University of Colombo, Sri Lanka Faculty of Graduate Studies Postgraduate Diploma in Conflict and Peace Studies 2011/2012

Extended Essay

Sri Lankas Untapped Resource: Exploring the Role of Youth in Peacebuilding in Post-war Sri Lanka

Student Registration Number: 2011/PgD.CPS/39 Name: H. Madhushala Alwis Senaratne

Word count: 8,700

Acknowledgements

My sincere appreciation to the Course Coordinator of the Postgraduate Diploma in Conflict and Peace Studies Mr. A. Sarveswaran for his guidance, direction and perseverance, which lay the foundation for the success of this extended essay. I would also like to express my gratitude to all the lecturers and guest lecturers of the Programme for sharing with us their knowledge and insights on the subject. I am also grateful to my supervisor, Ms. Amanthi Wickramasinghe for her diligence and guidance, throughout the compilation of the extended essay. Working with her was an extremely rewarding experience. My deep appreciation also to my fellow students of the Postgraduate Diploma from whom I truly benefitted throughout the entirely of the Diploma. Finally, my appreciation to the staff of the Faculty of Graduate Studies, my family, friends and colleagues, all of who helped me out with this extended essay.

Contents
Abstract Chapter 1: Introduction
Definition, contexts and background Research problem Hypothesis Research objectives Methodology and limitations Structure

5 6

Chapter 2: Theoretical Approaches to Addressing Youth and Conflict Chapter 3: Literature Review
International Frameworks National Frameworks, Research, Surveys and Studies

12 14

Chapter 4: Analysis
An Untapped Resource: Why Empower and Engage Youth in Peacebuilding in Post-war Sri Lanka? The Current Scenario: What is in Place to Empower and Engage Youth in Peacebuilding in post-war Sri Lanka? The Immediate Future: How will Youth be Empowered and Engaged in Peacebuilding in Post-war Sri Lanka?

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Chapter 5: Recommendations and Conclusion

Tapping the Resource Conclusion

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Bibliography

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Abstract

The end of the war in Sri Lanka in May 2009 paved the way for an era of peace and sustainable growth. For the youth of the country, this was especially significant. For many youth, having grown up in the backdrop of war, the post-war era brought with it new promise and opportunities. Four years after the end of the war, Sri Lankas youth stand at crossroads. While new youth led and related initiatives have emerged, so have new challenges, some of them directly impacting youth. Moreover, as the country progresses from recovery to peacebuilding, the role of youth in this context has been raised, debated and discussed on numerous platforms. While there is a tendency to regard them as drivers or victims of violence, there is also increasing emphasis on the need to harness their power and potential, engage them in the countrys peacebuilding process and empower them so that they can contribute meaningfully towards building lasting peace and addressing the challenges of peacebuilding in the country.

Within the broad area of study of youth, war and peace in Sri Lanka, this extended essay critically explores the role of youth in peacebuilding in post-war Sri Lanka. Using mainly secondary data, the author specifically looks at the question of why youth should be an integral part of the countrys peacebuilding process, with reference to incidents from Sri Lankas past, and how they could and should play such a role, with a critical analysis of the existing mechanisms and initiatives that will take shape in the near future that allow youth to engage in and contribute towards addressing the broader challenges of peacebuilding. In conclusion the author presents a set of key recommendations which she feels are vital in empowering and engaging youth in peacebuilding in post-war Sri Lanka.

Chapter 1: Introduction

Four years after the end of the war, Sri Lankas youth stand at a crucial juncture. While we have seen the emergence of new youth led and focused activities,1 new challenges that directly impact youth have demanded urgent attention.2 The war had impacted many of the countrys youth. Those directly engaged in warfare from both sides of the divide face additional challenges of exclusion and discrimination. There still persist feelings of suspicion, mistrust and betrayal amongst youth of different ethnicities. While efforts have been made towards addressing concerns and challenges of youth, it is argued that there is little opportunity for them to engage in decision-making processes.3

As Sri Lanka progresses from recovery to peacebuilding, the role of youth in this context has been raised, debated and discussed. For example, how do we perceive youth in post-war Sri Lanka? What is their role? Are they a conflict risk4, drivers of violence or passive victims of conflict?5 Is it sufficient that we merely address the concerns and challenges of youth? Or, can and should they contribute towards addressing these challenges, specifically those that hinder efforts aimed at building sustainable peace and play a role in preventing and providing peaceful resolutions to violent conflicts? If so, what opportunities are there in post-war Sri Lanka to allow youth to play such a role? Are the existing mechanisms, institutions and policies sufficient for

For example, both state and non-state initiatives, such as the Sri Lanka Youth Parliament, Sri Lanka Model United Nations and voluntary organizations. This will be discussed in Chapter 4. 2 These challenges will be discussed in Chapter 4. 3 National Youth Policy - Draft, 2013. 4 Harini Amarasuriya, Canan Gunduz and Markus Mayer, Rethinking the nexus between youth, unemployment and conflict Perspectives from Sri Lanka, Strengthening the Economic Dimensions of Peacebuilding: Case Study Series - International Alert Sri Lanka Programme, Policy Brief No. 2, International Alert, London, 2009. 5 Ibid.

youth to assume such a role? Or, what measures need to be taken to empower and engage the countrys youth so that they can contribute meaningfully towards building lasting peace in post war Sri Lanka?

Definitions, Context and Background

The United Nations (UN) defines youth as those between the ages of 15 to 24 years. In Sri Lanka, they constitute those between the ages of 15 and 29. Sri Lankas youth form a significant proportion of the countrys population, with this cohort standing at 4.4 million or 22% in 20116. This number is particularly significant when considering youth in the context of peacebuilding, which is broadly defined as laying the foundations for sustainable peace and reducing the risk of lapsing or relapsing into war.7

Time and again, Sri Lankas youth have been at the centre of focus of the state and not mainly for positive reasons.8 The emergence of the Peoples Liberation Front (JVP) in the late 1960s led to the large scale mobilization of rural, Sinhala youth, who were educated, but unemployed and frustrated by unfulfilled aspirations, which subsequently resulted in two youth-led insurrections

This number of the youth population is as highlighted in the National Youth Policy - Draft (p. 7), which is based on the projections by Indralal de Silva, since the 2012 census included only three age groups; under 15 years, 15-59 and 60 and above. On the other hand, the Daily News carried an article quoting the National Youth Services Council Chairman where he states, Sri Lanka has a youth population of 5.6 million - Anushika Ranadewa, National youth policy important - NYSC Chairman, Daily News, 20 July 2013, http://www.dailynews.lk/?q=local/national-youthpolicy-important-nysc-chairman (accessed 18 September 2013). 7 Peacebuilding is broadly defined by the UN as a range of measures targeted to reduce the risk of lapsing or relapsing into conflict, to strengthen national capacities at all levels for conflict management and to lay the foundations for sustainable peace and development. - Peacebuilding and the United Nations, United Nations, http://www.un.org/en/peacebuilding/pbso/pbun.shtml (accessed 10 September 2013). 8 National Youth Policy - Draft, 2013.

in 1971 and in 1987-1989.9 Another example is the anti-state, separatist movement among Tamil youth, also resulting from frustration and marginalization, which led to full-scale war.10 These portrayed youth as prone to violence and unrest and that dissatisfaction and frustration of youth can be a major threat to political stability, and was an urgent need to be addressed.

Youth were also seen as victims of war or passive observers, who were vulnerable to its negative impacts and needed protection. Growing up in the backdrop of war, Sri Lankas youth paid a heavy price. For some youth, the war meant loss of normalcy, opportunities and access to basic services, like education, health, food, shelter and a safe environment.11 Youth from both sides of the ethnic divide were involved in the war. With little interaction between ethnic groups, the war created divides and mistrust between and among communities and instilled a culture of fear.12

Youth-focused initiatives have been introduced at the national, regional and local levels. The Ministry for Youth Affairs and Skills Development was set up and the National Youth Policy Draft (Draft NYP) is being finalized. The Mahinda Chintana Vision for the Future recognizes the need to allocate more space for young people. Emphasizing that this century belongs to the youth and is one of knowledge, the Mahinda Chintana accords importance to improving the skills of youth, reducing unemployment, generating economic activities and improving knowledge in the areas of information and communication technology among youth.13

S. T. Hettige, Sri Lankan Youth: Profiles and Perspectives in Hettige, S. T. and Mayer, M. (eds.) Sri Lankan Youth: Challenges and Responses, Colombo, Friedrich Ebert Stiftung, 2002. 10 S. T. Hettige and Markus Mayer, Youth and Youth Research in Sri Lanka: Introductory Remarks in Hettige, S. T. and Mayer, M. (eds.) Sri Lankan Youth: Challenges and Responses, Colombo, Friedrich Ebert Stiftung, 2002. 11 National Youth Policy - Draft, 2013. 12 Ibid. 13 Mahinda Chinthana, Vision for the Future. http://www.priu.gov.lk/mahindachinthana/mahinda_chintana_brighter_future_eng.pdf (accessed 10 September 2013).

The 2011 Report of the Commission of Inquiry on Lessons Learnt and Reconciliation (LLRC) in its recommendations emphasizes on the need to inculcate mutual understanding and appreciation of cultural diversity among students and youth as vital in the reconciliation process and recognizes the role youth can play in promoting understanding, amity and reconciliation between communities.14 The LLRC refers to initiatives such as the establishment of the Sri Lanka Youth Parliament and youth exchange programmes conducted by the Ministry of Youth Affairs and Skills Development.

However, it is argued that there is a lack of adequate understanding of the process of youth unrest in present Sri Lankan society and also measures and mechanisms to deal with it.15 The Draft NYP argues that the main focus of existing youth-related initiatives are on addressing the problems or challenges of youth, however there is a clear lack of coordination and coherence among them. By paying attention merely to the problems of youth and treating them as a problem that needs fixing, the energy and innovativeness of this group is ignored.16 The Draft NYP also argues that opportunities are limited for youth to engage in policy and decision making.

The author believes that addressing the challenges of youth remains vital in the peacebuilding process in post-war Sri Lanka.17 However, this alone is not sufficient. The author strongly feels

14

Report of the Commission of Inquiry on Lessons Learnt and Reconciliation, http://www.priu.gov.lk/news_update/Current_Affairs/ca201112/FINAL%20LLRC%20REPORT.pdf (accessed 12 September 2013). 15 Laksiri Fernando, Youth and Politics: Why they Rebel? in Hettige, S. T. and Mayer, M. (eds.) Sri Lankan Youth: Challenges and Responses, Colombo, Friedrich Ebert Stiftung, 2002 p. 133. 16 National Youth Policy - Draft, 2013. 17 Addressing the concerns and challenges of youth is especially relevant in the face of persisting challenges faced by youth as well as the emergence of fresh tensions that have posed new threats to peace, for dissatisfied,

that youth can and should be a crucial component of peacebuilding - they are the countrys untapped resource. What is needed is to recognize the power and potential of youth to contribute meaningfully towards building peace in post-war Sri Lanka and empower them so that they can better engage in decision and policy-making and in addressing the broader challenges of peacebuilding.

Research problem: When exploring the countrys youth, why do we tend to focus on addressing their challenges or regarding them as a problem that needs fixing, rather than recognizing their power and potential to contribute meaningfully towards peacebuilding in post-war Sri Lanka and taking steps to empower and engage them in addressing the broader challenges of peacebuilding?

Hypothesis: In exploring the above research problem, the authors argument is twofold: (a) Addressing the concerns and challenges of youth is important as Sri Lanka looks to build lasting peace, for as demonstrated in the past, failure to do so, will result in unrest, which, fuelled by youth, can lead to war. However, this alone is not sufficient. (b) Youth bring with them energy and fresh ideas. They are also the leaders of tomorrow. They have the power and potential to contribute meaningfully towards helping the country build lasting peace. Therefore, recognizing and harnessing the potential of youth by empowering and engaging them at all levels (local, regional and national) in addressing the greater challenges of peacebuilding is crucial to achieving sustainable peace.

marginalized and frustrated youth, can be a destabilizing factor as Sri Lanka progresses from recovery to peace and development. This will be discussed in detail in Chapter 4.

Objectives: Firstly, the author will seek to identify why youth are a critical component of peacebuilding and why it is important to recognize their potential in contributing towards achieving lasting peace. Next, the author will explore how best youth can contribute to peacebuilding in post-war Sri Lanka.

Methodology and limitations: Given the word limitation and the scope of the extended essay, the author has relied primarily upon secondary data.

Structure: Following the Introduction, Chapter 2 focuses on the existing theoretical approaches to addressing youth and conflict with reference to the Sri Lankan context, while Chapter 3 presents a critical analysis of the existing literature, both international and national on youth, war and peace, identifying their strengths and gaps. Chapter 4 presents an in-depth analysis of the role of Sri Lankas youth today in the context of peacebuilding. The Chapter critically explores why it is important to empower and engage youth in the peacebuilding process and how they could and should play a role in peacebuilding. In this regard, this Chapter critically analyses key existing youth-led and -focused initiatives and initiatives that will take shape in the near future, focusing on their effectiveness and how well they allow youth to engage and contribute to peacebuilding in post-war Sri Lanka. In presenting the conclusion in Chapter5 based on the research conducted, key recommendations are suggested by the author, which she feels are vital in addressing the research problem, hypothesis and objectives of this extended essay.

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Chapter 2: Theoretical Approaches to Addressing Youth and Conflict

Although there is renewed interest in analyzing the role and place of youth in conflict, there is a clear lack of youth-specific approaches. It is argued that the subject of youth in conflict was largely overlooked or youth were often considered in the light of children in conflict18.

Three main types of approaches are highlighted in addressing youth issues in conflict situations rights-based, economic and socio-political approaches.19 The rights-based approach focuses mainly on the protection of children from negative impacts of conflict.20 However, this approach applies mainly to children (under 18), and the older youth are largely left out. It also fails to take into adequate account the differing experiences of youth in conflict and their changing perceptions.21

The economic approach argues that the tendency of youth to join violent movements can be reduced through viable economic solutions22 and supporting the young peoples need for economic self-sufficiency can help them become independent and address their grievances.23 While this approach bears some relevance to the Sri Lankan context, there are key shortcomings
18

Amarasuriya, et al., Rethinking the nexus between youth, unemployment and conflict Perspectives from Sri Lanka, Strengthening the Economic Dimensions of Peacebuilding: Case Study Series - International Alert Sri Lanka Programme, Policy Brief No. 2, 2009. 19 The approaches are as distinguished by Kemper (2005) which are highlighted by Amarasuriya, et al., Rethinking the nexus between youth, unemployment and conflict Perspectives from Sri Lanka, Strengthening the Economic Dimensions of Peacebuilding: Case Study Series - International Alert Sri Lanka Programme, Policy Brief No. 2, 2009. 20 Ibid. 21 Ibid. 22 Such as work-oriented skills training, improved access to microfinance, participation in productive projects and promotion of self-employment, as discussed by Amarasuriya, et al., Rethinking the nexus between youth, unemployment and conflict Perspectives from Sri Lanka, Strengthening the Economic Dimensions of Peacebuilding: Case Study Series - International Alert Sri Lanka Programme, Policy Brief No. 2, 2009. 23 Ibid.

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in using it to analyze youth in conflict. This approach is seen as failing to address other factors that drive youth towards violence, such as, calls for political mobilization,24 young women compelled to fight for emancipation and more equal treatment in the ranks, or youth taking up arms as a means of self-protection, or to make oneself heard.

The socio-political approach emphasizes that the usually the largest part of the population of a specific country should not be left out in the process of peacebuilding following a conflict. This is particularly relevant in Sri Lankas context, given the large youth population. This approach argues that there is much positive potential and creativity in young people that should be harnessed for peacebuilding purposes and they should be pulled into the mainstream of political processes.25 However, support is needed from societies and policy-makers to harness the potential of young people and make their voices heard so that they are able to contribute positively and in a relevant manner towards the prevention and peaceful resolution of violent conflicts. For example, this involves strengthening peace constituencies, youth clubs or other types of youth organizations, or involving young people in media initiatives.26 This approach best suits the context of involving young people as partners in decision-making, design and implementation of projects and encourage democratic participation.27

24 25

For example, incidents such as the JVP led youth insurrection (discussed in Chapter 4). Amarasuriya, et al., Rethinking the nexus between youth, unemployment and conflict Perspectives from Sri Lanka, Strengthening the Economic Dimensions of Peacebuilding: Case Study Series - International Alert Sri Lanka Programme, Policy Brief No. 2, 2009. 26 As argued by Amarasuriya, et al., Rethinking the nexus between youth, unemployment and conflict Perspectives from Sri Lanka, Strengthening the Economic Dimensions of Peacebuilding: Case Study Series International Alert Sri Lanka Programme, Policy Brief No. 2, 2009. 27 However, in implementing such measures, real shifts are necessary. Adults should be more open to engaging young participants and providing them a platform where not only their voices are heard, but they can feed into policy and decision making, as argued by Amarasuriya, et al., Rethinking the nexus between youth, unemployment and conflict Perspectives from Sri Lanka, Strengthening the Economic Dimensions of Peacebuilding: Case Study Series - International Alert Sri Lanka Programme, Policy Brief No. 2, 2009.

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Chapter 3: Literature Review

The author feels there is a lack of adequate frameworks and policies, both at the international and national levels, which address the concerns of youth and focus on engaging youth in decision and policy-making and peacebuilding processes in a post-war context. The literature available that analyzes the role of youth in peacebuilding in post-war Sri Lanka is also limited.

International Frameworks

There are several Declarations and Agreements pertaining to youth. The UN World Programme of Action for Youth of 1995,28, which contains proposals for action for year 2000 and above, provides a policy framework and practical guidelines for national action and international support to improve the situation of young people around the world.29 However, the author believes that such a Programme is not specific to single or selected issues of youth and thus its effectiveness is debatable. Further, it can be argued that this provides merely overall guidance for states in addressing concerns of youth and does not necessarily bind them to any obligations.

In contrast one can draw from, for example, the African Youth Charter, which is the first legal framework in favour of youth development in Africa, recognizing and detailing the rights,

28

The United Nations World Programme of Action for Youth , 1995, http://www.un.org/esa/socdev/unyin/documents/wpay2010.pdf (accessed 14 September 2013). 29 This identifies 15 priority areas, including education, employment, juvenile justice, participation of youth in life of society and decision making, armed conflict, etc, and contains proposals for action in each of these areas - The United Nations World Programme of Action for Youth , 1995, http://www.un.org/esa/socdev/unyin/documents/wpay2010.pdf (accessed 14 September 2013).

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freedoms and duties of African youth.30 Ratified by over 25 African states, the Charter is an institutional and legal response to youth development and empowerment in Africa. States are now implementing the Charter by putting in place national youth policies and programmes, paving the way for improved youth participation in development activities, the political arena and decision-making processes and improved strategies for youth employment.

National Frameworks, Research, Surveys and Studies

Several attempts have been made in Sri Lanka to put in place policies, strategies and actions in favour of young people.31 A Presidential Commission on Youth was appointed in 1989, whose mandate was to examine the causes of youth discontent, disquiet and unrest and to recommend remedial measures to discourage these attitudes and fulfill legitimate youth needs and aspirations.32 The report presented by the Commission in March 1990 focusing on youth problems and youth policy in a narrow sense of the term, was comprehensive and presented a great number of constructive and plausible recommendations for wider changes in society, however, none of these were implemented.33

To date, Sri Lanka has conducted two National Youth Surveys (NYS), although the author observes that access to them is largely limited. The first NYS, conducted in 1999-2000, covered
30

The African Youth Charter is the first legal framework in favor of youth development" - Interview with Raymonde Agossou, United Nations Educational, Scientific and Cultural Organization, http://www.unesco.org/new/en/social-and-humansciences/themes/youth/sv13/news/the_african_youth_charter_is_the_first_legal_framework_in_favor_of_youth_dev elopment_interview_with_raymonde_agossou/#.UhN21NJHJKg (accessed 14 September 2013). 31 S. T. Hettige, Engaging Youth for Development and Peace in Sri Lanka in Harini Amarasruiya and S. T. Hettige Political and Social Exclusion of Youth in Sri Lanka , Colombo, Social Policy Analysis and Research Centre (SPARC), 2009. 32 Ibid., p. 6. 33 Ibid.

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nearly 3000 households, including the North and the East.34 The second NYS came nearly a decade later in May-August 2009.35 With 3000 young people surveyed, it specifically looked at socio-economic and cultural issues and aimed to be a basis for a more comprehensive youth policy.36

The author observers that although the aim of the survey was to inform key policy decisions and be a basis for a comprehensive youth policy, no such policy has been adopted to date, while the Draft NYP is still being finalized. There is also a huge time gap between the survey and the policy, and given that the second NYS was conducted during the later stages of war and in the immediate aftermath of the war, it does not adequately capture the perceptions, needs and situation of youth at present. Thus, how effective or relevant are the findings of this survey now? During the research, the author also observed that there are difficulties in freely obtaining the findings of the Survey, which again raises questions on its significance and use.

On the other hand, the author feels that the Draft NYP at the outset looks to fill much of this void. The Policy is concerned not merely in addressing youth problems or youth as a problem, but is geared to consider how youth can be empowered to engage in addressing the broader

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The survey tries to map out and gain a better understanding of the problems, opinions, perceptions, aspirations of the young generation in Sri Lanka, and to inform and improve policies and development initiatives targeting youth S. T. Hettige and Markus Mayer (eds.) Sri Lankan Youth: Challenges and Responses, Colombo, Friedrich Ebert Stiftung, 2002. 35 National Youth Survey 2009: Preliminary Findings, Young Asia Television, 4 Jan 2010, http://www.youtube.com/watch?v=r41-UUD0Fho#watch-main-area - clip youth survey (accessed 18 September 2013). 36 The survey captures key perceptions of youth in terms of employment, political participation, and greater social integration among different ethnic communities. However, it is argued, the countrys volatile environment at the time prevented access to some northern districts.

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challenges of society, such as peacebuilding, reconciliation and development.37 However, the effectiveness of the Policy will depend on its implementation.

Works by S. T. Hettige, Markus Mayer and Harini Amarasuriya are among the more recent research on the subject. The publication Sri Lankan Youth, edited by Hettige and Mayer presents key arguments and a comprehensive look at some of the main challenges facing youth. It highlights the importance of the need for the young generation to be actively involved in the design and implementation of a youth policy and that, youth policy should not consider the youth as passive recipients of assistance, but it should offer young people a space for selfdetermination, self- organization and self- realization.38

Literature is also available on the social and political exclusion of youth in Sri Lanka, as well as those relating to youth unemployment, such as the National Action Plan for Youth Employment (2006). However, it is argued that while the violence in the countrys North and East has been the subject of much research, there is room for further analysis on the role and place of youth in Sri Lankas conflict situation. It is also noted that the youth-led insurrections have drawn more attention from a youth development perspective, whereas studies and research on peacebuilding and conflict resolution initiatives have mainly focused on the ethnic conflict and little about the role of youth39.

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The Draft NYP has a clear vision, to develop the full potential of young people to enable their active participation in national development for a just and equitable society. 38 S. T. Hettige, and Markus Mayer (eds.) Sri Lankan Youth: Challenges and Responses, Colombo, Friedrich Ebert Stiftung, 2002, p. 7. 39 Amarasuriya, et al., Rethinking the nexus between youth, unemployment and conflict Perspectives from Sri Lanka, Strengthening the Economic Dimensions of Peacebuilding: Case Study Series - International Alert Sri Lanka Programme, Policy Brief No. 2, 2009.

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Chapter 4: Analysis

Youth in this country have been experiencing long standing deprivation and most of these concerns and issues are prevalent in society even today. For example, there still exists poverty among rural youth and while Sri Lanka boasts of high overall literacy rates, only around 17% of young people who qualify for tertiary education enter state universities, while over 100,000 qualified students cannot access university education each year.40 There are also considerable regional and sectoral disparities in the educational sector with students in the estate sector and formerly conflict-affected areas at a higher risk of drop out from school. Although steps have been taken to promote technical and vocational education among youth, the low image and recognition attached to them is a major drawback.41 The rising unemployment rate among the younger population is also critical. Compared to the national average of unemployment of 4.9%, 19.4% of 15 to 24 year olds were unemployed in 2010.42 Furthermore, in 2009, 70% of unemployed youth did not have any vocational training and the rate of youth unemployment among women is almost double that of men.43

On the other hand, years of war has limited access to education and employment, disrupted lives and livelihoods and displaced many youth. The war also created divides between and within

40

Concept Note - Sri Lanka National Human Development Report 2014: Youth and Development , United Nations Development Programme in Sri Lanka, 26 July 2013. 41 National Youth Policy - Draft, 2013. 42 Concept Note - Sri Lanka National Human Development Report 2014: Youth and Development , United Nations Development Programme in Sri Lanka, 26 July 2013. 43 Several reasons have led towards this, for example, significant mismatch between the skills of those youth coming out of the Sri Lankan education system and the opportunities available, preference for state sector employment, barriers created by lack of knowledge of national languages and lack of English language proficiency and IT skills are key among them - Concept Note - Sri Lanka National Human Development Report 2014: Youth and Development, United Nations Development Programme in Sri Lanka, 26 July 2013.

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communities and restricted interaction between people.44 Furthermore, new tensions have emerged, for example, the rising violence against minorities, especially the Muslim community. These concerns are further aggravated by issues such as the rising youth population, perceptions and attitudes towards young people and the slow assimilation of youth into society.

An Untapped Resource: Why Empower and Engage Youth in Peacebuilding in Post-war Sri Lanka?

The failure to address the above concerns and challenges of youth can lead to negative impact. For example, lack of access to education and employment opportunities can significantly hinder the ability of youth to meet their aspirations and fulfill their needs.45 This places serious constrains on the financial and social independence of youth, leading to low self-esteem and confidence, which in turn can lead to dissatisfaction and frustration.46

Furthermore, bringing together communities kept aside by war, promoting greater interaction between youth of different ethnic groups and addressing issues such as mistrust, fear and suspicion is crucial to develop a sense of belonging and connections.47 In addition, addressing the concerns, especially of those directly involved in war, such as young ex-combatants is vital

44

In a recent baseline study by UNDP, in the relatively ethnically homogenous Northern district of Jaffna 48.1% of people reported having no opportunities to meet people from other ethnicities With UNDP, post-war Sri Lanka takes a small first step towards inter-ethnic reconciliation, United Nations Development Programme, http://www.undp.org/content/srilanka/en/home/ourwork/crisispreventionandrecovery/successstories/with-undp-post-war-sri-lanka-takes-a-small-first-step-towards-i/ (accessed 18 September 2013). 45 National Youth Policy - Draft, 2013. 46 Ibid. 47 As discussed in Chapter 1, these were also emphasized in the LLRC recommendations and will be critically analyzed in the next section as a key recommendation.

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to bringing about reconciliation, thus contributing to peacebuilding.48 Ensuring that all youth have equal access to social services and justice systems is also essential. Failure to integrate them can be a cause for new grievances.49

Dissatisfaction and frustration of youth, especially educated rural youth, is regarded as a major threat to political stability. The lack of socio-economic and political changes that allows greater inclusion of young people, as opposed to alienating them, is also a challenge.50 In postindependence Sri Lanka youth have been regarded as the main force behind social unrest and violent insurgencies in the country on several occasions,51 for example, the JVP led youth insurrection52 and the ethno-nationalist conflict in the North-East.53,54

The lack of in-depth understanding of the youth55 is seen as one of the major failures of youthoriented policies and programmes.56 Most youth-oriented intervention attempts have been based

48 49

National Youth Policy - Draft, 2013. S. T. Hettige, and Markus Mayer (eds.) Sri Lankan Youth: Challenges and Responses, Colombo, Friedrich Ebert Stiftung, 2002. 50 Lionel Bopage, Political Violence in Sri Lanka, Groundviews, 18 Aug 2013 http://groundviews.org/2013/08/18/political-violence-in-sri-lanka/ (accessed 20 September 2013). 51 In Amarasuriya, et al., Rethinking the nexus between youth, unemployment and conflict Perspectives from Sri Lanka, Strengthening the Economic Dimensions of Peacebuilding: Case Study Series - International Alert Sri Lanka Programme, Policy Brief No. 2, 2009. 52 The JVP movement was seen as the coming together of mainly educated and unemployed, rural Sinhala youth frustrated by unfulfilled aspirations and having been misled by opportunistic political movements as discussed by Amarasuriya, et al., Rethinking the nexus between youth, unemployment and conflict Perspectives from Sri Lanka, Strengthening the Economic Dimensions of Peacebuilding: Case Study Series - International Alert Sri Lanka Programme, Policy Brief No. 2, 2009. Youth saw violence as an acceptable means of fulfilling their goals, addressing social injustice and aspiring for political leadership. 53 S. T. Hettige, and Markus Mayer (eds.) Sri Lankan Youth: Challenges and Responses, Colombo, Friedrich Ebert Stiftung, 2002. 54 While the JVP militancy predominantly represented the aspirations of the rural young lower-middle class Sinhala Buddhist constituency, the Tamil militancy represented the aspirations of the rural young lower-middle class Tamil constituency from both Hindu and Christian religious backgrounds - Bopage, L. Political Violence in Sri Lanka, Groundviews http://groundviews.org/2013/08/18/political-violence-in-sri-lanka/ 18 Aug 2013. 55 Especially their aspirations, grievances, values and experiences within the social, economic and political realm. 56 S. T. Hettige and Markus Mayer, Youth and Youth Research in Sri Lanka: Introductory Remarks in Hettige, S. T. and Mayer, M. (eds.) Sri Lankan Youth: Challenges and Responses, Colombo, Friedrich Ebert Stiftung, 2002 .

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on common perceptions and assumptions about youth needs.57 Further, the structural mechanisms that facilitate the social integration of youth and avoid the further discrimination of youth are important and should be undertaken in youth development projects.

While it is significant that the concerns of youth are addressed as Sri Lanka moves towards peacebuilding, this alone is not sufficient. The Draft NYP recognizes that socially responsible, ethically conscious and politically aware youth are an integral component in Sri Lankas search for a just and peaceful society.58 The author believes that what is needed is to integrate youth in the peacebuilding process, so that they are able to contribute meaningfully towards efforts to build lasting peace.

The Current Scenario: What is in Place to Empower and Engage Youth in Peacebuilding in post-war Sri Lanka?

The Government of Sri Lanka reiterated its commitment towards enabling greater youth participation in tdecision making processes at the Rio+20 Conference held in 2012.59 Some of the initiatives introduced towards this end have been significant in laying the foundation for greater youth engagement in the peacebuilding process, giving space for young persons from

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S. T. Hettige and Markus Mayer, Youth and Youth Research in Sri Lanka: Introductory Remarks in Hettige, S. T. and Mayer, M. (eds.) Sri Lankan Youth: Challenges and Responses, Colombo, Friedrich Ebert Stiftung, 2002. 58 Preamble, National Youth Policy - Draft, 2013. 59 Enabling Youth Participation in Bridging Rio+20 Outcome Beyond 2015, National Youth Services Council, 14 June 2012, http://www.worldyouthconference2014.org/sites/default/files/DRAFT%20Press%20Release%20Sri%20Lanka%20fi nal-PDF%20with%20letter%20head.pdf (accessed 28 August 2013).

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diverse ethnicities, indigenous communities and marginalized sectors to voice opinions on matters that concern them.60 Yet, their effectiveness remains mixed.

State initiatives: The Government appointed Presidential Commission on Youth in 199061, following the JVP led youth insurrection, referred to the importance of addressing the problems of alienated youth and creating opportunities for youth to take part in the political decisionmaking process at the local level and address grievances of disadvantaged youth regarding employment.62 Several measures were introduced in realizing this objective. For example, political parties had to allocate 40% of the places in the lists of candidates for Local Government elections to youth, giving them greater opportunities to directly get involved in the political decision-making process.63,64

The Ministry of Youth Affairs and Skills Development65 was established with the primary responsibility to formulate national policies and implement youth development programmes.66 The author observes that the Ministrys mission and objectives do not specifically refer to increasing youth engagement in the decision making process, or involving youth in addressing the greater challenges of peacebuilding. Instead it focuses largely on developing the skills of

60 61

Ibid. As discussed in previous Chapters the Commission was tasked with identifying causes of youth unrest and made recommendations to avoid or minimize such incidents in the future. 62 Laksiri Fernando, Youth and Politics: Why they Rebel? in Hettige, S. T. and Mayer, M. (eds.) Sri Lankan Youth: Challenges and Responses, Colombo, Friedrich Ebert Stiftung, 2002, p. 133. 63 Ibid., p. 133. 64 However, the LLRC in its findings noted that many of the recommendations of this Commission were left largely unimplemented. 65 Ministry of Youth Affairs and Skills Development http://www.youthskillsmin.gov.lk/web/ (accessed 28 August 2013). 66 Such as those that provide necessary vocational and technical training, developing their entrepreneurial and leadership skills, and enhancing their socio cultural activities. The Ministry also has 18 institutes under its purview to achieve its overall objective, many of those that focus on tertiary and vocation education, industrial training, business management, skills development, human resource development, development of leadership etc.

21

youth, improving the quality of vocational and technical training, promoting equal access for training and employment and creating an entrepreneurial culture among youth. These are important in empowering youth and making them more independent, so that they are at a better position to contribute towards addressing the greater challenges of peacebuilding.67 The Ministry has also taken steps to facilitate the exchange of youth between the North and South to promote social cohesion and interaction between youth of different ethnicities.68

The National Youth Services Commission (NYSC) is also a key institute,69 established under the National Youth Services Act of 1979, to promote the interests of the youth of Sri Lanka to ensure their full development. It emphasizes on enlisting the participation of youth in national development schemes, to provide opportunities for the participation of youth in the formulation and implementation of policies and establishing youth organizations.70,71 The National Youth Corps, established in 2003, trains youth on personal development, provides career guidance, conducts job-oriented vocational training and promotions artistic skills of youth. 72

67

However, the author argues here that the Ministrys task of formulating and implementing a NYP can be seen as largely expected to fill this void. 68 Such measures were also identified in the Report of the Commission of Inquiry on Lessons Learnt and Reconciliation and will be critically explored in the next Chapter as a key recommendation. 69 The National Youth Services Council http://www.srilankayouth.lk/ (accessed 28 August 2013) 70 The National Youth Services Act, No. 69 of 1979, http://www.lawnet.lk/process.php?st=1981Y1V11C&hword=''&path=5 (accessed 18 September 2013). 71 For example, the NYSC has so far implemented a range of youth-focused initiatives in Sri Lanka, focusing on vocational training, sports and recreation and culture and has promoted a culture of volunteerism among youth. The NYSC also introduced a national sport festival and reality show, Sihinaya (Dream) for disable young people Enabling Youth Participation in Bridging Rio+20 Outcome Beyond 2015, National Youth Services Council, 14 June 2012, http://www.worldyouthconference2014.org/sites/default/files/DRAFT%20Press%20Release%20Sri%20Lanka%20fi nal-PDF%20with%20letter%20head.pdf (accessed 28 August 2013). 72 The National Youth Corps http://www.youthcorps.lk/ (accessed 28 September 2013).

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Another significant initiative is the Sri Lanka Youth Parliament,73 founded in 2010, consists of members from all ethnic communities in the country74 and aims to build leaders or representatives with knowledge of democratic ideals and practices. It also provides an important opportunity to foster ideals of peace, solidarity, and harmony among the countrys younger generation in post-war Sri Lanka75 and debate and discuss key issues.76

Non-state and volunteer initiatives: The Sri Lanka Model United Nations77 and the Colombo Model United Nations78, strive to provide a space for youth to deliberate, share views and negotiate on key global themes. Such initiatives are useful in building knowledge and creating awareness on critical issues, as well as honing the leadership and negotiating skills of youth as they begin to move further in their lives. However, the author feels that while this is effective in that regard, it does not contribute directly towards informing policy decisions and also does not reach a wide segment of the youth in the country, most importantly the rural youth and those from the conflict-affected areas. Also, it can be argued that it is largely Colombo-centric and youth with access to resources and knowledge who partcipate.

73 74

Sri Lanka Youth Parliament http://www.srilankayouthparliament.org/ (accessed 19 September 2013) The Youth Parliament comprises 335 members between the age group 15 and 26 years representing all ethnic communities in the country. 25 per cent of the young parliamentarians are from the predominantly Tamil areas in the North. 75 The overall objective of the Sri Lanka Youth Parliament is to develop leadership skills in young men and women in Sri Lanka and create a conducive atmosphere for them to recognize their hidden talents and competencies. Specifically, it aims to strengthen the social harmony and the mutual understanding among the youth after a heartbreaking decades, to raise the awareness on Parliament proceedings, rules and regulations among the Sri Lankan Youth, to develop the practical knowledge in youth on political structures, issues and challenges and to develop the skills in recognizing things correctly, logical thinking and listening skills in young men and women. 76 The Youth Parliament was commended by the UN High Commissioner for Human Rights, Ms. Navi Pillay, during her visit to Sri Lanka in August 2013 - Opening remarks by the UN High Commissioner for Human Rights, United Nations Sri Lanka http://un.lk/news/opening-remarks-by-un-high-commissioner-for-human-rights-navipillay/ (accessed 19 September 2013). 77 Sri Lanka Model United Nations, http://www.slmun.org/ (accessed 19 September 2013). 78 Colombo Model United Nations, http://colombomun.wordpress.com/ (accessed 19 September 2013).

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There are also volunteer youth groups that focus on different aspects, such as sports, education, training, environmental conservation and skills development among others. These are effective in engaging youth on various issues, and providing them the opportunity to act and take charge of addressing these issues. Certain groups have been significant in contributing to larger policy making. For example, Youth for Greener Sri Lanka developed the Sri Lanka Youth Statement for Rio+20, which fed into the overall Sri Lanka Statement for the Rio+20 Conference.79 Other organizations such as Sri Lanka Unites brings together youth from different ethnic and religious groups, from across the country, to rise up and provide a new voice,
80

while the Stitch

Movement focuses on the need to educate, advocate, empower and network for social change through youth volunteerism and activism in Sri Lanka.81

Initiatives of international organizations: International organizations such as the UN have also taken steps to accord greater importance to activities focusing on youth. Working with and for women and young people was identified as a priority by the UN Secretary General Ban Ki-moon for his second term in office in 2012.82 He identifies the present generation of youth as the largest generation the word has ever known and emphasizes the need to deepen the youth focus of existing programmes.83 The UN has also taken steps to ensure that the voices of youth, their

79

UNDP helps strengthen Sri Lanka Position Ahead of Rio+20, United Nations Development Programme in Sri Lanka 13 June 2012, http://www.undp.org/content/srilanka/en/home/presscenter/articles/2012/06/13/undp-helpsstrengthen-the-sri-lanka-position-at-rio-20/ (accessed 19 September 2013). 80 Sri Lanka Unites, http://www.srilankaunites.org/ (accessed 19 September 2013). 81 The Stitch Movement, http://www.stitchmovement.com/ (accessed 19 September 2013). 82 The Secretary Generals Five-Year Action Agenda http://www.un.org/sg/priorities/sg_agenda_2012.pdfThe Secretary Generals Five-Year Action Agenda, United Nations, http://www.un.org/sg/priorities/sg_agenda_2012.pdf (accessed 20 September 2013). 83 Existing programme, especially those relating to employment, entrepreneurship, political inclusion, citizenship and protection of rights, and education, including on reproductive health.Towards this objective, the UN has taken steps to develop and implement an action plan, create a youth volunteer programme under UN Volunteers and appoint a new Special Adviser for Youth - Working with and for Women and Youth, United Nations, http://www.un.org/sg/priorities/women_youth.shtml (accessed 20 September 2013). The UN Secretary General also appointed a special Envoy on Youth, Ahmad Alhendawi. The Envoy on Youth brings the voices of young people to

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priorities and concerns are heard in the post-2015 development agenda.84 The UN agencies in Sri Lanka have also increased engagement with youth groups and youth, as youth is identified as a cross-cutting theme of the new United Nations Development Assistance Framework 20132017.85 Agencies such as the UN Population Fund, UN Childrens Fund and UN Volunteers have a strong youth focus, engaging young people in its key activities.

Such measures that focus on youth internationally and at the national level are encouraging. However, the author feels that while they provide a much-needed platform for youth to express opinions, share ideas and gain knowledge on key issues that concern them, while also enhancing interaction between different youth and developing skills such as leadership, they are not forums that translate these opinions and discussions into decisions that inform national policy.

the UN System and works with different UN agencies, Governments, civil society, academic and the media towards enhancing, empowering and strengthening the position of young people within and outside of the UN system.. 84 With the target year of 2015 for achieving the Millennium Development Goals (MDGs) drawing close, the UN is spearheading discussions on the post 2015 development agenda at the global level. Young people have been invited to share ideas and engage in discussions through global campaigns, such as the My World 2015 campaign and post 2015 national consultations. All the discussions are to feed into the High Level Panel Report on post 2015. It is also significant to note that these campaigns are more youth-friendly, in that conducted via social media and online platforms. However, a question here can be whether this excludes youth who do not have access to such means World We Want 2015 http://www.worldwewant2015.org/ (accessed 23 September 2013), Youth Conversations on Post 2015 http://www.youthpost2015.org/ (accessed 23 September 2013) and A New Global Partnership: Eradicate Poverty and Transform Economies through Sustainable Development, T he Report of the High Level Panel of Eminent Persons on the Post-2015 Development Agenda, New York, United Nations Publications, 2013 http://www.un.org/sg/management/pdf/HLP_P2015_Report.pdf (accessed 22 September 2013). 85 The United Nations Development Assistance Framework, designed in line with the Mahinda Chintana and the MDG Framework, provides the overarching framework for UNs work in the country over the next five years Untied Nations Development Assistance Framework, United Nations Sri Lanka, http://un.lk/wpcontent/uploads/2013/02/UNDAF-2013-to-2017.pdf (accessed 10 September 2013).

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The Immediate Future: How will Youth be Empowered and Engaged in Peacebuilding in Post-war Sri Lanka?

Several youth related initiatives and activities that are to operationalized in the near future have come into the forefront, are aimed at shedding light on the role of youth in peacebuilding in postwar Sri Lanka, informing policy decisions, paving the way for greater youth engagement and be a boost for the countrys youth.

Draft NYP: Still being finalized, the Draft NYP recognizes the potential of youth to contribute meaningfully to the development of the country and makes meaningful recommendations.86 It aims to develop the full potential of young people and emphasizes on the need to mobilize youth to engage in national reconstruction, reconciliation and development. Significantly, reflecting some of the LLRC recommendations, it recognizes the need for peace education and social cohesion to be included in educational curriculum, extending opportunities for youth engagement and interaction between different communities. Another significant aspect of the Draft NYP is that it recognizes the need for proper institutional frameworks and having in place a mechanism to review the Policy, its implementation and impact in order to make appropriate changes and adjustments, proposes for the establishment of a Youth Development Commission, to monitor the implementation of the policy and ensure independent evaluation of its activities and recommends the appointment of a Youth Ombudsman. The Policy is already a long-felt need.

86

The Draft NYP recognizes 10 key priority target groups of youth, including youth affected by war, youth who have been discriminated, rural youth and the differently-abled youth. It identifies 9 key areas for policy intervention, including peace and reconciliation.

26

However, it remains to be seen if it will be effective in its implementation, or if it will merely be a well-drafted document. 87

The National Human Development Report (NHDR) 2014 on youth: Addressing the specific needs of youth remains a critical challenge in Sri Lankas post-war development efforts, however, youth are seldom recognized as a distinct group for their pivotal role in shaping the future.88 The NHDR 2014 aims to add emphasis to the importance of youth as a distinct and indispensable group for framing Sri Lankas future development as well as the post -Millennium Development Goals (MDG) agenda and its implementation.89

World Youth Conference 2014 (WYC): Another significant event for Sri Lankas youth will be the countrys hosting of the World Youth Conference 2014. This Conference aims to facilitate a process to strengthen effective youth participation in making of the post-2015 development agenda and to create an inclusive platform with youth that would enable them to review the progress of the MDGs, share ideas and experiences in moving ahead. There is much that the countrys youth can gain from a Conference of this nature and this is an opportunity that young people should and can make use of90. It is believed that the WYC 2014 will increase the recognition of Sri Lankan youth internationally.91

87

Initial reports suggested that the Policy will be launched on International Youth Day 2013, however, it is yet to be so. 88 Concept Note - Sri Lanka National Human Development Report 2014: Youth and Development , United Nations Development Programme in Sri Lanka, 26 July 2013. 89 The NHDR has identified several priority areas for youth, including youth and reconciliation. The key findings of the NHDR will no doubt be crucial in informing future policy decisions as to how best youth are integrated. 90 Draft Concept Note: UN World Youth Conference 2014 Sri Lanka http://www.worldyouthconference2014.org/sites/default/files/Download/ConceptNoteUNWorldYouthConference2014.pdf (accessed 10 September 2013). 91 World Youth Conference 2014 in Sri Lanka, Sunday Observer, 14 Oct 2012, http://www.sundayobserver.lk/2012/10/14/new22.asp (accessed 20 September 2013).

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Chapter 5: Recommendations and Conclusion:

As the leaders of tomorrow, youth bring with them energy, they are innovative and have the potential to contribute meaningfully towards building lasting peace. Mobilizing youth for peacebuilding remains a challenge. A multi-faceted approach to peacebuilding that addresses the grievances and concerns of youth, inclusive social and economic policies and creating opportunities for youth to take part in the decision-making process is vital.92

Tapping the Resource

How can Sri Lankas youth move forward? What more can be done to empower and engage them to ensure they are an integral component of and can contribute to peacebuilding? The author suggests the following recommendations:

Adequate understanding of peacebuilding among youth: Adequate understanding of peacebuilding, especially what it entails and how it can be achieved, among youth is crucial in paving the way for them to contribute towards building peace in post-war Sri Lanka.93

Peace education, social cohesion and social integration among youth: The findings of the second NYS in 2009 highlighted that 60% of youth feel they have no opportunity to establish

92

S. T. Hettige, Engaging Youth for Development and Peace in Sri Lanka in Harini Amarasruiya and S. T. Hettige Political and Social Exclusion of Youth in Sri Lanka, Colombo, Social Policy Analysis and Research Centre (SPARC), 2009. 93 This was highlighted by participants during the recent consultation on the preparation for the third National Human Development Report, which the author attended, where they argued that although one would often hear of the word peacebuilding, there is no adequate explanation of this word.

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relationships with youth belonging to other ethnic groups, while 94% believe it is good or very good to live with other ethno-religious groups.94

The LLRC Recommendations emphasizes the importance of peace education in promoting unity and reconciliation, which are vital aspects of peacebuilding95 and also the need for comprehensive programmes on greater challenges related to peacebuilding, such as human rights. It recommends the need for opportunities for students of different communities to interact.96 The Commission report points that until recently, most Tamil-speaking students were confined to the North and the East, while Sinhala-speaking students opted for the South. In promoting peace education, the Commission recommends using sports as a way of promoting greater interaction within and between communities. The LLRC goes on to argue that greater understanding and appreciation of the diverse culture in the country should also be inculcated in the minds of youth so that the process of peacebuilding and reconciliation can take firm root in the social fabric of the country. Here, the Commission refers specifically to mechanisms such as the twinning of schools from different provinces, student exchange programmes and formation of reconciliation clubs in schools, thus reaching the younger segment of the youth population, while also encouraging the National Youth Council to adopt more intensive exchange programmes at the youth level. 97

94

Understanding Sri Lankas Youth: The National Youth Survey 2009, Young Asia Television, 2 June 2010http://www.youtube.com/watch?v=AL6-OcyEIxY (accessed 20 September 2013) . 95 Report of the Commission of Inquiry on Lessons Learnt and Reconciliation, http://www.priu.gov.lk/news_update/Current_Affairs/ca201112/FINAL%20LLRC%20REPORT.pdf (accessed 12 September 2013). 96 It also states that steps must be taken in public universities to have ethnically mixed student populations with a choice of courses offered in all three languages 97 Report of the Commission of Inquiry on Lessons Learnt and Reconciliation, http://www.priu.gov.lk/news_update/Current_Affairs/ca201112/FINAL%20LLRC%20REPORT.pdf (accessed 12 September 2013).

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In moving forward, based on the LLRC recommendations, the author feels one can build on past initiatives that facilitated social cohesion, integration and interaction between youth from different ethnicities, such as the North-South bridge programme of the Ministry of Youth98 and the Twinning Schools Programme of UNDP Sri Lanka.99 Continuing such programmes is crucial in the peacebuilding process.

Other factors such as ensuring that youth are not discriminated due to language100 and taking into consideration, the concerns of war affected youth, ex-combatants, rehabilitated soldiers, youth who are differently-abled, youth who have been subject to sexual abuse and young women, as well as instilling in youth a sense of responsibility, while giving them a voice is also crucial as Sri Lanka looks to build lasting peace.101 This would help empower these youth and ensure that all groups of youth are integrated in the peacebuilding process and have a voice in how the country moves forward, thereby being able to contribute meaningfully to build lasting peace.

98

Similar activities were also conducted by the Ministry of Education where school children from the South and North participated in exchange visits - S. T. Hettige, Engaging Youth for Development and Peace in Sri Lanka in Harini Amarasruiya and S. T. Hettige Political and Social Exclusion of Youth in Sri Lanka , Colombo, Social Policy Analysis and Research Centre (SPARC), 2009. 99 Different waves of the Twinning Schools Programme was conducted, starting from 2006. UNDP through its Transition Recovery Programme has supported Sports for Peace, with the technical collaboration of the Ministry of Nation Building and national and regional sports bodies, which provided opportunities for youth in the North-East and South to engage in sports activities in a cordial atmosphere so that they can learn about each other - S. T. Hettige, Engaging Youth for Development and Peace in Sri Lanka in Harini Amarasruiya and S. T. Hettige Political and Social Exclusion of Youth in Sri Lanka , Colombo, Social Policy Analysis and Research Centre (SPARC), 2009. See also - With UNDP, post-war Sri Lanka takes a small first step towards inter-ethnic reconciliation, United Nations Development Programme, http://www.undp.org/content/srilanka/en/home/ourwork/crisispreventionandrecovery/successstories/with-undp-post-war-sri-lanka-takes-a-small-first-step-towards-i/ (accessed 18 September 2013). 100 The LLRC recommendations emphasizes on the need for a proactive state policy and programme on this, with special attention given to the translation and publication of major literacy works in Tamil in Sinhala and Sinhala into Tamil. 101 These youth are also identified as priority target groups under the NYP - Draft. Specifically, it identifies excluded, discriminated and exploited youth groups, young women, youth at different education levels, rural youth, differably-abled youth, youth from war-affected communities etc.

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Conclusion

Sri Lankas youth are the countrys untapped resource. While steps have been taken to harness the power and potential of youth and they have been encouraging, there is more to be done to give youth a voice and prominence and translate their views into decision and policies. Youth are innovative and prone to change, which can be either positive or negative, the latter of which is something the country cannot afford. Therefore, paving the way for youth to realize their full potential and empowering and engaging them in the countrys peacebuilding process is vital as Sri Lanka looks to build lasting peace in the years to come.

31

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