Slide 1 : Child Rights Situation Analysis … “Seeing” Children as Subjects of Rights
Slide 2 : To share an application of a (child) rights based programming approach
Drawn from experiences of supporting the development of “Child Rights Situation Analysis” (CRSA) in Sri Lanka, Bangladesh, Papua New Guinea, Solomon Islands, Iraq, Scotland and Egypt over the past 3 years.
Present for about 40 mins and take questions
Slide 3 : An analysis of the status of child rights in any given country.
…. a tool to assist in understanding the extent to which children’s rights have been realized and the factors that are, and may affect their enjoyment.
It is not a comprehensive survey of the situation of all children in a country. What is a CRSA ?
Slide 4 : “An effective child rights situation analysis should be the starting point for making judgments and decisions about appropriate interventions to improve the realisation of children’s rights within a country - rather than these being driven unduly by what we are already doing or have previously done and diving too quickly into thematic programme plans”
SCUK CRSA Guidelines October 2006
Slide 5 : Where does it fit in …
Core Concepts underpinning a CRSA : Core Concepts underpinning a CRSA
... “seeing” rights as a relationship : 7 ... “seeing” rights as a relationship Right holder Duty bearer Accountability Participation Fulfils
responsibility
towards Claims
right
from Social Contract
Slide 8 : From: The Human Rights Approach to Programming, what have we learnt ~ Fabio Sabatini 2002 Child = Rights Holder Immediate Care Giver Family Community Institutions (sg Schools, health posts etc Sub-National National (Policy) National (Institutions and Legal) International Obligation/claims patterns at different levels
Slide 9 : The Right to ….. Article 5:
Age, Maturity and Evolving Capacity Linked Rights Linked Rights Linked Rights Implementation Obligations:
Respect/protect/fulfil,
Arts 4, 42: make known, build capacity, train, create coordination mechanisms etc Inter-relatedness of Rights
What are we trying to find out ? : What are we trying to find out ? In relation to each right that’s implicated in issues faced by children, we want to see the degree to which the “rights relationship”, the “social contract” is functional .
Slide 11 : Duty Bearer … Do those who have duties and responsibilities in relation to this right have the capacities (resources, authority, personal motivation) to meet their responsibilities.
If they do not, what are the obstacles and constraints they experience ? Rights Holder … Do all children enjoy their right to … ?.
Are there children who are not enjoying their rights ?
Who are these children, how many are they, where are they, is their situation getting better, staying the same, or getting worse ?.
Slide 12 : Accountability
.. Are there systems and mechanism in place to hold duty bearers to account if they don’t meet their responsibilities.
If not, why not. Participation
If there is a claim, a problem, if a right is being violated
.. are children, children + their parents in a position to raise issue and are there the mechanisms / systems in place to deal with these issues.
If not, what are the obstacles
Slide 13 : For
Who, Government, donors, UN, NGOs, Civil Society etc is working to support those with responsibilities to meet them. Against
Who’s actions work against the bearer not meeting their responsibilities, either actively (because they disagree with the right) or indirectly .. For example by undermining the state through setting up parallel systems Who is working to establish or pressure for systems of accountability And … Who is working for Change
Slide 14 : Who is working with rights holders (children, children + parents) to understand their rights and what they can justly claim from state and society Who is working with duty bearers and rights holders (children, children + parents) to create the opportunities, skills and spaces for rights holders (children, children + their parents) to bring up issues and violations that concern them And … Who is working for Change
Example CRSA Processes : Example CRSA Processes
EG … Types of CRSA : EG … Types of CRSA General Child Rights Situation Analysis:
Informs strategic decision making. Which violations of which children’s rights should be the focus of our future strategy
Builds staff understanding of the situation of children from a rights perspective, considering their holistic range of rights and the way that state and society are responding to them
Theme Specific Child Rights Situation Analysis:
Informs Thematic/sectoral programming though a detailed analysis of the root causes, the challenges and obstacles to the realisation of the rights relevant to the theme
Contributes to in depth staff understanding of the situation of a specific child right, seeking to understand in detail the causality and the nature of key actors in change
Slide 17 : General measures of implementation (articles 4, 42 & 44.6);
Definition of the child (article 1)
General principles (articles 2, 3, 4, 6 & 12) Civil rights and freedom (articles 7, 8, 13, 17, 14, 15, 16 & 37)
Family environment and alternative care (articles 5, 9, 10, 11, 18, 19, 20, 21, 25 & 27)
Basic health and welfare (articles 6, 18, 23, 24, 26, & 27)
Education, leisure and cultural activities (articles 28, 29, & 31)
Special protection measures (articles 22 & 37-40)
Slide 18 : General measures of implementation (articles 4, 42 & 44.6);
Definition of the child (article 1)
General principles (articles 2, 3, 4, 6 & 12) By Way of Contrast:
In a Thematic CRSA
We already have the background of the general CRSA describing the overall rights situation
Slide 19 : Analysis workshop Assembly and Review of existing documentation Training
In CRSA CRSA Fieldwork CRSA ? Informing Strategic Planning CRSA
Slide 20 : Understanding of Children’s Rights, and how they should be realised is often still a new concept, to government, the public, to staff. Undertaking a CRSA may be a first opportunity to talk about entitlements, the “social contract” … who takes responsibility for what
Its not just the CRSA “report” that’s important, it’s the understanding and engagement of those making decisions
There should now be information available, existing reports through the treaty body / UN system, and increasingly from other sources, alternative reports, academia, sometimes media. Concluding Observations are a key point of reference
The Committee on the Rights of the Child’s 8 monitoring guidelines, the “Clusters” of rights provide a holistic framework to help simplify data management Practical Considerations in planning a CRSA:
Practical Considerations in planning a CRSA: : Practical Considerations in planning a CRSA: Process must accommodate a range of different perspectives, rights holders, duty bearers, people with influence.
An obligation (Article 12) to seek and take into consideration children’s views.
Sampling and depth .. How much is data important, how much an understanding of how things presently work and different perspectives on how it might look in the future.
Slide 22 : To develop clear goal and objectives for the CRSA, what is it for (mix of understanding and capacity development), how can it be achieved given the available resources
To manage scope .. whose perspectives to hear,
To mentor, especially in early stages
To oversee process, when its necessary to find out more, when it can be left for later A CRSA “Project Management :
Slide 23 : Assembly and Review of existing documentation CRSA ? Planning Process
Slide 24 : …. Assessment and Analysis
Slide 25 : Sources of Documentation to Review
Slide 26 : Data collection format
Slide 27 : Training
In CRSA CRSA ? Planning Process
Preparation and Training : Preparation and Training Workshop with managers .. 1 day
Workshop with fieldworkers .. 3 days to establish conceptual framework, familiarity with rights, general principles, and fieldwork tools
Workshop with Managers and Team Leaders to agree sampling and management of fieldwork
2 days practice for Fieldworkers … dry runs of workshop with children, focus group with adults and practice at recording data and initial analysis
Slide 29 : CRSA Fieldwork CRSA ? Planning Process
Slide 30 :
Slide 31 : Sources of Primary Information Child Rights Situation Analysis
Examples of Fieldwork Commitment : Examples of Fieldwork Commitment Country A .. 5 teams of 5 fieldworkers in different geographic / cultural locations for 8 days continuous work
Country B .. 4 teams of 3 fieldworkers merging 10 days of fieldwork into general work over 2 months
Country C .. 8 organisations each taking a block of rights and undertaking consultations totalling 10 days over 2 months
Country D .. 5 local offices of national programme undertake 6 days work in 1 month
Fieldwork objective to gather perspectives to inform 3 rights orientated analysis tools: : Fieldwork objective to gather perspectives to inform 3 rights orientated analysis tools: Causal Analysis
Responsibility Mapping
Capacity Gap Analysis
Slide 34 :
Slide 35 : Data Gathering
Slide 36 : Fieldwork planning and Timing Findings influence questions Findings influence questions
Slide 37 : Analysis workshop CRSA ? Planning Process
Slide 38 : Review and choose range of issues of importance to children to explore Undertake sequence of analyses on issues: causal, duty bearer mapping, capacity gap analysis Analyse cross cutting aspects:
1. UNCRC implementation obligations
2. UNCRC Guiding principles Review and Analyse who is doing what positively and negatively, and power relations between key actors
Slide 39 : Analysis Workshop Assessment
Agree capacity of issues to work on: eg 5 sessions x 3 groups = 15 issues ?
Selection of key issues for children to be explored in depth: Agree criteria, … prioritisation achieved, for example, by categorisation by magnitude, trend, significance to children’s survival and development, degree of engagement
Record scope, scale, trends of issue
Slide 40 : Analysis of select issues for children:
Causal analysis .. identifying immediate, intermediate, and root causes to issues
Mapping of duty bearers, roles and responsibilities
Capacity and capacity gap analysis
Mapping of influencers, claimants and agents of change and capacity / capacity gap analysis of them Analysis Workshop
Slide 41 :
Slide 42 : Analysis Workshop Analysis of cross cutting factors:
Building on from issues explored in detail ..
Analysis of overall response of the state to the implementation obligations
Analysis of obstacles and constraints to the realisation of the UNCRC’s General Principles
Analysis of nature of engagement of key actors in change .. their action, the power relationships
Slide 43 : Secondary Data review and analysis identifies known issues for children and starts process of analysis Field –Work
Field- workers take on board perspectives Analysis Workshop Strategy Meeting Prioritisation of Issues through CRSA Filters 45 20 15 10
Slide 44 : Structure +
1st Sharing Identifying
issues to
analyse First Group
Issues 2nd Group
Issues 3rd Group
Issues General
Principles Implemen-
Tation
Obligations Rights
Environment Preparation
for SMT SMT
Presentation Strategically
Significant
Issues for
Children +
Follow
Through Evaluation
Slide 45 : Analysis workshop Assembly and Review of existing documentation Training
In CRSA CRSA Fieldwork Planning / Strategy
Meeting CRSA ? Planning Process One to One meetings with key stakeholders CRSA
Slide 46 : A contextual, rights orientated background for the country
Scope and dimensions of issues faced by children … which children are not enjoying which rights
A tabulation of key challenges that need to be overcome in the country, expressed within a rights framework of capacity gaps and covering all of the 8 thematic clusters
An analysis of how the state is meeting its responsibilities and how society is responding to children’s rights
An analysis of how civil society is responding to children’s rights
A tabulation of who is doing what and with which issues/which rights
Pointers / recommendations to areas where XXX may be able to make a contribution Example: CRSA Document
Why invest in a CRSA : Why invest in a CRSA A CRSA brings to a decision making process an understanding of the reasons why all or some children do not enjoy their rights .. identifying underlying and root causes, capacity gaps of duty bearers, rights holders
It enables those with responsibilities for decision making to see children’s lives in a holistic way, by taking time out to look at all rights and their inter-relationships (applying the UNCRC’s “best interests principle”)
It should generate understanding about the context and rights environment, about other actors and stakeholders in children’s rights
It can contribute to the building baseline data that can be a reference point for future monitoring, evaluation and impact assessment.
But also … Step 1: Understanding and awareness of human rights principles and childhood : But also … Step 1: Understanding and awareness of human rights principles and childhood Taking time out to develop a CRSA provides an opportunity to develop skills and insights, and to start a dialogue about how things should be
It provides a practical opportunity to both introduce the concepts of (child) rights based programming but also to apply the concepts in real life
And finally .. : And finally .. It can contribute to institutionalising child rights and a HRBAP into a programme / organisation