatin strategies, and expectatins amng UN partnerships, vlunteers, gvernment, and cmmunities. While these need t be in writing, that is nt sufficient. Risk management related t vlunteer health, safety and security in their cmmunity placements must always be the highest pririty fr all cncerned. Regular checkins/mnitring f each vlunteer by the university respnsible fr vlunteer management shuld be mandatry. Ensure regular mnitring. Participatry evaluatin r review after each vlunteer class. Then ensure that there is an agreed respnse amng all partners t the findings, which adjusts the prject dcument and wrk plans accrdingly. Require better dcumentatin and regular reprting. This shuld be specifically defined in agreements and linked t receipt f grants by the universities. In terms f prject reprts and recrd-keeping, even if UNV delegates prject implementatin, it still has respnsibility t ensure prper management and administratin f its funded prjects. Peridic jint meetings with Gvernment, senir university representatives, UNDP, and UNV shuld prvide updates and allw discussins abut reslving challenges. They shuld ccur mre frequently if relatinship r implementatin issues arise. Prmte regular gd practice knwledge sharing and exchanges f ideas and supprt amng participating universities and prject partners. Ensure prject management respnsibilities are carried ut, regardless f prject challenges, staff and vlunteer turnver, resurce issues, r partner transitins. Understand that pr prject management puts at risk the prject impacts, the vlunteers in the cmmunities, prper use f resurces, and the reputatin f varius partners. 17