Tune In: Preventing Extremism and Radicalization

In recent years, over 500 young people from southern Kyrgyzstan travelled to Syria to support the IS, the Islamic State. Widespread poverty and unemployment are not the only factor that drives young people towards extremist groups; traditional social order is a cause too. In Kyrgyzstan, adults do not take the voices of young people into account and there is hardly any exchange between the generations. The social stratification is very hierarchical. Young people can’t contradict an older person. Communication is limited to older people ‘telling’ the younger generation what to do, rather than having a two-way conversation. A lack of support during the growing up years of the youth, combined with the enormous pressure to meet the expectations and norms of their families and communities, unsettle the young people. They lack self-confidence, feel disoriented and disadvantaged and are unable to develop a positive self-image. In this situation, extremist groups promise support and a sense of belonging. At the same time, conservative religious groups can influence young people and create a narrow mindset, shaping their views of the world, which at times can result in young people becoming radicalised, and sometimes even violent.

The Youth United for Future (YOU) project is Helvetas’ answer to this social challenge in Kyrgyzstan. It does not focus directly on preventing violence in general, but rather on strengthening social cohesion and resilience to extremism; hence preventing violent extremism. Using the training approach developed particularly for this purpose and described in the ‘Tune In’ Manual, Helvetas offers trainings in separate programmes for the youth and the adults, respectively; and also, together to both the sections of society (Generation Exchange) in order to sensitize both generations on cultural and religious diversity, pluralism and prevention of radicalization.

The training aids both generations in intergenerational, ethnic and religious cooperation and communication. Helvetas supports youth in better understanding their purpose in life, in integrating into the society and being heard in a way that their voice is considered. It also supports adults in understanding the value of the contribution of the youth to shaping the society and encourages them to participate and express their opinion in public life.

The intent is to create acceptance and understanding between different groups; particularly between the young people and adults. In addition, it also addresses the same issues and prompts an understanding among different ethnic and religious groups and those with different political views, in order to minimize the generation gap in the Kyrgyz society. “We create a basis for the people to better communicate and cooperate.  We also create alternatives to extremism for youth, by addressing push- and pull factors in a constructive manner and inviting the youth to use the space we create together for expressing themselves, being heard, and building upon their visions for successful and happy lives, says Regula Gattiker, Senior Advisor Conflict Transformation, who designed this training manual for trainers.

The methodology elaborated in ‘Tune In’ has been developed by Helvetas Advisory Services, in close collaboration with the local partners and draws on cumulative experiences of Helvetas staff and its partners involved in work with the youth, peace education and intercultural exchange. The YOU approach also builds on the strong stance of Helvetas in the governance work with Ayil Okmotus (rural communities) at the local level in Kyrgyzstan.

After the completion of training workshops, the youth and older adults work together for small local initiatives and develop projects to promote issues and involvement of the youth in local socio-political processes. They also plan and implement public dialogues on youth-related issues, where adults and the younger generations participate and express their opinions equally and jointly look for common solutions to challenges. “We have gotten into the habit of thinking that we – adults – are always right, and don't even consider that this might not be the case,” says Gulsara Karimova, after a coaching session. “Today, I question my behaviour and I also understand the strange behaviour of the younger generation at times.” Durdona, 16 years of age, says she was not interested in the opinions of adults before she attended this course. “I didn't listen at all. But now I understand why it is important to respectfully tell others my opinion and respect theirs at the same time.”

The methodology basics in a nutshell

The course takes into account the four pillars of holistic education as defined by UNESCO. These are as follows:

• Learning to ‘be’: The participants deal with their attitudes, beliefs and behavior. By interacting with peers, they identify and discuss their similarities and differences, as well as opportunities and risks of diversity. 
• Learning to ‘do’: The participants train themselves in interaction to cross social, cultural, political, religious and even language boundaries. Challenges and advancements are reflected and discussed.
• Learning to ‘know’: We convey knowledge and skills (self-reflection, cooperation and communication skills and, in case of   adults, some theory (participatory approaches, child/youth rights, solution-orientation, etc)
• Learning to ‘live together’: After the trainers give the core trainings to the youth and older adult groups, the groups work together within their community and continue to learn and build trust and understanding as they handle small projects and interact to define topics, prepare inputs for multi-stakeholder platforms, and engage in discussions with the public. This increases inter-community interactions and encourages living together in a cohesive way.

Some young men and women need a great deal of self-reflection. “Earlier, I didn't believe in myself and my potential at all. Now I know that I don't have to be afraid of the future and uncertainty. I can rely on myself and my abilities and I know that I am prepared for adult life.” The younger generation also learns to play an active role in society and develop new perspectives. 17-year-old Aijan says, “I now know how to find a common language with people who are strangers to me and how to express myself.” Alvina, who is 19, says, “Through the project we have learned to take on responsibility. Not only did we hear that there is such a thing as trust, but we were able to really experience it.”

For the adults, it means having to leave their comfort zone. “Before this course, I thought I had experienced a lot in my life and knew everything. Now I realize that I still have a lot to learn from the youth,” says Baktykan Azhimamatova.

In order to act based on the courses, the young and old together change perceptions in their own environment. In their villages and neighborhoods, they organize community initiatives with their adult mentors: a sports day for children and parents, discussion groups on suicide prevention, a football tournament with integrated prevention work against corruption in educational institutions, an art project by schoolgirls with Koran students. While the young people bring in ideas and enthusiasm and work to convince others, the adults participate with their networks and life experience, and assume an ambassadorial role in the adult world, acting as door openers.

Hayotkhon Aripova, a teacher and mentor, says: “In exchange with young people, I feel very young myself! I believe that bringing the generations closer together is the key to the development of our society.”

(Based on an article published by Rebecca Vermot in ‘Partnerschaft’ in German and in 'Partenaires' in French)