 | The Reintegration of War-Affected Youth: The Experience of Mozambique (International Labour Organization, 1997, 52 p.) |
 |  | (introduction...) |
| | Preface |
| | Acknowledgements |
| | Executive Summary |
| | 1. Introduction |
|  | 2. Background: The impact of armed conflict on youth in Mozambique |
| | 2.1. The long years of war |
| | 2.2. The legacy of the conflict |
| | 3. Reintegrating war-affected youth into society in Mozambique through vocational skills training programmes |
| | (introduction...) |
| | 3.1. The demobilization and reintegration of former youth combatants |
| | 3.2. The reintegration of child soldiers |
| | 3.3. The reintegration of youth civilians |
| | 3.4. Selected examples of mainstream vocational training courses |
| | (introduction...) |
| | 3.4.1. GPE/GTZ Micro-Enterprise Promotion Project in Mozambique |
| | 3.4.2. Agricultural Training Centre (Centro da Formação Agrario) |
| | 3.4.3. Ntwanano project (Polana Caniço) |
| | 4. Incorporating life skills into vocational skills training |
| | (introduction...) |
| | 4.1. Literacy and numeracy |
| | 4.2. Basic management skills |
| | 4.3. Civic education |
| | 4.4. Peace education |
| | 4.5. Knowledge of human rights and labour standards |
| | 4.6. HIV/AIDS awareness |
| | 4.7. Psychosocial assistance |
| | 4.8. Drug and alcohol abuse |
| | 4.9. Mine awareness |
| | 5. Recommendations |
| | (introduction...) |
| | 5.1. Planning technical and life (basic) skills training as well as employment creation programmes |
| | (introduction...) |
| | 5.1.1. Needs assessment |
| | 5.1.2. Mainstreaming of “vulnerable” groups |
| | 5.2. Implementation of skills training programmes for war-affected youth |
| | (introduction...) |
| | 5.2.1. Selection of beneficiaries |
| | 5.2.2. Selection and training of trainers |
| | 5.2.3. Content of courses |
| | 5.2.4. Follow-up |
| | 5.3. Monitoring and evaluation |
| | 5.4. Policy considerations |
| | Bibliography |
| | Annex 1. Selected list of organizations providing vocational training to youth in Mozambique |
4.3. Civic education
A report by the European Parliamentarians for Southern Africa (AWEPA) claimed that the democratic process introduced into Mozambique was something of an anathema to a culture where respect for elders and leaders was of great importance. It affirmed that there remained a major lack of understanding of the adversarial system of governance. “The limits of political action and the role of the opposition in this new system were not clearly defined or understood as a result of which there remains a need for substantial civic education.”1
1 AWEPA, Mozambique Peace Process Bulletin, Issue 16 (Dec. 1995), Part 1.
Basic information on the democratic system is included in a number of training courses and development projects in Mozambique. In seeking to promote a transition to a “culture of peace” (in the words of UNESCO), a clear understanding is needed of the political process, backed by a conviction that it will be respected. It is, however, important to see democracy through local as well as Western eyes. Democracy and decision by consensus are not mutually incompatible, though they are sometimes difficult to reconcile.
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