/Speak%20to%20the%20World%20-%20Estonia%20country%20report

Estonia Report from the Speak to the World consultation with children and young people Contents Section 1: Introduction page 1 Section 2: Key findings page 4 Section 3: Understanding page 4 Section 4: Desire to be involved page 6

Section 5: Experiences of participation page 6 Section 6: The best international participation process page 7 Section 7: Evaluation page 7

Section 1: Introduction The Estonian Union for Child Welfare (EUCW) is a non-governmental and non-profit umbrella organisation with 39 local child welfare associations.

EUCW has been operating for 22 years promoting the rights of the child across Estonian society. EUCW’s main activities are to inform the public about children’s rights, to monitor the state of children’s rights and advocate for those rights and children’s participation in matters that affect them. EUCW has a Youth Council comprised of young people which takes an active role in the organisation’s activities. EUCW is a member of EMSL (Network of Estonian Non-profit Organisations) and also belongs to the EUROCHILD, INSAFE and Separated Children networks.

The consultation event was part of the European Commission funded project ‘Children’s views on engaging in European and international decision-making’, exploring children and young people’s views and experiences of their involvement in European and international decisionmaking. This project was coordinated by the Children’s Rights Alliance for England (CRAE) and was carried out with partners in Austria, Estonia, Ireland and Romania and associate partners in the Republic of Moldova and Russia. The project comprised several elements, including a survey of European non-governmental organisations (NGOs), a literature review and consultation events with children and young people in partner countries.

‘Children see things differently - it is different from a grown-up view.’

(Girl, 16 years)

With financial support from the EU’s Fundamental Rights and Citizenship Programme

Children’s views on engaging in European and international decision-making

Estonia

This is a report on the consultation event in Estonia.

Separate reports have been published on the consultation events held in the four other partner countries. The findings and recommendations from the country consultation events have been incorporated into the main project report, Speak to the World: Children’s views on engaging in European and international decision-making.

The event took place in Tallinn in February 2011. It was called “Ütlen ja Osalen” – “I Speak - I participate”.

The event was organised by the Estonian Union for Child Welfare, with cooperation from the European Commission Estonian House, the Estonian Debating Society, the Estonian Union of Society Teachers, Tallinn Youth Work Centre, the Estonian Student Representation Union and UNICEF Estonia.

104 children participated in the event. They had all previously registered on-line, by phone and e-mail.

Participants received information from their schools or different youth organisations and also from the Internet and friends. There were 146 people registered in advance of the day.

Gender

There were 72 female participants and 28 male participants (information on 4 children is not available).

Age

Participants’ ages ranged from 12 to 19: 12 years (x2); 13 years (x15); 14 years (x14); 15 years (x17); 16 years (x15); 17 years (x21); 18 years (x14); 19 years (x1) (information on 5 children is not available).

Ethnicity

Most of the participants were Estonian. There were about 20 participants whose native language was Russian (estimated by names). There were four participants from schools for children with educational problems. Four participants were from our associate partner country – YUNPRESS from Moscow.

Origins

Participants attended 48 different schools all over Estonia, including bigger city schools and vocational education schools. Others were from an island (Hiiumaa), from smaller towns and from rural places.

The event attracted representatives from different youth organisations (Youth in Action Estonian, Estonian Youth Work Centre, Estonian Youth Organizations Union, Delfi.ee (Estonian news portal) Youth Voice – young journalists, who were there and later made a news story about it - http://noortehaal.delfi.ee/news/chillaks/fotodaset-leidis-seminar-utlen-ja-osalen.d?id=40239544).

Event organisers had consultations with children from Estonian Union for Child Welfare Youth Council about the event. They provided different ideas for the workshops, for the structure of the day, the speakers and more.

Organisers also cooperated with Estonian Union for Society Teachers to find out what children and young people know about different international institutions and their work and what information should be provided.

The event started with speeches from Katrin Saks (Former MEP, President of Estonian Union for Child Welfare), followed by Indrek Tarand (MEP), Urmas Reinsalu (member of Estonian Parliament, chairman of Parliament Social Committee) and Uku Talmar (member of Active Estonian Youth who had participated in the Model European Parliament). The introduction was provided by the event moderator, Martti Martinson (from Estonian Youth Organisations Union, responsible for EYOU policy department).

The main working tools of the event were five workshops: • Art workshop • Forum Theatre workshop • Video making workshops • Debating workshops • United Nations Estonian Association workshop.

Written by Nikolai Kunitsõn Estonian Union for Child Welfare Edited in English by the Children’s Rights Alliance for England

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All workshops started with an introduction to the methods and continued with ice-breaking and warm-up games.

Participants were randomly divided between the workshops.

Report from the Speak to the World consultation with children and young people

‘If you have an idea, don’t be afraid to fulfil it.’

Art workshop

The workshop leader was a professional artist, who had worked with children for over six years, teaching arts and handicrafts. Participants used different art methods to describe their experiences. For example, they painted and made comics and collages. The workshop leader commented that they enjoyed some warm-up games and then divided into two groups with different assignments, beginning with the importance of participation. The leader reported that the group was active, but got tired by the end of the day.

Forum Theatre workshop

Forum Theatre is a social theatre method used to open up people with the aim of helping people to understand that everyone can have a say and that their life is in their own hands. The workshop leader was an experienced Forum Theatre practitioner in Estonia. The workshop’s goal was to research topics such as “Is your opinion important?” and “Can you change something in the world?”. After the warm-up activity, the main theatre session helped participants to explore why it is important to participate. This allowed a final discussion about child participation in international decision-making processes. This workshop used a variety of Forum Theatre methods which consisted of cooperation, discussion and expressing opinions.

United Nations Estonian Association workshop

The workshop leader was the worker from the Estonian Association of United Nations. Different international organisations were introduced and participants played a United Nations simulation game, followed by games about prejudice. Afterwards they discussed the main event topics.

The day finished with a presentation from the Russian partner YUNPRESS. Information emerging from the event was collected by different methods. Workshop leaders used their own methods to collect the information and each workshop had at least two volunteers. Volunteers and workshop leaders had been informed about children’s rights in general, children’s rights to participate, and how children and young people can have a say in European and international decision-making. Volunteers recorded on prepared forms following the structure of the consultation.

All of the workshop leaders and volunteers provided the recorded information to the project leader who conducted the analysis.

‘Laws affect children who soon will be grown-ups.’ (Girl, 15 years)

Video making workshop

We had three video cameras and the workshop leaders were experienced Estonian Union for Child Welfare volunteers who have worked with children for many years. They played some warm-up games and then gave some free time to children to interview each other.

After that, they recorded other workshops and asked different participants and grown-ups about relevant issues. The goal of the workshop was to give children a chance to experience something new and to give them the opportunity to interview others and ask them about the topic. They also used different Forum Theatre games. The videos were uploaded to the Internet and have since been moderated into different clips, uploaded to Youtube.com.

Debating workshop

The workshop leader was an experienced Estonian debating professional who started with warm-up games and then continued to explain the idea and concept of debating. After the basic introduction, participants debated different topics related to the event. In conclusion, they made a short presentation about interesting topics.

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Estonia

Section 2: Key findings Children and young people’s knowledge of different European and international decision-making organisations was quite poor (except for the European Union and European Parliament).

Participants mostly obtained information about European and international decision-making processes from school, friends and the Internet.

The best way to get information was thought to be through the media and the Internet.

Most of the children and young people thought that they should have a say in European and international decision-making processes and most of them wanted to participate.

Participants indicated that they would particularly like to have a say in issues relating to education.

Children and young people said that their participation in decision-making processes would be very helpful because they would develop themselves and because their opinion is different from grown-ups.

Almost none of the children and young people had participated in international decision-making processes.

Most of the participants thought that children have to be active in order to participate in European and international decision-making processes. Barriers to participation were lack of information and money.

‘Think about the future.’

Section 3: Understanding of European and international decision-making Key findings: • Participants mainly knew organisations like the European Union and the European Parliament but others were not known so well • Children and young people mostly find out about European and international decisionmaking processes through school, media and the Internet. They would like to get more information through the Internet and media which is more focused on children • Almost all participants believed that they should be involved in European and international decisionmaking processes and many wanted to take part in them, mostly in order to develop their capacities • Participants were not precise about which particular processes they wanted to participate in, although education issues were the most mentioned • Most of the children and young people did not have any experience in participating in these processes • Most participants thought that their voice is not heard and respected • The main obstacles to participation were lack of information and money, but many believed this could be overcome by being more active themselves • The participants did not have a clear understanding of how the processes work, so they did not suggest changes – they believed that the system of representative democracy works well • Children and young people believed that they should participate. They have a will to participate but they do not know how to do it, do not have the right knowledge and they are daunted by it. Also, they did not believe that they would be taken seriously.

How informed are children about European and international decision-making processes?

The children and young people were asked about the following organisations: United Nations Committee on the Rights of the Child Most of the children and young people did not know about this organisation, although some did. With regard to what the Committee does, they answered that it protects children’s rights. When asked to identify children's rights, they were able to name the main human rights.

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Report from the Speak to the World consultation with children and young people

European Union All of the children and young people knew this organisation.

They said that this is where the Euro came from and that you can elect the Parliament. Also, most of the children and young people could name some member countries and a few could name them all. On the other hand, most could not explain the purpose or goal of the EU. European Parliament Most had heard of the European Parliament but did not know its function. ‘All the work is done there and all the decisions are made there’ (Boy, 16 years).

European Commission About half of the participants had heard about the European Commission.

Some recommended that there should be more events like this one (I speak - I participate). An idea emerged to create some kind of European Estonian Council (and something similar all around Europe) which would connect all youngsters who want to discuss problems of youth and children in Europe.

Other suggestions about how to find out about international decision-making processes included face-to-face communication or young people going direct to decision-making institutions.

‘Children adapt to ideas for change faster than adults.’ (Girl, 15 years)

European Child Rights Forum Only two participants had heard about this organisation.

European Council Most of the children and young people knew nothing about this organisation although about 20 recognised the name.

G8 and G20 Most of the participants had not heard of these, but some participants knew that they are a union of big countries. They were not sure about the function.

How do children find out about European and international decision-making processes?

Participants said that they mostly receive information from school (society, history and geography lessons).

They also found information from the media (TV, newspapers) and acquaintances with some experience of these processes. Some participants also mentioned the Internet (Facebook).

A significant group of participants said that they do not get the information because there is no information around.

What do children think are the best ways to find out about European and international decisionmaking processes?

The children and young people believed that the best way to get information would be through the media, but the media should be focused on children. Also, a lot of participants recommended communication through the Internet (Facebook, home pages, Twitter). Many mentioned television documentary programmes on subjects that are currently very important.

A few participants mentioned that a good way to find out would be from representatives of youth organisations.

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Estonia

Section 4: Desire to be involved in European and international decision-making?

Do children want to take part in European and international decision-making processes? If so, why? If not, why not?

A majority of the children and young people thought that they should be involved. Only about 10 children thought that they should not. Some participants stressed that they should particularly be involved in questions that affect them.

Three participants said that, after today, they would definitely try to participate in such decision-making processes.

Most of the children and young people said that they want to take part in international and European decisionmaking processes. The reasons included gaining more responsibility and feeling more needed and important.

Also, some mentioned that they wanted to participate simply because the principle is very important. They suggested that obstacles could be absurd laws, their age and parents who don’t allow them to participate.

Many of the children and young people who said that they would like to take part, nevertheless, believed that their voice does not have real power.

Are there particular European and international decision-making processes which children would like to participate in?

Most of the children and young people did not know any particular process in which they should (or could) be involved. Some mentioned themes like education, forming a future and creating laws. Some also indicated that they would like to participate in youth parliaments and youth exchanges. Many participants suggested that they would like to express opinions via the Internet.

What are the benefits of involving children in European and international decision-making?

Most of the children and young people thought that by participating in European and international decisionmaking they would gain a lot of confidence and would feel that their voice really counts. Some thought that it would be good to have this experience on their CV. A small group said that children and young people are more radical than grown-ups, and that can be productive. Many stressed that they are the experts – they know their problems and solutions better than grown-ups (for example, school issues).

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Section 5: Experiences of participation Have children taken part in European and international processes? If so, what have they participated in?

Only a few children and young people said that they have experience of taking part in European and international processes. However, most had had a chance to influence decision-making in a local area – in their schools.

How did they take part?

Methods of participation mentioned included volunteer related activities, conferencing, youth exchange activity and one had been to an event in Brussels.

Was this a positive or negative experience?

Those children and young people who had participated, reported it as a positive experience.

Did children think they had influenced the process or the decisions made?

There was limited opinion that participation had been influential. Only one thought that children’s opinions really are considered and influential, although a few did think that there could be some degree of influence.

Are some children more likely than others to engage in European and international processes? If so, who? Why do children think this is?

Most of the children and young people thought that you have to be active yourself, then you have an edge. The factors that make children and young people more likely to participate included good grades at school, living in a city, having wealthy parents, knowing foreign languages and knowing the right people (including acquaintances and friends).

A small group of children and young people, with Russian names believed that, if you have a Russian surname, it decreases your chance to participate in European and international processes in Estonia.

What prevented children from engaging / engaging fully in European and international processes? What do children think could be done to overcome these barriers?

Most of the children and young people said that a significant obstacle is lack of information and not knowing how to find information. Another barrier identified was lack of money. It was noteworthy that participants also suggested a further barrier arose through the value of children and young people’s opinions being underestimated and not taken seriously.

On the positive side, children and young people thought that they could overcome these barriers as they become more active and self-confident, which arises from more sharing of experiences and from receiving encouragement.

Report from the Speak to the World consultation with children and young people

Section 6: The best international participation process If children were in charge of engaging children in European and international decision-making, how would they do this? What would the participation process look like?

Most of the children and young people were not immediately able to indicate the best process – it was too difficult for them. However, with the benefit of discussion about processes and how they work, participants concluded that democracy is probably the best system, as it is now but with more processes designed for children and young people’s participation.

For those that have been involved, what would they change about how and when they are asked for their views?

Participants said that they would like there to be a Youth Council, for which representatives are chosen by children and young people. It would be most important for decisions of such a body to be deemed important and that they would count.

‘Everything that ends well, is good – student and government cooperation.’

Section 7: Evaluation General findings • Most of the children and young people said that they could share their views • Sharing their experiences was most effective through the workshops • In the main, children and young people were satisfied with the event. Many would have wished to encourage some participants to be more active. Also they mentioned the value of workshop leaders and volunteers • Participants found out what other children knew about organisations and issues by discussion and games. Most helpful elements in this respect were workshops and their methods • All in all, children and young people liked the event and wished that there could be more of this kind – where people take such a subject and approach it in such a participative way.

Have you had a chance at this event to share your views on being involved in decision-making at European and international levels? If yes, how have you shared your views? If no, why not/what stopped you from sharing your views?

Most of the children and young people said ‘yes’, adding that if they were asked, they answered. Some praised the good workshop leaders in this respect.

Some said ‘no’ with explanations including: ‘I mostly listened’; ‘I didn’t know a lot – didn’t want to look stupid’; ‘Too many people’.

Which parts of the event most helped you have your say about how to get involved in international decision-making?

Almost everyone valued the workshops and many referred to the group discussions and different games. A few participants mentioned the volunteers who had helped them.

Is there anything else that could have happened at the event to help you share your views?

Mainly the answer was just a short ‘no’. Those children and young people adding detail provided the following: • ‘More active participation from others’ • ‘Better workshop leaders’ • ‘The other children in my workshop were younger (12-14) and they didn’t know so much about this subject, so it was difficult to discuss’ • ‘People could be more active’

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Estonia

Has this event helped you find out what other children and young people think about getting involved in influencing decision-makers at European and international levels?

If yes, how has it done this?

If no, why not? Is anything still confusing?

Is there anything that could be clearer?

Most of the respondents answered ‘yes’: • ‘It was done in every way’ • ‘Talking’ • ‘Discussing’ • ‘Sharing experiences’ • ‘Drawing’ • ‘Everybody said something, but some were too shy’ • ‘Workshops’ • ‘Everyone was very positive and discussed the future and their country’.

Some answered ‘no’: • ‘Because the younger ones gave their opinion but they didn’t know much’ • ‘People could have used louder voices’ • ‘Too shy and didn’t speak out’ • ‘Others were very passive’.

Things that could be clearer: • ‘Volunteers could be more active’ • ‘More information about different organisations’ • ‘How to participate in different processes’.

Which parts of the event most helped you to find out what other children think about getting involved in international decision-making?

Almost everyone mentioned the workshops, especially the Forum Theatre and debate workshop. Many children and young people valued the feedback sessions where they saw what other workshops had done. A few were pleased with the games and also those who provided them with good examples.

Is there anything else you would like to say about the consultation event and sharing your views and experiences?

About half who answered gave a response to the question and many took the opportunity to express their gratitude. Many also mentioned the good food.

Here are some comments: • ‘I found a lot of new things – I know how to go on now’ • ‘It was very interesting’ • ‘I liked the different speakers in the beginning’ • ‘This kind of programme should be in schools, it is more interesting’ • ‘There should be more events like this’ • ‘Would like to participate in all workshops, not just one’ • ‘I hope our thoughts reach somewhere and that there will be a result’ • ‘Workshop leaders could have been more active’ • ‘Volunteers could be more active’ • ‘More games’ • ‘Make this a 2-day event’.

Design and print: www.graphicimpressions.co.uk

• ‘Debates became one-sided because there was no opposition’ • ‘More cooperation between workshops’ • ‘Event could be longer, so there wouldn’t be shortage on time’ • ‘Maybe voting on some topics’ • ‘I think that everyone who wanted, could share their opinion’.

A few added that they would have liked to have spent time in other workshops. Some wanted the event to be held using Russian (a translator and volunteers had been provided).

Endla Street 6 – 18, 10142 Tallinn, Estonia www.lastekaitseliit.ee

Ludwig Boltzmann Institute Human Rights

94 White Lion Street, London UK N1 9PF http://www.crae.org.uk

2011

4 Upper Mount Street, Dublin 2, Ireland

Freyung 6/2, A-1010 Vienna, Austria

3 Intrarea Stefan Furtuna Str, District 1, Bucharest

www.childrensrights.ie

bim.lbg.ac.at/en

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With financial support from the EU’s Fundamental Rights and Citizenship Programme