Children and War Workshop Notes by Canadian Red Cross

Humanity Strikes Back 2008 RL Booklet Extraordinare

Even Wars Have Limits: “Children in the Midst of Conflict” (HSB version, adapted from Sept. 2005 version and Control Arms Amnesty/Oxfam Workshops) Last updated January 2009

PURPOSE: To increase public awareness and involvement concerning the nature and source of small arms and their impact, both direct and indirect, on children. OBJECTIVES By the end of the session, the participants should be able to: 1. Identify the extensive nature of contemporary armed conflict, including the impact of the use of small arms and child soldiers 2. Recognize both the steps being taken by the world community to solve the problem and the significant challenges that we face right now, especially in terms of international humanitarian law and peace building / rehabilitation. 3. Understand how to take some personal practical action towards protecting and assisting civilian victims of war—especially children 4. Identify the need for an international arms trade treaty, and recognize practical advocacy steps towards a treaty

WORKSHOP OUTLINE Total Length, Approximately 90 minutes PART I 1. 2. 3.

INTRODUCTION Intro to facilitator Intro to the Red Cross Even Wars Have Limits

(4 min.)

PART II SMALL ARMS - PERSONAL CONNECTION AND THE GLOBAL LINK (15 min.) 4. Arming the world paired exercise 5 5. Control Arms Video 3 6. Small Arms, a brief backgrounder (with photo examples) 7 PART III THE CABINET GAME 7. Handout roles and begin cabinet talks 8. Debriefing: The intl’ arms trade, IHL/Arms Trade Treaty PART IV CHILDREN AND WAR 9. IHL – The Rights of the Child 10.Group case studies 11. Case study debrief – with child soldier facts 12. Child Soldiers, The Law Says NO (Video) PART V PROJECTS MAKING A DIFFERENCE 13. Consequences of conflict / connection with arms flow chart. 14. Arms for Development 15.Serria Leone CAPS Program & Child Advocacy and Rehabilitation (with handouts and PowerPoint)

(23 min.) 10 13 (30 min.) 5 6 12 7 (15min.) 3 3 9

PART VI CALL TO ACTION / CONCLUSION (3 min.) 16.Discussion of different action projects and campaign 2 – inform participants that further discussion will take place in the Action Planning Session 17.Concluding Quote 1

FACILITATOR NOTES MATERIALS NEEDED Pictures of SALW Photo case studies and quotes Info Action Handout Arms trade flowchart Cabinet Game material (see section) Facilitation Notes/Cue Cards

I.INTRODUCTION: (4 min) 1. Intro to the Facilitator Introduce yourself, your involvement with the Red Cross, and your reason for doing this kind of volunteer work. ---This workshop will help to give you the background knowledge so you can take the first step towards channelling your passion into action.

2. Intro to the Red Cross SPEAKING NOTES  Since 1863, one of the main missions of the Red Cross has been to impartially protect and assist those affected by armed conflict. o emergency relief (medical, food, water, shelter, security) o protection (visiting PoWs/detainees) o restoring family links o promoting rules of war o eliminating certain war practices and weapons  The International Red Cross has an active presence in over 50 countries where conflict is, or has recently been, a reality.  The Canadian Red Cross works directly with war-affected children in partnership with other national Red Cross societies—as well as working with the international Red Cross to help and protect people affected by war.

3. Even Wars Have Limits FACILITATOR INSTRUCTIONS Explain to the group the topic you’ll be covering.  Give the title of the workshop  Ask them to think about how “Even Wars Have Limits”, explain that this concept will be explored throughout the workshop, linking small arms and war-affected children  Small Arms= Human Rights violations + war crimes (if you address the source and flow of small arms, you address the human rights and war crime violations

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Tell them how this workshop connects with Humanitarian Law including Rights of the Child in times of war including the optional protocol on children and armed conflict. This workshop will focus on the disastrous effects modern war has on children. It is civilians in general who suffer the most during war, but the situation of children is the most horrific and compelling example of the destructiveness of war—so we will use this as a ‘case study’ on the need to place humanitarian limits to war (International Humanitarian Law)

PART II SMALL ARMS - PERSONAL CONNECTION AND THE GLOBAL LINK

(15min)

4. Arming the World Exercise (5 min) FACILITATOR INSTRUCTIONS • Pair off the participants, invite them to introduce themselves to each other • In their pairs, have them choose a person ‘1’ and person ‘2’, ask the “1s” to stand. • Announce that the “1s” have a weapon and the “2s” do not. • Ask them to talk in pairs about how this circumstance changes the relationship between the two participants. • Ask a few participants to share their conclusions. • Follow-up rhetorical question to group: “How would this session be different if the entire school/building was surrounded by military activity?” KEY POINTS • Make it personal for participants—make the connection • Weapons charge the natural order—if you have a pistol, suddenly you’re a lot more powerful than me (vulnerable to exploitation) • North America is relatively free of “Conflict zones”, but for some people in the world, it is an everyday reality

5. Control Arms Video (3min) 6. Small Arms, A brief backgrounder (7 min) FACILITATOR INSTRUCTIONS o Discuss the nature and source of small arms. What are small arms? How many small arms are in the world? o Show some examples of small arms o Time permitting, ask participants for what they know example: How many small arms do you think there are in the world today? KEY POINTS:

5 • Small Arms by definition can be used by one person (i.e. rifles, grenades, machine guns); Light Weapons are used by several people (i.e. rocket launcher). SALW= Small Arms and Light Weapons • There are an estimated 875 million small arms globally, or one small arm for every seven people on the earth. 1 • Small arms are cheap and abundant, lightweight, easy to carry, easy to use, and durable; because of these attributes, child soldiers are often recruited and given small arms • In 2006, the annual global output of small arms military ammunition was estimated at between 10 and 14 billion rounds – that is 33 million rounds of ammunition a day 2 • Since 1947 and the invention of the AK47, it is estimated that 25 million people have been killed by small arms. 3 • In 46 of the 50-some conflicts in the 1990s relied on small arms and light weapons as the only instruments of war, and only two – the 1991 Gulf War and the NATO attack on Kosovo – were dominated by heavy weapons.” Since then, only Afghanistan and Iraq fought with arms beyond just SALW. • Some examples of ongoing conflicts being fought with small arms and light weapons include those in Sri Lanka, Southern Sudan (Darfur province), Somalia, Myanmar, the DRC, and Columbia. EXTRA SPEAKING POINTS: (if you have time) • Small arms play an integral role in violence throughout the world. For example, they have been used in recent years to carry out summary executions in Liberia, enable mass sexual assault in Sierra Leone, recruit and arm child soldiers in Sri Lanka, and execute “deserters” in Iraq.4 • The United Nations has determined small arms and light weapons pose the gravest threat to peacekeeping operations5 • Estimates from 2007 predict that there are up to 100 million AK47s in global circulation which range in price for as little as $50 in areas of Africa.6 1

http://209.85.173.132/u/SmallArmsSurvey? q=cache:cIxGlLTNBqYJ:www.smallarmssurvey.org/files/sas/publications/year_b_pdf/2007/2007SAS_English_press_kit/2007SASCh2_sum mary_en.pdf+875+million+small+arms&hl=en&ct=clnk&cd=1&ie=UTF-8 2

http://www.controlarms.org/en/documents%20and%20files/reports/english-reports/ammunition-the-fuel-of-conflict http://www.iansa.org/campaigns_events/woa2007/documents/WoA2007.pdf 4 http://www.iansa.org/documents/2006/factsheets/Small_Arms_and_International_Humanitarian_Law.pdf 3

http://www.iansa.org/documents/2006/factsheets/Small_Arms_and_Peacekeeping.pdf http://www.iansa.org/campaigns_events/woa2007/documents/WoA2007.pdf

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More than 500,000 children are currently recruited by government forces and armed groups in 87 countries and at least 300,000 children are actively fighting in 41 countries (examples: Myanmar, Sri Lanka, Uganda, Colombia, and the Eastern Congo)

PART III THE CABINET GAME (23 min.)

7. The Cabinet Game (Adapted from Amnesty UK “The Cabinet Game”)

Overview: This experiential activity puts participants in decision-making and lobbying roles as to deciding whether or not to sell small arms to ‘Anotherland’ while highlighting how small arms affect children.

Time: 23 minutes • •

10 minutes for the game: instructions, announcements, handouts and debate within groups 13 minutes for debriefing and discussing international arms trade treaty

Materials: Sets of five role cards to be photocopied and name tags with roles, to be handed out to group members.

Objectives: At the end of this simulation, participants will: • understand how and why governments may engage in the arms trade • recognize what small arms and child soldiers have in common • acknowledge Canada’s role in the international arms trade • envision the impact of an international arms trade treaty

Instructions: Divide the students into groups of five. If the numbers doesn’t’ divide into groups of five, extras can play role ‘6’ (below), maximum one per group. As a last resort, roles can be shared. Read the following aloud: “You are Canadian citizens and shortly you will receive your role for this simulation. Each group will have to debate whether to approve a licence to sell 1000 automatic machine guns to the country of ‘Anotherland’. The contract for Canada would mean the creation of 500 new jobs in an area of high unemployment. However, there are serious concerns that the weapons would be used to commit human rights abuses against children in ‘Anotherland’, and may even increase the chances of children being recruited to fight alongside adults in the war.” Then, ask each group to number themselves from one to five. Handout role cards and name stickers for each group as follows: ‘1’- Minister of Foreign Affairs

7 ‘2’- Minister of Trade and Industry ‘3’- Ambassador for Anotherland ‘4’- Prime Minister ‘5’- NGO/Civil Society rep ‘6’- (if necessary) Canadian Ambassador to UN (observer) Ask participants to read their role cards and then put on their name tags. Explain that they are now in their roles and they have 10 minutes to reach a decision.

Role Cards: Can be found at the end of the workshop under handouts.

8. Debriefing: First, ask for a show of hands from Prime Ministers who decided ‘yes’, then for those who decided ‘no’. You can record the results on a flipchart. Ask participants to remove their name stickers to symbolize stepping out of the simulation. The following questions, in the suggested order, can act as a guide for debriefing (Although many different approaches are possible): Hot Debrief • How was that? Any initial reactions? Any surprises? Any emotions? Processing • What did you think when you received your role? • Was it difficult to ‘play’ your role? Did you agree/disagree with your position? • How did discussions go? Were there arguments? • What was the Prime Minister’s final decision? Was it a difficult decision to make? Generalizing • In what ways do you think this activity represents what actually happens? • Why would countries like Canada engage in the small arms trade? • How does the rise of small arms lead to human rights abuses, and what does small arms have to do with children? • Why would children be used as soldiers? • How should governments like Canada treat violations of human rights law (times of peace) and International Humanitarian Law (times of war), with respect to the arms trade? • How will an international arms trade treaty affect this situation and others like it?  Delve into problems with the current global arms trade. Ask what the participants think should be done, and demonstrate what is being done through the ATT process. Introduce the Arms Flow Chart (only show until “conflict escalates”) as a final step to transition to the Child Soldiers section.

8 1) Current Situation: Lack or Regulation, current major suppliers / buyers: o The arms trade system is not formally regulated by a specific international treaty. Currently it is up the states to put in regulations themselves as to whom they will and will not sell arms to. They are influenced by the international agreements they have signed on to, such as the Declaration of Human Rights and the Geneva conventions, as well as their desire to maintain a good international reputation. But there is no formal international agreement surrounding the arms trade so the decision to engage in the arms trade is largely at the discretion of each state. o G8 countries, four of whom are also Permanent Members of the UN Security Council, continue to be among the most substantial distributors of the weapons and other military equipment used in conflicts and the violation of human rights worldwide. In 2005, the traditional big five arms-exporting countries – Russia, the USA, France, Germany and the UK – still dominated global sales of major conventional weapons, with an estimated 82 per cent of the market.7 o Major arms buyers include many developing nations. The top 10 in 2006 were India, Egypt, Israel, Saudi Arabia, Pakistan, South Korea, Taiwan, China, South Africa, and the United Arab Emirates.8 2) Issues and Loopholes in the Current Arms Trade o At least 31 countries produce light weapons under license, but 26 additional countries produce weapons of foreign design without any license, with an expired license, or in an unclear licensing situation.9 o Original producers of weapons who export their arms retain no control over the subsequent re-export of that weapon system. This means that states are able to bypass trade embargos. 10

o Many manufacturers of small arms and light weapons manufacture components or pieces of their weapons in countries which remain under arms-trade embargos. Further, there remain few effective controls over both production levels and the re-export of arms produced overseas, even by companies under license. 11  For example, arms manufactured by a French owned company which has outsourced production to China may have their design illegally reproduced and sold to human rights abusers, such as the governments of Myanmar or the Sudan. 3) Global Arms Trade Treaty (ATT):

http://www.controlarms.org/en/documents%20and%20files/reports/english-reports/arms-without-borders http://www.armscontrol.org/act/2006_12/ArmsMarket 9 http://www.smallarmssurvey.org/files/sas/publications/year_b_pdf/2008/ENG/Ch1-summary.pdf 10 http://www.controlarms.org/en/documents%20and%20files/reports/english-reports/arms-without-borders 11 http://www.controlarms.org/en/documents%20and%20files/reports/english-reports/arms-without-borders 8

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Why we need an ATT: “Weapons being traded on the illicit market most often [start] out as legally traded weapons.” There is a need for common international standards, the absence of which undermine international peace, stability and sustainable development 12

“Every day, over 1000 people are killed directly with firearms and many thousands more die indirectly as a consequence of armed violence or are driven from their homes, forced off their land, raped, tortured or maimed.”13 Purpose: put legally binding regulations on the arms trade to prevent arms transfers that would fuel conflict, poverty and serious human rights abuses in violation of international human rights standards and humanitarian law. Background: The idea began in 1995 by NGO’s and Nobel Peace Laureates. In 2006, it was brought to the UN General Assembly by Argentina, Australia, Costa Rica, Finland, Japan, Kenya, and the United Kingdom. In October 2008, 145 states at the United Nations, voted in support of the Arms Trade Treaty, an increase from the 139 states who voted in October 2006 to begin a treaty process. An unprecedented 100 member states of the UN expressed their views at this 2006 meeting. The votes indicated a strong demand for international arms controls from both major exporters and countries severely impacted by armed violence. 14 The next step is to complete the drafting process through agreement on the framework, scope, and principles. Then, ratification by the international community would bring the ATT into effect. With an ATT, every state involved in the transfer of arms (export, import, transit, brokering) will have to carry out basic checks and verify adherence to the objective principles and criteria set by the ATT based on existing international law. These would be enforced legally and compel transparency as governments report to an international register. States would need to authorize arms transfers, and obstruct any that are likely to be used to violate human rights concerns, considering factors like the destabilization of regional security, or facilitation of terrorist acts or corruption.

 Transition to Children and War: “We have looked at how the availability of arms can escalate conflict and enable human rights violations. Today we are going to look at Child Soldiers as a case study of the horrific human rights violations enabled by the availability of small arms.” PART IV CHILDREN AND WAR

(30 min.)

8. International Humanitarian Law (5min): •

Additional Protocol to the Geneva Convention ◦ Children who have not reached 15 years of age will not take part in hostilities nor should they be recruited into armed forces participating in either international or non-international conflicts

http://daccessdds.un.org/doc/UNDOC/GEN/N08/491/10/PDF/N0849110.pdf?OpenElement http://www.oxfam.org/en/pressroom/pressrelease/2008-10-31/landslide-un-vote-favor-arms-trade-treaty 14 http://www.controlarms.org/en/media/2008/landslide-un-vote-in-favour-of-arms-trade-treaty 12 13

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◦ In the case of children that are recruited and are between the ages of 15 and 18 years of age, priority will be given to the oldest children International Convention on the Rights of the Child (1989) ◦ Adopted by the General Assembly of the UN and prohibits the recruitment of children younger than 15 (signed by all states except the US and Somalia) Rome Statue (1998) established the International Criminal Court and provides that recruitment of soldiers under the age of 15 is a war crime Optional Protocol to the Convention to the Rights of the Child (2000) ◦ Supplement to the Convention on the Rights of the Child ◦ Increased the minimum age for national service to 18 ◦ Governments are allowed to include children between the ages of 15 and 18 in the state army provided recruitment is voluntary and measures are taken to prevent their participation in combat activities ◦ Groups other than the government are prohibited from recruiting minors and national governments have the obligation to prohibit and penalize recruitment of children under 18 by other armed groups

(Taken from http://www.warchild.org/news/News_archive/2007/projects/ChildSoldierReport_/childsoldierreport_.html and the ICRC)

10. Group Case Studies (6 min): Divide participants into groups of four and assign one case study to each group. Allow the participants 6 minutes to read the case studies and answer the questions as a group.

Case Studies: Can be found at the end of the workshop under handouts. 11. Case study debrief – with child soldier facts (12min) After the participants have had a chance to discuss the questions, ask one individual to summarize each case study for the group. Next, flip chart each of the following questions. 1. 2. 3. 4.

Suggest reasons armed forces choose to use children in armed conflict. Suggest reasons children become involved in armed conflict as a child soldier. How could a child suffer as the result of being a child soldier? How does society suffer when children are used in armed conflict? (they will not have discussed this question in their groups)

True and False – Child Soldiers facts: Hand out ‘True’ and ‘False’ cards to participants and explain to them that you will be reading out questions to them that they will indicate whether they think it is ‘True’ or ‘False’ by displaying the side of the card they choose. Begin the activity and after each question has been read and you have assessed how the group has done, read out the answer and explanation of each question.

11 Child Soldiers: True or False 1. Children under the age of 18 are subject to the death penalty. False. In any event, whether the child is a prisoner of war or a civilian internee, in an international or in a non-international armed conflict, both Protocols additional to the Geneva Conventions prohibit the imposition of the death penalty for children younger than 18 at the time the offence is committed. 2. Some child soldiers can be considered to have enlisted “voluntarily”. True. While many enlist "voluntarily" research shows that such adolescents see few alternatives to involvement in armed conflict. Some enlist as a means of survival in war-torn regions after family, social and economic structures collapse or after seeing family members tortured or killed by government forces or armed groups. Others join up because of poverty and lack of work or educational opportunities. Many girls have reported enlisting to escape domestic servitude, violence and sexual abuse. 3. The number of children involved in armed forces and groups is accurately calculated. False. It is impossible to accurately calculate the number of children involved in armed forces and groups but it is clear that there are many tens of thousands of child soldiers. 4. Today, there are approximately 1 million child soldiers fighting in armed conflict. False. Today, there are approximately 300, 000 child soldiers fighting in armed conflict. 5. Child soldiers use AK47s, M16s and grenades because there are no other weapons available. False. Child soldiers use these weapons because they are light, cheap and easy to use.

12. Child Soldiers, The Law Says NO (Video) Show video clip.

7min

V. PROJECTS MAKING A DIFFERENCE (15min) 13. Brainstorm about how to address consequences of conflict / connection with arms flow chart. (3min) •

After a war ends there are many consequences of war that countries have to deal with. All aspects of society a disrupted by war. After war societies have to rebuild everything from community trust, to the economy, to their health care system, to their education system...the list goes on.

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So what is the answer? What is the solution for dealing with the horrific consequences of war? We talked a bit about prevention before. We talked about the Convention on the Rights of the Child which is in place to try and prevent the use of Child Soldiers, and we looked at the possibility of an Arms Trade Treaty. Both these measures would help to prevent the consequences in the first place. (Using the arms flow chart) If conflict can not be prevented then after the conflict it is important to address both the physical and psychological remnants of the conflict. Physical remnants of war include the actual weapons, the destruction of infrastructure, etc. Psychological remnants of war include mental impacts due to trauma, loss of trust between and within communities, continuing culture of violence etc. Dealing with these remnants not only improved the general well-being of the community but it also helps to intercept the arms flow chart where the remnants of war may cause / enable the materialization of further conflict. We are going to look at three different programs that help to address some of these aftermaths of war.

14. Arms for Development (3 min) FACILITATOR INSTRUCTIONS • Briefly explain Arms for Development as one of many disarmament projects The Arms for Development project of UNDP began in 2003 to help rebuild war-torn communities and change the pervasive gun culture as a result of war. This project promotes the voluntary surrender of guns in exchange for community development projects such as primary school buildings and recreation centres.

In a country such as Sierra Leone, Arms for Development project operates throughout the country and 18 small communities have so far been declared weapons-free and these communities are now benefiting from small community building projects such as schools, health facilities, market and sports centres, provision of agricultural machinery and community seed banks. Community members decide on the development project, participate in its implementation and have full ownership of the final outcome. In a parallel process, community members receive training in disarmament education and conflict resolution. In Sierra Leone for example, 50 community projects are in different stages of implementation and over 6000 weapons have been collected to date. Arms for Development project is one of many which creates opportunities for sustainable livelihoods and community development as an incentive for demobilization and the collection of small arms. In the long term, the Arms for Development project which engages in public awareness campaigns that emphasize the importance of small arms reduction and control is best for building a culture of non-violence and sustained economic growth.

15. Community Animation & Peace Support (CAPS) and Child Advocacy and Rehabilitation (CAR) Programs (9 min) Show Colour PowerPoint and read corresponding script. (PowerPoint shows CAR program in Seirra

13 Leone, currently The Canadian Red Cross is supporting a very similar project in Liberia) Handout summary sheets of CAPS and Liberia CAR.

VII. Conclusion:

(3min)

16. Discussion of different action projects and campaigns (2min) •

Tell the participants that it’s not all bad news… there is stuff being done to help children (as seen in the Sierra Leone slides) and increase protection. • As shown above there are programs making a difference • Also there are ways in which can help • Ideas for action include: • Fundraise for Liberia CAR, UNICEF etc. • Raise awareness in your communities about children and war / child soldiers—there are countless creative ways! – Example facilitate a work shop at your school ask us for resources. • Encourage the government to support better controls on the international trafficking of Small Arms, as well as on measures against the use of child soldiers • Urging more countries to sign on the optional protocol on the involvement of children in armed conflict of the Rights of the Child convention. • Write to your Members of Parliament of the Prime Minister to urge continued support for the Arms Trade Treaty Process, and encourage them to urge other governments to do the same. We will explore these and more in the Action Planning Session where you will receive a toolkit that has ideas as well as resource!

17. Concluding Quote (1min) This quote brings together a lot of the concepts brought across in this workshop. It is taken from a speech on April 16, 1953 of Former U.S. President, Dwight D. Eisenhower. He points out the waste of putting energy into war during the time when the world was in the midst of the cold war. “Every gun that is made, every warship launched, every rocket fired signifies, in the final sense, a theft from those who hunger and are not fed, those who are cold and are not clothed. The world in arms is not spending money alone. It is spending the sweat of its labourers, the genius of its scientists, the hopes of its children … This is not a way of life at all, in any true sense. Under the cloud of threatening war, it is humanity hanging from a cross of iron.” — Former U.S. President, Dwight D. Eisenhower, in a speech on April 16, 1953

Even Wars Have Limits: â&#x20AC;&#x153;Children in the Midst of Conflictâ&#x20AC;? Facilitators Handouts and Background Information

Countries where child soldiers are reported to be fighting in recent and ongoing (2001) armed conflicts. G indicates children are serving in government forces P in paramilitaries, and O in opposition forces.

Afghanistan (all groups) Algeria (P,O) Angola (G,O) Burundi (G,O) Chad, (G) Colombia (P,O) DRC (G,O) East Timor (P,O) Eritrea (G) Ethiopia (G) India (P,O) Indonesia (P,O)

Iran (G,O) Iraq (G,O) Israel and OT (G,O) Lebanon (O) Mexico (P,O) Myanmar (G,O) Nepal (O) Pakistan (O) Papua New Guinea (O) Peru (O) Philippines (O) Republic of Congo, (G,O) Russian Fed (O)

Rwanda (G,O) Sierra Leone (all groups) Somalia (all groups) Solomon Islands (O) Sri Lanka (O) Sudan (G,P,O) Tajikistan (O) Turkey (O) Uzbekistan (O) Former Yugoslavia (P,O) Uganda (G,O)

Arms Flow Chart: Conflict Demand for Small Arms 1. Global Arms Trade Treaty Legal Arms Illegal Arms Trade Trade Escalation of Conflict Conflict Ends Small Arms Fuel Future Conflict

2. Destruction of Weapons 3. Rehabilitation FACILITATORâ&#x20AC;&#x2122;S KEY Background information on the effects of Conflict Effects on Health

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Transportation to hospitals can be obstructed during conflict, causing severely delayed treatment of injuries (including those caused by small arms). Standard of care from health services declines during outbreaks of fighting and conflict. Health facilities can be targeted during conflicts; equipment is destroyed and looted. Qualified staff members (i.e. surgeons, ambulance staff) in areas of conflict steeply decline as they flee the country or are killed and injured. Routine health work suffers as resources are focused on those with more urgent weapon-related injuries. Countries experience sharp increases in diseases such as cholera, meningitis, measles, polio, and plague during conflict. Gunshot wounds were found to be the leading cause of death in Gulu, Uganda from 1994-1999 yet only 13 percent of those injured were able to reach a health care facility within one hour. Some of the increased military spending is in countries least able to afford it. In 2002â&#x20AC;&#x201C; 03, Bangladesh, Nepal and Pakistan were among those governments that spent more on their military than on healthcare.15

Effects on Development - After year-on-year increases since 1999, global military spending in 2006 was estimated to reach $1,058.9bn. This was roughly 15 times the amount spent on international aid. If re-allocated, would be enough to fulfill the Millennium Development Goal to increase education, economic development, health and overall quality of life in developing nations. 16 - Many first world nations (such as USA, Italy, and France) receive more money from developing nations for arms purchases than they spend on aid. - Armed opposition groups often obstruct the delivery of international aid or steal aid and use it for their own personal gain. Governments also use food aid to control civilian populations. This results in a loss of much-needed aid to those who truly need it. Effects on Economic Development - Qualified workers may be killed or debilitated in conflict. They may also flee the country resulting in a loss of important human resources. - Buildings, monuments, banks and other important facilities are often destroyed during conflict and may not be rebuilt, or rebuilt at great expense to the government. 15 16

http://www.controlarms.org/en/documents%20and%20files/reports/english-reports/arms-without-borders http://www.controlarms.org/en/documents%20and%20files/reports/english-reports/arms-without-borders

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Income from tourism declines or disappears completely because potential visitors fear for their safety. International business transactions decline or cease because potential and/or existing investors see armed conflict as a source of unacceptable risk. A black market often arises out of conflict, resulting in a steep rise in prices for basic necessities. The income from these illegal transactions is redirected into further illegal activity, instead of contributing to national economic development.

Effects on Education - Schools may be closed because of safety concerns that arise in times of armed conflict. - Schools are often destroyed during times of conflict - Classes are often continuously disrupted by outbreaks of gunfire and bombing, some of which may be directly aimed at harming students or teachers (for example, in Nepal or Brazil). - Children may be forced to join government military forces or rebel militia groups and are thus denied an education. - Parents may withdraw their children from school because they fear that they may be kidnapped by rebel groups. - Children attending schools in highly volatile areas may be too scared of the violence to focus on their education. Fear among teachers may also affect their ability to instruct students. Effects on Children - Children can lose parents and siblings due to violence caused by small arms. - Children may be forced to leave school and join the government military or armed opposition groups. - During conflict, children may be tortured, abused or witness the murder of family members by the government or rebel groups. - Children may be forced to use small weapons to rape, torture and kill others including family members and other children. - Children may have to flee their home to escape violence during conflict. - Children can accidentally injure themselves or others if they have access to a small arm either at home in their community. - When domestic abuse occurs in the home, children are more likely to experience and escalation of violence when there are small arms in the home. Effects on Women - Women can lose partners who are sent off to fight during conflict, leaving them alone to support their children. This situation is aggravated in most countries by the fact that women get lower wages than their male counterparts. - Women are prime targets for abuse during conflict as they are less able to resist.

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Women are often raped, tortured and killed during armed conflict. The severity and frequency of attacks against women in abusive relationships may increase if their partners have access to small arms. The likelihood of a woman leaving an abusive relationship is decreased when her partner has access to small arms.

Effects on Men (some also apply to women) - Men may be forced to fight during conflict. - Men may have to leave their families and may never return. - Men can lose jobs or other sources of income when they are forcibly taken by people who have access to small arms. - Men may lose jobs as the infrastructure of their country is destroyed during conflict. - When purchasing small arms becomes cheaper than buying food, men may feel pressure to engage in violence in order to provide for themselves or for their families. Effects on Access to Food - Agricultural activity is hindered or completely obstructed when armed groups destroy crops and storage facilities. - Farmers may be forced to flee their land and abandon crops when armed conflict moves into their communities. - Farmers may have to abandon their farms when they are forced into participating in armed conflict. - Obstruction or destruction of roads and other modes of transportation during conflict hinders the delivery of food to urban centers. - Locally produced food as well as food aid may be seized by armed groups and withheld from civilians. Effects on the Elderly - The elderly are easy targets for armed groups. - The care of grandchildren may become the responsibility of the elderly if parents are injured, killed, or forced to leave during armed conflict. - Access to healthcare may be severely restricted due to armed conflict (see Effects on Health). Effects on Social Order - Democratic governments are often overthrown by armed groups resulting in military dictatorship. - Corrupt dictatorships often use small arms to threaten and manipulate civilians into voting in their favour or not voting at all. They may also use violence to suppress or eliminate opposition groups.

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The presence of armed police and troops in a country often results in the escalation of violence.

Effects on Refugees or Internally Displaced Persons - The number of refugees in a region will likely increase in areas where armed conflict is taking place. As a result, major strains on resources that are meant to help refugees occur. - In the presence of small arms, refugees become more vulnerable to assault while they are traveling to a safe destination. - Refugees may be threatened or harmed by hostile people in their host country. (example: Liberian refugees in Guinea). - Displaced people face issues of integration within host nations - Refugee camps remain wrought with issues of violence and abuse. This can pose future issues as many camps have remained home to people where conflict has persisted for decades. - As a result of conflict, there are (2008) an estimated 12 million refugees and 21million internally displaced people throughout the world. 17 - Internally displaced people face many of the same issues as refugees, but lack the same degree of protection under international law.

http://www.arcrelief.org/site/PageServer?pagename=learn_FAQs

Canadian Red Cross Youth TAP (Training in Action Program)

EVEN WARS HAVE LIMITS: “Children in the Midst of Conflict”

Cabinet Game Role Cards: Canadian Minister of Foreign Affairs

Role 1

Motives 1. You are concerned about weapons fuelling human rights violations in ‘Anotherland’ • On a recent visit to ‘Anotherland’, you visited a hospital where you saw child victims of Government attacks. • you have read unconfirmed reports that the government plans on recruiting children to fight if future conflicts arise 2. You are concerned about bad publicity affecting Canada’s international image as a peaceloving nation Allies: Human Rights NGO, Prime Minister is sympathetic to human rights concerns

Canadian Minister of Trade and Industry

Role 2

Motives 1. You are concerned about high unemployment in this region of Canada • the consensus among residents was that the solution to social problems was more jobs • this weapons contract would provide a big boost to the community in the form of 500 new jobs 2. You are concerned about Canada’s reputation as being business friendly • refusing this contract could send an anti-business message to the corporate community • Allies: Ambassador to ‘Anotherland’, Prime Minister is sympathetic to business concerns

Ambassador from Anotherland

Role 3

Motives 1. You want to persuade Canadian government to sell weapons to ‘Anotherland’ • You need to convince the Canadian government that weapons are for legitimate military purposes • you can say that ‘Anotherland’ is committed to human rights treaties that you’ve signed Allies: Minister of Trade and Industry

Canadian Red Cross Youth TAP (Training in Action Program)

EVEN WARS HAVE LIMITS: “Children in the Midst of Conflict”

Canadian Prime Minister

Role 4

You chair the meeting and make the final decision, so ask questions

Motives 1. You want to do the right thing

2. You are concerned about personal popularity (You are sympathetic to the human rights concerns but your main priority is fulfilling the interests of Canadian voters.)

Human Rights NGO

Role 5

(Non-governmental organization, like Oxfam or Amnesty International) Motives 1. You want to stop human rights violations in ‘Anotherland’ and elsewhere • report findings include that ‘Anotherland’ government army has recruited children as young as 14 and given them machine guns to use 2. You believe that small arms trafficking is fuelling human rights violations and poverty, as well as limiting both social and economic growth in ‘Anotherland’. • the government of ‘Anotherland’ currently spends 14% of national income on the military and only 3%on health Allies: Minister of Foreign Affairs, Prime Minister is sympathetic to human rights concerns

Canadian Ambassador to the UN

Role 6

Role: Your role is to observe the discussions and record the key points. You are neutral and should not share your views. Once the Prime Minister makes his/her decision, you will have to defend this decision in front of the international community, including ‘Anotherland’, at the United Nations general assembly.

Canadian Red Cross Youth TAP (Training in Action Program)

EVEN WARS HAVE LIMITS: “Children in the Midst of Conflict”

Case study – Uganda In Uganda, children are caught in the battle between Uganda's People Defence Force (UPDF) and the Lord's Resistance Army (LRA) rebel force, which has perpetrated massacres and mutilations in the north for nearly two decades. The LRA's leader has said he wants to run the country along the lines of the biblical Ten Commandments. The violence has displaced more than 1.6 million people and tens of thousands of civilians have been killed or kidnapped. The UN estimates that the group has abducted 20,000 children. “One boy tried to escape, but he was caught. They made him eat a mouthful of red pepper, and five people were beating him. His hands were tied, and then they made us, the other new captives, kill him with a stick. I felt sick. I knew this boy from before. We were from the same village. I refused to kill him, and they told me that they would shoot me. They pointed a gun at me, so I had to do it. The boy was asking me, “Why are you doing this?” I said I had no choice. After we killed him, they made us smear blood on our arms. I felt dizzy. They said we had to do this so we would not fear death, and so we would not try to escape.” − Susan 16 Discussion Question: What are some of the ways that a child suffers as the result of being a child soldier?

Case Study Taken From: http://news.bbc.co.uk/2/hi/africa/country_profiles/1069166.stm

Canadian Red Cross Youth TAP (Training in Action Program)

EVEN WARS HAVE LIMITS: “Children in the Midst of Conflict”

Case study – Myanmar A military offensive was launched by the Myanmar army, known as the tatmadaw, against the Karen civilians of Kayin (Karen) State and Bago (Pegu) Division. More than 140,000 Karen civilians have been killed, tortured, forcibly displaced, sexually violated, forced to work, or otherwise subjected to widespread and systematic violations of international human rights and humanitarian law since November 2005. These violations amount to crimes against humanity, and the continuing offensive against the Karen civilians now barely registers on the international radar screen. Both the tatmadaw and armed groups continue to be implicated in grave child rights violations. According to her report to the Security Council of November 2007, an effective mechanism for preventing the recruitment of child soldiers is still lacking. “I was in the front lines the whole time I was with the [opposition force]. I used to be assigned to plant mines in the areas the enemy passed through. They used us for reconnaissance, and other things like that because if you're a child the enemy doesn't notice you as much; nor do the villagers.” − Former child soldier from Burma / Myanmar Discussion Question: Suggest reasons armed forces choose to use children in armed conflict.

Canadian Red Cross Youth TAP (Training in Action Program)

EVEN WARS HAVE LIMITS: “Children in the Midst of Conflict” Case Study taken from: http://www.amnesty.org/en/library/asset/ASA16/011/2008/en/d80800e03248-11dd-adb0-a55f274f1a5a/asa160112008eng.html

Canadian Red Cross Youth TAP (Training in Action Program)

EVEN WARS HAVE LIMITS: “Children in the Midst of Conflict”

Case Study - Colombia The armed conflict which has so far lasted 40 years is continuing between government forces and the opposition Revolutionary Armed Forces of Colombia (Fuerzas Armadas Revolucionarias de Colombia, FARC) and the National Liberation Army (Ejército de Liberación Nacional, ELN), accompanied by widespread human rights abuses and breaches of international humanitarian law (IHL), including abuses against children. Children are both forcibly and voluntarily recruited and used by the two armed opposition groups, the FARC and the ELN. They are used as combatants, to lay mines and explosives and to carry out other military tasks. Girls are subjected to sexual abuse, including rape and forced abortion. Government forces used captured and surrendered child soldiers to gather intelligence on opposition forces. “I was playing when they took me away. I did not even see that a while van with blacked out windows had pulled up...When they took us for training we went into the mountains. I enjoyed being with them, because they had everything: weapons, different kinds of shoes, clothes, three cars and a television...In those days I didn't think about other people. I felt cool hanging out with them.” − Sebastian 11 Discussion Question: Suggest reasons children become involved in armed conflict as a child soldier.

Case study taken from: http://www.child-soldiers.org/regions/country? id=47