Educational Resources "Child protection and development: youth work experiences across the world" by associazioneprism

CHILD PROTECTION AND DEVELOPMENT YOUTH WORK EXPERIENCES ACROSS THE WORLD Non-formal learning and educational resources on child protection and development

“The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.”

CHILD PROTECTION AND DEVELOPMENT YOUTH WORK EXPERIENCES ACROSS THE WORLD Non-formal learning and educational resources on child protection and development

This learning booklet aims to support the professional development of youth workers in the field of child protection and development. It focuses on how non-formal education and a child rights-based approach can be used to protect and promote the rights of the children in different community contexts and cultural settings around different regions of the World.

Edited by PRISM – Promozione Internazionale Sicilia – Mondo, Fausto Amico and Alessandro Melillo

In cooperation with: Resource Hub for Development (RHD), Peter Kosgey Okeyo New Beginnings Charitable Trust (NCT), Ravi Sebastian Federation Dimbaya Kagnalen, Baye MorTalla Ndiaye and Salif Kanoute Consulta Europa Projects and Innovation, Alessia Bertuca Inter Alia, Boyka Boneva Asociación de Comunicadores y Educadores Viator, David Cuenca Chamorro Erasmus+ Programme Key Action 2 - Capacity Building in the field of youth, N. 2015-3602 /001-001

INDEX INTRODUCTION

What’s up?...................................................................................................................................................................................... Target groups................................................................................................................................................................................ Learning objectives...................................................................................................................................................................... Learning approach........................................................................................................................................................................ Course structure...........................................................................................................................................................................

THE PROJECT “Child Protection and Development: Youth Work Experiences Across the World”

The project.................................................................................................................................................................................... The partnership............................................................................................................................................................................

NON-FORMAL EDUCATION AND CHILD RIGHTS

Non formal education................................................................................................................................................................... A Child Right-Based Approach......................................................................................................................................................

6 6 6 7 7

10 13 19 21

CHAPTER 1_Learning Module 1: The UN Convention on the rights of the child

CHAPTER 2_Learning Module 2: A Child Rights based approach for Community Development Introduction..................................................................................................................................................................................

Key concepts................................................................................................................................................................................ Activity 1: Get to know each other.............................................................................................................................................. ... Activity 2: Sharing rules................................................................................................................................................................ Activity 3: Expectations................................................................................................................................................................ Activity 4: Cultural diversity.......................................................................................................................................................... Activity 5: Learning to learn.......................................................................................................................................................... Activity 6: The Project Cycle.......................................................................................................................................................... Activity 7: Are you a midwife?....................................................................................................................................................... Activity 8: A child rights based analysis........................................................................................................................................ Activity 9: Duty bearers’ analysis................................................................................................................................................... Activity 10: The problem tree: analysis on the violation of children’s rights................................................................................ Activity 11: Internalized oppression and violation of rights........................................................................................................... Activity 12: The objective tree....................................................................................................................................................... Activity 13: Forum theatre: from problem analysis to the creation of solutions.......................................................................... Activity 14: Strategy analysis......................................................................................................................................................... Activity 15: The Logical Framework Approach: the Intervention Logic (first column).................................................................. Activity 16: The Logical Framework Approach: Indicators and Sources of Verification (second and third column)................... Activity 17: The Logical Framework Approach: The external conditions (fourth column)........................................................... Activity 18: The GANTT Chart........................................................................................................................................................ Activity 19: Relevance, feasibility, sustainability and coherence with the CRC’s 4 pillars............................................................. Activity 20: Your concept note...................................................................................................................................................... Activity 21: The spiral.................................................................................................................................................................... Activity 22: Final evaluation.......................................................................................................................................................... Case Study: Protection and development of Unaccompanied Refugee Children......................................................................... TASK 2.1 - Understanding: 8 Closed-ended questions.................................................................................................................. TASK 2.2- Reflection: 2 open-ended questions............................................................................................................................

24 25 28 30 32 34 37 39 42 46 50 52 55 56 57 59 61 63 66 69 72 75 78 81 83 86 88 91 95 98 100 103 105 108 110 114 121

CHAPTER 3_Learning Module 3: Child rights-based approach: turning principles into practice

Introduction ................................................................................................................................................................................. Key concepts................................................................................................................................................................................. Activity 1: Get to know each other................................................................................................................................................ Activity 2: Sharing rules and expectations................................................................................................................................... Activity 3: A plunge in Childhood.................................................................................................................................................. Activity 4: Understanding Children............................................................................................................................................... Activity 5: Refreshment on the UN Convention on the rights of the Child (UNCRC)..................................................................... Activity 6: Child rights country context analysis: child protection and challenges in Senegal.................................................... Activity 7: Identification tools (Body, classroom and school mapping)........................................................................................ Activity 8: Focus group................................................................................................................................................................. Activity 9: Field visits.................................................................................................................................................................... Activity 10: Analysis tool “Problem tree”....................................................................................................................................... Activity 11: Components of a child protection system.................................................................................................................. Activity 12: Making change happen .............................................................................................................................................. Activity 13: Final evaluation.......................................................................................................................................................... Case Study: Exploitation and abuse of talibè children in Senegal............................................................................................... TASK 3.1 - Understanding: 6 Closed-ended questions................................................................................................................. TASK 3.2 - Reflection: 2 open-ended questions..........................................................................................................................

124 126 130 132 134 136 138 140 143 147 149 151 154 156 160 162 165 170

CHAPTER 4_Learning Module 4: Child poverty and vulnerability

CHAPTER 5_Learning Module 6: The role of education in child protection and development

Introduction................................................................................................................................................................................. Key concepts ............................................................................................................................................................................... Activity 1: All about You! ............................................................................................................................................................... Activity 2: Expectations and fears, norms and responsibilities .................................................................................................. Activity 3: Definition of a child ..................................................................................................................................................... Activity 4: Children’s Needs ......................................................................................................................................................... Activity 5: Human rights .............................................................................................................................................................. Activity 6: Child rights context analysis: child protection and challenges in Kisumu region ...................................................... Activity 7: Introduction to Life-Skills ........................................................................................................................................... Activity 8: Categories of Life Skills .............................................................................................................................................. Activity 9: Child protection .......................................................................................................................................................... Activity 10: Field visits .................................................................................................................................................................. Activity 11: Focus group ................................................................................................................................................................ Activity 12: Final Evaluation ......................................................................................................................................................... Case Study: Child Rights Abuses and Violations in Kisumu region, Kenya ................................................................................. TASK 5.1 - Understanding: 4 Closed-ended questions ................................................................................................................ TASK 5.2- Reflection: 1 open-ended questions ...........................................................................................................................

206 208 214 216 218 220 222 224 226 228 232 234 237 241 243 249 252

CHAPTER 6_Workshop “Designing a project concept note”

Designing a project concept note.................................................................................................................................................

256

RESOURCES

263

ACKNOWLEDGMENT

276

What’s up?

The e-learning course covers a range of non-formal learning modules related to child protection and development. The learning modules derive from a concrete experimentation and sharing of learning practices between different local communities in Italy, Senegal, Kenya, India, Peru, Spain and Greece within the Erasmus+ project “Child Protection and Development: Youth Work Experiences across the World”. The main aim of the e-learning course is to replicate the learning experiences developed and tested within the project, and thus spread the knowledge produced and aquired on child protection and development throught the capacity building programme.

Target groups

The e-learning course is intended as an open learning resource for community leaders, educators, trainers, facilitators, young leaders, social workers, intercultural mediators to be put into practice in their daily work with and for children. The platform could also be used in formal settings such as schools, colleges and universities addressing development challenges as well as for project managers and experts engaged in the design and implementation of development programmes and initiatives addressing children rights. The e-learning course is also intended for other interested users who are either new to the field or have limited experience and who have a need for developing their competences in the field of youth work a nd non-formal education.

Learning objectives

Participants and interested user will be introduced and learn: about the UN Convention on the Rights of the Child and its principles; - about the basic concepts and practical tools related to “child rights-based approach” in order to analyze the children’s needs by reference to their rights, to develop, implement and evaluate community projects that contribute to improvements in the fulfillment of children’s rights to participation, protection, survival and development; - about a rights based approach in action: learning from community approaches and experiences in child protection and development from different regions of the World: Italy, Senegal, Kenya, India, including references and direct web-based links to useful sources of information and field reports from Greece, Spain and Peru

The course is based on active and individual learning approach, with emphasis on self-awareness and critical consciousness. Participants will go through the learning modules, do on their own the required readings, learn about the key concepts, learning activities, tools, case studies, including self-reflection on how to use the learning module/s in their own community. At the end of the course participants are invited to develop a concept note with the possibility to upload a project and receive an assessment.

Learning approach

The e-learning course is composed of six thematic and self-paced learning modules: - Learning Module 1: The UN Convention on the rights of the child - Learning Module 2: A Child Rights based approach for community development - Learning Module 3: Child rights-based approach: turning principles into practice - Learning Module 4: Child Poverty and vulnerability - Learning Module 5: The role of education in child protection and development -Learning Module 6: Workshop “Designing a project concept note” Each module introduces ‘key concepts’ and consists of a series of samples of non-formal learning activities, educational tools, background texts, references and direct web-based links to useful sources of information, analysis of case studies on child protection and development that incorporate community practices and approaches of youth leaders and organizations involved. The learning activities are structured to be simple and practical, along with concrete guidelines and samples that users can put into practice in their daily work and adapt to a variety of educational and community contexts in the World. Each of the learning activities in all educational modules leads on from the previous one in a logical progression.

Course structure

The different educational modules are designed to be used independently of each other. However, it is recommended that the educational modules 1 and 2 are reviewed first as they define key concepts and set out key parameters for applying the tools and interventions in subsequent modules.At the end of each learning module users should complete a self-evaluation and reflection tasks, including closed-ended and open-ended questions.

THE PROJECT CHILD PROTECTION AND DEVELOPMENT: YOUTH WORK EXPERIENCES ACROSS THE WORLD

THE PROJECT

The project supports capacity building of youth workers and young leaders working for and with vulnerable children. It proposes an integrated approach to launch, test and develop an international capacity building program that seeks to expose target groups to various aspects of youth work and community approaches related to “child protection and development”. The project includes a rights-based approach and is grounded in the UN Convention on the Rights of the Child (UNCRC). By creating a consortium of complementary experiences, the project encourages mutual learning, exchange of good practices and cooperation between different organizations and youth workers from Italy, Greece, Spain, Senegal, Kenya, India and Peru in the area of rights of the child.

THE DATES

02/03/2016 - 01/03/2018

PROGRAMME

The project is funded by the support of the “Erasmus+ programme” of the European Union, under the Key Action 2 “Cooperation for innovation and the exchange of good practices: Capacity Building for Youth in ACP countries, Latin America and Asia”.

CHILDHOOD UNDER THREAT

According to the UNICEF, poverty, wars, displacement, social exclusion, economic exploitation around the World deprive millions of children of the capabilities needed to survive, develop and thrive as well as access to adequate nutrition, safe drinking water, sanitation, healthcare and education. Children experience poverty with their hands, minds and hearts. Material poverty – starting the day without a nutritious meal or engaging in hazardous labor – hindered emotional capacity as well as bodily growth. Living in an environment that provides little stimulation or emotional support to children, on the other hand, can remove many of the positive effects of growing up in a materially rich household. By discriminating against their participation in society and inhibiting their potential, poverty makes children suffer and feel vulnerable and disempowered.

COUNTRIES INVOLVED

Italy, Greece, Spain, Senegal, Kenya, India, Peru.

TARGET GROUPS

Youth workers and young leaders who work with vulnerable young people and children in community activities.

GENERAL OBJECTIVE

To promote the role of young people as community ambassadors able to communicate with their peers and increase their leadership and active participation in the sustainable development of their local communities.

SPECIFIC OBJECTIVE

To engage youth workers to protect and support the well-being of children and young people, with a view to make sure that children’s rights are respected, protected and fulfilled.

EXPECTED RESULTS

- Launched, tested and developed a capacity building program on “child protection and development”, targeting youth workers and young leaders from EU, African, Asian and South American countries. - Increased socio-professional development of youth workers and young leaders that are equipped with knowledge, key competences and employable tools related to “child protection and development” through different cultural perspectives, educational approaches and community experiences from different regions of the World. - Increased transnational cooperation, exchange of good practices and capacity building between youth workers, organizations and NGOs active in the child protection and development field from different World context.

THE CAPACITY BUILDING PROGRAM ON CHILD PROTECTION AND DEVELOPMENT

The project proposes an international capacity building program that engage participants in youth work related to child protection and development. It includes training courses in Italy, Senegal, Kenya and India and job shadowing activities in all participating countries.

THE TRAINING COURSES IN ITALY, SENEGAL, INDIA, KENYA

The training courses aims to provide youth workers from Italy, Greece, Spain, Senegal, Kenya, India, Peru with knowledge, key competences and tools related to “protection and promotion of the rights of the child” that are analysed from different community approaches and from different regions of the World. Through using a non-formal, intercultural and creative learning process, each training course engages participants in peer and cooperative learning, analysis of community experiences and case studies, field visits, dialogue and intercultural exchange, theatre and arts.

THE JOB SHADOWING ACTIVITIES IN ALL PARTECIPATING COUNTRIES

Job shadowing activities are implemented in Italy (Caltanissetta), Kenya (Kisumu), Peru (Lima), India (Vijayawada), Greece (Athens) and Spain (Las Palmas de Gran Canaria), involving youth workers and young leaders from all participating countries. The job shadowing activities offer an opportunity for youth workers to gain a cultural and practical learning experience into the daily activities of the hosting organization. Participants are equipped with valuable knowledge and practical experiences through the involvement in local community projects related to child protection and development.

THE FINAL SEMINAR IN GREECE

A final seminar is implemented in Greece involving youth workers from Italy, Kenya, Peru, India, Greece and Spain, aiming at presenting results and outputs of the project between key stakeholders and a wider international audience.

THE E-LEARNING PLATFORM

The e-learning platform aims to support the professional development of youth workers in the field of child protection and development through non-formal education and a child rights-based approach. It is intended as an open learning resource for community leaders, educators, trainers, facilitators, young leaders, social workers, intercultural mediators to be put into practice in their daily work with and for children. The platform could also be used in formal settings such as schools, colleges and universities addressing development challenges as well as for project managers and professionals engaged in the design and implementation of community projects and initiatives addressing children rights. The platform is complemented by an e-learning course that covers a range of non-formal learning modules related to child protection and development. In concrete, the e-learning course is composed of six thematic and self-paced learning modules consisting of a series of samples of non-formal learning activities, educational tools, background texts, references and direct web-based links to useful sources of information, analysis of case studies on child protection and development that incorporate community practices and approaches from youth leaders and organizations involved. Link: http://www.childprotectionanddevelopment.eu/

THE PARTNERSHIP PRISM - PROMOZIONE INTERNAZIONALE SICILIA MONDO

PRISM provides an innovative and creative laboratory involving both local public and private actors in the decision-making process and development of sustainable strategies that combine social, economic, cultural and environmental interventions. PRISM supports the professional development of social workers, educators, project managers, adults and young people by enabling them to acquire key competences and knowledge in the frame of learning experiences in both European and international countries. Location: Via Falautano, Palazzo Grimaldi, 94100, Enna, Italy Contact: Fausto Amico, info@associazioneprism.eu Link: www.associazioneprism.eu

FEDERATION DIMBAYA KAGNALEN

Federation Dimbaya is a child centered organization working for community development. It aims to help deprived, excluded and vulnerable children have the capacity to improve their lives and the opportunity to become young adults, parents and leaders who bring lasting and positive change in their communities.Federation Dimbayapromotes societies whose individuals and institutions participate in valuing, protecting and advancing the worth and rights of children. Local partner of ChildFund, the Federation Dimbaya is composed of 114 areas (26 urban districts and 88 villages), gathering over 320,000 inhabitants with at least 4,000 children directly benefitting from the organizationâ&#x20AC;&#x2122;s programs and projects. Location: Boulevard 54m TilĂ¨ne, 1188, Ziguinchor, Senegal Contact: Msr Haby Diallo, hdiallo@dimbaya.sn Link:https://www.facebook.com/pg/Federation-Dimbaya-628215440588651/ about/?ref=page_internal

NEWBEGINNINGS CHARITABLE TRUST

NewBeginnings Charitable Trust (NCT) is a developmental organisation working at the grassroots level to create and transform into a better and collaborative society for everyone to live in. NCT primarily focuses on communities that are economically and socially marginalized irrespective of caste, religion, race etc. NCT is committed to work to eradicate poverty, social and gender inequalities in all its forms and dimensions; to stand up and uphold human rights; to tackle poverty and hunger by empowering unskilled and unemployed youth with employable skills to earn and live, creating employment opportunities for rural women and young people living in rural and urban slums Location: Do.No 53-1-275, Christurajapuram, Vijayawada – 520008, Andhra Pradesh, India Contact: Mr. Ravi Sebastian, ravi.seb@gmail.com Link: http://www.nctindia.org/

INTER ALIA

Inter Alia is a not-for-profit private organization & think-tank, established in March 2013 in Athens, Greece. Inter Alia’s central aim is raising awareness of the EU citizens on available channels for acting, participating and shaping Europe. Inter Alia’s activities are grouped in the following categories: - Analysis: publishing original analyses that touch upon contemporary developments & concepts - Research: multidisciplinary research pieces related to cultural, political and social issues of Europe; - Debate: promoting interaction between experts and the public through workshops & seminars with the underlying goal of making our notion of Europe more popular & understandable; - Networking: supporting and promoting views &activities of organizations that share our vision for an active and assertive European demos. Location: 38-40 Thrasyvoulou Str. Athens, Greece Contact: Boyka Boneva, boneva@interaliaproject.com Link: http://interaliaproject.com/

RESOURCE HUB FOR DEVELOPMENT

Resource Hub for Development (RHD) is a registered national, non-governmental, non-profit, non-religious, non-political, humanitarian and development organization founded in 2010. It has a mandate in partnering with communities, local and international institutions and organizations in alleviating poverty through socio-economic empowerment and humanitarian aid in poor marginalized rural and urban slums in the Kisumu county. RHD stand to change the lives of individual and families in the poorest communities in Kenya by promoting initiatives and sustainable development solutions which advocates facilitating lasting change, strengthening development capacity for self-help, providing economic, social opportunities and relief to the poor. Location: Makogilo Road, Off Kisumu Northern Bypass, Kisumu, - Kenya Contact: Peter Ochieng Kosgey, kosgey@kenyadev.org Link: www.kenyadev.org

CONSULTA EUROPA PROJECT AND INNOVATION S.L.

Consulta Europa is a SME specialized in smart, sustainable and inclusive strategies of territorial development. With this mission in mind, we have been developing and managing since 2009 European projects for research, innovation and education, in relation with the various sides of the territorial development. Settled in Canary Islands with the objective to act as a catalyst of ideas and trigger of initiatives and innovative policies matching the specific needs of this outermost region, we have been learning from other experiences and have been able to apply ours to others territorial contexts. The territorial model that we offer is focused on three key elements: “social innovation”, “participative approach” and “circular economy”. Location: Parque Científico y Tecnológico. Campus Universitario de Tafira, 35017, Las Palmas de Gran Canaria, Spain Contact: Michelle Perello, michelle.perello@consulta-europa.com Link: http://consulta-europa.com

Asociación de Comunicadores y Educadores Viator - ACEV

The Asociación de Comunicadores y EducadoresViator (ACEV), born in 1997, is an education institution, based on Christian values o f social justice and solidarity for the poor. Nowadays ACEV is a recognized community institution that contributes to improve the quality of life of the young people, adolescents and children in Lima, Cutervo and Yungay through education and vocational training, involving committed educators, communicators and youth workers. Furthermore, it promotes participatory democracy, social inclusion, gender equality and youth entrepreneurship. ACEV’s projects and services are designed not only for children, but also involve the participation of their parents and the cooperation of other key members of the Peruvian society and volunteers of the whole world as well. Location: Av. Revolución 2539 – 4ta Zona de Collique – Comas, Lima, Peru Contact: David Julio Cuenca Chamorro, dcuencach@gmail.com Link: https://www.facebook.com/CentroSanViatorPeru/?fref=ts

NON FORMAL EDUCATION AND CHILD RIGHTS

NON-FORMAL EDUCATION

Education, as a lifelong process which enables the continuous development of a person’s capabilities as an individual and as a member of society, can take three different forms: • formal education: the structured educational system usually provided or supported by the state, chronologically graded and running from primary to tertiary institutions; • informal education: learning that goes on in daily life and can be received from daily experience, such as from family, friends, peer groups, the media and other influences in a person’s environment; • and non-formal education: educational activities that are not structured and takes place outside the formal system. According to a definition of the European Youth Forum, “non-formal education corresponds to a collection of teaching tools and learning schemes that are seen as creative and innovative alternatives to traditional and classical teaching systems. Via personal interaction and flexibility in problem solving, people can discuss matters of relevance to their lives as citizens in society and integrate their knowledge. Different sorts of people take part in this process but the majority is to be found in non-governmental organisations involved in youth and community work”1. Non-formal education refers to “any planned programme of personal and social education for young people designed to improve a range of skills and competences, outside the formal educational curriculum It can be defined as an organized educational activity outside the established formal system - whether operating separately or as an important feature of some broader activity - that is intended to serve identifiable learning clienteles and learning objectives”2 . Young people and children must be supported to develop skills and attitudes to act together to promotea global culture of human rights and express theirpower to transform the reality. Non-formal educators and young leaders play a key role to fight existing forms of oppression and to build social cohesion and inclusive communities. The e-learning platform is inspired by the following educationalapproaches and sociological theories: “Experiential Learning” emphasizes the central role that experience plays in the learning process draws from young people’s own experiences and knowledge. According to Kolb’s Experiential Learning Model, an initial experience or activity (phase 1 “experiencing”) is followed by a debriefing (phase 2 “reflecting”) and evaluation on how what people have learnt relate to the World and the reality (phase 3 “generalizing”). Final- Experiential ly,people apply and put their learning into practice (phase 4 “applying”).

Learning

1- Non-formal education - Council of Europe, http://www.assembly.coe.int/nw/xml/XRef/X2H-Xref-ViewHTML.asp?FileID=8807&lang=en 2- Compass: Manual for Human Rights Education with Young people, http://www.coe.int/en/web/compass/approaches-to-human-rights-education-in-compass

Co-operative learning The pedagogy of the oppressed The reciprocal maieutic approach

Dram in education The UNESCO four pillar of learning

Non-formal learning is a social and cooperative experience that combines learning at individual and group levels.In co-operative learning people learn to relate to their peers and together to achieve common and shared goals. The learning process of one member is an essential part of the input into the learning processes of the other members of the group. Education is a weapon for social change, it is a practice of freedom that involves the development of critical consciousness by which people can perceive, interpret, criticize and finally transform the reality and create a democratic society. “Leaders who do not act dialogically, but insist on imposing their decisions, do not organize the people--they manipulate them. They do not liberate, nor are they liberated: they oppress.Paulo Freire”3. The Reciprocal Maieutic Approach (RMA) is a “dialectic method of inquiry and a popular self-analysis for empowerment of communities and individuals and it can be defined as a “process of collective exploration that takes, as a departure point, the experience and the intuition of individuals. It fosters the development of everybody’s potential to discover, it pushes for essential exchange in order to analyze, imagine and experiment the capacity to change the reality and act nonviolently4” . “If the eye does not strain, it doesn’t see. Skin that does not touch, doesn’t taste. If we do not imagine, we die. Danilo Dolci5” . Drama in Education adopts play as a significant learning medium in the educational and professional development process. Through role-play and stories young people and children become actively engaged in a deeper analysis of our contemporary world and empowered as active and critical thinking citizens. The four pillars of learning are fundamental principles related to non-formal education: - Learning to know: to provide the cognitive tools required to better comprehend the world and its complexities, and to provide an appropriate and adequate foundation for future learning. - Learning to do: to provide the skills that would enable individuals to effectively participate in the global economy and society. - Learning to be: to provide self-analytical and social skills to enable individuals to develop to their fullest potential psycho-socially, affectively as well as physically, for a all-round ‘complete person. - Learning to live together:to expose individuals to the values implicit within human rights, democratic principles, intercultural understanding and respect and peace at all levels of society and human relationships to enable individuals and societies to live in peace and harmony6 .

3- Paulo Freire, 1968,Pedagogy of the Oppressed 4- EDDILI – To Educate is to Make Possible the Discovery of Life, http://reciprocalmaieutic.danilodolci.it/wp-content/uploads/2011/09/English.pdf 5- Danilo Dolci, 1984, The World is only one creature 6- The UNESCO four pillars of learning, http://www.unesco.org/new/en/education/networks/global-networks/aspnet/about-us/strategy/the-fourpillars-of-learning/

A CHILD RIGHT BASED APPROACH

A child rights-based approach is a conceptual framework that identifies and evaluates children’s needs by reference to their rights under international legal instruments. A child rights-based approach integrates the norms, standards and principles of the Convention on the Rights of the Child (CRC) into the development, implementation and evaluation of policies, programmes and projects directed to promoting, protecting and fulfilling children’s human rights. The Convention on the Rights of the Child (CRC) 7 is the first legally binding international instrument to incorporate the full range of human rights, including civil, cultural, economic, political and social rights. Signed in 1989, the Convention offers a vision of the child as an individual and as a member of a family and community, with rights and responsibilities appropriate to his or her age and stage of development. Children need to be recognized as active social, political and economic actors in their own right, playing a key role in shaping tomorrow’s society. The near-universal ratification of the CRC reflects a global commitment to the principles of children’s rights. By ratifying the CRC, governments state their intention to put this commitment into practice. State parties are obligated to amend and create laws and policies to fully implement the Convention; they must consider all actions taken in light of the best interests of the child.8

7- A summary of the rights under the Convention on the Rights of the Child, https://www.unicef.org/crc/files/Rights_overview.pdf 8- Convention on the Rights of the Child, https://www.unicef.org/crc/

CHAPTER 1 Learning module 1: The UN Convention on the rights of the child

Course organizer Course Introduction Learning Objectives

Contents

Structure of TC

Training Methods

Suggested Reading Futher informations

All learning activities are based on non-formal education. Through Danilo Dolciâ&#x20AC;&#x2122;s Reciprocal Maieutic Approach, peer and cooperative learning participants work as a team and learn from each other. Image theatre is used to explore internalized oppression, unconscious thoughts and feelings related to beneficiaries and target groups, enabling participants to gain deeper insights during the analysis phase. Forum theatre engages participants to find creative solutions to identified violations and plan the strategies they need to change their world. Through the Logical Framework Approach participants develop community-based projects that integrate the norms, standards and principles of the UN CRC.

Project Cycle Management Guidelines, European Commission EuropeAid Cooperation Office - THE LOGICAL FRAMEWORK APPROACH, from page 57 to 94 https://ec.europa.eu/europeaid/sites/devco/files/methodology-aid-delivery-methods-project-cycle-management-200403_en_2.pdf

Participants should be divided in groups at the beginning of the training course and keep working in the same group till the end of the programme.

KEY CONCEPT The learning module links the key principles and tools related to a child rights-based approach with Project Cycle Management (PCM) in order to design and develop community-based projects aimed at promoting, protecting and fulfilling children’s human rights.

A CHILD RIGHTS-BASED APPROACH Child rights-based approach is a conceptual framework that identifies and evaluates children’s needs by reference to their rights under international legal instruments. A child rights-based approach integrates the norms, standards and principles of the Convention on the Rights of the Child (CRC) into the development, implementation and evaluation of policies, programmes and projects directed to promoting, protecting and fulfilling children’s human rights. “...A child rights approach is one which furthers the realisation of the rights of all children as set out in the Convention by developing the capacity of duty bearers to meet their obligations to respect, protect and fulfil rights (art. 4) and the capacity of rights holders to claim their rights, guided at all times by the rights to non-discrimination (art. 2), consideration of the best interests of the child (art. 3, para. 1), life, survival and development (art. 6), and respect for the views of the child (art. 12). Children also have the right to be directed and guided in the xercise of their rights by caregivers, parents and community members, in line with children’s evolving capacities (art. 5). This child rights approach is holistic and places emphasis on supporting the strengths and resources of the child him/herself and all social systems of which the child is a part: family, school, community, institutions, religious and cultural systems1.” A child rights-based approach identifies rights holders and their entitlements and corresponding duty-bearers and their obligations, and works towards strengthening the capacities of rights-holders to claim their rights and of duty bearers to meet their obligations2. The three general principles of a child rights-based approach include: • Interdependence and indivisibility: this means that the realization of a specific right cannot be divorced from the realization of the other rights to which children are entitled. To say that rights are indivisible means that there is no hierarchy of rights, including the need to adopt a holistic approach. • Accountability: it demands that states are obligated to respect, protect and fulfill the rights contained in those treaties. This may mean that states have positive obligations to ensure that those rights are not violated. • Universality: this means that children are entitled to the same human rights as all other human beings.

1-General Comment No 13 of the UN Committee on the rights of the child, para 59, definition of a child rights approach, http://www.refworld.org/ docid/4e6da4922.html 2-Human Rights-based Approach to Programming, https://www.unicef.org/policyanalysis/rights/

Underlying the whole of the Convention is a set of four guiding principles, or general requirements for all rights contained in the treaty. These principles also feature as separate articles in the treaty. • Non-discrimination: it requires that children’s rights are not nullified or hindered by any distinction, exclusion, restriction or preference based on any ground (article 2 of CRC). • The best interest of the child: it requires that the best interests of the child be a primary consideration in all actions concerning children (article 3(1) of CRC). • Survival and development: the right to survival and development (article 6(1) of CRC) applies to all rights to which children are entitled. • Participation: it includes the child’s right to be heard. This right comprises the notion of children as decision-makers on issues that affect their lives. The situation of deprived children cannot be addressed without providing those children with a voice and space to participate in decisions affecting their life. Discrimination, structural causes of exclusion and poverty must be identified, understood, and challenged to achieve equitable development for all children1. The Council of Europe has developed a Child Participation Assessment Tool with ten specific and measurable indicators to measure progress in the area of children’s participation. The indicators can be used by States to measure progress in implementing Recommendation CM/Rec (2012)2 of the Committee of Ministers to member States on the participation of children and young people under the age of 18. The ten indicators are cross-cutting, rather than thematic, and reflect the three broad measures addressed in the Recommendation: • Measures to protect the right to participate • Measures to promote the right to participate • Measures to create space for participation2

PROJECT CYCLE MANAGEMENT (PCM) Project Cycle Management (PCM) is a term used to describe the management activities and decision-making procedures used during the life-cycle of a project (including key tasks, roles and responsibilities, key documents and decision options). CM helps to ensure that: • projects are supportive of overarching policy objectives of the international human rights instruments, primarily the CRC. • projects are relevant to an agreed strategy and to the real problems of target groups/beneficiaries, and address consequences of gaps and violations in child rights. • projects are feasible, meaning that objectives can be realistically achieved within the constraints of the operating environment and capabilities of the implementing agencies; • benefits generated by projects are likely to be sustainable. To support the achievement of these aims, PCM: • requires the active participation of duty bearers and key stakeholders and aims to promote local ownership; • uses the Logical Framework Approach to support a number of key assessments/ 1-Convention on the Rights of the Child, https://www.unicef.org/crc/ 2 Council of Europe, Child Participation Assessment Tool, https://rm.coe.int/16806482da

analyses (including stakeholders, problems, objectives and strategies); • incorporates key quality assessment criteria into each stage of the project cycle; and • requires the production of good-quality key document(s) in each phase, to support well-informed decision-making1.

THE LOGICAL FRAMEWORK APPROACH (LFA)

The Logical Framework Approach (LFA) is a core tool used within Project Cycle Management. Drawing up a Logframe has two main stages, analysis and planning, which are carried out progressively during the Identification and Formulation phases of the project cycle: There are the following main elements of the analysis stage: • Context analysis, including violation of children rights according to the CRC principles. • Duty bearers’ analysis, including assessment key actors have duties and obligations under the CRC, legally binding them to respect, protect and fulfill children’s rights. • Problem Analysis, including analysis the main children rights’ violation through cause and effect relationships. • Analysis of Objectives, including analysis of an improved situation in the future through means and end relationships. • Analysis of Strategies, including comparison of different options to address a given situation. In the planning stage, the results of the analysis are transcribed into a practical, operational plan ready to be implemented. In this stage: the logframe matrix is prepared, requiring further analysis and refinement of ideas; activities and resource requirements are defined and scheduled, and a budget is prepared. Both the analysis and planning stages should be carried out as an iterative learning process, rather than as a simple set of linear ‘steps’. Each tool should be reviewed and refined as new questions are asked and new information comes to light. It may be necessary to review and revise the scope of project activities and expected results once the resource implications and budget become clearer. During project implementation, the LFA matrix provides a key management tool to support contracting, operational work planning and monitoring; and during the evaluation and audit stage, the LFA matrix provides a summary record of what was planned (objectives, indicators and key assumptions), and thus provides a basis for performance and impact assessment2.

1-European Commission EuropeAid Cooperation Office, Project Cycle Management Guidelines, https://ec.europa.eu/europeaid/sites/devco/files/methodology-aid-delivery-methods-project-cycle-management-200403_en_2.pdf 2- European Commission EuropeAid Cooperation Office, Project Cycle Management Guidelines, https://ec.europa.eu/europeaid/sites/devco/files/methodology-aid-delivery-methods-project-cycle-management-200403_en_2.pdf

LEARNING ACTIVITIES 1. Get to know each other Type of activity

Objectives Focus

Description

Team building

To get to know each other Participants’ names Put participants in a circle and decide a “starting point” (one of the participants in the circle), then ask the first participant to say his/her name and to add a “gesture” to his name. The participant next to him/her has to repeat the name and the gesture of the first participant and then he/she has to do the same with his/her name and gesture, and so on till the end of the circle. In case a participant makes a mistake in repeating the names and/or gestures of the previous participants, the trainer has to stop the game and ask participants to start from the beginning.

Duration

It depends on the number of participants, usually it takes 15/20 min.

Tips and Tricks

Change the direction of the turn, from time to time (when you stop the game and start from the beginning).

Variations

Debriefing & Reflection

You can use “adjectives” (such as: “Happy” Harry) instead of “gestures”.

There is no need for any debriefing or reflection.

2. Sharing rules Type of activity Objectives Focus

Description

Duration Materials Tips and Tricks

Debriefing & Reflection

Discussion To build a safe, respectful and friendly learning environment that can help trainers, participants and the support staff to achieve the learning objectives. Common rules Invite participants to propose and agree on ground rules that respect individuals, group dynamics, cultural diversity, the training environment and the local community. Note all the interventions on a flipchart. A final list of shared rules to be followed during the training course is created by including the contributions from all participants. 15 min Flipchart, paper, pencil. Be open to any suggestions from the participants. Let them decide freely. Invite participants that are silent to provide feedback.

Present to the group the conclusions that have emerged. Then ask participants to confirm and jointly agree on the list of rules.

3. Expectations Type of activity Objectives

Focus

Description

Discussion To stimulate participants in reflecting on their expectations during the TC and support trainers in adaptingelements / activities of the TC in order to better meet participants’ expectations.

Learning expectations Participants are divided in multicultural groups. Within their group participants are asked to reflect on their learning expectations in relation to the TC, based on three levels: • What I would like to DO • What I would like to FEEL • What I would like to KNOW Ask them to write their expectations on small post-its and to stick these post-its in a triangle. Expectations that fall into the ‘to do’ category refer to what we want to experience. Expectations that fall into the ‘to feel’ category refer to how we want to get engaged in the learning process. Expectations that fall into the ‘to know’ category refer to concrete and explicit knowledge and tools we want to gain.

Duration Materials Tips and Tricks

15 min Flipchart,post-its, pencils It is important to analyze participants’ expectations, opinions and feedback in order to incorporate them in the learning activities, to take into account what can be either improved or developed.

Debriefing & Reflection

Do not comment, just keep the papers hanging on the wall till the very last day of TC, and only at the end ask them to comment and to evaluate if their initial expectations have been met.

4. Cultural diversity Type of activity

Workshop

Objectives

To develop awareness of other cultures and appreciation of cultural diversity.

Focus

The activity addresses the issue of cultural diversity through visual communication.

Description

Participants are introduced to portraits by showing a range of examples (photojournalism, portraits of homeless, ceramic sculpture, hybrid of humans and animals, portraits from artistic movements, etc.). Participants are invited to work in pairs and portray each other, by bringing out facial characteristics, expressions, emotions and aspects of cultural identity.

Duration Materials Tips and Tricks Variations

60 min A projector, pencils, colours, papers, good soundtracks inspiring participants. Suggest participants not to talk to each other and keep silent. Participants could be asked to guess about their partner: where is she / he from? How old is she / he? What is her / his religion? What are her / his life values?

Debriefing & Reflection

Ask each group to present their work and share the learning achievements within the activity. Encourage the group to review both the task, as well as the process (most groups tend to focus on the task). Support the group in discovering what they have experienced. Your ability to become an effective experiential learning activity facilitator will rest on your ability to ask key questions.

5. Learning to learn Type of activity Objectives Focus

Description

Duration Materials Tips and Tricks

Team building

To get to know each other Learning to learn as key competence in life and professional development 1. Split participants into smaller groups of max 3 or 4 people. 2. Ask each participant within her/his own group to think individually to a learning experience that has been crucial in her/his human pathway and development. Give 10 minutes to think about. 3. Ask each participant to answer to the following questions individually in relation to their selected learning experience as in the previous point. • How did you feel during that event? What were the main emotions? • What was the color/s of your emotions? • What was the source of inspiration for you? • What was your reaction? • What did you learn in that event? • What were the consequences in your life (both on a personal and professional leavel)? 4. Invite all participants to share and comment the answers within her/his own group. Participants within the group are invited to raise questions and answer spontaneously. 30 min Flipcharts, papers, pens

Do not comment, just let participants expressing freely within their groups.

Variations

Participants could be split into smaller groups of 2 people.

Resources

SALTO Training & Cooperation, The Youthpass process and Learning to Learn, https://www.youthpass.eu/downloads/13-62-54/TheYouthpassProcess_100923_S.pdf

Resume the plenary and ask participants to share what they discovered. Than ask the following question: What does “learning to learn” mean? Collect and summarize their feedback.

Debriefing & Reflection

“Learning to learn” According to the European Commission and SALTO “learning to learn” is ‘the ability to organise our own learning’ and includes elements such as effective management of time and information. raising awareness of our learning needs, and how to achieve them. Learning to learn engages other competences as we can see and for that reason it is often referred to as a ‘meta competence’ – another way of showing that it has an importance and we need to be paying more attention to it!

6. The Project Cycle Type of activity Objectives Focus

Description

Discussion

To introduce participants to the key phases of the project cycle To explore diversity and key competences inside a team 1. Introduce the project cycle and the key concepts related to its six phases: • Programming • Identification • Formulation • Financing • Implementation • Evaluation 2. Put the six phases of the project cycle on the floor as a scheme. Ask participants to place themselves according to what function they identify with the most. Possibly people identify with more than one, which is normal. Just try and select one that suits better than the rest, is the tip. 3. After this: have 5 x 5 discussions within the quarter why you chose this quarter. 10 min Then in mixed groups: build groups with people from different quarters. 5 min Share why you chose yours. 10 min Address the benefits of having a diverse team. Notes: This project’s cycle highlights three main principles: 1. Decision making criteria and procedures are defined at each phase (including key information requirements and quality assessment criteria); 2. The phases in the cycle are progressive – each phase should be completed for the next to be tackled with success; 3. New programming and project identification draws on the results of monitoring and evaluation as part of a structured process of feedback and institutional learning. What is a project? A project is an independent operation with: • Well defined and planned operational objectives, results, target groups and final beneficiaries. • A series of coherent activities. • Limited duration. Why develop a project?

• • • •

To solve a problem. To meet a need. To overcome a constraint. To take advantage of an opportunity.

A note on terminology: • Stakeholders: are individuals or institutions that may – directly or indirectly, positively or negatively – affect or be affected by a project or programme. • Project partners: Those who implement the projects in-country (who are also stakeholders, and may be a ‘target group’). • Target group(s): The group/entity who will be directly positively affected by the project at the Project Purpose level. This may include the staff from partner organizations. • Final beneficiaries: Those who benefit from the project in the long term at the level of the society or sector at large, e.g. “children” due to increased spending on health and education, “consumers” due to improved agricultural production and marketing.

Duration Materials

30 min Flipcharts, papers, pens

Tips and Tricks

It is important to introduce and clarify briefly the key concepts related to six phases: programming, identification, formulation, financing, implementation, evaluation. Remind participants that the training course is focusing only on the “identification” and “formulation” phase.

Variations

Feel free to use different case studies showing projects which had to face failure.

Resources

Project Cycle Management Guidelines, European Commission EuropeAid Cooperation Office https://ec.europa.eu/europeaid/sites/devco/files/methodology-aid-delivery-methods-project-cycle-management-200403_en_2.pdf

Debriefing & Reflection

The trainer asks participants the following questions: • Was it easy to place yourself? • Can you see parallels between your placement and your daily work/experience? • Why the project cycle is supposed to be never ending? Close the activity by summarizing the main feedback

7. Are you a midwife? Type of activity Objectives Focus

Description

Discussion

To engage participants in a common reflection on critical elements of a project. Analysis of social, cultural, economic reasons leading to failure. INTRODUCE KEY CONCEPTS The Reciprocal Maieutic Approach (RMA) is a dialectic method of inquiry and “popular self-analysis” for empowerment of communities and individuals. It can be defined as a “process of collective exploration that takes, as a departure point, the experience and the intuition of individuals” (Dolci, 1996). The RMA was developed by Danilo Dolci from the Socratic concept of Maieutic. It derives from the ancient Greek “µαιευτικός”, pertaining to midwifery: every act of educating is like giving birth to the full potential of the learner who wants to learn, as a mother wants her child to emerge from her. In the RMA process, to educate is intended in the classical meaning of the word, that is “e-ducere”: to take out. As the name says, RMA is a “reciprocal” process between at least two persons others giving answers. It is the reciprocal maieutic communication that brings out people’s knowledge, with all participants learning from each other. THE RMS PROCESS Participants working in group are invited to sit in a circle, so everyone has the same distance from the center and can look each other in the eyes. The space is a metaphor for relations, communication, sharing of power, expression and creativity. The reflection should begin as a process of dialectical inquiry that should be easy and based on a democratic open structure, without any constraint, imposition or dogmatic closure. Each participant can express her/himself on the issue and according to her/ his own experience and personality. It is important to put into practice the mosaic metaphor, to find nexuses, to connect by association of ideas and analogies. The fragments of knowledge, experience, the hypothesis made by everyone, are gradually related to one another, thanks to each contribution.

Assumptions: • Questioning is a tool for reciprocal research and active participation. • Each person has an inner knowledge that comes from experience. • Knowledge is dynamic and in constant evolution and it should be built within a group. • Everybody being in connection inside a group can be an element of change. THE ART OF QUESTIONING Ask participants the following: What is a midwife? Just like a midwife does with women during childbirth, a community leader should educate young people and children on how to communicate and express freely, to analyze and understand the context where they live, to claim for their rights and address the problems they face in their lives, to imagine and experiment the capacity to change the reality and act nonviolently. A community leader does not transfer contents, does not impose solutions from top to down. As a midwife, the community leader is an expert in the art of questioning, creating conditions in which each person can learn how to express him/herself and research within a group. A community leader knows how to listen the others, to formulate questions, to connect observations and take out people’s knowledge and ideas in order to develop a common plan for community development. A community leader is not a supervisor or a chief, but a “midwife”, an expert in the theory and practice of group work and co-education. A community leader clarifies the essence of children, youth, duty bearers and community members’ intuitions and experiences in order to pursue dialogue, communication and facilitate a process of common analysis and planning.

Duration Materials

45 min Flipcharts, papers, pens

Tips and Tricks

Do not interfere, let participants express themselves freely and reflect with each other.

Resources

EDDILI - To EDucate is to make possible the DIscovery of Life, Reciprocal Maieutic Approach http://reciprocalmaieutic.danilodolci.it/wp-content/uploads/2011/09/English.pdf

Debriefing & Reflection

Ask participants to provide feedback on what they have experienced and learned within the session.

8. A child rights based analysis Type of activity Objectives Focus

Description

Training activity To undertake a child rights based analysis in a targeted community context Context analysis 1. Start with the following question: In which way rights violations of children occur? Invite everyone into plenary to provide feedback. 2. Ask participants to get into their groups and to decide in which community context they would like to operate and develop a project. 3. Ask participants to identify and write down all rights violations related to children in the targeted community context. The analysis is developed according to the CRC principles of survival and development, protection and participation. 4. Give the groups 45 minutes to discuss about the violations of the rights they identify in the targeted regional/community context, including a critical reflection on: â&#x20AC;˘ incidence and causes of key deprivations and violations of rights; â&#x20AC;˘ barriers and bottlenecks; â&#x20AC;˘ whether evidence-based interventions and services are prioritized in national policies, laws, strategies, plans. 5. Then call everyone into plenary for a common debriefing. Taking a child rights-based approach is not just about being able to relate to the CRC articles. A child rights-based approach considers each child as a complete human being, worthy of respect and capable of expressing opinions which we should be taken directly and seriously into consideration throughout the whole process. Prior to initiating detailed analytical work with stakeholder groups (field work), it is important that those involved in the identification or formulation of projects are sufficiently aware of the policy, sector and institutional context within which they are undertaking their work. The scope and depth of this preliminary analysis will depend primarily on how much information is already available and its quality

In general, it should not be the work of each individual project planning team to undertake ‘new’ analysis of development/ sector policies or the broader institutional framework, rather they should access existing information and then work to ensure that the development of the project idea takes account of these elements of the operating environment1.

Duration Materials

60 min Pens, flipchart papers, post-its. Show participants a practical example of how to use and develop the tool.

Tips and Tricks

It is suggested a review of the documents and literature already done on the regional / community context, including analysis of verifiable data, statistics, reports. In line with child’s right to be heard, children should be directly consulted on issues that affect their lives.

Resources

• Save the Children, Child Rights Situation Analysis Guidelines https://resourcecentre.savethechildren.net/sites/default/files/documents/ crsa_guidelines2.pdf • UNICEF, Examples of Recent Situation Analyses https://www.unicef.org/sitan/index_43351.html • ALNAP, Syria - Child rights situation analysis http://www.alnap.org/resource/20091

1 European Commission, EuropeAid Cooperation Office, Project Cycle Management Guidelines, https://ec.europa.eu/europeaid/sites/devco/files/methodology-aid-delivery-methods-project-cycle-management-200403_en_2.pdf

Debriefing & Reflection

sk each group to present their work and share the learning achievements within the activity. Encourage the group to review both the task, as well as the process (most groups tend to focus on the task). Support the group in discovering what they have experienced. Ask participants the following questions: Do national and regional governments have sufficient technical capacity to implement and monitor and fulfil children rights? In the targeted community context, are there prevalent negative social norms affecting children? Who are the key actors in the community perpetuating these norms? To what extent these negative norms influence disadvantaged groups of children within the community? Are the CRC guiding principles reflected in your analysis? Are children and young people consulted and engaged directly in the context analysis?

VIOLATIONS OF CHILDREN RIGHTS Community context: Survival:

Development:

Protection:

Participation:

9. Duty bearers’ analysis Type of activity Objectives Focus

Description

Training activity To identify duty bearers and their duties obligations, capacities and interest to respect, protect and fulfill children’s rights. Analysis of public and private stakeholders

1. Start with the following question: who are the rights holders? what are the duty bearers? 2. Introduce participants to the duty bearer’s matrix. 3. Than ask participants: • to identify all those groups who have a significant interest and role in the protection and development of targeted children; • to put them into the duty bearers’ matrix according to the following criteria: power of influence, level of interest; • to reflect on the relationships between the duty bearers; • to assess, as far as possible, the nature of the existing capacity gaps that prevent many duty bearers from fulfilling their duties and obligations. A basic premise behind the duty bearers’ analysis is that different duty bearers have different concerns, perceptions, capacities and interests, and that these need to be explicitly understood and recognized in the process of problem identification, objective setting and strategy selection. This includes information obtained through focus group discussions, duty bearers’ interviews, field visits and so forth. The findings of the analysis should be incorporated into the logframe matrix in order to ensure Duty bearers’ ownership and participation. Notes: Duty bearers have duties and obligations under the CRC, legally binding them to respect, protect and fulfill children’s rights. The State, through its agents, is the principal duty-bearer responsible for fulfilling the child’s right to life and health. This includes all the pertinent public authorities who have the responsibility for creating the broad normative and institutional contexts for the enjoyment of the rights recognized in the CRC and national laws. Beyond this, duty bearers include governments and their local agents, social workers, educators & teachers, judges, police, health care workers, parents, the whole community.

Children up to 18 years of age are considered rights holders and active participants in child rights realization, who must be empowered to make claims and hold duty bearers to account for upholding children’s rights. In carrying out this part of the analysis, it is important to recognize that some of the duty-bearers are also rights-holders, whose own rights may remain unfulfilled, which can prevent them from fulfilling their duties to the child. For example, the limited salary health care workers receive may be an impediment to performing their professional duties competently and efficiently1. In parallel, examining the capacity gaps among duty-bearers can help development cooperation actors to address those gaps and achieve child-focused development results2. UNICEF, Engaging Stakeholders On Children’s Rights, https://www.unicef.org/csr/css/Stakeholder_Engagement_on_Childrens_Rights_021014.pdf UNICEF, An Analysis of the Situation of Children And Women in Cambodia, Chapter III. The Child’s Right to Life and Health - Duty-bearers’ roles, responsibilities and capacity gaps, https://www.unicef.org/cambodia/Part6_Women_and_children_SitAn_Report_09.pdf

Duration Materials Tips and Tricks

60 min Pens, flip chart papers, post-its. Show participants a practical example of how to use and develop the tool.

1- UNICEF, An Analysis of The Situation of Children And Women In Cambodia, 2009, https://www.unicef.org/cambodia/Part6_Women_and_children_SitAn_Report_09.pdf 2- UNICEF. Child Rights Toolkit: Integrating Child Rights in Development Cooperation, https://www.unicef.org/myanmar/Child-RightsToolkit-Web-Links.pdf

Debriefing & Reflection

Ask each group to present their work and share the learning achievements within the activity. Encourage the group to review both the task, as well as the process (most groups tend to focus on the task). Support the group in discovering what they have experienced. Suggested questions: • Who are the rights-holders? • Who are the duty-bearers? What obligations are they supposed to fulfill? • What is the relationship between the rights-holders and duty-bearers?

10. The problem tree: analysis on the violation of children’s rights Type of activity Objectives Focus

Training activity To identify the negative aspects of an existing violation/s of children’s rights and to establish the causes and effects related to that violation/s. Problem analysis in the community context

The analysis is presented in diagram form showing the effects of a children’s right violation on top and its causes underneath. Once complete, the problem tree represents a summary of the existing negative situation.

Description

How to establish a Problem Tree? • As a starting point, identify and state the core existing violation of children’s rights in the targeted community • Brainstorm and analyze major problems that are related to the problem • Write down each identified problem on a card. • Establish hierarchy of cause and effects: problems which are directly causing the core problem are put below; problems which are direct effects of the core problem are put above. • Connect the problems with cause-effect arrows. • Review the diagram and verify its validity and completeness. The links of causes and effects should be clear and make a logical sense. Notes: A problem is not the absence of a solution, but an existing negative situation. Absent solutions are problem statements that do not describe the current negative situation, but describe the absence of a desired situation. For example, lack of trained staff does not describe the real problem which is in fact staff has insufficient or inappropriate skills. The problem tree contributes to address the identified violations of children’s rights through a holistic analysis revealing the complexity of the phenomenon as well as to gain insights into complex links of causes and effects.

Duration Materials

120 min Pens, flipchart papers, post-its. Show participants a practical example of how to use and develop the tool.

Tips and Tricks

Specify the following rules for writing problems’ cards: • A problem should not be an overarching issue that is clearly beyond the scope of the interventions to be developed by a social enterprise or specific project. • Write the problem in a sentence by specifying it like this: “subject, verb and object”. • Each card should include only one problem. • Problems have to be phrased as negative situations. • Problems have to be existing problems, not future ones or imagined ones. • Avoid generalization – be specific. The position of the problem in the hierarchy does not indicate its importance. It might help to break these causes down into different categories, such as policy/legal constraints, institutional constraints, capacity weaknesses, and social/cultural norms. Present background facts and statistics with sources, wherever relevant.

Debriefing & Reflection

Ask each group to present their work and share the learning achievements within the activity. Encourage the group to review both the task, as well as the process (most groups tend to focus on the task). Support the group in discovering what they have experienced. Suggested questions: • Does the problem analysis provide information on the problems specific to the lack of realization of children’s rights? • Is there a requirement for more in-depth child rights analysis to be undertaken at the formulation stage?

11. Internalized oppression and violation of rights Type of activity Objectives Focus

Description

Workshop To explore forms of internalized oppression, unconscious thoughts and feelings related to target groups and beneficiaries. Violation of rights’ analysis through theater and drama. In image theatre, still images are used to analyze realistic situations by exploring relationships, emotions and feelings. This technique was developed by Augusto Boal as part of Theatre of the Oppressed, as a form of theatre where people become active and explore, show, analyze and transform the reality in which they are living. Image theatre works across language and culture barriers and frequently reveals unexpected universalities. Through image theatre participants gain more clarity in the analysis process by decoding the situation they are observing. Guidelines on how to prepare the scene: • Create a scene that should be showing still images concerning an existing violation of children’s rights in the targeted community, as identified in the problem tree analysis. • Still images could be realistic, allegorical, surrealistic, symbolic or metaphorical. The only thing that matters is that they correspond to reality. • In the scene, there should be one OPPRESSED, who is the person affected by the existing violation of rights, and several OPPRESSORS, the persons affecting the oppressed. • Each character in the scene must have a specific role. The scene performed should be dramatic: showing real problems as experienced in daily life. • There should be one facilitator who is coordinating the activity. The facilitator starts questioning the characters (both the oppressors and the oppressed) in order to explore their role in the scene: about their life and work experiences, their social and cultural background, problems, needs, including unconscious thoughts, feelings, reasons behind a certain way of doing or thinking.

Here are some example questions: Who are you? Where are you from? What do you do in life? What is your social background? What does your family do?

What is your religion? What are your values? What are you doing in the scene? What are your problems, needs at this moment? Why are you acting this way? Where did you learn this behavior/value/idea from? Have you studied? How do you spend usually your day? Where do you sleep at night? What are your hobbies and interests? Are you religious? What is your religion? What are your dreams about? Etc. The characters in the scene are only allowed to answer the questions while keeping still. Participants are asked to observe the images and reflect on what they witness and hear. As the inquiry process develops, the facilitator invites the audience to raise further questions in order to get more and more in depth into the analysis process related to the identified existing situation / problem.

Duration

120 min

Materials

Any kind of material that participants might creatively use to perform their scene on the stage.

Tips and Tricks

You can invite participants or “spect-actors” (spect -- to watch; actor -- to act)to take the role of the facilitator in order to experience themselves how to facilitate the scene on stage.

Variations

You can apply image theatre to a variety of learning contexts to explore diversity, intercultural dialogue, democracy, active citizenship or other social issues.

Resources

Forum and Image Theatre Manual - Toolbox — For Training and Youth Work https://www.salto-youth.net/tools/toolbox/tool/forum-and-image-theatre-manual.1503/

Debriefing & Reflection

Support the group in discovering what they have experienced. Ask participants what additional insights they have gained about the community context, target groups, final beneficiaries, duty bearers and stakeholders. Then ask participants the following questions: â&#x20AC;˘ Have further violations, problems and needs been identified? â&#x20AC;˘ Have other duty bearers and stakeholders been identified? â&#x20AC;˘ Are causes and effects relationships better investigated and incorporated in the analysis process? Invite participants to review in their groups the problem tree in line the new findings and information emerged within the activity.

12. The objective tree Type of activity Objectives Focus

Training activity

To identify a possible solution to the identified problems. Objectives analysis The ‘negative situations’ of the problem tree are converted into solutions, expressed as ‘positive achievements’. For example, “parents show low interest to participate on school-based activities of their children” is converted into “parents have an high participation in school-based activities of their children”. These positive achievements are in fact objectives, and are presented in a diagram of objectives showing a means - ends hierarchy. This diagram provides a clear overview of the desired future situation.

Description

How to establish an Objective Tree? • Reformulate all negative situations of the problems analysis into positive situations that are desirable and realistically achievable. • Check the means-ends relationships to ensure validity and completeness of the hierarchy (cause-effect relationships are turned into means-ends linkages). • If necessary: revise statements, add new objectives if these seem to be relevant and necessary to achieve the objective at the next higher level, delete objectives which do not seem suitable or necessary. Notes: A community project should: • be clearly consistent with the policy framework at international, national and regional level; • integrate with and support local planning/budgeting, management, financing and monitoring systems; • build local capacity and ownership among beneficiaries, duty bearers and key stakeholders; • take a realistic perspective and guarantee a long-term impact and positive change.

Duration Materials Tips and Tricks

Debriefing & Reflection

SUGGESTED TIME: 60 min Pencils, flip chart papers, post-it. Show participants a practical example of how to use and develop the tool.

Ask each group to present their work and share the learning achievements within the activity. Encourage the group to review both the task, as well as the process. Support the group in discovering what they have experienced. At this point, you might ask the following questions: • Have you received support and active contribution from others during the activity? • Who gave major support within each group? These questions can start up a further reflection on the topic of “supporting each other”, co-education and co-development.

13. Forum theatre: from problem analysis to the creation of solutions Type of activity Objectives Focus

Workshop

To enable participants to find creative solutions to identified problems through theatre. Identification of strategies and activities Forum theatre was developed by Augusto Boal as part of Theatre of the Oppressed. It is a theatrical game in which a problem is shown in an unsolved form, to which the audience, as “spect-actors”(spect -- to watch; actor -- to act), are invited to suggest and enact solutions. It begins with the crafting and performance of a short play that dramatizes the existing situation / problem as identified in the image theatre scene and that ends with the protagonist(s) being oppressed. The problem is always the symptom of an oppression, and generally involves visible oppressors and a protagonist who is oppressed. After the first performance, the play or scene is repeated with one crucial difference: the spectators become “spect-actors” and can at any point yell “freeze” and take the place of an actor to attempt to transform the outcome. Forum theatre is an exercise in democracy in which anyone can speak and anyone can act.

Description

Instructions to prepare for the play: • Participants in groups are invited to perform a short play showing the same situation of oppression already sculpted in the image theatre activity. The play should last for max 5 minutes. • The problem is always the symptom of an oppression, and generally involves visible oppressors and a protagonist who is oppressed. • The participants are allowed to create dialogue and set up the scene in a creative way. • The play is shown twice. After the first time, the play is performed again but slightly speeded up. • During the replay, any member of the audience (‘spect-actor’) is allowed to shout ‘Stop!’, step forward and take the place of one of the oppressed characters, showing how they could change the situation, to solve the problem in a creative way and overcome the oppression.

Several alternatives may be explored by different spect-actors. The other actors remain in the scene, improvising their responses. • The play is a form of contest between spect-actors trying to bring the play to a different end (in which the cycle of oppression is broken) and actors ostensibly making every possible effort to bring it to its original end (in which the oppressed is beaten and the oppressors are triumphant). • The process is presided over by the ‘joker’, whose job it is to ensure a smooth running of this theatrical game.

Duration Materials

Any kind of material that participants might creatively use to perform their scene on the stage.

Tips and Tricks

You can invite participants or spect-actors to take the role of the joker in order to experience themselves how to facilitate this theatrical game. The joker is the link between actors and spect-actors. S/he is the facilitator who keeps the event flowing. The term ‘joker’ can be seen in relation to both the joker in a card game, an odd one out, who can jump into any situation, but who is also in a way neutral, or as in the jester character of the medieval period who provided games and entertainment. The joker in forum theatre or plays is much like such a character. S/he stands outside the general play, and has no direct influence on the direction of the story, but is able to move the group forward, with questions and by facilitation.

Variations

You can apply forum theatre to a variety of learning contexts to explore diversity, intercultural dialogue, democracy, active citizenship, other social issues.

Resources

Forum and Image Theatre Manual - Toolbox — For Training and Youth Work https://www.salto-youth.net/tools/toolbox/tool/forum-and-image-theatre-manual.1503/ For the role of the joker, click here:http://handbook.actvise.eu/?page_id=24

Debriefing & Reflection

120 min

Ask participants what they have learned and how the activity contributes to finding creative solutions to the identified problems. Invite participants to reflect on how the tool could be applicable to their everyday lives and work.

14. Strategy analysis Type of activity Objectives Focus

Description

Duration Materials

Tips and Tricks

Training activity

To identify to assess and identify specific intervention strategies. Problem analysis in the community context A project is a limited intervention and can therefore not tackle all the alternatives indicated in the tree. Strategy analysis is a process in which specific project strategies are selected from among the objectives raised in objectives analysis, based upon selection criteria. Analysis of Strategies involves deciding what objectives will be included IN the specific intervention, and what objectives will remain OUT. The selected strategy will then be used to formulate the first column of the logframe matrix, thus identifying the social enterprise overall objective, purpose/s and expected results. How to select the project strategy? • Divide the objective tree into different clusters of objectives. • Name all clusters. • Clarify the overall objective and strategies of each cluster. • Exclude unachievable and/or unrealistic options. • Set and agree on criteria for selecting a strategy • Compare alternatives using the selection criteria. • Select a specific cluster to be developed into an intervention strategy 60 min Pens, flip chart papers, post-its. The choice of the strategy should be based on a good knowledge of the community context and on a number of selected criteria, such as: • Internal key competences and expertise • Availability of financial and human resources • Complementarities with other policies or social activities • Contribution to the social, economic, cultural community development • Urgency • Coherence with both organization and community’s priorities • Probability of achieving objectives • Potential involvement of community partners and stakeholders • Economic and financial costs / benefits • Community and environmental impact

Debriefing & Reflection

Ask each group to present their work and share the learning achievements within the activity. Encourage the group to review both the task, as well as the process. Ask the following questions: â&#x20AC;˘ Did you share different ideas? If so, how did you select your strategy? â&#x20AC;˘ What was the main selected criteria you adopted in the selection process?

15. The Logical Framework Approach: the Intervention Logic (first column) Type of activity Objectives Focus

Training activity

To describe the key elements of the intervention logic of a project Key elements of a community based project addressing children rights The results of the stakeholders, problems, objectives and strategy analysis are used as the basis for preparing the Logical Framework Matrix. The main output of the LFA is the logframe matrix.

Description

The logical framework matrix has four columns and four rows in total, namely: • the hierarchy of objectives (Intervention Logic); • the key external factors critical to the social start-up’s success (Assumptions); • how the social start-up’s achievements will be monitored and evaluated (Indicators and Sources of Verification). The first column is named intervention logic and describes the: • Overall objective: the broad development impact to which the social enterprise contributes – at a national or sectoral level (provides the link to the policy and/or sector programme context). • Purpose: the development outcome at the end of the social enterprise, more specifically the expected benefits to the target group(s). • Expected results: the direct/tangible results (goods/products and services) that the social enterprise delivers, and which are largely under project management’s control. • Activities: the work programme that is needed to be carried out to deliver the planned results. Specific and practical actions should directly address violations and gaps as identified in the analysis phase. 1. Ask participants to transfer the contents from their objective tree and selected strategy into the intervention logic of the LFA. 2. Results and activities should integrate child rights and the four specific principles of the CRC (Non-discrimination, The best interest of the child,

Survival and development, Participation) at each step of the planning and formulation process. Note: Community development projects addressing children should strengthen structures and mechanisms (capacity building) to promote and protect children’s rights (e.g. legislative, political, administrative and community structures, practices and mechanisms, ensuring incorporation of the CRC into domestic legal systems, monitoring progress, ensuring accountability and overcoming constraints). They should also raise awareness and build advocacy for children’s rights amongst individuals, governments, professionals, the media, the private sector, the general public and civil society (Brief Introduction to Rights-based Programming, Save the Children, August 2003).

Duration Materials Tips and Tricks

Debriefing & Reflection

120 min Pens, flip chart papers, post-its Show participants a practical example of how to develop an intervention logic. Ask each group to present their work and share the learning achievements within the activity. Encourage the group to review both the task, as well as the process (most groups tend to focus on the task). Suggested questions: • Is the project interfering with the children’s right to survival? • Are the proposed approach, strategies and activities planned in line with the best interests of the child? • Are the activities excluding / discriminating any groups of children? • Have you consulted with the children themselves and involved them in the analysis and planning phases? • Did all members of the group have a clear action plan?

LOGFRAME MATRIX OBJECTIVES (What we want to achieve)

Source: The Logical Framework Approach in European Commission – PCM Guidelines (2004)

INDICATORS (How to measure change)

MEANS OF VERIFICATION ASSUMPTIONS (Where / how to get (External condiinformation) tions)

Impact Indicators: Measures the Overall objective: extent to which a The broad devecontribution to the lopment impact to overall objective which the project has been made. contributes – at a Used during evanational or sectoral luation. However, level (provides the it is often not link to the policy appropriate for the and/or sector proproject itself to gramme context) try and collect this information.

Sources of information and methods used to collect and report it (including who and when/how frequently).

Is not required for goals.

Purpose: The development outcome at the end of the project – more specifically the expected benefits to the target group(s)

Outcome Indicators: Helps answer the question ‘How will we know if the purpose has been achieved’? Should include appropriate details of quantity, quality and time.

Sources of information and methods used to collect and report it (including who and when/how frequently)

Assumptions (factors outside project management’s control) that may impact on the purpose-objective linkage.

Results: The direct/tangible results (good and services) that the project delivers, and which are largely under project management’s contro

Output Indicators: Helps answer the question ‘How will we know if the results have been delivered’? Should include appropriate details of quantity, quality and time.

Sources of information and methods used to collect and report it (including who and when/how frequently)

Assumptions (factors outside project management’s control) that may impact on the result-purpose linkage.

Activities: The tasks (work programme) that need to be carried out to deliver the planned results. Indicators are NOT included in the logframe.

Means: What are the means required to implement these activities (ex. personnel, equipment, services, goods, facilities, etc..)

Costs: What are the costs for each activity? How are they classified) Break the budget down..

Pre-conditions: What pre-conditions outside the project’s direct control are required before the actions start?

16. The Logical Framework Approach: Indicators and Sources of Verification (second and third column) Type of activity Objectives Focus

Description

Training activity

To set criteria on how a social enterprise will be monitored and evaluated. Monitoring and evaluation Indicators (second column of the logframe) describes the operation’s objectives in operationally measurable terms (quantity, quality, target group(s), time, place). Specifying indicators helps checking the viability of objectives and forms the basis of the operation monitoring system. Indicators should be measurable in a consistent way and at an acceptable cost. A good indicator should be SMART: • Specific • Measurable • Available at an acceptable cost • Relevant with regard to the objective concerned • Time-bound Sources of verification (third column of the logframe) indicate where and in what form information on the achievement (described by the indicators) can be found. The sources of verification should specify: • the format in which the information should be made available (e.g. progress reports, operation accounts, operation records, official statistics etc.) • who should provide the information • how regularly it should be provided (e.g. monthly, quarterly, annually). 1. Ask participants to specify both indicators and sources of verification for each line of the intervention logic of the LFA. A child rights focus should be taken in consideration in order to mitigate risks and optimizing opportunities.

Duration Materials Tips and Tricks Resources

Debriefing & Reflection

60 min Pens, flip chart papers, post-its Show participants a practical example of how to identify indicators and sources of verification. UNICEF. Child Rights Toolkit: Integrating Child Rights in Development Cooperation, https://www.unicef.org/myanmar/Child-Rights-Toolkit-Web-Links. pdf Ask each group to present their work and share the learning achievements within the activity. Encourage the group to review both the task, as well as the process (most groups tend to focus on the task). Ask participants the following questions: • Does the project’s Logframe Matrix include a set of indicators and sources of verification, which will allow management information to be collected and used in a timely and cost-effective manner? • Are roles and responsibilities for collecting, recording, reporting and using the information clearly described? • Is a monitoring, evaluation and accountability plan formulated? Is the plan clear and practical?

LOGFRAME MATRIX OBJECTIVES (What we want to achieve)

INDICATORS (How to measure change)

MEANS OF VERIFICATION (Where / how to get information)

ASSUMPTIONS (External conditions)

Overall objective: Reduce children death and illness related to Water and Sanitation related diseases in the targeted communities

Ministry of Health / WHO statistics Impact Indicators: Records from village clinics % (percentage) reduction in water and sanitation related diseases among children in target population % of children under 36 months with diarrhoea in the last two weeks

not required

Purpose: Improved access to and use of sustainable sources of safe water in target communities

Outcome Indicators: Household survey % of people in the target communities using Key informant interviews with local minimum 25L of safe water per day committee members % of targeted households with access to a functional water source % of water points managed by local committees # hours spent by women in fetching water daily

Civil war / hostilities do not return Improved access to clinical health facilities

Results: R.1 - Community water points constructed or rehabilitated

(number) of water points constructed to national standard % of water handpumps rehabilitated to national standard

“Community Facility Inspection” field report

Low rainfall does not limit overall water supply.

R.2 - Community management of water points is improved

# of communities with a local committee established # of local committees with technicians trained to perform basic maintenance on water points % of local committees collecting adequate charges to maintain the water points

Household survey No major disputes Key informant interviews with local or conflicts within committee members the community

Activities: The tasks (work programme) that need to be carried out to deliver the planned results. Indicators are NOT included in the logframe.

Means What are the means required to implement these activities (ex. personnel, equipment, services, goods, facilities, etc..)

Costs What are the costs for each activity? How are they classified) Break the budget down..

Pre-conditions What pre-conditions outside the project’s direct control are required before the actions start?

Source: The Logical Framework Approach in European Commission – PCM Guidelines (2004)

17. The Logical Framework Approach: The external conditions (fourth column) Type of activity Objectives Focus

Training activity To take into account potential risks and assumptions that can badly influence a social enterprise. Risk management External factors that might affect the social enterprise’s implementation and long-term sustainability but lie outside its control, are included as assumptions in the fourth column of the logframe. The probability and significance of these assumptions being met should be estimated as part of assessing the riskiness of the social business plan. External factors are the answer to the question: “What external factors are not influenced by the operation, but may affect its implementation and achievement of objectives?” If formulated as negative statements, become ‘risks’ that have to be monitored during the social enterprise’s development.

Description

The steps necessary to identify the external factors are the following: • Brainstorm and identify those external factors which are necessary for the project to succeed but which are outside the control of the project. • External factors need to be identified for the levels of ‘Activities’, ‘Results’ and the ‘Project Purpose’. • Once external factors have been identified, they are stated in terms of the desired situation. In this way they can be verified and assessed. • Then, these external factors are transposed at the appropriate level of the logframe. If an external factor represents a relevant risk, redesign and reformulate the intervention logic of the logframe. If it is not possible to redesign and reformulate the intervention logic of the logframe, than our social enterprise is not feasible.

Duration Materials

60 min Pens, flip chart papers, post-its

Tips and Tricks

It is suggested to assemble and analyse adequate information from an appropriate range of sources, including viewpoints of different stakeholders.

Debriefing & Reflection

Ask each group to present their work and share the learning achievements within the activity. Encourage the group to review both the task, as well as the process (most groups tend to focus on the task). Ask participants the following questions: - Are assumptions/risks identified and assessed, and appropriate risk management arrangements proposed? - Are Arrangements for managing risks clear?

LOGFRAME MATRIX

OBJECTIVES (What we want to achieve)

INDICATORS MEANS OF (How to measure chan- VERIFICATION ge) (Where / how to get information)

ASSUMPTIONS (External conditions)

Overall objective: Reduce children death and illness related to Water and Sanitation related diseases in the targeted communities

Impact Indicators: % (percentage) reduction in water and sanitation related diseases among children in target population % of children under 36 months with diarrhoea in the last two weeks

Ministry of Health / WHO statistics Records from village clinics

not required

Purpose: Improved access to and use of sustainable sources of safe water in target communities

Outcome Indicators: % of people in the target communities using minimum 25L of safe water per day % of targeted households with access to an functional water source % of water points managed by local WatSan committees # hours spent by women in fetching water daily

Household survey Key informant interviews with local committee members

Civil war / hostilities do not return Improved access to clinical health facilities

Results: R.1 - Community water points constructed or rehabilitated

(number) of water â&#x20AC;&#x153;Community Facility Low rainfall does not points constructed to Inspectionâ&#x20AC;? field report limit overall water supply. national standard % of water handpumps rehabilitated to national standard

R.2 - Community mana- # of communities with gement of water points a local committee is improved established # of local committees with technicians trained to perform basic maintenance on water points % of local committees collecting adequate charges to maintain the water points Activities: The tasks (work programme) that need to be carried out to deliver the planned results. Indicators are NOT included in the logframe.

Means What are the means required to implement these activities (ex. personnel, equipment, services, goods, facilities, etc..)

Household survey Key informant interviews with local committee members

No major disputes or conflicts within the community

Costs What are the costs for each activity? How are they classified) Break the budget down..

Pre-conditions What pre-conditions outside the projectâ&#x20AC;&#x2122;s direct control are required before the actions start?

Source: The Logical Framework Approach in European Commission â&#x20AC;&#x201C; PCM Guidelines (2004)

18. The GANTT Chart Type of activity Objectives Focus

Training activity To think through all of the tasks involved in structuring a social enterprise. Planning and organization of activities The so-called Gantt chart is a format for outlining, prioritising and conveying information about the activities of a project visually. It helps to identify their logical sequence, expected duration, any dependencies that exist between activities, and it provides a basis for allocating management responsibility. With the GANTT chart prepared, further specification of resources and scheduling of costs can be undertaken.

Description

Duration Materials Tips and Tricks Debriefing & Reflection

Ask participants to develop a GANTT chart by using the following checklist: • step 1: for each expected result list the main activities • step 2: break activities down into manageable tasks • step 3: clarify sequence and dependencies • step 4: estimate start-up, duration and completion of all activities • step 5: summarize scheduling of main activities • step 6: define milestones • step 7: define expertise • step 8: allocate tasks among the team 120 min Pens, flip chart papers, post-its Show participants a practical example of how to use and develop the tool. Ask each group to present their work and share the learning achievements within the activity. Encourage the group to review both the task, as well as the process (most groups tend to focus on the task).

19. Relevance, feasibility, sustainability and coherence with the CRC’s 4 pillars Type of activity

Training activity

Objectives Focus

Planning and organization of activities Ask each group to review its logframe matrix and analyse its logical structure according to the following criteria: relevance, feasibility, sustainability and coherence to the CRC’s 4 pillars (survival, development, protection and participation of children). Invite each group to reflect and answer to the following questions:

Description

100

1. Relevance: • Is the project consistent with, and supportive of, international and government policies and relevant sector programmes? • Are children involved in the analysis and planning process from the initial stage? • Are duty bearers, key stakeholder and target groups clearly identified, equity and institutional capacity issues analysed, and local ownership demonstrated? • Have problems been appropriately analysed? • Are objectives are clearly stated in terms of solutions to identified violation of children rights? • Have cultural and sociological issues been taken into account? • Have lessons learned from experience and linkages with other ongoing/ planned projects/programmes been assessed and incorporated into strategy selection? 2. Feasibility: • Is the project feasible? Can the planned activities and work plan allow project results to be delivered over a realistic time-frame, within the constraints of the operating environment and the capabilities of the implementing organizations? • Is the project’s Overall Objective clearly linked to a relevant policy or sector objective in order to contribute to a long-term development outcome?

• Are the objectives logical and measurable? • Do the project’s results include tangible improvements to services, facilities or knowledge that will directly support the achievement of the project’s purpose? • Are risks and external conditions be taken into account? • Are the resource and cost implications clear? Is the project financially viable? 3. Sustainability: • Is the project sustainable? • Are factors affecting sustainability addressed as part of the project design and formulation? • Are results from evaluation used to build lessons learned into the design of future projects? • Are local ownership and community partnerships strengthened? 4. The 4 pillars of CRC: • Has a right based analysis been carried out? Is the project based on a child rights approach? • Is the principle of children’s non-discrimination incorporated in the project idea? • Has the best interest of the children been taken as primary consideration in all actions of the project? • Is the right to survival and development reflected in the project idea? • Have the children been consulted directly within the analysis and formulation phase? • Do the children directly participate and involved in the project implementation? • Are children engaged as decision-makers within the project implementation and monitoring?

Duration Materials Tips and Tricks Debriefing & Reflection

60 min. Paper, pens, flipchart Be open to any suggestions from the participants. Ask each group to present their work and share the learning achievements within the activity. Encourage the group to review both the task, as well as the process (most groups tend to focus on the task).

101

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Type of activity Objectives Focus

Description

20. Your concept note Training activity

To create a social business plan, document your direction and engage your stakeholders and donors Synthesis of all the elements that make up a social business plan Participants in their groups are asked to assemble in a unique document all the work that was done in the training course: • A child rights based analysis • Duty bearers’ analysis • The problem tree analysis • The stakeholder analysis • The objectives tree analysis • The strategy analysis • The logframe matrix (the intervention logic, the indicators, sources of verifications, the external conditions) • The GANTT chart As a final activity, participants are asked to synthesize the following in max 2 pages: • Find a title for your community project • Find an acronym • Create a logo • Specify target groups and final beneficiaries • Specify the general objective • Specify the specific objective/s • Specify the expected results within the next 2 years • Specify activities and services / products related to each expected result • Describe the organizational structure and the people involved (staff, experts, volunteers) • Determine the budget: estimate the start-up and the budget for the next 2 years

Duration Materials Tips and Tricks

180 min Paper, pens, flipchart Remind participants the key concepts related to sustainability, feasibility and relevance, as well as the The 4 pillars of CRC

103

Debriefing & Reflection

104

21. The spiral Type of activity Objectives Focus

Final evaluation

To analyse the main causes why a social enterprise fails. Brainstorming among participants. t the end of the training course have participants sit in a spiral. Coming back to one of first activities, ask participants: Why does a social enterprise / project fail? Participants, sitting in a spiral shape, start discussing and brainstorming. The spiral is a metaphor for chaos and confusion. Into the spiral communication and dialogue are distorted: misunderstanding, mistrust and distances are nurtured.

Description

Main reasons are identified and noted: • Lack of children and youth participation and involvement as rights-holders: the consultation process in the analysis and planning phase should comprise children involvement as decision-makers on issues that affect their lives. Community projects that do not meet the real needs of beneficiaries could harm people’s lives and well-being instead of providing improvements. Children and youth have the right to be heard and be active part of the decision-making processes that affect their lives, based upon their evolving capabilities to understand and contribute1. • Lack of duty bearers’ analysis, involvement, ownership and accountability: different duty bearers have different concerns, perceptions, capacities and interests, and that these need to be explicitly understood and recognized in the process of problem identification, objective setting and strategy selection. The findings of the analysis should be incorporated into the logframe matrix in order to ensure duty bearers’ involvement, ownership and accountability. A project that does not include a strategy to attract the required support from duty bearers and stakeholders, could get severely affected. • Non-discrimination: special efforts are needed to ensure that any child is left out. A thorough situational analysis from a child rights perspective helps to understand the complex relations that underpin exclusion of some children and youth. • Lack of project management competences: rigorous planning, coordination and financial management are essential to ensure effective and timely planned activities and achieve results and objectives. 1 Plan in Vietnam, Rights-Based Approach To Development & Child Rights Programming

105

• Lack of consistency between the objectives of the project with the characteristics and priorities of the local context. • External conditions: low risks management about external risks and conditions, like political instability, difficult physical environments, natural disasters, planning and analysis. • Scarce resources: human and financial resources should be planned properly at the analysis and planning phase. • Cultural issues: project management approaches should be tailored to fit with local values and culture, ensuring active involvement of beneficiaries, duty bearers and key actors from the local community. • Sustainability: this involves the capacity of a project to continue and develop. All elements of sustainability are to be identified, assessed and incorporated into the work plan right at the design stage. • Lack of communication: team and cooperative work are fundamental, communication and sharing of responsibilities are crucial for the success of any project. Sitting and discussing in circles rather than in a spiral, is therefore a condition to life. Participants experience themselves the importance of being in circle (rather than in a spiral as they are positioned during the activity). The spiral is a metaphor for misunderstanding, mistrust, chaos and confusion. The circle is a metaphor for human capital, open communication, equality, sharing of power, free expression and creativity. Notes: All project phases should be guided by standards and obligations provided by international human rights instruments, primarily the UNCRC, and address consequences of gaps and violations in child rights. Every project should be based on the best interests of the child.

Duration Materials Tips and Tricks Resources Debriefing & Reflection 106

45 min Flipchart paper, pen It is important to analyze participants’ opinions and feedback. The Spiral is an activity that is part of the Reciprocal Maieutic Approach, by Danilo Dolci, http://reciprocalmaieutic.danilodolci.it/final-products/final-manual/ Sum up and present the conclusions that emerged during the activity.

107

22. Final evaluation Type of activity Objectives Focus

Description

Duration Materials Tips and Tricks Resources Debriefing & Reflection

108

Final evaluation

To evaluate the learning process and the key competences acquired. Group and self-evaluation by participants and training staff. Participants sit in a circle and are asked one by one to reflect if their initial expectations have been met in relation to: • What I would like to DO • What I would like to FEEL • What I would like to KNOW Ask them to find their position and put a sign (or a personal symbol) into the triangle as a result of the three abovementioned learning dimensions: to do, to feel, to know. Then ask each participant to freely provide her/his feedback on the overall learning process. Training and support staff should also join the reflection and provide their individual feedback. 30 min Flipchart paper, pencil It is important to analyze participants’ opinions and feedback. Review with participants the initial expectations. Encourage a common reflection on the whole learning process, sum up the key learning contents experimented and the learning achievements. Do not comment, just keep the flow and good energies going.

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CASE STUDY Title

Protection and development of Unaccompanied Refugee Children Unaccompanied Migrant Children

Target group/s

Unaccompanied migrant children are one of the most vulnerable children in Europe, subject to detention and brutality, unable to access their rights to education, health care, or to seek asylum, and left without adequate legal protections in domestic legal systems throughout the continent. The United Nations High Commissioner for Refugees (UNHCR) defined an unaccompanied minor as follows: ‘Unaccompanied children’ (also referred to as unaccompanied minors) are children under 18 years of age who have been separated from both parents and other relatives and are not being cared for by an adult, who by the law of custom, is responsible for doing so’ (UNHCR 2014). ‘Separated children’ are children, as defined in Article1 of the CRC, who have been separated from both parents, or from their previous legal or customary primary caregiver, but not necessarily from other relatives. These may, therefore, include children accompanied by other adult family members. In the context of migration to the European Union, an unaccompanied minor, as defined by Directive 2011/95/EU, refers to a minor who arrives on the territory of an EU Member State unaccompanied by an adult responsible or who is left unaccompanied after he or she has entered the territory of the Member States. ‘Country of origin’ is the country of nationality or, in the case of a stateless child, the country of habitual residence. According to of the UN Convention on the Rights of the Child (UNCRC, articles 3 and 27), all receiving states carry the obligation to care for unaccompanied minors. States ought to provide UAMs with adequate living standards and special protection measures until the age of eighteen. The UNCRC leaves a broad margin of discretion to member states on how to respond to the needs of children who are (temporarily) deprived of a family environment. The European Guardianship Network (ENGI) notes that unaccompanied children should have access to safe and appropriate housing, be appointed a guardian within 24 hours and should have immediate access to professionals such as a lawyer and an interpreter (ENGI 2010: 14). Furthermore, EU Member States ought to provide unaccompanied minors with special reception facilities.

Context

110

Italy, Sicily

The number of unaccompanied children arriving in Europe and specifically in Italy, has dramatically increased in the last years. According to the Italian Ministry of Interior, 181,436 refugees and migrants arrived by sea in Italy in 2016, of these 25,846 – or 14 per cent – were unaccompanied foreign minors (8% in 2015; 7.7% in 2014). Boys accounted for 93.7 per cent of the total, although the percentage of girls that are victims of sexual traffic is on the rise. The majority came from Egypt, Bangladesh, Eritrea, Gambia, Senegal, Nigeria and Albania, with 17 year olds accounting for 56.6 per cent, followed by 16 year olds at 26 per cent and 15 year olds at 9.8 per cent. The Italian Ministry of Interior reported that at the end of last year 6,561 unaccompanied children were officially ‘missing’, having disappeared after being identified and assigned to a host structure. These youngsters are of special concern to children’s rights organisations because they are particularly vulnerable to exploitation by smugglers and criminal organisations for illegal work, prostitution and the human organ trade. In addition, on the basis of the same percentage it can be assumed that around 700 of the over 5,000 migrants known to have died during the sea crossing to Italy in 2016 were unaccompanied minors, who had to face the horror of death by suffocation, crushing or drowning without a parent or other carer to hold their hand. The migratory profiles of unaccompanied children include: • children fleeing wars, persecutions, conflicts, harm and/ or human rights violations and extreme poverty in their country of origin; • children exploited by criminal networks in human trafficking and sexual exploitation; • children emigrating for economic reasons in search of job opportunities and better education; • children motivated by family reunion. • In many cases, the decision to migrate is not made by the minor, but instead by their family. The Journey According to UNICEF, for many of the refugees and migrants, drowning is just one of the numerous risks they face along their journey, which can take them several thousand kilometers over mountains, across deserts, and through violence-torn regions. They risk dehydration, kidnapping, robbery, rape and extortion, as well as detention and beatings by the authorities or militias. Unaccompanied and separated children are at risk of abuse and exploitation, notably from the smugglers they – like most refugees and migrants – rely on to get to Europe. And just about every child who arrives on the Italian island of Lampedusa or in Sicily has a harrowing story to tell. Italian social workers claim that both girls and boys are sexually assaulted and forced into sexual exploitation while in Libya, and that some of the girls were pregnant when they arrived in Italy, having been raped. But because of the illicit nature of human smuggling operations, there are no reliable figures to show how many of the refugees and migrants die, disappear into forced labor or sexual exploitation, or linger in detention1.

Description

Violations of rights faced by children

Identification and protection Human Rights Watch has found that “the thousands of unaccompanied children arri 1- Danger every step of the way, A harrowing journey to Europe for refugee and migrant children https://www.unicef.org/emergencies/childrenonthemove/files/Child_Alert_Final_PDF.pdf

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ving in foreign lands without parents or care-givers find themselves ‘trapped in their status as migrants, with officials giving little consideration to their vulnerabilities and needs as children. They may be denied access to adequate medical services and education, abused and mistreated by police, guards, and other detainees, and unable to seek asylum. They may languish in jail-like detention facilities, in conditions that are often degrading and inhumane, and many children are held in cells with adults who are strangers. Children held in detention, particularly for long periods with no release in sight, suffer lasting consequences, physically and mentally1. Reception Many unaccompanied children are traumatized and need specialized care on arrival and have frequently not had access to healthcare during their journey. The indefinite wait and an incomprehensible bureaucracy create a limbo that repeats and amplifies the echo of traumas they experienced in Libya. On the local level, the Sicilian provinces and municipalities have difficulty to provide thousands of UAMs with adequate reception services. Many unaccompanied children are placed in provisory shelters for months, whereas they ought to have been relocated to the ‘second phase’ structures within 3 months. Consequently, humanitarian organizations advocate against the lacking services and protection of vulnerable minors (Save the Children 2009, 2014, 2015, Defense for Children 2011, Doctors without Borders 2015)2.Human Rights Watch reports that the first reception structures for unaccompanied children presents several unsafe conditions: significant shortages of shelter with children sleeping on the ground; no separate washroom facilities for children; poor psychological support for traumatized children; accommodation of children in adult reception structures pending the outcome of age assessment procedures; lack of safety; unskilled workers and staff; limited procedures and mechanisms for identification of vulnerabilities; lack of coordination among both public and private services and agencies involved in the protection of unaccompanied children. Access to asylum procedures and procedural safeguards The current procedural process recognizes that the immediate entry into the first reception structure and the request for the appointment of a guardian are the principal sources of protection and guardianship of the child and permit the completion of various administrative steps (age assessment, reporting to the competent authorities, application for a residence permit, formalizing asylum etc.) for the child’s subsequent inclusion in the Structures for Protection of Asylum Seekers and Refugees (SPRAR)3. In accordance with both international and EU obligations, an independent guardian should be appointed to ensure that unaccompanied children are protected. However, the present system of guardianship and care of unaccompanied children is failing. The majority of unaccompanied minors are given an institutional person as a final guardian, a representative of a welfare institution, followed later by the appointment of a voluntary guardian. The late appointment of a guardian to take charge of the child,

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1- Human Rights Watch, Caught in a net Unaccompanied migrant children in Europe, https://www.hrw.org/sites/default/files/HRW_CRD_migrant_brcohure_low.pdf 2- Unaccompanied Minors and the ‘Migrant Crisis’ - A case study on the reception of unaccompanied minors in Eastern-Sicily, http://www.meltingpot. org/IMG/pdf/final_version_thesis_lucia_slot.pdf 3- Unaccompanied Foreign Minors in Italy: what paths after the initial reception? http://centesimusannus.org/convegno-new/2017/eng/allegati/cgl/ capp_treviso_2.pdf

increases the risk of bureaucratic / administrative impediments with regard to both the correct path to follow in the legal field and the full exercise of rights recognized for each minor, first and foremost the right to health and education. Many such children are granted only temporary status, which ends when they turn 18 and are forced to leave the protection of the underage status leading to uncertainty, insecurity and vulnerability (prostitution, drugs market, terrorism, sexual and labor exploitation, including the risk of remaining in illegal limbo for long periods). Furthermore, there are long delays or lack of access to family reunification and transfer procedures due to limited transnational cooperation and coordination mechanisms at EU level. Education and integration Lack of, or limited, access to education and adequate healthcare and psychosocial care create profound uncertainties in the children who are hosted. Unaccompanied children face specific challenges with regards to education and integration. An inclusive approach should be adopted to support the child on a pathway towards personal autonomy and integration into the wider society. All unaccompanied children are entitled to enroll in a school. Newly arrived pupils should be integrated in regular classes as soon as possible, but the time spent in transitional classes has increased. Unaccompanied children can enter the job market at the age of sixteen years old and after having completed compulsory schooling, on an equal basis to Italians. Unaccompanied children require specific knowledge and skills for independent living in a resettlement country, including orientation, guidance, language and civic education, professional training programmes. Along with subject-specific and language competences, life-skills are essential for the integration of unaccompanied children and young migrants in general.

International Organization for Migration (IOM), Unaccompanied Children on the Move https://publications.iom.int/system/files/pdf/uam_report_11812.pdf UNICEF, Refugee and Migrant Crisis - Child Alert, https://www.unicef.org/emergencies/childrenonthemove/files/Child_Alert_Final_PDF.pdf European Parliament, Vulnerability ofunaccompanied and separatedchild migrants http://www.europarl.europa.eu/RegData/etudes/BRIE/2016/595853/EPRS_ BRI(2016)595853_EN.pdf Policies, practices and data on unaccompanied minors in the EU Member States and Norway Synthesis Report: May 2015, http://ec.europa.eu/anti-trafficking/sites/antitrafficking/files/emn_study_2014_uams.pdf

Suggested readings

UNICEF, Children on the move, https://www.unicef.org/emergencies/childrenonthemove/ UNICEF, Refugee Children: Guidelines on Protection and Care, https://www.unicef. org/violencestudy/pdf/refugee_children_guidelines_on_protection_and_care.pdf

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TASK 2.1 Understanding

6 Closed-ended questions

1) WHAT IS A PROJECT? A project is a series of activities aimed at bringing about clearly specified objectives within a defined time-period and with a defined budget. A project should clearly respond to identified problems/needs or to take advantage of an opportunity. A project should also have: • Clearly identified duty bearers and stakeholders, including the primary target group and the final beneficiaries; • Clearly defined coordination, management and financing arrangements; • A monitoring and evaluation system; and • An appropriate level of financial and economic analysis. A project is a series of activities aimed at bringing about clearly specified objectives within a defined time-period. A project should clearly respond to identified problems/ needs or to take advantage of an opportunity. A project should also have: • Clearly identified duty bearers and stakeholders, stakeholders, including the primary target group and the final beneficiaries; • Clearly defined coordination, management and financing arrangements; • An appropriate level of financial and economic analysis. A project is a series of activities aimed at bringing about general objectives within a defined time-period and with a defined budget. A project should clearly respond to interests and needs of identified stakeholders and duty bearers. A project should also have: • Clearly identified duty bearers and stakeholders, including the primary target group and the final beneficiaries; • Clearly defined coordination, management and financing arrangements; • A monitoring and evaluation system; and • An appropriate level of financial and economic analysis. 2. WHAT ARE MAIN PRINCIPLES RELATED TO THE PROJECT CYCLE? The project cycle highlights three main principles: 1. Decision making criteria and procedures are defined at each phase (including key information requirements and quality assessment criteria); 2. The phases in the cycle are isolated: each phase is assumed to be independent from the others. 3. PCM uses the idea of a continuous learning cycle: new programming and project identification draws on the results of monitoring and evaluation as part of a structured process of feedback and institutional learning.

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The project cycle highlights three main principles: 1. Decision making criteria and procedures are defined at each phase (including key information requirements and quality assessment criteria); 2. The phases in the cycle are progressive: each phase should be completed for the next to be tackled with success; 3. PCM uses the idea of a continuous learning cycle: new programming and project identification draws on the results of identification and formulation as part of a structured process of feedback and institutional learning. The project cycle highlights three main principles: 1. Decision making criteria and procedures are defined at each phase (including key information requirements and quality assessment criteria); 2. The phases in the cycle are progressive: each phase should be completed for the next to be tackled with success; 3. PCM uses the idea of a continuous learning cycle: new programming and project identification draws on the results of monitoring and evaluation as part of a structured process of feedback and institutional learning. 3. WHAT IS A CHILD RIGHTS BASED APPROACH? A child rights-based approach is a conceptual framework that identifies and evaluates children’s needs by reference to their rights under international legal instruments. A child rights-based approach integrates the norms, standards and principles of the Convention on the Rights of the Child (CRC) into the development, implementation and evaluation of policies, programmes and projects directed to promoting, protecting and fulfilling children’s human rights. It builds the capacity of children as rights-holders to claim their rights and the capacity of duty-bearers to fulfil their obligations to children. A child rights-based approach is a conceptual framework that identifies and evaluates children’s needs by reference to their rights under international legal instruments. A child rights-based approach integrates the norms, standards and principles of the Universal Declaration of Human Rights (UDHR) into the development, implementation and evaluation of policies, programmes and projects directed to promoting, protecting and fulfilling children’s human rights. It builds the capacity of children as rights-holders to claim their rights and the capacity of duty-bearers to fulfil their obligations to children. A child rights-based approach is a conceptual framework that identifies and evaluates children’s needs by reference to their needs under international legal instruments. A child rights-based approach integrates the norms, standards and principles of the Convention on the Rights of the Child (CRC) into the development, implementation and evaluation of policies, programmes and projects directed to promoting, protecting and fulfilling children’s human rights. It builds the capacity of children as rights-holders to claim their rights and the capacity of duty-bearers to fulfil their obligations to children.

4. WHAT ARE THE DUTY BEARERS? Duty bearers have duties and obligations under the CRC, legally binding them to respect, protect and fulfill children’s rights. The State, through its agents, is the only duty-bearer responsible for fulfilling the child’s right to life and health. This includes all the pertinent public authorities who have the responsibility for creating the broad normative and institutional contexts for the enjoyment of the rights recognized in the CRC and national laws. Duty bearers have different concerns, perceptions, capacities and interests, and that these need to be explicitly understood and recognized in the process of problem identification, objective setting and strategy selection. The findings of the analysis phase should be incorporated into the logframe matrix in order to ensure duty bearers’ ownership and participation within the project implementation and development. Duty bearers have duties and obligations under the CRC, legally binding them to respect, protect and fulfill children’s rights. The State, through its agents, is the principal duty-bearer responsible for fulfilling the child’s right to life and health. This includes all the pertinent public authorities who have the responsibility for creating the broad normative and institutional contexts for the enjoyment of the rights recognized in the CRC and national laws. Beyond this, duty bearers include governments and their local agents, social workers, educators & teachers, judges, police, health care workers, parents, the whole community. Duty bearers have different concerns, perceptions, capacities and interests, and that these need to be explicitly understood and recognized in the process of problem identification, objective setting and strategy selection. The findings of the analysis phase should be incorporated into the logframe matrix in order to ensure duty bearers’ ownership and participation within the project implementation and development. Duty bearers have duties and obligations under the CRC, legally binding them to respect, protect and fulfill children’s rights. The State, through its agents, is the principal duty-bearer responsible for fulfilling the child’s right to life and health. This includes all the pertinent public authorities who have the responsibility for creating the broad normative and institutional contexts for the enjoyment of the rights recognized in the CRC and national laws. Beyond this, duty bearers include governments and their local agents, social workers, educators & teachers, judges, police, health care workers, parents, the whole community. Duty bearers have different concerns, perceptions, capacities and interests, and that these need to be explicitly understood and recognized in the project implementation and development in order to ensure duty bearers’ ownership and participation.

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5. WHAT IS A MIDWIFE? The term “midwife” derives from the ancient greek “μαιευτικός” that literally stands for the midwifery, specializing in pregnancy. Just like a midwife does with women during childbirth, a community leader should work in cooperation with duty bearers to protect and claim for children’s rights and address the problems they face in their lives. A community leader supports vulnerable children and young people, transfer contents and provide instructions to create the condition for development and growth within the community. The term “midwife” derives from the ancient greek “μαιευτικός” that literally stands for the midwife art. A midwife is a health care professional who provides an array of health care services for women including labor and delivery care. Just like a health care professional does with women during childbirth, a community leader should work to protect and claim for children’s rights and address the problems they face in their lives. A community leader supports vulnerable children and young people, transfer contents and provide instructions to create the condition for development and growth within the community. The term “midwife” derives from the ancient greek “μαιευτικός” that literally stands for the midwifery, specializing in pregnancy. Just like a midwife does with women during childbirth, a community leader should educate young people and children on how to communicate and express freely, to analyze and understand the context where they live, to claim for their rights and address the problems they face in their lives, to imagine and experiment the capacity to change the reality and act nonviolently. A community leader does not transfer contents, does not impose solutions from top to down. As a midwife, the community leader is an expert in the art of questioning, creating conditions in which each person can learn how to express him/herself and research within a group. 6. WHAT IS THE LOGFRAME MATRIX? The Logical Framework Matrix is used to present information about project objectives, results and activities in a systematic and logical way, including objectively verifiable indicators, source of verification and external conditions. The logframe matrix can be read in a vertical or horizontal way. Here below some example when the matrix is read from the bottom up: • (Vertical): it can be expressed as follows: IF adequate inputs/resources are provided, THEN activities can be undertaken; IF the activities are undertaken, THEN results can be produced; IF results are produced, THEN the purpose will be achieved; and IF the purpose is achieved, THEN this should contribute towards the overall objective. • (Horizontal): it can be expressed as follows: IF these activities are undertaken AND the assumptions are true THEN these outputs will be produced IF the outputs are created AND the assumptions are true THEN the outcome will be achieved. And then the same for the outcome: IF the outcome is achieved AND the assumptions are true THEN the goal will be achieved.

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The Logical Framework Matrix is used to present information about project objectives, results and activities in a systematic and logical way, including objectively verifiable indicators, source of verification and external conditions The logframe matrix can be read only in a vertical way: • When the matrix is read from the bottom up, it can be expressed as follows: IF adequate inputs/resources are provided, THEN activities can be undertaken; IF the activities are undertaken, THEN results can be produced; IF results are produced, THEN the purpose will be achieved; and IF the purpose is achieved, THEN this should contribute towards the overall objective. • If reversed, we can say that: IF we wish to contribute to the overall objective, THEN we must achieve the purpose IF we wish to achieve the purpose, THEN we must deliver the specified results IF we wish to deliver the results, THEN the specified activities must be implemented; and IF we wish to implement the specified activities, THEN we must apply identified inputs/resources. The Logical Framework Matrix is used to present information about project objectives, results and activities in a systematic and logical way, including objectively verifiable indicators, source of verification and external conditions. The logframe matrix can be read only in a vertical way: • When the matrix is read from the bottom up, it can be expressed as follows: IF the activities are undertaken, THEN results can be produced; IF results are produced, THEN the purpose will be achieved; and IF the purpose is achieved, THEN this should contribute towards the overall objective. • If reversed, we can say that: IF we wish to contribute to the overall objective, THEN we must achieve the purpose IF we wish to achieve the purpose, THEN we must deliver the specified results IF we wish to deliver the results, THEN the specified activities must be implemented; and IF we wish to implement the specified activities 7. ACCORDING TO A CHILDS RIGHTS BASED APPROACH, WHAT A PROJECT DO FAIL? The following principles of the CRC are not followed: • Project management competences: lack of rigorous planning, coordination and financial management to ensure effective and timely planned activities and achieve results and objectives. • Low risks management: external conditions and risks are not included in the in the analysis, planning, implementation and evaluation phases: like political instability, difficult physical environments, natural disasters. • Scarce resources: human and financial resources are not planned properly at the analysis and planning phase. • Sustainability: elements of sustainability are not identified, assessed and incorporated into the work plan right at the design stage, thus affecting the capacity of the project to continue and develop beyond its life cycle. The following principles of the CRC are not followed: • The best interest of the child (article 3(1) of CRC): children and youth are not involved as rights-holders in the analysis, planning, implementation and evaluation phases.

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• Survival and development (article 6(1) of CRC): lack of duty bearers’ analysis, ownership and participation. Different duty bearers have different concerns, perceptions, capacities and interests, and that these need to be explicitly understood and recognized in the process of problem identification, objective setting and strategy selection. • Participation: the analysis, planning, implementation and evaluation phases have not fulfilled the children’s right to be heard as decision-makers on issues that affect their lives. Children and youth have the right to be active part of the decisions making processes that affect their lives. • Non-discrimination (article 2 of CRC): the context analysis is developed without taking into consideration a child rights perspective. Complex relations that underpin exclusion of some children and youth are not taken into consideration. The following principles of the CRC are not followed: • The best interest of the child (article 3(1) of CRC): children and youth are not involved as rights-holders in the analysis, planning, implementation and evaluation phases. • Survival and development (article 6(1) of CRC): lack of duty bearers’ analysis, ownership and participation. Different duty bearers have different concerns, perceptions, capacities and interests, and that these need to be explicitly understood and recognized in the process of problem identification, objective setting and strategy selection. • Participation: lack of community participation, ownership and accountability. • Non-discrimination (article 2 of CRC): project management approaches are not tailored to fit with local values and culture.

8. WHAT ARE THE OBJECTIVELY VERIFIABLE INDICATORS (OVI)? Objectively Verifiable Indicators (OVI) describe the project’s objectives in operationally measurable terms (quantity, quality, time – or QQT). Specifying OVIs helps to check the feasibility of objectives and helps form the basis of the project’s monitoring and evaluation system. They are formulated in response to the question “How would we know whether or not what has been planned is actually happening or happened? How do we verify success?” A good OVI should abe SMART: • Specific to the objective it is supposed to measure. • Measurable (either quantitatively or qualitatively). • Available at an acceptable cost. • Relevant to the information needed. • Time-bound – so we know when we can expect the objective/target to be achieved.

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Objectively Verifiable Indicators (OVI) describe the project’s objectives in operationally measurable terms (quantity, quality, time – or QQT). Specifying OVIs helps to check the feasibility of objectives and helps form the basis of the project’s monitoring and evaluation system. They are formulated in response to the question “How would we know whether or not what has been planned is actually happening or happened? How do we verify success?” A good OVI should abe SMART: • Sustainable to ensure the capacity of the project to continue and develop beyond its life cycle. • Measurable (either quantitatively or qualitatively). • Available at an acceptable cost. • Realistic and based on concrete statistic and data. • Time-bound – so we know when we can expect the objective/target to be achieved. Objectively Verifiable Indicators (OVI) describe the project’s objectives in operationally measurable terms (quantity, quality, time – or QQT). Specifying OVIs helps to check the feasibility of objectives and helps form the basis of the project’s monitoring and evaluation system. They are formulated in response to the question “How would we know whether or not what has been planned is actually happening or happened? How do we verify success?” A good OVI should abe SMART: • Sustainable to ensure the capacity of the project to continue and develop beyond its life cycle. • Measurable (either quantitatively or qualitatively). • Available at an acceptable cost. • Relevant to the information needed. • Time-bound – so we know approximately when we can expect the objective/target to be achieved.

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TASK 2.2- Reflection

2 open-ended questions

1. ACCORDING TO THE LEARNING ACTIVITIES AS PROPOSED IN THIS LEARNING MODULE, DEVELOP IN YOUR COMMUNITY CONTEXT: • A child rights based analysis • The problem tree • The duty bearers matrix • The objectives tree • The strategy analysis • The logframe matrix (the intervention logic, the indicators, sources of verifications, the external conditions – including list of activities, means and costs, pre-conditions). • The GANTT chart REVIEW YOUR LOGFRAME MATRIX AND ANALYSE ITS LOGICAL STRUCTURE ACCORDING TO THE FOLLOWING CRITERIA: RELEVANCE, FEASIBILITY, SUSTAINABILITY AND COHERENCE TO THE CRC’S 4 PILLARS (SURVIVAL, DEVELOPMENT, PROTECTION AND PARTICIPATION OF CHILDREN). 2. ACCORDING TO YOUR OWN EXPERIENCE IN THE YOUTH AND CHILD PROTECTION FIELD, WHY DO A COMMUNITY PROJECT FAIL?

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CHAPTER 3 Learning Module 3: Child rights-based approach: turning principles into practice

A Child Rights based Approach: Turning Principles into Practice Course organizer

Course introduction

This course aims at providing youth workers with knowledge, skills and practical tools related to child protection and community development. Through non-formal education, participants are smoothly accompanied across planning for development and turning principles into practice in vulnerable communities through a beneficiary centered participative approach built upon a broad understanding of community needs. Participants will deepen their understanding of the UN Convention on the Right of the Child and its application in the specific case of Senegal and the Casamance region.

Learning Objectives

Participants will learn: • Child centered community development • How to develop community problems’ analysis based on children and young people’s needs • How to conduct community participatory research with children and youth leaders • How to design a theory of change and the intervention strategy • How to engage community dialogue and take action • About cross cultural learning through the spectre of Senegalese culture, traditions, hospitality and food.

Contents

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Federation Dimbaya, Ziguinchor

• Understanding children’s need • Planning based on UN Convention on the right of the child • Senegalese socio economic and cultural context: Casamance regions and its challenges • Children & youth needs inquiry and analysis tools • Community immersion: understanding children’s reality • Community observation: focus group with young people about migration and field work restitution • Understanding a child protection system • Building social change in underprivileged environment • Meeting with community organizations and intergovernmental agencies. • Follow up, Youthpass and final evaluation.

Structure of TC

The course consists of morning and afternoon sessions with inserted breaks. The whole session is conducted within a practical framework putting forward workshops, group exchanges, team work, collaboration and restitution in a non-formal learning fashion. Icebreakers are part of the learning sessions and linked to it. Feedback are made at the end of the day and refreshment in the next morning. The global training structure is as follows: 1. From international to local communities: this phase brings participants to know more about one another, share their prejudice and discover the realities of the new community theyâ&#x20AC;&#x2122;re in. 2. Observation and testing: In this phase, participants build their intercultural teams, apply tools, reflect on the local realities and identify community problems. They take the time to integrate the new elements learnt that may differ from what theyâ&#x20AC;&#x2122;ve always known, 3. Integrating and designing for the future: In this phase, participants develop their strategic thinking through the different tools and community results they got from testing their tools. They are now skilled to analyse existing approaches, develop their theory of change with local organizations and draft the future for social change.

Training Methods

The training method is practical and avant-gardist. Itâ&#x20AC;&#x2122;s a kind of mush-up of different tools related to project management, community development and participatory research. Before being used at the community level tools are practiced by participants themselves and directly used in the community after that. Participants take the lead and identify the elements. They want to deepen their understanding of the tools themselves and are accompanied by the trainer. Methodologies used include and are not limited to: pitches, videos, immersion in the field, role plays, simulation, games, group demonstration, restitutions, presentations, bilateral discussions, case studies, quizzes.

Suggested readings

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Human Rights Watch, Senegal, https://www.hrw.org/africa/senegal Human Rights Watch, Senegal: Decade of Abuse in Quranic Schools, https://www.hrw.org/news/2015/04/20/senegal-decade-abuse-quranic-schools

1- Senegal: Decade of Abuse in Quranic Schools, https://www.hrw.org/news/2015/04/20/senegal-decade-abuse-quranic-schools

TASK 2.1 Understanding

6 Closed-ended questions

1) PREVENTION AND RESPONSE SERVICES Prevention services include child protection interventions that respond to circumstances in which a child is at risk of harm or has been abused, exploited, neglected, abandoned, or without appropriate family care harming the child. These services seek to reduce the possibility that harm will be repeated and to restore a childâ&#x20AC;&#x2122;s well-being. Response services include the promotion of knowledge and skills and strengthen the overall capacity of the community for keeping children safe and cared for. It also includes those services targeting families and children that are experiences difficulties in order to change those situations before they create actual harm to the child. Prevention services include the promotion of knowledge and skills and strengthen the overall capacity of the community for keeping children safe and cared for. These services seek to reduce the possibility that harm will be repeated and to restore a childâ&#x20AC;&#x2122;s well-being. Response services include child protection interventions that respond to circumstances in which a child is at risk of harm or has been abused, exploited, neglected, abandoned, or without appropriate family care harming the child. It also includes those services targeting families and children that are experiences difficulties in order to change those situations before they create actual harm to the child. Prevention services include the promotion of knowledge and skills and strengthen the overall capacity of the community for keeping children safe and cared for. It also includes those services targeting families and children that are experiences difficulties in order to change those situations before they create actual harm to the child. Response services include child protection interventions that respond to circumstances in which a child is at risk of harm or has been abused, exploited, neglected, abandoned, or without appropriate family care harming the child. These services seek to reduce the possibility that harm will be repeated and to restore a childâ&#x20AC;&#x2122;s well-being. 2) A CHILD PROTECTION SYSTEM A child protection system seeks to address the full spectrum of risk factors to prevent and respond to all forms of abuse, neglect, exploitation and violence against children. Along with partners, including governments, non-governmental organizations, civil society actors and the private sector, a holistic child protection strategy should promote the strengthening of all components of child protection systems - human resources, finances, laws, standards, governance, monitoring and services.

A child protection system: • focuses on single thematic issues, such as HIV and AIDS, disability, child trafficking, street children. • includes coordination between key public and private actors in the child protection sector, including health, education, finance and justice actors; • emphasizes prevention and response services; • fosters capacity building and community participation of e.g. children, parents, teachers, educators, community leaders, child-friendly police officers; • encourages data collection through complaints and reporting mechanisms. A child protection system: • differs from earlier child protection efforts traditionally focused on single thematic issues, such as HIV and AIDS, disability, child trafficking, street children, characterized by fragmentation of services and dependence on donor trends; • includes coordination between key public and private actors in the child protection sector, including health, education, finance and justice actors; • emphasizes prevention and response services; • fosters capacity building and community participation of e.g. children, parents, teachers, educators, community leaders, child-friendly police officers; • encourages data collection through complaints and reporting mechanisms. A child protection system: • differs from earlier child protection efforts traditionally focused on single thematic issues, such as HIV and AIDS, disability, child trafficking, street children, characterized by fragmentation of services and dependence on donor trends; • includes coordination between the government, international organisations and local NGOs (including community and faith based organisations) engaged in the child protection sector; • emphasizes prevention and response services; • encourages data collection through complaints and reporting mechanisms. 3) CHILD PARTICIPATION Child participation is one of the core principles of the Convention on the Rights of the Child (CRC), which asserts that children and young people have the following rights: Article 4 (Protection of rights): Governments have a responsibility to take all available measures to make sure children’s rights are respected, protected and fulfilled. Article 12 (Respect for the views of the child): When adults are making decisions that affect children, children have the right to say what they think should happen and have their opinions taken into account. Article 13 (Freedom of expression): Children have the right to get and share information, as long as the information is not damaging to them or others. Article 14 (Freedom of thought, conscience and religion): Children have the right to think and believe what they want and to practice their religion, as long as they are not stopping other people from enjoying their rights.

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Article 15 (Freedom of association): Children have the right to meet together and to join groups and organisations, as long as it does not stop other people from enjoying their rights. Article 16 (Right to privacy): Children have a right to privacy. The law should protect them from attacks against their way of life, their good name, their families and their homes. Article 17 (Access to information; mass media): Children have the right to get information that is important to their health and well-being. Article 4 (Protection of rights): Governments have a responsibility to take all available measures to make sure childrenâ&#x20AC;&#x2122;s rights are respected, protected and fulfilled. Article 12 (Respect for the views of the child): Children have the right to get and share information, as long as the information is not damaging to them or others. Article 13 (Freedom of expression): When adults are making decisions that affect children, children have the right to say what they think should happen and have their opinions taken into account. Article 14 (Freedom of thought, conscience and religion): Children have the right to get information that is important to their health and well-being. Article 15 (Freedom of association): Children have the right to meet together and to join groups and organisations, as long as it does not stop other people from enjoying their rights. Article 16 (Right to privacy): Children have a right to privacy. The law should protect them from attacks against their way of life, their good name, their families and their homes. Article 17 (Access to information; mass media): Children have the right to think and believe what they want and to practice their religion, as long as they are not stopping other people from enjoying their rights. Article 4 (Protection of rights): Governments have a responsibility to take all available measures to make sure childrenâ&#x20AC;&#x2122;s rights are respected, protected and fulfilled. Article 12 (Respect for the views of the child): Children have a right to privacy. The law should protect them from attacks against their way of life, their good name, their families and their homes. Article 13 (Freedom of expression): Children have the right to get and share information, as long as the information is not damaging to them or others. Article 14 (Freedom of thought, conscience and religion): Children have the right to meet together and to join groups and organisations, as long as it does not stop other people from enjoying their rights. Article 15 (Freedom of association): Children have the right to think and believe what they want and to practice their religion, as long as they are not stopping other people from enjoying their rights. Article 16 (Right to privacy): When adults are making decisions that affect children, children have the right to say what they think should happen and have their opinions taken into account. Article 17 (Access to information; mass media): Children have the right to get information that is important to their health and well-being.

4) A ‘THEORY OF CHANGE’ INCLUDE THE FOLLOWING STEPS: 1. Brainstorm the specific INTERVENTIONS that need to happen in order to move from one intermediate outcome to the next. 2. Define the INTERMEDIATE OUTCOMES needed to achieve the desired impact. 3. As the intermediate outcome framework is developed, decide on the IMPACT in your local community. 4. Identify any BARRIERS to the links in the causal chain. 5. Mapping out the CAUSAL CHAIN. 1. Decide on the IMPACT in your local community 2. Brainstorm the specific INTERVENTIONS that need to happen in order to move from one intermediate outcome to the next. 3. As the intermediate outcome framework is developed, start adding in the INTERMEDIATE OUTCOMES needed to achieve the desired impact. 4. Identify any BARRIERS to the links in the causal chain. 5. Mapping out the CAUSAL CHAIN. 1. Decide on the IMPACT in your local community. 2. Brainstorm INTERMEDIATE OUTCOMES needed to achieve the desired impact. 3. As the intermediate outcome framework is developed, start adding in the specific INTERVENTIONS that need to happen in order to move from one intermediate outcome to the next. 4. Identify any BARRIERS to the links in the causal chain. 5. Mapping out the CAUSAL CHAIN. 5) COMMUNITY ANALYSIS Theory of change should begin with a community analysis. This involves identifying: the problem that the intervention seeks to address; the causes and consequences of this problem. The problem tree helps to build the architecture of a specific problem and its interrelations. Each problem has to be taken with its specific context. A problem analysis helps construct a comprehensive picture of cause and effect relationships at various levels to help to tailor strategic responses. This analysis must be context specific, as the underlying cause of a problem may be a more deep-rooted structural determinant in one country than another. • Problems have to be worded as negative situations. • The position of the problem in the hierarchy indicates its importance. • Problem is not the absence of a solution, but an existing negative situation. Absent solutions are problem statements that do not describe the current negative situation, but describe the absence of a desired situation. For example, ‘Lack of trained staff’ does not describe the real problem that is “staff has insufficient or inappropriate skills”. • Write the problem in a sentence by making clear “subject, verb and object”.

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• Problems have to be worded as negative situations. • The position of the problem in the hierarchy indicates its importance. • Problem is not the absence of a solution, but an existing negative situation. Absent solutions are problem statements that do not describe the current negative situation, but describe the absence of a desired situation. For example, ‘Lack of trained staff’ does not describe the real problem that is “staff has insufficient or inappropriate skills”. • Write the problem in a sentence by making clear “subject, verb and object”. • Problems have to be worded as negative situations. • The position of the problem in the hierarchy does not indicate its importance. • Problem is not the absence of a solution, but an existing negative situation. Absent solutions are problem statements that do not describe the current negative situation, but describe the absence of a desired situation. For example, ‘Lack of trained staff’ does not describe the real problem that is “staff has insufficient or inappropriate skills”. • Write the problem in a sentence by making clear “subject, verb and object”. • Problems have to be worded as negative situations. • The position of the problem in the hierarchy does not indicate its importance. • Problem is the absence of a solution to an existing negative situation. 6) A SELF-HELP GROUPS: Is a small association of people from the same socio-economic background, that is funded by international donors for the purpose of solving their common problems through mutual help. Financial resources are kept with a common fund that is in the name of the group. The self-help group acts as a forum to provide space and support to each member, enabling all members to learn to cooperate and work in a group environment. Is a small voluntary association of people from the same socio-economic background, who come together for the purpose of solving their common problems through mutual help, by promoting small savings which suits the needs of the members. The savings are kept with a common fund that is in the name of the group. The self-help group acts as a forum to provide space and support to each member, enabling all members to learn to cooperate and work in a group environment. Is a public association supporting vulnerable people from the same socio-economic background, providing financial support for the purpose of solving their common problems through mutual help, by promoting small loans which suits the needs of the members. The savings are kept with a common fund that is in the name of the group. The self-help group acts as a forum to provide space and support to each member, enabling all members to learn to cooperate and work in a group environment.

TASK 2.2- Reflection:

2 open-ended questions

1.REVIEW CRITICAL RESOURCES AND AVAILABLE DATA ON CHILDREN’S RIGHTS ANALYSIS IN YOUR TARGETED COMMUNITY CONTEXT: • The ratified international conventions and national legislation. • Country Reports by UN Committee on the Rights of the Child (CRC). • Government and UNICEF country situation analyses, including observations of human rights treaty bodies and other international organizations and NGOs. • Statistics generated by ministries or statistical offices, other sources of data and surveys. 2. BUILDING A HOLISTIC APPROACH TO CHILD PROTECTION • Identify key actors of the formal and the informal child protection system in your targeted community context, including public and private social, health, education, justice and finance actors. • Map for each key actor: capacities, responsibilities, preventive and responsive services. • Analyze the nature of the relationship between the identified key actors in and between formal and the informal system. • Develop a capacity building strategy targeting key formal and informal community actors in the targeted community (e.g. raising awareness campaigns, events, seminars, training courses to both public and private key actors, school education programs and initiatives).

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According to available data, provide a description for each point below (including quantified data analysis when available). Poverty Education Disability Child Trafficking Street children Child mortality linked to malnutrition / other mortal diseases Children affected by HIV / other diseases Child marriage Family violence Children from disadvantaged or minorities groups (Ex. Roma) Children affected by wars / conflicts Refugees and displaced children Other (if any)

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CHAPTER 4 Learning Module 4: Child poverty and vulnerability

Child Poverty and Vulnerability Course organizer Course introduction

Learning Objectives

Contents

Structure of TC

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NewBeginnings Charitable Trust (NCT) This course aims at providing youth workers with knowledge, skills and practical tools to analyse the impact of poverty on childhood and the hard reality that vulnerable children are forced to face. Through non-formal education and exchange with youth workers from the field, participants are introduced to the NCT’s mission “eradicating extreme poverty” in the specific case of India and the Andhra Pradesh region. Participants will learn: • How poverty is a threat to childhood • About child malnutrition, child labour, child marriages, child trafficking & domestic labour in India • About NCT’s strategy against extreme poverty and trafficking of children in Andhra Pradesh • About cross-cultural learning through the spectre of Indian culture, traditions, hospitality and food • The UN Sustainable Developmental Goals (UNSDGs) • A child rights situation analysis: Andhra Pradesh (with a focus on Krishna, Chittoor, Sirkakulam, Prakasam and Ananthapur districts) • Poverty – Threat to childhood: a factual look at child marriage, child labor, child trafficking, school dropouts and street children • Designing development strategies against extreme poverty and child trafficking • Networking and partnerships to build coherent child protection systems • Follow up, youthpass and final evaluation The course consists of morning and afternoon sessions with inserted breaks. The whole training course is conducted within a practical framework including field trips, workshops, group exchanges, team work, collaboration and restitution in a non-formal learning way.

Training Methods

Methodologies used include and are not limited to: • Input sessions by Speakers • Group discussions/ debating • One-on one talk with speakers (or with NCT) • Reflection sharing • Case studies • Brainstorming • Presentations • Field visits Icebreakers are part of the learning sessions and linked to it. Feedback are made at the end of the day and refreshment in the next morning.

Further information (if applicable)

UNICEF, India, https://www.unicef.org/infobycountry/india.html

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KEY CONCEPT THE SUSTAINABLE DEVELOPMENT GOALS The Sustainable Development Goals (SDGs), otherwise known as the Global Goals, are a universal call to action to end poverty, protect the planet and ensure that all people enjoy peace and prosperity. The Sustainable Development Goals (SDGs) were born at the United Nations Conference on Sustainable Development in Rio de Janeiro in 2012. The objective was to produce a set of universal goals that meet the urgent environmental, political and economic challenges facing our world. The SDGs replace the Millennium Development Goals (MDGs), which started a global effort in 2000 to tackle the indignity of poverty. The MDGs established measurable, universally agreed objectives for tackling extreme poverty and hunger, preventing deadly diseases, and expanding primary education to all children, among other development priorities. For 15 years, the MDGs drove progress in several important areas: reducing income poverty, providing much needed access to water and sanitation, driving down child mortality and drastically improving maternal health. They also kick-started a global movement for free primary education, inspiring countries to invest in their future generations. Most significantly, the MDGs made huge strides in combatting HIV/AIDS and other treatable diseases such as malaria and tuberculosis1. The SDGs include new areas such as climate change, economic inequality, innovation, sustainable consumption, peace and justice, among other priorities. The goals are interconnected – often the key to success on one will involve tackling issues more commonly associated with another. The SDGs are: • Goal 1: No Poverty • Goal 2: Zero Hunger • Goal 3: Good Health and Well-being • Goal 4: Quality Education • Goal 5: Gender Equality • Goal 6: Clean Water and Sanitation • Goal 7: Affordable and Clean Energy • Goal 8: Decent Work and Economic Growth • Goal 9: Industry, Innovation and Infrastructure • Goal 10: Reduced Inequalities • Goal 11: Sustainable Cities and Communities • Goal 12: Responsible Consumption and Production • Goal 13: Climate Action • Goal 14: Life below Water • Goal 15: Life on Land • Goal 16: Peace, Justice and Strong Institutions • Goal 17: Partnerships for the Goals The SDGs work in the spirit of partnership and pragmatism to make the right choices now to improve life, in a sustainable way, for future generations. They provide clear guidelines and targets for all countries to adopt in accordance with their own priori

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1- UNDP, The Sustainable Development Goals, http://www.undp.org/content/undp/en/home/sustainable-development-goals/background.html

ties and the environmental challenges of the world at large. The SDGs are an inclusive agenda. They tackle the root causes of poverty and unite us together to make a positive change for both people and planet. “Poverty eradication is at the heart of the 2030 Agenda, and so is the commitment to leave no-one behind1. More information can be found on: http://www.un.org/sustainabledevelopment/

CHILD POVERTY

There is a strong link between poverty and human rights. The Vienna Declaration and Programme of Action of the 1993 World Conference on Human Rights states: “The existence of widespread extreme poverty inhibits the full and effective enjoyment of human rights; its immediate alleviation and eventual elimination must remain a high priority for the international community”. Evidence shows that children and young people who grow up in poverty are generally more vulnerable: they are more likely to be in poor health, to have learning and behavioral difficulties, to underachieve at school, to become pregnant early, to have lower skills and aspirations, and to be lowpaid, unemployed and dependent on welfare. Poverty directly contributes to a denial of their other human rights: it can deprive them of the right to education, to association, to rest and leisure, to participating in the community, and to other civil and political rights2.

CHILD LABOUR

According to UNICEF, a child is considered to be involved in child labor activities under the following classification: (a) children 5 to 11 years of age that during the week do at least one hour of economic activity or at least 28 hours of domestic work, and (b) children 12 to 14 years of age that during the week do at least 14 hours of economic activity or at least 42 hours of economic activity and domestic work combined. The factors that contribute to child labor – including “hazardous” child labor –include the poverty and illiteracy of a child’s parents, the family’s social and economic circumstances, a lack of awareness about the harmful effects of child labor, lack of access to basic and meaningful quality education and skills training, high rates of adult unemployment and under-employment, and the cultural values of the family and surrounding society. Often children are also bonded to labor due to a family indebtedness. Out of school children or those children at risk of dropping out can easily be drawn into work and a more vulnerable to exploitation. Girls, especially those from socially disadvantaged groups, tend to be at a higher risk of being forced into work. Other reasons for children being forced into work: • Poverty and a lack of livelihood options lead to a child’s “need” to contribute to the family income. • Due to conflicts, droughts and other natural disasters, and family indebtedness. • Rural poverty and urban migration also often exposes children to being trafficked for work. Children are employed because they are cheap and pliable to the demands of the employer and not aware of their rights. The risks that these children face can have 1-UNDP, What are the Sustainable Development Goals? http://www.undp.org/content/undp/en/home/sustainable-development-goals.html 2-Council of Europe, Compass: Manual for Human Rights Education with Young People, https://www.coe.int/en/web/compass/poverty

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an irreversible physical, psychological and moral impact on their development, health and wellbeing. The types of child labor have changed in recent years due to enforcement of legislation, awareness amongst buyers about child exploitation, and international pressure. Child labor is now more invisible because the location of the work has changed from the more formal setting of factories, to business ownersâ&#x20AC;&#x2122; homes. There has also been an increasing involvement of children in the home-based and informal sectors. Children are engaged in manual work, in domestic work in family homes, in rural labour in the agricultural sector including cotton growing, at glass, match box and brass and lock-making factories, in embroidery, rag-picking, beedi-rolling, in the carpet-making industry, in mining and stone quarrying, brick kilns and tea gardens amongst others. Work is often gender-specific, with girls performing more domestic and home-based work, while boys are more often employed in wage labour. In general, the workload and duration of the working hours increases as children grow older. Getting accurate, detailed information about children working in different sectors is a major challenge because, in many cases, children work in informal sectors such as agriculture, and in urban settings in restaurants, motor repair workshops and in home-based industries. Combatting child labour requires long term coordinated action which involves many stakeholders and the government. This includes educational institutions, mass media, NGOs and community-based organizations as well as trade unions and employers. It is important that the attitudes and mindsets of people are changed to instead employ adults and allow all children to go to school and have the chance to learn, play and socialize as they should. Education is a key to preventing child labour and has been one of the most successful methods to reduce child workers in India. This includes expanding education access to schooling, improving the quality and relevance of education, addressing violence in schools, providing relevant vocational training and using existing systems to ensure child workers return to school1.

CHILD MARRIAGE

Child marriage is a human rights violation. Despite laws against it, the practice remains widespread, in part because of persistent poverty and gender inequality. In developing countries, one in every four girls is married before reaching age 18. One in nine is married under age 152. Worldwide, more than 700 million women alive today were married before their 18th birthday. More than one in three (about 250 million) entered into union before age 15. Boys are also married as children, but girls are disproportionately affected. There is also a substantial gap in the prevalence of child marriage between the poorest and richest. Females in the poorest quintile are 2.5 times more likely to marry in childhood than those living in the wealthiest quintile3. According to UNICEF (State of the Worldâ&#x20AC;&#x2122;s Children, 2009), girls who marry early often abandon formal education and become pregnant. Maternal deaths related to pregnancy and childbirth are an important component of mortality for girls aged 15â&#x20AC;&#x201C;19 worldwide accounting for 70,000 deaths each year.

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1-UNICEF India, Child labour http://unicef.in/Whatwedo/21/Child-Labour 2- UNFPA, Child marriage, http://www.unfpa.org/child-marriage 3- UNICEF, Ending Child Marriage Progress and Prospects, https://www.unicef.org/media/files/Child_Marriage_Report_7_17_LR..pdf

If a mother is under the age of 18, her infantâ&#x20AC;&#x2122;s risk of dying in its first year of life is 60 per cent greater than that of an infant born to a mother older than 19. Even if the child survives, he or she is more likely to suffer from low birth weight, under nutrition and late physical and cognitive development. Child brides are at risk of violence, abuse and exploitation. Finally, child marriage often results in separation from family and friends and lack of freedom to participate in community activities, which can all have major consequences on girlsâ&#x20AC;&#x2122; mental and physical well-being. Where prevalent, child marriage functions as a social norm. Marrying girls under 18 years old is rooted in gender discrimination, encouraging premature and continuous child bearing and giving preference to boysâ&#x20AC;&#x2122; education. Child marriage is also a strategy for economic survival as families marry off their daughters at an early age to reduce their economic burden. Addressing child marriage requires recognition of the various factors that contribute to the perpetuation of the practice. These include economic factors (e.g., the need to support many children, paying a lower dowry), structural factors (e.g., lack of educational opportunities), and social factors (e.g., sense of tradition and social obligation, risk of pregnancy out of wedlock, avoiding criticism whereby older unmarried girls may be considered impure)4. Ending child marriage will help break the intergenerational cycle of poverty by allowing girls and women to participate more fully in society5.

4- UNICEF, Child protection from violence, exploitation and abuse: Child marriage, https://www.unicef.org/protection/57929_58008.html 5- For more information on child marriage, visit: http://data.unicef.org/child-protection/child-marriage

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LEARNING ACTIVITIES 1. Get to know each other and expectations Type of activity Objectives Focus

Description

Duration Materials Tips and Tricks Suggested reading / Resources 180

Ice breaker /Energizer/introductory session To get to know each other Brainstorming and share experiences in child protection 1. Split participants into smaller groups of 4-6 people. 2. Give participants cards or paper including the following sentences, one on each card: • “Once upon a time, I…” • “My dream is..” • “When I was a child..” • “In my life I want..” • “I like..” • “My strengths are..” • “My weaknesses are...” • “My expectations in this training course are..” 3. Distribute these cards to each group. Within each small group, each group member must take a card and begin a story using one of these sentences as a starting point. 60 min Pens, colours, papers, cutter It is requested every participant to contribute actively by sharing of personal experiences in the child protection field. The activity is adapted by Icebreakers.ws, Story starters, https://www.icebreakers.ws/small-group/story-starters.html

Debriefing & Reflection

There is no need for any debriefing or reflection.

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2. Understanding the UNSDGs Type of activity Objectives Focus

Description

Duration Materials Tips and Tricks Suggested reading / Resources Debriefing & Reflection 182

Workshop To introduce and get familiar participants with the UNSDGs The UNSDGs in youth and community work. 1. Write each goal of the UNSDGs in related cards or papers. 2. Spread the cards out face up on the floor and ask each participant to choose one card (it does not matter if there are extra cards left over â&#x20AC;&#x201C; leave these face up on the floor). 3. Tell participants to move around the room and interact with each other, explaining the goal which is described on their card according to their personal experience as youth workers. If two participants feel that their cards have something in common, they should form a group. Keep on walking around the room and keep adding to your group. As the activity progresses, participants may also switch to a different group. 4. Keep boosting discussions among the participants. 60 min Pens, colours, papers. Since it would be a sharing of personal experience in the field youth workers, it is requested every participant to contribute for better learning. India, Voluntary National Review 2017, https://sustainabledevelopment. un.org/memberstates/india India, Voluntary National Review Report on Implementation of Sustainable Development Goals, 2017 https://sustainabledevelopment.un.org/content/documents/15836India.pdf Take the extra cards left on the floor and read one by one. Ask participants for comments and feedback on each extra card.

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3. Child rights context analysis: child protection and challenges in India and Andhra Pradesh Type of activity

Objectives

Introduction session: Child Rights Situation in Andhra Pradesh with a focus on Krishna, Praksam, Chittoor and Ananthapur districts

Focus

Understanding the implementation and protection of children rights in Andhra Pradesh.

Description

184

Presentation

1. Ask participants to split into groups and review critical resources and available data on children’s rights analysis in in Andhra Pradesh (with a focus on Krishna, Chittoor, Sirkakulam, Prakasam and Ananthapur districts). Review specifically: • The ratified international conventions and national legislation. • Country Reports by UN Committee on the Rights of the Child (CRC). • Government and UNICEF country situation analyses, including observations of human rights treaty bodies and other international organizations and NGOs. • Statistics generated by ministries or statistical offices, other sources of data and surveys. 2. Ask each group to present the main findings. 3. Ask participants the following questions: • Are child-specific statistics available within any of these? • Are they sufficiently disaggregated to see the difference between different groups within the country (e.g., by sex, age, regions, religion, cultural groups etc.)? • Are the four general principles of the CRC appropriately reflected in the legislation affecting children (anti-discrimination, right to life and to maximum survival and development, respect for the child’s views, the right to be heard)? • Are there appropriate anti-discrimination legislation and actions for disadvantaged children? • How far the UNCRC and Indian child laws are able to protect the rights of children?

Duration Materials Tips and Tricks

Variations

Resources

UNICEF India, https://www.unicef.org/infobycountry/india.html UNICEF India, Progress for Children a report card on adolescents, http://unicef.in/Uploads/Publications/Resources/pub_doc68.pdf

Debriefing & Reflection

Finally show a PowerPoint a presentation depicting the Andhra Pradesh’s context related to child protection.

Source : UNICEF, Child labour, http://unicef.in/Whatwedo/21/Child-Labour

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4. Poverty: a threat to Childhood Type of activity Objectives Focus

Description

Duration Materials

186

Workshop To raise awareness of the inequalities in society on the impacts of poverty on children Child protection from violence, exploitation and abuse 1. Ask participants in plenary to brainstorm about those children who are disadvantaged and subjected to violence and exploitation: forced marriage, child labour, child trafficking, school drop-outs, illiteracy, malnutrition, disability, HIV/AIDS infection, displacement, homelessness, domestic violence, other. 2. Ask each participant to choose one category and split participants in groups accordingly. 3. Ask each group in turn to describe an ordinary day of the targeted child in the Indian context. Emphasise that the point is not to act out the role, but imagine what it would be like to be that child. It is very important that the participants understand that they cannot escape from the fact that they are looking through their own eyes and imagining what it is like to be someone living at the margin of society. They should be aware that by bringing their existing stereotypes and feelings of empathy to the activity they risk reinforcing beliefs that may be distorted or wrong. 4. Invite each group in turn to present their story. 5. Ask participants in the group the following questions: What would it be like to be in that person’s shoes? Where would the child live? What is the child’s social, cultural, economic background? Where would the child buy bread (if the child can afford it)? Is the child going to school? How does the child feel? What problems the child is facing? What needs? What dreams? How easy is it for the child to claim their rights? Who should be responsible for making sure that the child’s rights are not violated? 120 min Pens, colours, papers.

Tips and Tricks

Practical considerations such as the size of the group and availability of cameras will most probably determine how you organise the activity.

Suggested reading / Resources

UNICEF, Training Manual to Fight Trafficking in Children for Labour, Sexual and other forms of Exploitation, https://www.unicef.org/protection/Textbook_1.pdf

Debriefing & Reflection

Ask participants what they experienced and learnt. Suggested questions might include: • Did you enjoy the activity? Why? Why not? • What was the most surprising thing you discovered? • Did you have preconceived ideas or stereotypes on the child category you chose? • Did the exercise enable you to empathise in any way with the vulnerable child? Why? Why not?

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5. Development strategies against extreme poverty and child trafficking Type of activity Objectives Focus

Description

188

Workshop

To design against extreme poverty and child trafficking Fighting extreme poverty and child trafficking among rural population and slums 1.Explain that each group is going to create and perform short role-plays on the theme of “extreme poverty and child trafficking”. 2. Carry out a brief brainstorming session on “What is extreme poverty? And what is child trafficking?”. The aim is that everyone agrees about what child trafficking is, knows the multiple forms it can take, what duty bearers and stakeholders are involved to ensure the prevention, protection and rehabilitation of those children and young people that are victim of trafficking (development partners, governments and non-governmental organizations, community groups, police bodies, health and other actors involved in different aspects of anti-trafficking responses). 3. Divide the participants into sub-groups and assign one of the following scenes to each group to be created and performed • Working with development partners and non-governmental organizations, community groups to strengthen interventions against child trafficking in urban slums area in India, Andhra Pradesh. • Supporting governments and public actors in strengthening laws, policies and services that ensures prevention, protection and prosecution of children and young people that are victim of trafficking. • Working with local communities to change norms and practices that exacerbate children’s vulnerabilities to trafficking, developing strategies and interventions to bring down the practice. • Developing strategies to prevent and fight child trafficking in rural areas where many children and young women are trafficked into sexual exploitation. • Supporting capacity building and training of duty bearers and professionals working with children including social workers, health workers, police and border officials to effectively deal with trafficking.

4. Once they are ready, ask each group, in turn, to present their scene. 5. Leave any comments until all groups have presented their scenes and then come together into plenary for discussion. 6. Note on a flipchart the main findings that have emerged within the final discussion.

Duration

120 min

Materials

Any kind of material that participants might creatively use to perform their scene on the stage.

Tips and Tricks

If not indicated in description, ask the sub-groups to specify where the scene is located / in with community or region. Give them 45 minutes to rehearse and prepare their role-plays.

Suggested reading / Resources

Child Trafficking: India’s silent shame, http://www.mapsofindia.com/my-india/government/child-trafficking-indias-silent-shame The Asia Foundation Human, Trafficking in India, https://asiafoundation.org/ resources/pdfs/StanfordHumanTraffickingIndiaFinalReport.pdf The activity is adapted and inspired by “Compass: Manual for Human Rights Education with Young people, Do we have alternatives?”, https://www.coe. int/en/web/compass/do-we-have-alternatives-

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Debriefing & Reflection

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Ask for general comments and feedback on the activity. Suggested questions might include: • What rights are violated? • What are the main problems causing child trafficking? • Are there common prejudices against people who are victim of trafficking? • Who is responsible to ensure prevention, protection and prosecution of children and young people in need of special protection against trafficking? • Could the scene be integrated in a more a holistic intervention? Explain the child trafficking is a complex phenomenon including multiple violation of children rights and vulnerabilities, so that an integrated and holistic approach would be fundamental in order to develop sustainable and effective strategies. Finally introduce causes, approached and strategies to fight child trafficking that are currently adopted in both rural and urban areas in India, Andhra Pradesh.

4. Networking, cooperation and partnership Type of activity Objectives Focus

Description

Field trips and final restitution Understanding networking and partnerships to build coherent child protection systems able to respond adequately to cases of violence against children in Andhra Pradesh, India. NCT’s approach to protection of Child rights in networking, cooperation and partnership. A coherent and sustainable child protection systems requires partnerships between governments, the private sector and civil society. These inclusive partnerships should be built upon shared vision, principles and goals that place the UNCRC at the centre. Child trafficking is a regional and global phenomenon that cannot always be dealt with effectively at the national level. International, multilateral and bilateral cooperation plays an important role, particularly between countries involved in different stages of the trafficking cycle. Complementarity and cooperation among all organizations and institutions concerned are critical for the care and protection of child victims. Co-operation between governmental and nongovernmental sectors should be based on a clear delineation of responsibilities and transparency1. 1. Analysis of the situation: through field trips engage participants in interviews and dialogue with youth and social workers from local NGOs, associations, self-groups, other private and public stakeholders that are engaged in the child protection system. 2. Restitution: following the field trips/local visits, a reflection activity is organized in order to share the experiences and lessons learnt. Split participants in sub-groups and invite each group to make recommendations on how to develop cross-sectoral collaboration towards improving the system of child protection within the region / community in Andhra Pradesh. Finally, ask each group, in turn, to present their recommendations. Notes on “social accountability”: “If we are to enhance support to the implementation of the Convention on the Rights of the Child, then we must develop innovative solutions and creative ideas that help to equip children, their communities and civil society to mobilize demand for social accountability for the realization of children’s rights. An enhanced focus on accountability is particularly opportune in light of new 1- UNICEF, Guidelines on The Protection Of Child Victims Of Trafficking, https://www.unicef.org/protection/Unicef_Victims_Guidelines_en.pdf

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Information and Communication Technologies (ICTs) making available and providing access to real-time information that people can use and act upon, in addition to changing the way people connect to each other via increased networking, interconnectivity and social interaction. Social accountability can be defined as an approach towards building accountability that relies on civic engagement, i.e., in which it is ordinary citizens and/or civil society organisations who participate directly or indirectly in exacting accountability (World Bank, 2004). Mechanisms of social accountability can be initiated and supported by the state, citizens or both, but very often they are demand-driven and operate from the bottom-up.â&#x20AC;? (UNICEF UK, Child Rights and Social Accountability in the Post-2015 World, https://www.unicef.org/ policyanalysis/rights/files/FINAL_UNICEF-London-Workshop_(1).pdf)

Duration Materials

192

Field trips / local visits are suggested to be implemented within 6-7 days. The final restitution workshop could take about 120 min. Writing pads/pens/colour pens/chats etc

Tips and Tricks

Let participants time to reflect and share the lesson learnt during the field trips. Do not interfere.

Suggested reading / Resources

UNICEF UK, Child Rights and Social Accountability in the Post-2015 World, https://www.unicef.org/policyanalysis/rights/files/FINAL_UNICEF-London-Workshop_(1).pdf)

Debriefing & Reflection

Ask for general comments and feedback on the activity. Suggested questions might include: • Did people enjoy the activity? Was it useful? Why? Why not? • How did the different groups’ recommendations compare? • How realistic are the different recommendations? Do they respond to the UNCRC principles and the best interest of children?

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7. Final evaluation and follow-up Type of activity Objectives Focus

Description

Duration Materials Tips and Tricks 194

Final evaluation To evaluate the learning process and the key competences acquired. Group and self-evaluation by participants and training staff. 1. The group is divided in two, with half of them forming a tight circle in the center of the room. The remaining people then pair up with someone in the circle. Give a question for each pair to answer in a few minutes. Then, either the inner or outer circle is asked to rotate “x” spaces to the right or left. Another question is asked for the new pair to discuss. This activity can go on for as long as desired, giving people the chance to have one on one discussions with many different people in the group. The following are examples of questions that the facilitator may ask: • What social or environmental problem touches you most right now and why? • What do you like most about the training course? • What did you learn about child protection in India? • Talk about a time when someone really supported you. • Who did you meet during the training course that touched you deeply? • Describe a high point/low point in the training course and explain why. • Was is it inspiring for your personal and professional development? • How will you use the learning skills and tools gained within this training course into your daily life and work? 2. Than split participants in sub-groups and invite each group to share and co-develop ideas and concrete actions the could follow up the training. 3. Finally, ask each group, in turn, to present their findings. 120 min Flipchart paper, pencil Review with participants the initial expectations. Encourage a common reflection on the whole learning process, sum up the key learning contents experimented and the learning achievements.

Suggested reading / Resources

The activity is adapted by â&#x20AC;&#x153;Facilitating Reflection - A Manual for Leaders and Educators, Concentric Circles (from David Sawyer), written and compiled by Julie Reed & Christopher Koliba, https://www.uvm.edu/~dewey/reflection_ manual/activities.html

Suggested reading / Resources

Do not comment, just keep the flow and good energies going.

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CASE STUDY Title

Prevention, protection and rehabilitation of children and young people that are victim of trafficking in Andhra Pradesh, India

Target group/s

Trafficked children and young women

Context

Andhra Pradesh, India According to the Protocol to Prevent, Suppress and Punish Trafficking in Persons, Especially Women and Children (2000), child trafficking is the recruitment, transportation, transfer, harboring or receipt of children for the purpose of exploitation. It is a violation of their rights, their well-being and denies them the opportunity to reach their full potential. Protecting trafficked children requires timely victim identification, placing them in safe environment, providing them with social services, health care, psychosocial support, and reintegration with family and community, if it is proven to be in their best interest1.

Description

196

Human trafficking is the third largest profitable industry in the world. Child trafficking unlike many other issues is found in both developed and developing nations. Trafficked children are used for prostitution, forced into marriage, illegally adopted, used as cheap or unpaid labour, used for sport and organ harvesting. Some children are recruited into armed groups. Trafficking exposes children to violence, abuse, neglect and exploitation. According to UNICEF a child victim of trafficking is â&#x20AC;&#x153;any person under 18 who is recruited, transported, transferred, harboured or received for the purpose of exploitation, either within or outside a countryâ&#x20AC;?. Trafficking is one of the hardest crimes to track and investigate hence data is hard to obtain. The latest figures estimate that 1.2 million children are trafficked worldwide every year. Child prostitution has the highest supply of trafficked children. India is a source, destination, and transit country for trafficking for many purposes such as commercial sexual exploitation. Majority of the trafficking is within the country but there are also a large number trafficked from Nepal and Bangladesh. Children are trafficked to Middle Eastern countries for sport such as camel racing. There are no national or regional estimates for the number of children trafficked every year. But 40% of prostitutes are children, and there is a growing demand for young girls in the industry. NGOs estimate that 12,000 - 50,000 women and children are trafficked into the country annually from neighbouring states for the sex trade. Andhra Pradesh, Karnataka, West Bengal and Tamil Nadu have the largest number of people trafficked. Intra state/inter district trafficking is high in Rajasthan, Assam, Meghalaya, Bihar, Uttar Pradesh, Andhra Pradesh, Karnataka, Tamil Nadu and Maharashtra. Delhi and Goa are the major receiver states. Trafficking from north eastern states is high but often over looked. 1- For more information on child marriage, visit: https://www.unicef.org/protection/57929_58005.html

Andhra Pradesh has become a major transit hub for woman and child trafficking in India. Human trafficking is an organised crime where women and children from marginalised, rural and under-privileged areas are targeted. Human right activists report that some cops and even local leaders like sarpanches are colluding with the traffickers. There is a rising demand for live-in maids in urban areas. This has resulted in trafficking of girls from rural villages to live under extremely poor conditions first in “placement agencies” and later in the employers homes. Placement agents keep the girls in small unhygienic rooms packed together. They are often made to do the placement agent’s household work and subjected to sexual abuse2. Trafficking of women and girls is one of the most corrosive forms of violation of human rights. It results in the destruction of an individual’s personal identity, and their right to live as a free human being in a civilized society. In the course of this exploitation, the victim is subjected to gross violence, humiliation, emotional trauma and is denied any liberty and security. The trafficking of girls and women for sexual exploitation is viewed as a modern-day form of slavery in which they are induced through coercion and/or deception into providing commercial sexual services (Human Rights Watch, 1995). Around 30 to 90 percent of women are under 18 years at the time of their entry into sex work. The worst victims have been those with less status, less education and skills and limited work options – women and girls from landless labor, small farmer or lower caste background in particular3.

Violations of rights faced by children

Some acts of sex trafficking involve conduct that can be understood as a form of torture, inhuman or degrading treatment, which is prohibited under the Convention Against Torture and Other Cruel, Inhuman or Degrading Treatment or Punishment (CAT), Article 5 of the UDHR and Article 7 of the ICCPR, and has attained the status of a jus cogens norm. The Convention on the Rights of the Child, Article 35 states that “States Parties shall take all appropriate national, bilateral and multilateral measures to prevent the abduction of, the sale of or traffic in children for any purpose or in any form.” UNICEF, Risks and Realities of Child Trafficking and Exploitation in Central Asia, 2009, https://www.unicef.org/protection/57929_58022.html#CT Naik, Krishna C N, Human Trafficking In Andhra Pradesh - A Study in Kadiri Divisioon of Anantapuramu District, http://shodhganga.inflibnet.ac.in/handle/10603/102179 UNICEF, Training Manual to Fight Trafficking in Children for Labour, Sexual and Other Forms of Exploitation, https://www.unicef.org/protection/Textbook_1.pdf UNICEF, Guidelines on the Protection of Child Victims Of Trafficking https://www.unicef.org/protection/Unicef_Victims_Guidelines_en.pdf

2- CHILDLINE 1098 SERVICE, Child Protection & Child Rights » Vulnerable Children » Children’s Issues » Child Trafficking http://www.childlineindia.org.in/child-trafficking-india.htm 3- Naik, Krishna C N, Human Trafficking In Andhra Pradesh A Study In Kadiri Divisioon Of Anantapuramu District, http://shodhganga.inflibnet.ac.in/ handle/10603/102179

Suggested readings

197

TASK 4.1 Understanding:

4 Closed-ended questions

1) ACCORDING TO UNICEF, A CHILD IS CONSIDERED TO BE INVOLVED IN CHILD LABOR ACTIVITIES UNDER THE FOLLOWING CLASSIFICATION: Children 5 to 11 years of age that during the week do at least one hour of economic activity or at least 28 hours of domestic work, and (b) children 12 to 14 years of age that during the week do at least 14 hours of economic activity or at least 42 hours of economic activity and domestic work combined. The factors that contribute to child labor – including “hazardous” child labor – include the poverty and illiteracy of a child’s parents, the family’s social and economic circumstances, a lack of awareness about the harmful effects of child labor, lack of access to basic and meaningful quality education and skills training, high rates of adult unemployment and under-employment, and the cultural values of the family and surrounding society. Children 5 to 11 years of age that during the week do at least one day of economic activity or at least 48 hours of domestic work, and (b) children 12 to 14 years of age that during the week do at least 36 hours of economic activity or at least 72 hours of economic activity and domestic work combined. The factors that contribute to child labor – including “hazardous” child labor – include the poverty and illiteracy of a child’s parents, the family’s social and economic circumstances, a lack of awareness about the harmful effects of child labor, lack of access to basic and meaningful quality education and skills training, high rates of adult unemployment and under-employment, and the cultural values of the family and surrounding society. Children 5 to 11 years of age that during the week do at least four hour of economic activity or at least 42 hours of domestic work, and (b) children 12 to 18 years of age that during the week do at least 14 hours of economic activity or at least 42 hours of economic activity and domestic work combined. The factors that contribute to child labor – including “hazardous” child labor – include the poverty and illiteracy of a child’s parents, the family’s social and economic circumstances, a lack of awareness about the harmful effects of child labor, lack of access to basic and meaningful quality education and skills training, high rates of adult unemployment and under-employment, and the cultural values of the family and surrounding society. 2. THE SUSTAINABLE DEVELOPMENT GOALS (SDGS): Were born at the United Nations Conference on Sustainable Development in Rio de Janeiro in 2012. The objective was to produce a set of universal goals that meet the urgent environmental, political and economic challenges facing our world. The SDGs replace the United Nations Convention on the Rights of the Child, or UNCRC, which came into force on 2 September 1990.

198

Were born at the United Nations Conference on Sustainable Development in Rio de Janeiro in 2012. The objective was to produce a set of universal goals that meet the urgent environmental, political and economic challenges facing our world. The SDGs replace the Millennium Development Goals (MDGs), which started a global effort in 2000 to tackle the indignity of poverty. Were born at the United Nations Conference on Sustainable Development in Rio de Janeiro in 2012. The objective was to produce a set of universal goals that meet the urgent environmental, political and economic challenges facing our world. the SDGS replace the national commissions for protection of child rights from all ratified countries.

3. SOCIAL ACCOUNTABILITY CAN BE DEFINED AS: An approach towards building accountability that relies on civic engagement, i.e., in which it is ordinary citizens and civil society organizations who participate directly or indirectly in exacting accountability. Innovative solutions and creative ideas that help to equip children, their communities and civil society to mobilize demand for social accountability for the realization of children’s rights in line with the Convention on the Rights of the Child. An approach towards building accountability initiated and supported by the state, public bodies and policy makers. Innovative solutions and creative ideas that help to equip children, their communities and civil society to mobilize demand for social accountability for the realization of children’s rights in line with the Convention on the Rights of the Child. An approach towards building accountability that relies on civic engagement, i.e., in which it is ordinary citizens and/or civil society organizations who participate directly or indirectly in exacting accountability. Innovative solutions and creative ideas that help to equip local communities and civil society organizations to mobilize demand for social accountability for the realization of children’s rights in line with the Convention on the Rights of the Child.

4. STRATEGIES FOR PREVENTION, PROTECTION AND REHABILITATION OF THOSE CHILDREN AND YOUNG PEOPLE THAT ARE VICTIM OF TRAFFICKING INCLUDE: Prevention: • Law and policies to children’s rights in line with the Convention on the Rights of the Child and fight social norms and practices that exacerbate children’s vulnerabilities to trafficking • Strategies and action plans to build and strengthen child protection system. • Cooperation and networking between public and private actors involved.

• Monitoring and evaluation. • Social accountability. • Capacity building of key actors and duty bearers. • Sensitization, campaigning and awareness building. Intervention • Laws and policies to ensure immediate protection and relief. • Access and assistance to targeted children. • Immediate relief (SOS attention). • Restoration of rights/status quo. • Punishing violators. Rehabilitation • Laws and policies to ensure rehabilitation and development • Long term care • Education and training • Social and professional orientation Prevention: • Law and policies to children’s rights in line with the Convention on the Rights of the Child and fight social norms and practices that exacerbate children’s vulnerabilities to trafficking • Strategies and action plans to build and strengthen child protection system. • Cooperation and networking between public and private actors involved. • Monitoring and evaluation. • Social accountability. • Capacity building of key actors and duty bearers. • Sensitization, campaigning and awareness building. Intervention • Laws and policies to ensure rehabilitation and development • Long term care • Education and training • Social and professional orientation Rehabilitation • Laws and policies to ensure immediate protection and relief. • Access and assistance to targeted children. • Immediate relief (SOS attention). • Restoration of rights/status quo. • Punishing violators. Prevention: • Laws and policies to ensure rehabilitation and development • Long term care • Education and training • Social and professional orientation.

200

Intervention • Laws and policies to ensure immediate protection and relief. • Access and assistance to targeted children. • Immediate relief (SOS attention). • Restoration of rights/status quo. • Punishing violators. Rehabilitation • Law and policies to children’s rights in line with the Convention on the Rights of the Child and fight social norms and practices that exacerbate children’s vulnerabilities to trafficking • Strategies and action plans to build and strengthen child protection system. • Cooperation and networking between public and private actors involved. • Monitoring and evaluation. • Social accountability. • Capacity building of key actors and duty bearers. • Sensitization, campaigning and awareness building.

TASK 3.2- Reflection:

1 open-ended questions

1. DEVELOP A COMMUNITY STRATEGY FOR CHILD PREVENTION, PROTECTION AND REHABILITATION • Develop a strategy in your targeted community to ensure the prevention, protection and rehabilitation of those children and young people that are victim of violence, exploitation and abuse. • Specify all stakeholders involved and the nature / level of cooperation and synergy between them.

CHILD PROTECTION SYSTEM Prevention Law and policies Strategies and action plans Cooperation and networking Monitoring Accountability Capacity building of key actors Sensitization, campaigning and awareness building

Intervention

Rehabilitation

Laws and policies Access and assistance Immediate relief (SOS attention) Restoration of rights/status quo Punishing violators

Laws and policies Long term care until age 18 Education and training

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CHAPTER 5 Learning Module 6: The role of education in child protection and development

The Role of Education in Child Protection and Development Course organizer

Resource Hub for Development (RHD), Kenya, Kisumu

Course introduction

This course aims to introduce the link between poverty, education and child protection. The module aims at enhancing the capacities of youth workers to develop and implement projects that support the protection of children and promote their development through education as an avenue of channelling their participation in the development activities in their communities and the world at large. During the module participants are introduced to the realities of the challenges that vulnerable communities, especially children face and the various resilience mechanisms that have been adopted to overcome the challenges by the hosting organization Resource Hub for Development (RHD).

Learning Objectives

Participants will learn: • How education and human rights can support protection and development of children • How soft skills are key to child protection and development • About RHD’s strategy against extreme poverty and child protection in the Kisumu region in Kenya • About cross cultural learning through the spectre of the Kenyan culture, traditions, hospitality and food • • • •

Contents

• • • • •

Structure of TC 204

Definition of a child Children’s Needs Introduction to Human Rights Child rights context analysis: child protection and challenges in Kisumu region Introduction to life skills Categories of Life Skills Child protection Field visits and focus group with community organizations and youth workers from both rural and slam areas of Kisumu Follow up, Youthpass and final evaluati

Structure of TC

Methodologies used include and are not limited to: learning by doing, group works, brainstorming, discussions, mini-lectures, facilitation, case studies, field visits and observation, experience sharing and lastly; questions and answers.

Training Methods

Suggested readings

246

- UNICEF - Kenya Home page, https://www.unicef.org/kenya - UNICEF Kenya, Annual Report 2016, https://www.unicef.org/about/annualreport/files/Kenya_2016_COAR.pdf - EU humanitarian aid of â&#x201A;Ź800,000 for education and protection of refugee children in Kenya - https://www.unicef.org/kenya/media_20131.html - Drought in Kenya: Far away from home, 14-year-old Rahama, wants to bring change, https://www.unicef.org/kenya/reallives_20060.html - Nutrition crisis deepening across Kenya â&#x20AC;&#x201C; UNICEF, - https://www.unicef.org/kenya/media_20343.html - UNFPA-UNICEF Joint Programme on Female Genital Mutilation: Annual Report 2016 https://www.unicef.org/kenya/UNFPA_UNICEF_Joint_Programme_on_FGM_Annual_Report_2016.pdf

TASK 5.1 Understanding:

4 Closed-ended questions 1. LIFE- SKILLS

The World Health Organization (WHO) defines life-skills as “abilities for adaptive and positive behaviour that enables individuals to deal effectively with the demands and challenges of everyday life”. They include a combination of knowledge, values, attitudes and skills with particular emphasis on those that are related to ability to participate effectively and constructively in one’s social and working life and engage in active and democratic participation, especially in increasingly diverse societies. Life-skills are very important as they enhance the wellbeing of the society and promote positive outlook and a healthy behaviour. The World Health Organization (WHO) defines life-skills as “abilities for adaptive and positive behavior that enables individuals to deal effectively with the demands and challenges of everyday life”. They include a combination of knowledge, values, attitudes and skills with particular emphasis on those that are related to ability to appreciate the creative importance of ideas, experiences and emotions in a range of media such as music, literature and visual and performing arts. Life-skills are very important as they enhance the wellbeing of the society and promote positive outlook and a healthy behavior. The World Health Organization (WHO) defines life-skills as “abilities for adaptive and positive behavior that enables individuals to deal effectively with the demands and challenges of everyday life”. They include a combination of knowledge, values, attitudes and skills with particular emphasis on those that are related to self-management, communication, inter-personal relations, critical thinking and problem solving. Life-skills are very important as they enhance the wellbeing of the society and promote positive outlook and a healthy behavior.

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2) PARTECIPATION The term “participation” is explained as a holistic process of ensuring that everyone is involved and their opinions are taken into account. Participation itself can be categorized into the following different levels: 1. Functional participation 2. Participation by material incentives 3. Participation by consultation 4. Participation by giving information 5. Passive participation 1. Self-mobilization 2. Interactive participation 3. Functional participation 4. Participation by material incentives 5. Participation by consultation 6. Participation by giving information 7. Passive participation 1. Self-mobilization 2. Interactive participation 3. Functional participation 4. Participation by material incentives 5. Participation by consultation 6. Participation by giving information 3) EVERY CHILD HAS THE RIGHT TO AN EDUCATION Education is one of the fundamental rights of the children. There are two groups – rights holders and duty bearers – who have specific responsibilities to ensure education for all. Rights holders include all those without a primary school education. Those responsible for seeing the right to education fulfilled include hierarchy of duty bearers: parents, households and communities; teachers and managers; planners and administrators; national and local governments; non-governmental organizations and civil society organizations, the international community. Education is one of the fundamental rights of the children. There are two groups – rights holders and duty bearers – who have specific responsibilities to ensure education for all. Rights holders include all those without a primary school education. Those responsible for seeing the right to education fulfilled include the international community and governments that have a unique responsibility to secure the total package of resources, such as national budgetary allocations to education or external financial assistance, to ensure every child’s right to education.

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Education is one of the fundamental rights of the children. There are two groups â&#x20AC;&#x201C; rights holders and duty bearers â&#x20AC;&#x201C; who have specific responsibilities to ensure education for all. Rights holders include all those without a primary school education. Those responsible for seeing the right to education fulfilled include a hierarchy of duty bearers: teachers and managers; planners and administrators; national and local governments; non-governmental organizations and civil society organization 4) SUSTAINABILITY, OWNERSHIP AND PARTICIPATION The sustainability of projects depends on building ownership and participation by the local communities and beneficiaries from just being beneficiaries who are vulnerable to strong groups with skills and knowledge to manage their own development process even in the absence of the external actors. Participatory monitoring and evaluation project should involve and engage actively local governments and donors by negotiating and agreeing on what changes they expect from projects; what they need to do to achieve these changes; what local and scientific indicators will track these changes; and which success and failure factors need to be monitored to ensure that the projects are on track. The sustainability of projects depends on building ownership and participation by the local governments and donors. Participatory monitoring and evaluation project should involve and engage actively local governments and donors by negotiating and agreeing on what changes they expect from projects; what they need to do to achieve these changes; what local and scientific indicators will track these changes; and which success and failure factors need to be monitored to ensure that the projects are on track. The sustainability of projects depends on building ownership and participation by the local communities and beneficiaries from just being beneficiaries who are vulnerable to strong groups with skills and knowledge to manage their own development process even in the absence of the external actors. Participatory monitoring and evaluation project should involve and engage actively beneficiaries and stakeholders by negotiating and agreeing on what changes they expect from projects; what they need to do to achieve these changes; what local and scientific indicators will track these changes; and which success and failure factors need to be monitored to ensure that the projects are on track.

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TASK 5.2- Reflection:

1 open-ended questions

WITH REFERENCE TO THE LOGFRAME MATRIX DEVELOPED IN THE LEARNING MODULE - TASK 2.2- REFLECTION: • Explain how the project will contribute to cope with and fight the identified violations of children rights, in accordance with the UN Convention on the Rights of the Child. • Indicate the background and experience that your organization occupies in the field. • Specify the partner organizations involved at both community and regional level (if any) and the related roles and responsibilities within the proposed project. • Explain the capacity of the consortium to undertake the proposed project. • Describe how final beneficiaries and stakeholders (non-governmental organizations, youth associations and groups, parents associations, public bodies and the private sector) will contribute to the project design and implementation. • Provide a brief description of your communication strategy for community engagement. Who are the target groups? Explain how will you engage within the target groups and with the broader community? What is your experience of partnership with other organizations or professionals in the field of child protection and development?

250

251

CHAPTER 6 Workshop:“Designing a project concept note”

REFLECTIONING: Designing a project concept note PROJECT CONCEPT NOTE

254

Based on the information in the previous learning modules in the section TASKs - Reflection: open-ended questions, particularly TASK 2.2 - The logframe matrix , provide a clear, complete and concise concept note of your project. The concept note should be no longer than 3 pages and include the following: - The title - The final beneficiaries - The geographic context - The duration - The problem(s) the project is attempting to address - The objectives - Expected outcomes and outputs - The consortium - The strategy that will be used to address the problem(s) and achieve the outcomes and objectives - The relevance - The sustainability

TITLE

Specify a title and an acronym.

FINAL BENEFICIARIES

State the intended project beneficiaries, both direct (those who will be directly targeted by the projectâ&#x20AC;&#x2122;s activities and outputs) and indirect. Provide an approximate number for each.

THE GEOGRAPHIC CONTEXT

Specify the geographic context (states, provinces, districts, villages etc.). Attaching a map of the target areas is helpful.

DURATION

Specify the duration. Example: two-year.

VIOLATION OF RIGHTS

- State the main/focal violation of right/s addressed by the project is/are. - Present a more detailed analysis of the main/focal problem by describing the specific underlying causes and consequences. It might help to break both causes and consequences down into different categories, such as policy/legal constraints, institutional constraints, capacity, weaknesses, and social/cultural norms. - Present background facts and statistics with source in the targeted region, including ratified international conventions and national legislation, country reports by UN Committee on the Rights of the Child (CRC), governments and UNICEF country situation analyses, statistics generated by ministries or statistical offices, other reports by human rights watching bodies, international organizations and NGOs, other sources of data and surveys (if available or conducted in a preliminary analysis phase). - Explain how targeted children and young people are consulted and engaged in the analysis phase. Use body map, school / community map, other child friendly tools for analysis and planning.

Example: Women and unaccompanied refugee children fleeing from Libya into Europe, have reported experiencing or witnessing brutal acts of violence and grave human rights violations.Many unaccompanied refugee children are traumatized and need urgent and specialized care on arrival.

Overall objective

Briefly state the overall development goal (preferably in one sentence). This is the long-term of the project and extends well beyond the scope of the projectâ&#x20AC;&#x2122;s timeline and scale of intervention. It is assumed that if the specific objective and outcomes are achieved, then the project will contribute towards this overall goal.

255

Example: “To foster resilience, protection and development of unaccompanied refugee children in the hosting community”.

SPECIFIC objective

State the specific objective (preferably in one sentence). This is the medium-term objective of the project to be achieved within the timeframe of the project. In the hierarchy of objectives, it is below the overall goal, but at a higher level than the project outcomes. The main/focal problem and the project objective are interrelated: the specific objective seeks to directly address the main/focal problem.

Example: If the focal problem is identified as being “Many unaccompanied refugee children are traumatized and need urgent and specialized care on arrival”, then the specific objective might be “To enhance holistic emergency responses for refugee children on their arrival”. A maximum of 1 or 2 specific objective/s should be sufficient for most community projects.

expected outcomes

List the expected outcomes (one sentence each). These are the actual positive changes that will be brought within the timeframe of the project. A maximum of 3 outcomes should be sufficient for most community projects.

Example: O1. Increased psychosocial well-being and restored normalcy for unaccompanied refugee children. O2. Assisted children traveling alone with appropriate shelter, service and legal orientation. O3. Enhanced community responsibility to welcome and protect unaccompanied refugee children.

OUTPUTS AND ACTIVITIES

Please state all outputs according to each identified outcome. Provide a concise but complete description of the output (what, why, how, who, where, and when). An output is a tangible product/service delivered by a project to achieve expected outcomes and objectives. Outputs relate to the completion of activities. For each output, specify the main activities that will be needed to complete it.

Example: O1. Increased psychosocial well-being and restored normalcy for unaccompanied refugee children - Output 1.1: n.1 Child health desk: support to children travelling alone, including support to pregnant women and mothers traveling with young infants. A1: Establishment of the child health desk A2: Analysis and Identification of health and psychosocial needs

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A3: Involvement, orientation and training of staff (psychologists, doctors, cultural mediators, social workers) A4: Launch of the child health desk - Output 1.2: n.2 Emergency desks for distribution of food, safe water, tents, winter clothes, baby clothes, toes. O2. Assisted children traveling alone with appropriate shelter, service and legal orientation. - Output 2.1: n.2 Child friendly spaces in refugee centers / camps, providing a protective environment where children can play, feel safe, and engage in recreational and educational activities that help them forget the stress and trauma from the journey. - Output 2.2: n.1 Child orientation space, referring children alone to appropriate services in the hosting community related to shelter, legal orientation and assignment of a legal tutor, health and social services, local language and other educational activities, other. O3. Enhanced community capacity and social responsibility to welcome and protect unaccompanied refugee children. - Output 3.1: n. 8 Training workshops to enhance the capacity of both public and private social workers, cultural mediators, psychologists, doctors to ensure holistic responses andprotection of refugee children travelling alone. - Output 3.2: A media campaign to raise awareness about social responsibility and engagement of the hosting community.

the consortium

Specify the partner organizations involved at both community and regional level (if any) and the related roles and responsibilities within the proposed project.

PROJECT STRATEGY

Provide a clear explanation of the projectâ&#x20AC;&#x2122;s strategy for child prevention, protection and rehabilitation and explain: - how this strategy will directly tackle the specific violations of rights and achieve the planned specific objective; - what and how duty bearers and key stakeholders from the child protection system will be engaged (use stakeholders and duty bearers matrix); - how final beneficiaries will be actively involved.

Example: - Identification of stakeholders and duty bearers from the child protection system in the targeted community context, including mapping of capacities, responsibilities, preventive and responsive services, level of cooperation and synergy between all stakeholders and duty bearers - Development of a community strategy in the targeted community to ensure the prevention, protection and rehabilitation of those children and young people that are victim of violence, exploitation and abuse.

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RELEVANCE

- Provide a brief description of the relevance of the proposed project to the needs of the targeted children. - Explain how the principles set out in the CRC (Non-discrimination, The best interest of the child, Survival and development, Participation) are incorporated in the project idea and strategy.

SUSTAINABILITY

- Describe the long-term impact that the project is expected to attain. - Describe how the project outcomes will be sustained beyond its life cycle and what activities /strategies are planned for ensuring the sustainability of the project and its results.

THE BUDGET

Estimate a general budget. The budget should be realistic and should align with the activities and outputs described above.

TIPS FOR DEVELOPING THE CONCEPT NOTE

- Use tools and contents as experimented and applied in the previous learning modules. - There are many causal factors contributing to a specifc focal rightsâ&#x20AC;&#x2122; violation, remind the proposed project can only address a small subset of these. - When formulating the objectives, do not attempt to general or too ambitious. An objective should be SMART (Specific, Measurable, Attainable, Realistic, Timely). - When formulating the outcomes and outputs, do not attempt to be too broad or too ambitious. The outcomes should be realistically framed, so that they are achievable within the timeframe of the project. - There should be a logical flow: the outputs should contribute towards the outcomes, which should lead to achieve the project specific objective and ultimately to contribute to the overall objective. - The outcomes and outputs should be clearly connected to the overall strategy.

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RESOURSES

Resources on child protection and development HUMAN RIGHTS

- United Nations, Human Rights, http://www.un.org/en/sections/issues-depth/human-rights/ - United Nations, Universal Declaration of Human Rights, http://www.un.org/en/universal-declaration-human-rights/ - EU Charter of Fundamental Rights, http://ec.europa.eu/justice/fundamental-rights/ charter/index_en.htm Treaty of Lisbon, http://eur-lex.europa.eu/legal-content/EN/ALL/?uri=OJ%3AC%3A2007%3A306%3ATOC - The Office of the United Nations High Commissioner for Human Rights (OHCHR), http://www.ohchr.org/EN/Issues/Pages/WhatareHumanRights.aspx

THE UN CONVENTION ON THE RIGHTS OF THE CHILD

- UNICEF, Rights overview, https://www.unicef.org/crc/files/Rights_overview.pdf - UNICEF, Convention on the Rights of the Child, https://www.unicef.org/crc/ - UNICEF, A summary of the rights under the Convention on the Rights of the Child, https://www.unicef.org/crc/files/Rights_overview.pdf - European Union, Justice, Rights of the child, http://ec.europa.eu/justice/fundamental-rights/rights-child/index_en.htm - European Commission, EU Agenda for the Rights of the Child (2011), http://ec.europa. eu/justice/policies/children/docs/com_2011_60_en.pdf - Fundamental Rights Agency – FRA, Rights of the child, http://fra.europa.eu/en/theme/rights-child - UNICEF, The Convention on the Rights of the Child, “Guiding principles: general requirements for all rights”, https://www.unicef.org/crc/files/Guiding_Principles.pdf - UNICEF, Survival and development rights: the basic rights to life, survival and development of one’s full potent, http://www.unicef.org/crc/files/Survival_Development. pdf - UNICEF, THE CONVENTION ON THE RIGHTS OF THE CHILD, Protection rights: keeping safe from harm, http://www.unicef.org/crc/files/Protection_list.pdf - UNICEF, The Convention on the Rights of the Child - Participation rights: having an active voice, https://www.unicef.org/crc/files/Participation.pdf - European Commission, Justice, The right of the child to be heard (child participation), http://ec.europa.eu/justice/fundamental-rights/rights-child/child-participation/index_en.htm - UNICEF, Child participation, https://www.unicef.org/sowc03/contents/childpartici-

pation.html - UNICEF, Convention on the Rights of the Child, Every child has the right to an education, https://www.unicef.org/crc/index_73893.html - UNICEF, The participation of children and young people in UNICEF country programme and national committee activities, https://www.unicef.org/adolescence/files/ Desk_study_on_child_participation-2009.pdf - Child Fund Australia, The Role of Child and Youth Participation in Development Effectiveness, https://www.unicef.org/adolescence/cypguide/files/Role_of_Child_and_ Youth_Participation_in_Development_Effectiveness.pdf - UNICEF, Education, rights and responsibilities, https://www.unicef.org/sowc04/ sowc04_education_rights_responsibilities.html - OHCHR, The right of the child to rest, leisure, play, recreational activities, www2. ohchr.org/english/bodies/crc/docs/GC/CRC-C-GC-17_en.doc - UNESCO, UNESCO and Education: Everyone has the right to education, http://unesdoc.unesco.org/images/0021/002127/212715e.pdf - Council of Europe, Strategy for the Rights of the Child (2016-2021), https://rm.coe. int/168066cff8 - UNICEF, Every Child’s Birth Right: Inequities and trends in birth registration, https:// data.unicef.org/resources/every-childs-birth-right-inequities-and-trends-in-birth-registration-2/

A CHILD RIGHTS BASED APPROACH

- General Comment No 13 of the UN Committee on the rights of the child, para 59, definition of a child rights approach, http://www.refworld.org/docid/4e6da4922.html - EU-UNICEF Child Rights Toolkit: Integrating Child Rights in Development Cooperation, https://www.unicef.org/myanmar/Child-Rights-Toolkit-Web-Links.pdf - “EU-UNICEF Child Rights Toolkit: Integrating child rights in development cooperation, Module 1: Overview of Child Rights in Development Cooperation”, https://www. unicef.org/eu/crtoolkit/downloads/Child-Rights-Toolkit-Module1-Web-Links.pdf - UNICEF, Human Rights-based Approach to Programming, https://www.unicef.org/ policyanalysis/rights/index_62012.html - UNICEF, Toolkit on Diversion and Alternatives to Detention 2009, Part A: ‘UNICEF position on a human rights-based approach to programming in relation to children’, https://www.unicef.org/tdad/index_55653.html - Council of Europe, Child Participation Assessment Tool, https://rm.coe.int/ 16806482da - Save the Children, Child Rights Situation Analysis Guidelines, https://resourcecentre.savethechildren.net/sites/default/files/documents/crsa_guidelines2.pdf - Save the Children’s Resource Centre, Child Rights Toolkit, https://resourcecentre. savethechildren.net/sites/default/files/documents/child-rights-toolkit-web-links.pdf - UNICEF, Examples of Recent Situation Analyses, https://www.unicef.org/sitan/index_43351.html - ALNAP, Syria - Child rights situation analysis, http://www.alnap.org/resource/20091 - UNICEF, An Analysis of the Situation of Children and Women in Cambodia, Chapter III. The Child’s Right to Life and Health - Duty-bearers’ roles, responsibilities and capacity gaps, https://www.unicef.org/cambodia/Part6_Women_and_children_SitAn_Re-

port_09.pdf - UNICEF, Engaging Stakeholders on Children’s Rights, https://www.unicef.org/csr/css/Stakeholder_Engagement_on_Childrens_Rights_021014.pdf - Scottish Executive, Engaging children and young people in community planning, http://www.gov.scot/resource/doc/154089/0041433.pdf

CHILD PROTECTION

- UNICEF, What is Child Protection, www.unicef.org/protection/files/What_is_Child_ Protection.pdf - UNICEF, Child-centered Development, https://www.unicef.org/dprk/ccd.pdf - Child Frontiers Ltd, Mapping and Analysis of the Child Protection System in Sierra Leone, https://www.unicef.org/wcaro/english/Child_Protection_Systems_Sierra_Leone_Report.pdf - European Union, DG Education and Culture, Early childhood education and care, http://ec.europa.eu/education/policy/school/early-childhood_en - Save the Children, Risk Reduction and Adaptation for East Africa - A step by step approach with and for children, https://resourcecentre.savethechildren.net/sites/ default/files/documents/risk_reduction_and_adaptation_for_east_africa_-_a_step_ by_step_approach_with_and_for_children_2013_sci.pdf - UNICEF, Adapting a Systems Approach to Child Protection: Key Concepts and Considerations, https://www.unicef.org/protection/Conceptual_Clarity_Paper_ Oct_2010(4).pdf - The European Union Agency for Fundamental Rights (FRA), Mapping child protection systems in the EU, http://fra.europa.eu/en/publication/2015/mapping-child-protection-systems-eu - UNICEF UK, Child Rights and Social Accountability in the Post-2015 World, https:// www.unicef.org/policyanalysis/rights/files/FINAL_UNICEF-London-Workshop_(1).pdf) - UNICEF Child Protection Strategy, Full text of the strategy which should be used to guide programming for child protection, https://www.unicef.org/tdad/unicefcpstrategyjune08(2).pdf - The Protective Environment: Development Support for Child Protection’, Karin Landgren, Human Rights Quarterly, 2005, https://www.unicef.org/tdad/karinlandgrenarticle(2).pdf - UNICEF - ‘Progress for Children: A Report Card on Child Protection’, https://www. unicef.org/tdad/unicefeportcardcp09.pdf - UNICEF, Children in alternative care, https://data.unicef.org/topic/child-protection/ children-alternative-care/ - The European Union, European Platform for Investing in Children (EPIC), http:// ec.europa.eu/social/main.jsp?catId=1246&langId=en

CHILD POVERTY

- UNICEF, Defining child poverty, https://www.unicef.org/sowc05/english/povertyissue.html - UNICEF, Ending Extreme Poverty: a Focus on Children, https://data.unicef.org/

wp-content/uploads/2017/09/Ending_Extreme_Poverty_A_Focus_on_Children_ Oct_2016.pdf - World Bank, New Estimates of Extreme Poverty for Children 2016, http://documents. worldbank.org/curated/en/402511475417572525/pdf/WPS7845.pdf - UNICEF, Child poverty: IndIcators to measure progress for the SDGS, https://www. unicef.org/agenda2030/files/Child_povety_SDG_indicators_brief_March_2015.pdf

CHILD LABOUR AND TRAFFICKING

- UNICEF India, Child labour http://unicef.in/Whatwedo/21/Child-Labour - UNICEF, Training Manual to Fight Trafficking in Children for Labour, Sexual and other forms of Exploitation, https://www.unicef.org/protection/Textbook_1.pdf - European Union, DG Migration and Home Affairs, Child sexual abuse, https://ec.europa.eu/home-affairs/what-we-do/policies/organized-crime-and-human-trafficking/ child-sexual-abuse_en - Child Trafficking: Indiaâ&#x20AC;&#x2122;s silent shame, http://www.mapsofindia.com/my-india/government/child-trafficking-indias-silent-shame - The Asia Foundation Human, Trafficking in India, https://asiafoundation.org/resources/pdfs/StanfordHumanTraffickingIndiaFinalReport.pdf - UNICEF, Guidelines on The Protection Of Child Victims Of Trafficking, https://www. unicef.org/protection/Unicef_Victims_Guidelines_en.pdf - UNICEF, Risks and Realities of Child Trafficking and Exploitation in Central Asia, 2009, https://www.unicef.org/protection/57929_58022.html#CT - Naik, Krishna C N, Human Trafficking In Andhra Pradesh - A Study in Kadiri Divisioon of Anantapuramu District, http://shodhganga.inflibnet.ac.in/handle/10603/102179

CHILD MARRIAGE

- UNFPA, Child marriage, http://www.unfpa.org/child-marriage - UNICEF, Ending Child Marriage Progress and Prospects, https://www.unicef.org/ media/files/Child_Marriage_Report_7_17_LR..pdf - UNICEF, Child protection from violence, exploitation and abuse: Child marriage, https://www.unicef.org/protection/57929_58008.html - UNICEF, Child marriage, http://data.unicef.org/child-protection/child-marriage - UNICEF, A statistical snapshot of child marriage in West and Central Africa, https:// data.unicef.org/wp-content/uploads/2017/10/Child-Marriage-WEB.pdf

UNACCOMPANIED MIGRANT CHILDREN

- International Organization for Migration (IOM), Unaccompanied Children on the Move, https://publications.iom.int/system/files/pdf/uam_report_11812.pdf - UNICEF, Refugee and Migrant Crisis - Child Alert, https://www.unicef.org/emergencies/childrenonthemove/files/Child_Alert_Final_PDF.pdf - UNICEF, Children on the Move in Italy and Greece, https://www.unicef.org/eca/REACH_ITA_GRC_Report_Children_on_the_Move_in_Italy_and_Greece_June_2017.pdf - European Parliament, Vulnerability of unaccompanied and separated child migrants, http://www.europarl.europa.eu/RegData/etudes/BRIE/2016/595853/EPRS_ BRI(2016)595853_EN.pdf - Policies, practices and data on unaccompanied minors in the EU Member States

and Norway Synthesis Report: May 2015, http://ec.europa.eu/anti-trafficking/sites/ antitrafficking/files/emn_study_2014_uams.pdf - UNICEF, Children on the move, https://www.unicef.org/emergencies/childrenonthemove/ - UNICEF, Refugee Children: Guidelines on Protection and Care, https://www.unicef. org/violencestudy/pdf/refugee_children_guidelines_on_protection_and_care.pdf - UNICEF, Education Uprooted For every migrant, refugee and displaced child, education, https://www.unicef.org/media/files/Education_Uprooted_DIGITAL.pdf - European Commission Justice, Children in migration, http://ec.europa.eu/justice/ fundamental-rights/rights-child/protection-systems/index_en.htm - Danger every step of the way, A harrowing journey to Europe for refugee and migrant children, https://www.unicef.org/emergencies/childrenonthemove/files/Child_Alert_ Final_PDF.pdf - Human Rights Watch, Caught in a net: Unaccompanied migrant children in Europe, https://www.hrw.org/sites/default/files/HRW_CRD_migrant_brcohure_low.pdf - Unaccompanied Minors and the ‘Migrant Crisis’ - A case study on the reception of unaccompanied minors in Eastern-Sicily, http://www.meltingpot.org/IMG/pdf/final_ version_thesis_lucia_slot.pdf - Al Jazeera, Saving Senegal’s sons from vanishing in European seas, http://www.aljazeera.com/indepth/features/2017/05/saving-senegal-sons-vanishing-european-seas-170530065009710.html

VIOLENCE

- UNICEF, Violence, https://data.unicef.org/topic/child-protection/violence/ - UNICEF, Ending Violence Against Children: Six Strategies for Action, https://www. unicef.org/publications/files/Ending_Violence_Against_Children_Six_strategies_for_ action_EN_9_Oct_2014.pdf - UNICEF, Children and violence, https://www.unicef-irc.org/publications/pdf/digest2e.pdf - UNICEF, Children and Armed Conflict, https://www.unicef.org/emerg/files/HSNBook.pdf

FEMALE GENITAL MUTILATION

- UNICEF,female-genital-mutilation-and-cutting, https://data.unicef.org/topic/ child-protection/female-genital-mutilation-and-cutting/

FOCUS: ITALY

- UNICEF, Italy, https://www.unicef.org/infobycountry/italy_24100.html - Centro di Ricerca Innocenti dell’UNICEF,Figli della recessione: l’impatto della crisi economica sul benessere dei bambini nei paesi ricchi, https://www.unicef.it// doc/5885/pubblicazioni/report-card-12-figli-della-recessione.htm

FOCUS: SENEGAL

- UNICEF, Senegal, https://www.unicef.org/infobycountry/senegal.html - UNICEF, Senegal - Statistics, https://www.unicef.org/infobycountry/senegal_stati-

stics.html - UNICEF, SENEGAL Humanitarian Situation Report 2013 Overview, https://www.unicef.org/appeals/files/UNICEF_Senegal_SitRep_2013_Summary.pdf - Human Rights Watch, Senegal, https://www.hrw.org/africa/senegal - Human Rights Watch, Senegal: Decade of Abuse in Quranic Schools, https://www. hrw.org/news/2015/04/20/senegal-decade-abuse-quranic-schools

FOCUS: INDIA

- UNICEF, India, https://www.unicef.org/infobycountry/india.html - India, Voluntary National Review 2017, https://sustainabledevelopment.un.org/memberstates/india - India, Voluntary National Review Report on Implementation of Sustainable Development Goals, 2017, https://sustainabledevelopment.un.org/content/documents/15836India.pdf - UNICEF India, https://www.unicef.org/infobycountry/india.html - UNICEF India, Progress for Children a report card on adolescents, http://unicef.in/ Uploads/Publications/Resources/pub_doc68.pdf

FOCUS: GREECE

- UNICEF, Greece, https://www.unicef.org/infobycountry/greece.html - UNICEF, Refugee and migrant children in Greece, https://www.unicef.org/eca/Refugee_and_migrant_children_in_Greece-_data_analysis_August_2017.pdf

FOCUS: KENYA

- UNICEF, Kenya, https://www.unicef.org/infobycountry/kenya_73692.html - UNICEF, Kenya Home page, https://www.unicef.org/kenya/ - UNICEF,Kenya, Annual Report 2016, https://www.unicef.org/about/annualreport/files/Kenya_2016_COAR.pdf - UNICEF Kenya and the National Council for Children’s Services, Situation Analysis of Children and UNICEF, Adolescents in Kenya, https://www.unicef.org/kenya/SITAN_2014_Web.pdf - UNICEF, EU humanitarian aid of €800,000 for education and protection of refugee children in Kenya, https://www.unicef.org/kenya/media_20131.html - UNICEF, Drought in Kenya: Far away from home, 14-year-old Rahama, wants to bring change, https://www.unicef.org/kenya/reallives_20060.html - UNICEF, Nutrition crisis deepening across Kenya, https://www.unicef.org/kenya/ media_20343.html UNFPA-UNICEF Joint Programme on Female Genital Mutilation: Annual Report 2016, https://www.unicef.org/kenya/UNFPA_UNICEF_Joint_Programme_on_FGM_Annual_Report_2016.pdf

FOCUS: PERU

- UNICEF, Peru, https://www.unicef.org/infobycountry/peru.html - UNICEF, Situation of children in Peru, https://www.unicef.org/peru/spanish/Folleto_ing_correc_1.pdf - OHCHR, Committee on the Rights of the Child considers the report of Peru, http://

www.ohchr.org/EN/NewsEvents/Pages/DisplayNews.aspx?NewsID=16957&LangID=E

THE SUSTAINABLE DEVELOPMENT GOALS

- UNDP, The Sustainable Development Goals, http://www.undp.org/content/undp/en/ home/sustainable-development-goals/background.html - UN, The Sustainable Development Goals http://www.un.org/sustainabledevelopment/ - UNDP, What are the Sustainable Development Goals? http://www.undp.org/content/ undp/en/home/sustainable-development-goals.html - The World Bank, Sustainable Development, http://www.worldbank.org/en/topic/sustainabledevelopment

Non-formal education and community development

NON-FORMAL EDUCATION AND HUMAN RIGHTS

- Non-formal education - Council of Europe, http://www.assembly.coe.int/nw/xml/ XRef/X2H-Xref-ViewHTML.asp?FileID=8807&lang=en - Compass: Manual for Human Rights Education with Young people, http://www.coe. int/en/web/compass/approaches-to-human-rights-education-in-compass - UNICEF, Child Rights Education Toolkit, https://www.unicef.org/crc/files/UNICEF_ CRE_Toolkit_FINAL_web_version170414.pdf - UNICEF, A Human Rights-Based Approach to Education for All, - https://www.unicef.org/publications/files/A_Human_Rights_Based_Approach_to_ Education_for_All.pdf - UNICEF, Child Rights Education Toolkit: Rooting Child Rights in Early Childhood Education, Primary and Secondary Schools, https://www.unicef.org/crc/files/UNICEF_ CRE_Toolkit_FINAL_web_version170414.pdf - Paulo Freire, Pedagogy of the Oppressed, https://selforganizedseminar.files.wordpress.com/2011/08/freire_pedagogy_oppresed1.pdf - EDDILI – To Educate is to Make Possible the Discovery of Life, http://reciprocalmaieutic.danilodolci.it/wp-content/uploads/2011/09/English.pdf - Nancy Flowers, Human Rights Educators’ Network, Amnesty International USA, http://www1.umn.edu/humanrts/edumat/hreduseries/hrhandbook/activities/22.htm - SALTO Training & Cooperation, The Youthpass process and Learning to Learn, ht-

tps://www.youthpass.eu/downloads/13-62-54/TheYouthpassProcess_100923_S.pdf - SALTO Training & Cooperation, Forum and Image Theatre Manual - Toolbox — For Training and Youth Work, https://www.salto-youth.net/tools/toolbox/tool/forum-and-image-theatre-manual.1503/ - Introducing Forum Theatre as a tool to explore issues of equality and discrimination, http://www.youththeatre.ie/content/files/Theatre-Forum-Resource-web.pdf - Icebreakers.ws, Story starters, https://www.icebreakers.ws/small-group/story-starters.html - Julie Reed & Christopher Koliba, “Facilitating Reflection - A Manual for Leaders and Educators, Concentric Circles (from David Sawyer), https://www.uvm.edu/~dewey/ reflection_manual/activities.html - SALTO-YOUTH, Tools for Learning in Non Formal Education,https://www.salto-youth. net/downloads/4-17-2694/GP_Tools-For-Learning-in-non-formal-educ_GB_130912_ HD.pdf - UNICEF Canada, Teaching for Children’s Rights: Rights, Wants & Needs, http:// www.e-activist.com/ea-campaign/action.retrievefile.do?ea_fileid=14113 - UNICEF, Life skills, https://www.unicef.org/lifeskills/ - The World Health Organization’s, Skills for Health Skills-based health education including life skills: An important component of a Child-Friendly/Health-Promoting School, http://www.who.int/school_youth_health/media/en/sch_skills4health_03.pdf - UNICEF, Life skills: A facilitator’s guide for teenagers, https://www.unicef.org/eapro/ Life_Skills__A_facilitator_guide_for_teenagers.pdf - Emotional Intelligence for teens ages 13-18, http://ong.ohio.gov/frg/FRGresources/ emotional_intellegence_13-18.pdf - “Office of the United Nations High Commissioner for Human Rights (OHCHR), Evaluating Human Rights Training Activities, A Handbook for Human Rights Educators”, http://www.ohchr.org/Documents/Publications/EvaluationHandbookPT18.pdf - UNICEF, Teaching and learning about child rights: A study of implementation in 26 countries, https://www.unicef.org/crc/files/CHILD_RIGHTS_EDUCATION_STUDY_final.pdf

PROJECT CYCLE MANAGEMENT AND COMMUNITY DEVELOPMENT

- European Commission EuropeAid Cooperation Office, Project Cycle Management Guidelines, https://ec.europa.eu/europeaid/sites/devco/files/methodology-aid-delivery-methods-project-cycle-management-200403_en_2.pdf - UNESCO, The Definition of community development, http://unesdoc.unesco.org/ images/0017/001797/179726eb.pdf - World Health Organization (WHO) - African Health Observatory, Community ownership and participation, http://www.aho.afro.who.int/profiles_information/index.php/ AFRO:Community_ownership_and_participation_-_The_Health_System - Jemimah Njuki , Susan Kaaria Colletah Chitsike and Pascal Sanginga, Participatory Monitoring and Evaluation for Stakeholder Engagement, Assessment of Project Impacts, and for Institutional and Community Learning and Change, http://ciat-library. ciat.cgiar.org/Articulos_Ciat/Njuki-rev.pdf

THEORY OF CHANGE

- UNICEF, Theory of Change, 2014, https://www.unicef-irc.org/publications/pdf/ brief_2_theoryofchange_eng.pdf - European Commission, Launching the EU International Cooperation and Development Results Framework, 2015, http://data.consilium.europa.eu/doc/document/ST7604-2015-INIT/en/pdf - Evaluation Office of UN Environment, Use of Theory of Change in Project Evaluations, http://wedocs.unep.org/bitstream/handle/20.500.11822/7116/14.%20Use%20 of%20Theory%20of%20Change%20in%20Project%20Evaluation.pdf?sequence=1&isAllowed=y - UNICEF Webinar: Theory of Change, https://www.youtube.com/watch?v=KRptX_ DNL2Q - UN Environment, Samples of Theory of Change diagrams, https://wedocs.unep.org/ bitstream/handle/20.500.11822/7138/TOC%20Diagrams.pdf?sequence=1&isAllowed=y - UNICEF, Revised Results Framework and Supplementary Programme - Note on the Theory of Change, 2014, https://www.unicef.org/about/execboard/files/Results_Matrix-TOC_informal-20May14.pdf

Funding programmes for international cooperation and development

FUNDING PROGRAMMES OF THE EUROPEAN UNION

- Education, training, youth and sport (Erasmus +), https://eacea.ec.europa.eu/erasmus-plus_en - European voluntary humanitarian aid corps EU aid volunteers (EUAV), http://ec.europa.eu/echo/what/humanitarian-aid/eu-aid-volunteers_en - European Instrument for Democracy & Human Rights (EIDHR), https://ec.europa.eu/ europeaid/how/finance/eidhr_en.htm - Asylum, Migration and Integration Fund (AMIF), https://ec.europa.eu/home-affairs/ financing/fundings/migration-asylum-borders/asylum-migration-integration-fund_ en

- European Civil Protection and Humanitarian Aid Operations, http://ec.europa.eu/ echo/what/civil-protection/mechanism_en - European Civil Protection and Humanitarian Aid Operations – ECHO, http://ec.europa.eu/echo/funding-evaluations/funding-humanitarian-aid_en - EU Aid Volunteers, http://ec.europa.eu/echo/what/humanitarian-aid/eu-aid-volunteers_en - Emergency Support Instrument (ESI) for operations inside the EU, http://ec.europa. eu/echo/what-we-do/humanitarian-aid/emergency-support-within-eu_en - International Cooperation and Development, https://ec.europa.eu/europeaid/ node/22_en - European Neighbourhood Policy, https://ec.europa.eu/neighbourhood-enlargement/neighbourhood/overview_en - Health and food safety, http://ec.europa.eu/dgs/health_food-safety/index_en.htm - Fund for European Aid to the Most Deprived (FEAD), http://ec.europa.eu/social/main. jsp?catId=1089 - Instrument contributing to stability and peace (IcSP), http://ec.europa.eu/dgs/fpi/ what-we-do/instrument_contributing_to_stability_and_peace_en.htm - Horizon 2020, http://ec.europa.eu/programmes/horizon2020/ - Instrument for pre-accession assistance (IPA II), https://ec.europa.eu/neighbourhood-enlargement/instruments/overview_en - Justice Programme, http://ec.europa.eu/justice/grants1/programmes-2014-2020/ justice/index_en.htm - Rights, Equality and Citizenship Programme, http://ec.europa.eu/justice/grants1/ programmes-2014-2020/rec/index_en.htm - Employment, Social Affairs & Inclusion, http://ec.europa.eu/social/home.jsp?langId=en - EU Emergency Trust Fund for Africa - https://ec.europa.eu/europeaid/regions/africa/eu-emergency-trust-fund/sahel-region-and-lake-chad-area_en - Overview of other funding programmes of the European Union, https://ec.europa. eu/info/funding-tenders/overview-funding-programmes_en

SENEGAL

- Europaid – Senegal, https://ec.europa.eu/europeaid/countries/senegal_en - Delegation of the European Union in Senegal, http://eeas.europa.eu/delegations/ senegal/index_fr.htm

KENYA

- Europaid – Kenya, https://ec.europa.eu/europeaid/countries/kenya_en - Delegation of the European Union in Kenya, https://eeas.europa.eu/delegations/ kenya_en

INDIA

- Europaid – India, https://ec.europa.eu/europeaid/countries/india_en - Delegation of the European Union in India, https://eeas.europa.eu/delegations/india_en

PERU

- Europaid – Peru, https://ec.europa.eu/europeaid/countries/peru_en - Delegation of the European Union in Peru, https://eeas.europa.eu/delegations/ peru_en

GOVERNMENTAL AGENCIES, FOUNDATIONS, OTHER PUBLIC AND PRIVATE DONORS

- UNICEF, www.unicef.org - UNESCO, https://en.unesco.org/ - FAO - Food and Agriculture Organization, http://www.fao.org - UNDP - United Nations Development Program, http://www.undp.org - UNEP - United Nations Environment Program, http://www.unep.org - WB - World Bank, http://www.worldbank.org/ - Danish International Development Agency DANIDA, http://www.um.dk - Swedish International Development Cooperation Agency SIDA, http://www.sida.se/ Svenska/ - Agency for Cooperation and Research in Development ACORD, http://www.acord. org.uk - Agence Francaise de Developpement AFD, http://www.afd.fr - Agency for Co-operation and Technical Development, http://www.actngo.be - Australian Agency for International Development AusAID, http://www.ausaid.gov.au - Canadian International Development Agency CIDA, http://www.acdi-cida.ca/cidaweb/webcountry.nsf/index.html - Norwegian Agency for Development Cooperation NORAD, http://www.norad.no/ - Swiss Agency for Development and Co-operation SDC, http://www.sdc.admin.ch - Swissaid, http://www.swissaid.ch - UK Government Department for International Development DFID, http://www.dfid. gov.uk - USAID, http://www.usaid.gov - United Nations Foundation, http://un.org - African Development Foundation, http://www.adf.gov - Jenifer Altman Foundation, http://www.jaf.org - Bernard van Leer Foundation, http://www.bernardvanleer.org - The Christensen Fund, http://www.christensenfund.org - Compton Foundation, http://comptonfoundation.org - Global Fund for Children, http://www.globalfundforchildren.org - KIOS – The Finnish NGO Foundation for Human Rights, http://www.kios.fi - Netherlands Centre for Indigenous Peoples NCIV, http://www.nciv.net - Oak Foundation, http://www.oakfnd.org/ - The Rockefeller Foundation, http://www.rockfund.org - Seva Foundation, http://www.seva.org - ADC Foundation, http://www.adc.com/aboutadc/adcfoundation/ - African Women’s Development Fund AWDF, http://www.awdf.org - Aga Khan Foundation – Canada, http://www.akfc.ca - Allen Foundation, Inc, http://www.allenfoundation.org - The Asia Foundation, http://www.asiafoundation.org

- Development and Peace, http://www.devo.org - The Ford Foundation, http://www.fordfound.org - Freidrich Ebert Stiftung Foundation FES, http://www.fes.de - Global Catalyst Foundation, http://www.global-catalyst.org - Global Fund for Women, http://www.globalfundforwomen.org - Fund for Global Human Rights FGHR, http://www.hrfunders.org - International Womenâ&#x20AC;&#x2122;s Health Coalition, http://www.iwhc.org - Moriah Fund, http://www.moriahfund.org - Netherlands Organization for International Development Co-operation, http://www. novib.nl - Open Society Institute, http://www.soros.org - Peace Development Fund, http://www.peacedevelopmentfund.org - The Pew Charitable Trusts, http://www.pewtrusts.com - Tides Foundation, http://www.tidesfoundation.org

Acknowledgements

I wish to express our sincere thanks to the partner coordinators, experts and community members of all participating organizations: Alessandro Melillo, Cristina La Rocca, Jeanne d’Arc Sagna (PRISM – Promozione Internazionale Sicilia-Mondo) Peter Kosgey Okeyo, Amos Oketch Odera, Ogana K. Joash, Andega Paul Ochola, Otwaroh Ruth Akinyi, Omole Gaudensia Aduol, Lilian Opiyo (Resource Hub for Development - RHD) Ravi Sebastian, Vanessa Peter, Donald, Karunakar, Sathiya Nesan (New Beginnings Charitable Trust - NCT) Baye Mor Talla Ndiaye, Haby Diallo, Mamadou Diouf, Diallo Arouna, Jean Marie Diouf, Haby Diallo, Diallo Arouna (Federation Dimbaya Kagnalen) and Salif Kanoute (DECLIC) Alessia Bertuca, Michelle Perello, Valentina Platzgummer (Consulta Europa Projects and Innovation) Boyka Boneva, Nikos Papakostas, Amerissa Giannouli (Inter Alia) David Cuenca Chamorro, R. Benoît Tremblay, Fidel Mendoza, Juan Vilcabana Noriega , Noemí Depaz Pérez, Karen Lezma (Asociación de Comunicadores y Educadores Viator) We would like to acknowledge the contributions of all youth workers from Italy, India, Kenya, Senegal, Greece, Spain and Peru taking part in the training courses and the job shadowing activities implemented during the project. We would like to acknowledge the significant editorial contribution of Luca Spilla and Roberto Tirrito Finally, we acknowledge the financial support of the “The Education, Audiovisual and Culture Executive Agency – EACEA” and of the Eramus+ programme. Fausto Amico PRISM – Promozione Internazionale Sicilia-Mondo

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