CHILD RIGHTS PROGRAMMING CRP

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CHILD RIGHTS PROGRAMMING (CRP)

• The definition of CRP is adopted from the three
• words
• Child every boy and girl under the age of 18
  (child is used in a holistic sense where the
  needs of the whole child is taken into
  consideration)

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Definition continues

• Rights defined as international human rights
  law applicable to children , set out in the
  UNCRC.
• Programming planning, implementation,
  monitoring and management of a set of activities
  towards a defined goal

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CRP

• Child rights programming means using the
  principles of child rights to plan, manage,
  implement and monitor programs with the overall
  goal of strengthening the rights of the child as
  defined in international law.

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CRP

• Child from child centered approach
• Rights from human and child rights
• Programming from good development practice.

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Principles of CRP

• Universality
• Indivisibility
• Participation
• Accountability
• Basing all work on the four principles of the
  CRC
• Children as holders of rights
• Duty bearers the government as a primary duty
  
• bearer parents responsibility for the care,
  support
• and guidance

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4 principles of CRC

• Non-discrimination
• Best interests of the child (protection)
• The Childs Rights to Survival and Development
• Participation / Respect for the views of the
  child

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Eight Key Characteristics of CRP

• Drawn from CRP perspective
• Apply to each stage of the program cycle
• CRP will ensure
• Maximum scale and sustainability of impact from
  limited resources.
• Root causes are addressed within a broad context

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Characteristics continue

• Best interests of the child are prioritized
  holistic approach
• Change for children- childrens survival,
  development and protection.
• Participation and empowerment children and
  communities involved in decision making and
  activities that affect them.

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Characteristics continue

• Non-discrimination equal treatment of all
  children and active inclusion of the marginalized
• Accountability making duty bearers accountable
  through changes in policy, practice, structures
  and other mechanisms
• Societys capacity to support childrens rights
  e.g. attitudes towards children, movements to
  support childrens rights, institutional capacity
  to implement improvements.

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Working methods in CRP

• Direct support to children through partners
• (piloting only)
• Capacity building of partners
• Research (participation of children community
• essential element of all research)
• Networking with likeminded organizations
• Advocacy

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Needs vs. rights based approach

• People deserve help
• Governments ought to do something
• People can participate to improve service
  delivery
• Given scarce resource some people may have to be
  left out

• People are entitled to help
• Governments have a binding legal and moral
  obligations
• People are active participants
• All people have the same rights not to be left
  out

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Needs vs. Rights continues

• Each piece of work has its own goal but there is
  no unifying overall purpose
• Certain people have the technical expertise
• Looks at specific, immediate situation

• There is an overarching goal to which all work
  contributes
• All people play a role in development work
• Analyses root causes

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Added value

• Rights based approach brings a number of benefits
  to
• traditional approaches to work. These are
• Providing a long term goal towards which all work
  is directed and set standards to measure progress
  towards it
• Identifying the responsibilities of governments,
  donors, private sector, communities and
  individuals which bind them to action

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Added value continues

• Incorporating what is widely known as good
  development practice I.e., a focus on
  participation, equity, sustainability, non
  discrimination, poverty eradication and multi
  sectoral approach.

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CRC / EDUCATION /Rights to Development

• All children have the right to an education
• CRC ..to make primary education compulsory and
  available free to all
• Convention specifies that it should be the kind
  of education which helps children develop and
  take up responsibilities within the community
• CRC non-discrimination the best interests of
  the child the survival and development of the
  child respect for the opinion of children
• CRC To commit available national resources to
  Basic Education

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Rights-based approach to education

• Free access to education for all children
• Equal and inclusive education respects
  diversity
• Effective and relevant learning
• Gender-sensitive - promotes equality
• Supportive, nurturing, safe and healthy learning
  
• environment
• Participation involves children, parents,
• community members
• Main stakeholders and their responsibilities

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Basic education / The challenges

• There are inadequate supports for childrens
  development in the early years
• School systems often ignore or exclude
  disadvantaged groups
• For many children the school experience is
  non-developmental, or even damaging
• Curricula are not sufficiently relevant to
  childrens experience, needs or life challenges
• Many education providers lack the resources or
  capacity to deliver effective education

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Where and how SC will work on education

• Support to and advocacy for national education
  systems thru the provision of strong, flexible
  and appropriate, national and local education
  services
• Community approaches where primary education
  systems are weak and poorly functional, for
  pre-school aged children, or to bring greater
  relevance and self-determination
• For excluded groups (e.g. street children,
  working children, children in prison)

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.. continue

• In armed conflict and emergencies
• Private providers to recognise the extent and
  range of the private provision of education
  services at all levels
• Employers of children to extend educational
  opportunities to working children, or children
  released from work
• Increasing girls participation in schools

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Practical example Education in India
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Education project in India

• Provision of alternative education for
  out-of-school children especially girls of age
  group of 9-14 yrs through partnership with the
  education bureau and local NGOs
• Imparting health education to all children
• Organising teachers training for joyful learning
  in both formal govt. and alternative schools
• Advocating for CRs in partnership children,
  parents, local NGOs

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Integrated Child Dev. Program in Ethiopia

• Provision of Alternative Basic Education
  through partnership with Govt. and local NGOs
• Training of local teachers and administration
• Provision of school meals to children
• Conducting community sensitisation workshop
• Provision of potable water for the centres
• Establishment of Child Rights/Anti-AIDS clubs in
  the training centres to promote childrens
  participation
• Promotion of community participation through
  strengthening CR committees

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Challenges

• Change in attitude towards education (society,
  family, cultural etc.)
• Lack of resources (quality personnel, appropriate
  schoolbooks, curricula, premises)
• Involving children in planning, implementing and
  monitoring of projects

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Lessons learnt from involving children

• Adults attitude towards childrens participation
  remains a major constraint
• Children have valuable contributions to make
• Childrens participation in programming empowers
  children
• Children in need of special protection measures
  may face abuse in projects that aim to assist
  them
• Understanding of childrens participation needs
  to be shared and agreed upon within different
  contexts

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Involving children continues ..

• Understanding of childrens participation may
  change over time
• Childrens participation needs to be included in
  project budgets
• Participants experiences are the most valuable
  resource in training
• Training on project sites adds to learning and
  mutual understanding of participants

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Indicators to measure effects of training in
childrens participation

• Change in personal attitude of staff and mgmt
• Change in approach of staff and management
  towards children they work with
• Change in children
• Change in environment
• Combined effects

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Impact of participation on children

• Participation can increase childrens personal
  and social development and can improve their
  social inclusion.
• Impact on childrens skills (technical,
• organizational, creative, problem solving etc.)
• Impact on childrens knowledge and awareness
• Impact on childrens social relations (self-
• confidence, self-esteem, improved sense of
• community, more positive relationships, etc.)