guidelines for Children s Participation in Humanitarian Programming

Transcription

1 guideines for Chidren s Participation in Humanitarian Programming

2 Guideines for Chidren s Participation in Humanitarian Programming

3 Save the Chidren works in more than 120 countries. We save chidren s ives. We fight for their rights. We hep them fufi their potentia. Acknowedgements Written by Caire O Kane Acknowedgements to Katharine Wiamson and Hannah Mehta for key inputs and to a practitioners who contributed to interviews and an onine survey. Pubished by Save the Chidren 1 St John s Lane London EC1M 4AR UK +44 (0) savethechidren.org.uk First pubished 2013 The Save the Chidren Fund 2013 The Save the Chidren Fund is a charity registered in Engand and Waes (213890) and Scotand (SC039570). Registered Company No This pubication is copyright, but may be reproduced by any method without fee or prior permission for teaching purposes, but not for resae. For copying in any other circumstances, prior written permission must be obtained from the pubisher, and a fee may be payabe. Cover photo: Syrian chidren at a chid-friendy space in a refugee camp. (Photo: Jonathan Hyams/Save the Chidren) Typeset by Grasshopper Design Company Printed by Rapidity Communications Ltd

4 contents 1 Introduction 1 2 Summary of key guideines for chidren s participation in humanitarian programming 2 3 Organisationa strategies to overcome chaenges and to move forward Pragmatic chaenges: imited time, human and financia resources Organisationa chaenges: ack of priority, insufficient staff training, participation not embedded Socio-cutura and attitudina chaenges: ack of vaue, hesitancy and fear Ethica chaenges: risks of doing harm, imited accountabiity, issues of incusion When chidren s participation may not be appropriate in humanitarian programming Key recommendations 8 4 Understanding the reevance and principes of chidren s participation Different types of chidren s participation Why is chidren s participation reevant to humanitarian work? 12 Too 1: Appying basic requirements for meaningfu chidren s participation 14 Too 2: A risk assessment too to support safe participation 16 5 Opportunities to increase chidren s participation in humanitarian programming Integrating chidren s participation into emergency preparedness Strengthening chidren s participation in key stages of emergency response programming 23 Too 3: Participatory toos enabing chidren s participation in assessments 27 Too 4: Body mapping 28 Too 5: Participatory toos enabing chidren s participation in reviews and updates to programme pans Integrating chidren s participation into MEAL 35 Too 6: Participatory toos enabing chidren s participation in evauations Strengthening chidren s participation in transition panning 39 Annexes 41 Annex 1: Further reading and materias on chidren s participation and humanitarian programming 41 Annex 2: Overview of participatory toos in ARC modue on participation and incusion 45 Endnotes 47 iii

5 photo: chris de bode/save the chidren Sherine, a refugee from Syria, with a kite she made and decorated, incuding a wish for peace in her country. These coours and fowers remind me of my home, she says. (Name changed to protect identity)

6 1 INTRODUCTION Save the Chidren is a eading internationa organisation working to increase fufiment of chidren s rights. The organisation has a dua mandate to respond to emergencies as a humanitarian agency, whie aso supporting onger-term deveopment programming. These guideines have been deveoped to support humanitarian managers and fied staff in appying meaningfu and safe chidren s participation in different stages of the humanitarian programme response. Chidren s participation (UNCRC artice 12, a chid s right to be heard) is a principe of rights-based programming. This principe of participation is aso reaffirmed in other humanitarian standards incuding HAP, Sphere and the humanitarian Code of Conduct. Save the Chidren s Emergencies Quaity and Accountabiity Framework (2012) heps to achieve the organisationa goa that Save the Chidren s emergency response wi be timey, at appropriate scae and scope, providing quaity technica programming efficienty, effectivey, safey and securey for the most vunerabe chidren and their famiies. Monitoring, Evauation, Accountabiity and Learning (MEAL) standards and sector quaity standards underpin the framework. The MEAL standard on stakehoder participation refects appication of Save the Chidren s chid rights programming approach: Country Office (CO) projects/programmes incude the appropriate, reevant and meaningfu participation of chidren, partners and other stakehoders in a aspects of monitoring and evauation. In deveoping these guideines, we have buit upon key findings from an organisationa review of chidren s participation in humanitarian programming. 1 The guideines support emergency preparedness efforts to strengthen staff and partners capacity to support meaningfu chidren s participation, and incude tips and and toos to enhance meaningfu chidren s participation in the emergency response and in transitions to reief, reconstruction and peace-buiding processes. The guideines are intended for both humanitarian managers and fied staff and incude four key sections encompassing information, practica action and considerations, reevant toos and good practice exampes: Section 2 uses the humanitarian programming fowchart as a framework to present a summary of the guideines. Section 3 organisationa strategies to overcome chaenges and to move forward presents ikey chaenges, practica actions and recommendations to further embed meaningfu participation in humanitarian programming. Section 4 focuses on understanding the reevance of and key principes for chidren s participation in humanitarian practice. It shares Save the Chidren s definition of chidren s participation and different types of chidren s participation; reasons why chidren s participation is important; basic requirements for meaningfu participation, and a risk assessment too. Section 5 expores key opportunities to increase chidren s participation in humanitarian programming. It begins by considering the importance of emergency preparedness both in terms of opportunities to invest in capacity buiding of staff and the benefits of buiding upon chidren s participation in disaster risk reduction (DRR) and emergency work. The humanitarian response programming fowchart is then used as a key framework to consider how chidren s participation can be supported at different stages of the emergency response. Transition to recovery, reconstruction and onger-term programming are aso considered, as there are key opportunities for meaningfu chidren s participation in these areas. 1

7 2 Summary of key guideines for chidren s participation in humanitarian programming Timeframe Key phase of Key opportunities and approaches to reevant toos and Overarching programming support meaningfu chidren s participation materias (see Annex 1) considerations Save the Chidren Internationa DRR and cimate change adaptation (CCA) strategy SCI DRR and CCA strategy (2012). Support chid participation Save the Chidren (2007), Chid-ed from eariest stages. Ongoing Deveopment of As part of EPPs buid in pans and budgets for training managers DRR: A practica guide. emergency and fied staff on chidren s participation and psychoogica first aid. Pan Internationa (2010), Chidpreparedness centred DRR Tookit. pans (EPPs) Support increased capacity buiding of oca NGO partners and Chidren in a Changing Cimate chid groups on chid-centred emergency preparedness. coaition website has practica resources. Support chid- Impement chid-centred DDR, incuding chidren s participation in centred DRR Hazard, Vunerabiity and Capacity Assessments (HVCAs); risk mitigation and CCA and emergency preparedness panning in communities and schoos. Emergency response programming fowchart Save the Chidren Muti-Sector initia Rapid Assessment guidance hours Muti-sector rapid If experienced practitioners (ideay femae and mae with skis in ARC onine modue on participation assessment communicating with chidren and psychoogica first aid) are members and incusion: guidance and of the assessment team, the views of girs and boys may be participatory toos for invoving sensitivey eicited as part of the rapid assessment. chidren in assessments. Save the Chidren Denmark training in a contexts observe girs and boys situation and their modues on psychoogica first aid. responses to the emergency. Identify whether there are existing NGO partners and/or chid groups experienced in participation who are aready part of and/or have good potentia to activey participate in the humanitarian response (with support and guidance from Save the Chidren). Integrate pans and budget for chidren s participation in a ogframes and proposas. A fied staff and emergency response team members shoud be trained in chidren s participation and psychoogica first aid as part of preparedness. Aways use the nine basic requirements in chidren s participation to pan, impement, monitor and evauate chidren s participation: 1) transparent and informative 2) vountary 3) respectfu 4) reevant 5) chid-friendy 6) incusive 7) supported by training for aduts 8) safe and sensitive to risk 9) accountabe and appy HAP standards. 2

8 Days 2 3 Response Ensure commitment to chidren s participation and accountabiity are Save the Chidren Quaity and framework refected in the response framework. accountabiity Framework. SOP Stakehoder participation. Sector programme Ensure pans, budgets and indicators on chidren s participation Sector and MEAL master ogframes pans are integrated into response strategies, sector proposas and MEAL pans. shoud incude activities and budgets Deveop chid-sensitive indicators and ensure processes and activities for chidren s participation. Days 3 7 Sector/MEAL to invove chidren and young peope in monitoring, evauation and Save the Chidren Accountabiity impementation accountabiity processes (incuding compaints and response mechanism). how to guides on setting up CRMs. pans Incude goba indicator on chidren s participation in the Save the Chidren (2010), output tracker. Putting Chidren at the Centre. Save the Chidren (2013) guidance Proposa In proposa, ensure integration of activities, budgets and indicators on chidren s participation in anaysis, deveopment on chidren s participation. Aso within the proposa integrate a request panning and design. to the donor to aow future submission of revisions of the proposa based on chidren and young peope s views and priorities. Undertake risk assessments and risk mitigation to ensure safe participation ( do no harm ) and to inform decisions about when chidren s participation may not be safe or appropriate. Sensitise community aduts about the benefits of istening to girs and boys. Buid upon existing chid participation/ group initiatives. Sector staff Ensure job descriptions incude a focus on chidren s participation recruitment pans and accountabiity, and where possibe recruit staff with existing skis in participation. Days 7 14 Detaied sector Girs and boys (of different ages and backgrounds) can be ARC onine modue on participation assessments consuted in sector assessments through interviews, focus group and incusion incudes: body mapping, discussions (FGDs) and/or participatory toos. Wherever it is safe to do risk mapping, drawings, diamond so, chidren can aso be trained and activey invoved in assessment teams. ranking. Participative ranking method. Response strategy Ensure response to girs and boys priorities and strategic support for participation. Proposa feed into Ensure each proposa incudes activities and budget for chidren s fash and CAP participation and accountabiity. Response MEAL Ensure each sector has integrated chid-sensitive indicators to be Save the Chidren UK piot chid pans informed by reguar monitoring with girs and boys, and use chid satisfaction satisfaction measure. measure too. Weeks 2 4 Ongoing response/ Chid-friendy spaces (CFS) provide a key space for engagement ARC foundation modue on impementation with chidren and inter-sector coaboration supporting consutation, participation and incusion. coaborative participation and chid-ed participation initiatives on issues Save the Chidren (2010), affecting them. For exampe, use CFS to raise awareness on chid rights, Putting Chidren at the Centre. protection, hygiene, etc, and support peer education. Inform and consut chidren in individua case management See ACE tookit. continued overeaf 2 Summary of key guideines for chidren s participation in humanitarian programming 3

9 Guideines for Chidren s Participation in Humanitarian Programming Timeframe Key phase of Key opportunities and approaches to reevant toos and Overarching programming support meaningfu chidren s participation materias (see Annex 1) considerations Months 1 3 Sector programme Consut and coaborate with chidren to identify their priorities Use participative ranking method pan review and suggestions to strengthen sector responses and to increase coaborative and/or H assessment with girs and and chid-ed participation. boys of different age groups (8 12, years) see ARC onine Response strategy Ensure girs and boys priorities infuence updates to the modue participation and incusion. review response strategy and that the strategy supports increase coaborative Artice 15 (onine) resource kit toos and/or chid-ed participation. to strengthen chid groups. See Save the Chidren (2013), Request Make written requests to donors for programme amendments CRG guide on chidren s civi rights amendments based on girs and boys priorities and ensure pans and budgets to and freedoms. support chid-ed initiatives. Impementation Strengthen and/or form chid groups and support chid-ed initiatives. Support chidren s participation and representation in community-based committees (eg, protection, education, heath, WASH, accountabiity etc) and/or in camp governance to voice their concerns, to reduce discrimination and to increase action on issues affecting them. Rea-time Ensure rea-time evauation/project evauation/evauation of humanitarian ARC modue on participation and evauation action team has a foca person with skis in chidren s participation. Save the Chidren Norway Kit of Aso consider opportunities to train and support chidren as evauators. toos have M&E too incuding Months 4 6 Project evauation In each evauation use participatory toos with girs and boys (in different time ine, before/after body map, gender/age groups) to seek their views, experiences and suggestions. h assessment, stories, Evauation of Ensure that a user-friendy summary report is prepared and shared with drama, drawing. humanitarian stakehoders who participated in the evauation. action Transition to recovery, reconstruction, peace-buiding or ong-term programming Save the Chidren Norway Kit of toos and ARC participation modue. 6 9 months Transition to Inform, consut and coaborate with girs and boys in transition Save the Chidren Norway website and beyond recovery, panning and/or phase-out of any humanitarian interventions. has resources on chidren s roe in reconstruction, Advocate for and support chidren s participation as active peace buiding. peace buiding citizens in Post-Disaster Needs Assessments (PDNA), reconstruction Save the Chidren CRG guide on or ong-term and/or peace-buiding processes at oca, sub-nationa and nationa eves. civi rights and freedoms; Save the programming Support chidren s roe in peace buiding and buid back Chidren training modues on CRG better reconstruction initiatives especiay through coaborative and humanitarian practice. and chid-ed participation. Integrate pans and budget for chidren s participation in a ogframes and proposas. A fied staff and emergency response team members shoud be trained in chidren s participation and psychoogica first aid as part of preparedness. Aways use the nine basic requirements in chidren s participation to pan, impement, monitor and evauate chidren s participation: 1) transparent and informative 2) vountary 3) respectfu 4) reevant 5) chid-friendy 6) incusive 7) supported by training for aduts 8) safe and sensitive to risk 9) accountabe and appy HAP standards. Undertake risk assessments and risk mitigation to ensure safe participation ( do no harm ) and to inform decisions about when chidren s participation may not be safe or appropriate. Sensitise community aduts about the benefits of istening to girs and boys. Buid upon existing chid participation/ group initiatives. 4

10 3 Organisationa strategies to overcome obstaces and to move forward This section identifies anticipated chaenges, organisationa strategies and practica steps that can be appied by Save the Chidren to increase support for meaningfu and safe chidren s participation in humanitarian programming. 3.1 Pragmatic chaenges: imited time, human and financia resources In a humanitarian disaster (natura or man-made) the humanitarian imperative is to respond urgenty and at scae to ensure humanitarian assistance wherever it is needed. Because of the urgency of the response, chidren s participation is rarey prioritised, and there may be insufficient staff with skis and confidence to faciitate meaningfu chidren s participation. Practica steps to prevent and overcome pragmatic chaenges incude efforts to: ensure that the Save the Chidren humanitarian manua highights the reevance of chidren s participation in the humanitarian response ensure that training for staff and partners on chidren s participation is incuded in emergency preparedness pans and strategies, and that the training is budgeted for and impemented extend partnerships with existing NGO partners and chid/ youth-ed organisations by Save the Chidren country programmes to support the humanitarian response (as these organisations have existing networks, and staff/ vounteers with skis in chidren s participation) disseminate brief guideines (especiay the summary on pages 2 4) on chidren s participation in emergency contexts which can be prompty appied by humanitarian managers and fied staff. 3.2 Organisationa chaenges: ack of priority, insufficient staff training, participation not embedded Save the Chidren s organisationa focus has been on speed of response, to deiver at scae in order to assist as many chidren as possibe wherever there is a need. 2 However, with the deveopment of Save the Chidren s Accountabiity and Quaity Framework, and a stronger donor agenda on accountabiity to beneficiaries, there is an increasing focus on quaity, incuding a stronger emphasis on human capacity deveopment and resources for participation and accountabiity in the humanitarian response. 5

11 Guideines for Chidren s Participation in Humanitarian Programming Practica steps to prevent and overcome organisationa chaenges incude efforts to ensure that: chidren s participation is refected in Save the Chidren s humanitarian quaity and accountabiity framework; and that this is highighted in training of humanitarian managers training on chidren s participation is integrated into core training of humanitarian managers, EOPs and fied staff, and (as above) that country programmes incude training for fied staff in chidren s participation and psychoogica first aid in their emergency preparedness pans the sector and MEAL ogframes, indicators, activities and budgets for the humanitarian response encompass a focus on chidren s participation Socio-cutura and attitudina chaenges: ack of vaue, hesitancy and fear In many societies in different parts of the word, prevaiing socio-cutura attitudes towards chidren are not conducive to chidren s participation, as chidren (especiay girs) are expected to obey aduts, not to ask questions or to express their views. Thus, chaenges are faced in expaining the reevance and vaue of istening to girs and boys within their own community or famiy setting. Apprehension among Save the Chidren staff and partners about faciitating chidren s participation in a humanitarian response has aso been a key stumbing bock. Practica steps to prevent and overcome socio-cutura chaenges incude efforts to: engage and expain to community eaders, reigious eders, parents and caregivers the benefits of istening to girs and boys (of different ages and backgrounds) ensure (as above) that staff and partners have access to training on chidren s participation and psychoogica first aid as an integra part of training of humanitarian staff and/or as part of emergency preparedness or ongoing deveopment programming. 3.4 Ethica chaenges: risks of doing harm, imited accountabiity, issues of incusion In a contexts, but particuary in emergency contexts, ethica concerns may arise regarding the potentia harm of invoving chidren in programmes. Thus, it is crucia that the principes of best interests and do no harm are appied when determining how and when to support chidren s participation. Practica steps to prevent and overcome ethica chaenges incude efforts to: work coaborativey with oca staff (and partners) who have good awareness of the oca and nationa socio-cutura, reigious and poitica context understand and appy basic requirements in chidren s participation 6

12 undertake risk assessments and risk mitigation to ensure safe participation of chidren and/or to inform decision-making about when chidren s participation may not be safe or appropriate in humanitarian programming (see page 18) ensure (as above) staff training on chidren s participation and psychoogica first aid appy a community-based (or camp-based) approach to chidren s participation whereby parents/caregivers, community eders and other significant adut stakehoders are sensitised about the vaue of chidren s participation, and chid-friendy approaches are used to engage with chidren buid upon existing good practice in chidren s participation that is underway in the community/country harness chidren s participation to reach the most marginaised chidren and to address excusion and discrimination in the humanitarian response coaborate with peope with disabiity organisations to reach and activey engage chidren with disabiities appy Minimum Standards for Chid Protection in Humanitarian Action, INEE, Sphere and HAP standards which encompass a key focus on reaching and invoving the most marginaised. 3.5 When chidren s participation may not be appropriate in humanitarian programming Whie we seek to appy the principe of chidren s participation to enabe chidren s voices to be heard and to infuence decisions that affect them, other chid rights and humanitarian principes, incuding the principe of the chid s best interests and the principe of do no harm, may override the principe of chidren s participation in some contexts. Every context is unique. Thus, a good understanding of the oca context (socio-poitica, cutura, reigious, geographic situation, etc) and risk assessments and risk mitigation in reation to different types of chidren s participation is required in order to inform decision-making about when and how chidren s participation may or may not be appropriate. 3 Organisationa strategies to overcome obstaces and to move forward Exampes of when chidren s participation may not be appropriate incude the foowing: In the rapid assessment in a sudden-onset emergency, if quaified staff with skis and confidence to faciitate meaningfu participation and to provide psychosocia support are not avaiabe. 4 However, it can be very usefu and appropriate to engage chidren and young peope and to use quaitative participatory processes and toos in ater, more detaied assessments. Furthermore, it was recognised that where experienced staff are avaiabe, chidren s participation in the initia assessment can provide vauabe insights and trianguation of information from other data sources regarding the protection concerns most affecting girs and boys in an emergency context. In some chid-focused DRR work it may not be appropriate for chidren and young peope to be part of search and rescue, as such roes may pace them at increased risk. 7

13 Guideines for Chidren s Participation in Humanitarian Programming Chidren shoud not participate in construction (eg, of sheter, schoos, etc) or food distribution if the work is heavy or expoitative, as it can be a form of chid abour. However, chidren can undertake safe and age-appropriate activities; as age-appropriate contributions by chidren towards reconstruction can enabe psychosocia benefits, giving chidren a sense of purpose, community and hope. Thus, again, risk assessments and decision-making in the best interests of the chid, and taking into consideration chidren s own views and feeings, are required. In any situation where risk assessments indicate that the risks of harm outweigh the benefits, chidren s participation shoud not be supported. 3.6 Key recommendations Overa, there are some key recommendations for strategic steps that Save the Chidren can take in order to enhance chidren s participation in humanitarian practice. 1. The responsibiity of management to promote chidren s participation and accountabiity: In ine with its organisationa mandate, vision and mission, Save the Chidren management has a responsibiity to promote chidren s participation in humanitarian programming. 2. Appying basic requirements in chidren s participation: Save the Chidren staff and partners need to appy nine basic requirements when panning and monitoring chidren s participation, to ensure participation that is: (1) transparent and informative, (2) vountary, (3) respectfu, (4) reevant, (5) chid-friendy, (6) incusive, (7) supported by training for aduts, (8) safe and sensitive to risk, and (9) accountabe. 3. The importance of increased training in chidren s participation: Save the Chidren needs to scae up training opportunities for staff and partners so that they can gain necessary knowedge and skis in chidren s participation, and staff must be encouraged by their managers to appy their earning. Training on chidren s participation needs to be embedded in a core training programmes for humanitarian staff, incuding: the Humanitarian and Leadership Academy, onine EOP training, ERPs training, and emergency preparedness training. 4. Buiding upon opportunities through emergency preparedness: Chidren s participation in humanitarian programming can be strengthened by increasing their participation in emergency preparedness. 5. Expanding partnerships with oca NGOs and chid-ed organisations: In many countries, Save the Chidren has partnerships with oca NGOs and/or chid-ed organisations. In humanitarian contexts, increased efforts shoud be made by humanitarian managers and staff to identify and review whether there is the potentia to extend or expand partnerships with such organisations to support the humanitarian response. 6. Addressing excusion through chidren s participation: Supporting chidren s participation in beneficiary seection, in community-based committees and in monitoring, evauation and accountabiity mechanisms wi hep Save the Chidren address excusion and discrimination concerns. 7. Strengthening transitions into reconstruction and onger-term deveopment programming: This can provide strategic opportunities for increasing reaisation of chidren s rights and supporting chidren s engagement as active citizens. 8

14 4 Understanding the reevance and principes of chidren s participation Save the Chidren definition 5 Participation is about having the opportunity to express a view, infuencing decisionmaking and achieving change. Chidren s participation is an informed and wiing invovement of a chidren, incuding the most marginaised and those of different ages and abiities, in any matter concerning them directy or indirecty. Chidren s participation is a way of working and an essentia principe that cuts across a programmes and takes pace in a arenas, from homes to government and from oca to internationa eves. 4.1 Different types of chidren s participation At each stage of deveoping a programme there are three potentia eves of engagement for chidren and young peope consutative, coaborative and chid-ed. 6 A three are vaid approaches and can be appropriate, depending on the goas of the humanitarian programme or initiative, the time and resources avaiabe and the sociopoitica context. There is a dynamic and often overapping reationship between them. In genera, consutative participation may be the most reevant in a first-phase emergency, whie coaborative may be most appropriate during second-phase/chronic emergencies or through pre-existing networks and partnerships with NGO partners who are experienced in faciitating chidren s participation. Chid-ed participation takes time to deveop and may be most appropriate in chronic emergencies, and/or in contexts where Save the Chidren has pre-existing partnerships with chid-ed organisations or networks. 1. Consutative participation, where aduts seek chidren s views in order to buid knowedge and understanding of their ives and experience. It is often characterised by being initiated, ed or managed by aduts. It may or may not aow for sharing or transferring decision-making processes to chidren themseves. However, it does recognise that chidren have expertise and perspectives which need to inform adut decision-making. In humanitarian contexts, consutation can be an appropriate means of enabing chidren and young peope to express their views, experiences and ideas, for exampe, when an assessment or situation anaysis is being undertaken, in strategic panning or programme design, in impementation, or in monitoring or evauation. Girs and boys may aso be consuted coectivey or individuay to inform decision-making processes concerning their care, protection and other rights. Informa conversations with chidren during assessments or monitoring may aso be considered a form of chid consutation. 9

15 Guideines for Chidren s Participation in Humanitarian Programming Consuting chidren to assess outcomes of the humanitarian sector responses and accountabiity efforts in Myanmar Foowing Cycone Nargis, which hit the south-west of Myanmar in Juy 2008, Save the Chidren impemented arge-scae sector responses (heath, nutrition, iveihoods, chid protection, education, sheter and food and NFI distribution). As part of ongoing monitoring, evauation and accountabiity processes, girs and boys (aged 7 18 years) were consuted every three months on their views, experiences and feedback concerning the outcomes of sector interventions and positive or negative changes. Focus group discussions were organised with girs and boys aged years, and chid-friendy participatory toos (incuding H assessments to better understand the strengths, weaknesses and suggestions to improve programmes) were used with chidren aged 7 12 years. 2. Coaborative participation, where there is a greater degree of partnership between aduts and chidren, with the opportunity for active engagement at any stage of a decision, initiative, project or service. It can be characterised as adut-initiated, invoving partnership with chidren, and empowering chidren to infuence or chaenge both process and outcomes. It may aso aow for increasing eves of chid-ed action over a period of time, and there are exampes of coaborative participation which are chid-initiated. In humanitarian contexts, exampes of coaborative participation might incude: chidren and young peope coaborating with aduts to gather information to inform assessments; chidren and young peope coaborating with aduts to design and impement a chid-friendy space or a chid-friendy accountabiity mechanism; and/or chidren s representation and invovement in committees (eg, chid protection, WASH, DRR, etc). Heath outreach activities through chid pariaments in Mozambique 7 Foowing the foods in Mozambique in 2008, Save the Chidren worked for four to six weeks with groups of chid pariamentarians in oca districts and communities to train and sensitise them on key heath issues and messages. The chid pariamentarians were abe to take their newy acquired skis to the resettement centres where they worked with chidren of a ages. The chid pariamentarians have used arge pictoria fipcharts to engage other chidren in discussion about heath issues such as diarrhoea and choera and their dangers. They have heped chidren identify good and bad heath practices and what must be done about the harmfu practice. 10

16 3. Chid-ed participation, where chidren and young peope are afforded the space and opportunity to initiate activities and advocate for themseves. Its characteristics are that the issues of concern are identified by chidren themseves, aduts serve as faciitators rather than eaders, and chidren contro the process. Chidren can initiate action as individuas: for exampe, in utiising compaints mechanisms. They can aso initiate action as a constituency through their own chid groups or associations. Chidren can manage their own organisations and can pan and impement various initiatives themseves, such as awareness raising, peer education, or advocacy initiatives on chid rights, heathcare or nutrition, etc. Chidren may aso eect their own peers to represent them in committees and/or in oca or nationa governance processes that affect them. The roe of aduts in chid-ed participation is to act as faciitators to enabe chidren to pursue their own objectives, through provision of information, advice, training and/or support. Working chidren s associations respond to the emergency in Côte d Ivoire 8 In ate November 2010, Côte d Ivoire punged into a poitica-miitary crisis during the eection process. The working chidren and youth associations (WCYAs) (which are part of a wider African movement of working chidren and youth AMWCY) carried out humanitarian and soidarity actions in strategic viages where they are based. In the pre-eection phase, members of working chidren s associations raised awareness among chidren and youth to prevent vioence in cities (Aboisso, Adiaké, Bonoua and Bassam) and in neighbouring viages. They organised awareness on the theme No to vioence in soving the conficts between groups of the two camps (poitica parties). To reinforce these vioence-prevention actions, WCYAs aso supported eisure activities, such as organising a footba tournament and encouraging youth to sign a non-vioence commitment protoco. The WYCAs aso broadcast messages of peace and toerance on oca radio stations. 4 Understanding the reevance and principes of chidren s participation In the post-eection phase during the civi confict in their country, the WCYAs were active in the humanitarian response, using scarce financia means to support working chidren and their famiies. Many affected famiies were dispaced and turned to this association for hep. The dispaced peope were accommodated by famiies and friends among WCYA members. For exampe, more than 150 chidren and youth were identified and paced with famiies in Bassam and Bonoua by the WCYA. The WCYA aso organised sports and eisure activities to support chidren s psychosocia webeing in the aftermath of the confict. Genera comment by the Committee on the Rights of the Chid on chidren s right to be heard (2009) incudes a section on emergencies: Chidren affected by emergencies shoud be encouraged and enabed to participate in anaysing their situation and future prospects. Chidren s participation heps them to regain contro over their ives, contributes to rehabiitation, deveops organisationa skis and strengthens a sense of identity. 11

17 Guideines for Chidren s Participation in Humanitarian Programming 4.2 Why is chidren s participation reevant to humanitarian work? Artice 12 State parties sha assure to the chid who is capabe of forming his or her own views the right to express those views freey in a matters affecting the chid, the views of the chid being given due weight in accordance with the age and maturity of the chid. Supporting chidren s participation in humanitarian contexts enabes Save the Chidren to achieve its vision, mission and theory of change and to deveop more effective, accountabe programmes to improve chidren s rights. Chidren s participation is a human right as we as a process and a means of accessing and securing other surviva, deveopment and protection rights: Chidren s participation is a key principe of the UN Convention on the Rights of the Chid (UNCRC), and is integra to the appication of a rights-based approach. Chidren have rights to information, expression, association, and participation in decisionmaking before, during and after emergencies. Through their participation chidren can assert their rights, increasing access to services and responses which can increase fufiment of chidren s rights to surviva, deveopment and protection. Participation supports chid deveopment: it heps chidren deveop persona and socia skis: communication, negotiation, probem-soving and decision-making. Meaningfu chidren s participation eads to increased confidence, sef-esteem, sef-efficacy and positive coping. Participation promotes protection, psychosocia webeing and resiience. Chidren s expression and participation can enhance their recovery and webeing and strengthen their resiience and positive coping strategies. Girs and boys have different perspectives and priorities which need to be considered in order to deveop effective programmes. Chidren shoud be acknowedged and recognised as socia actors and active citizens. Chidren often have roes and responsibiities within their famiies, and these may change, and often increase, during times of emergency. As a resut of the death or iness of a parent, chidren may take on more responsibiities to care for younger sibings, manage a househod, or contribute to the famiy income. 12

18 Sphere standards promote participation The Minimum Standard 1 of the Sphere Humanitarian Charter and Minimum Standard in Disaster Responses states: The disaster-affected popuation shoud activey participate in the assessment, design, impementation, monitoring and evauation of the assistance programme. Chidren s participation can ead to increased vaue for chidren in their community, resuting in improved reationships between aduts and chidren, and increased respect for chidren s rights and their roe as agents of change. Chidren can be more effective in reaching other chidren: they have effective communication skis in undertaking peer education. Chidren are aso perceptive and abe to identify, monitor and support humanitarian organisations in reaching the most marginaised chidren and their famiies. Participation increases accountabiity. When chidren have opportunities to express themseves, to access information, to share their views and feed back on projects and programmes affecting them, and when aduts share information and feedback with chidren, it can hep increase accountabiity to chidren. photo: save the chidren 4 Understanding the reevance and principes of chidren s participation Foowing the devastating earthquake that struck Sichuan province in China in Apri 2013, chidren wait for a distribution of toys in a viage in Shiyang Township. 13

19 Guideines for Chidren s Participation in Humanitarian Programming Too 1: Appying basic requirements for meaningfu chidren s participation Nine basic requirements for meaningfu chidren s participation are outined in the Committee on the Rights of the Chid Genera Comment on Artice These requirements can be used by programme staff as a too to pan, monitor and evauate chidren s participation in humanitarian practice. Basic requirement Key questions to hep appy the basic requirement 1. Participation is Do chidren have enough information about the transparent and humanitarian programme to make an informed decision informative about whether and how they may participate? Is information shared with chidren in chid-friendy formats and anguages that they understand? 2. Participation is Is chidren s participation vountary? vountary Have chidren been given enough information and time to make a decision about whether they want to participate or not? Can chidren withdraw (stop participating) at any time they wish? 3. Participation is Are chidren s own time commitments (to study, work, respectfu pay) respected and taken into consideration? Has support from key aduts in chidren s ives (eg, parents, carers, teachers) been gained to ensure respect for chidren s participation? 4. Participation is Are the issues being discussed and addressed of rea reevant reevance to chidren s own ives? Do chidren fee any pressure from aduts to participate in activities that are not reevant to them? 5. Participation is Are chid-friendy approaches and methods used? chid-friendy Do the ways of working buid sef-confidence/sef-esteem among girs and boys of different ages and abiities? Are chid-friendy meeting paces used? Are such paces accessibe to chidren with disabiities? 14

20 Basic requirement Key questions to hep appy the basic requirement 6. Participation is Are girs and boys of different ages and backgrounds, incusive incuding younger chidren, chidren with disabiities, chidren from different ethnic groups, etc, given opportunities to participate? Are parents encouraged to aow chidren with disabiities to participate? Are chidren encouraged to address discrimination through their participation? 7. Participation is Have staff been provided with training on chid rights, supported by participation, safeguarding chidren, chid-friendy training for aduts communication and participatory toos? Do staff have confidence to faciitate chidren s participation? 8. Participation is Are the principes of do no harm and best interests of safe and sensitive the chid appied? to risk Have risks been identified and efforts taken to minimise them? Are chid safeguarding poicies appied? Do chidren fee safe when they participate? Are referras estabished for psychosocia support to chidren if needed? 9. Participation is Are chidren supported to participate in foow-up and accountabe evauation processes? Do aduts take chidren s views and suggestions seriousy and act upon their suggestions? Are chidren given feedback from Save the Chidren about any requested support needs and foow-up? 4 Understanding the reevance and principes of chidren s participation 15

21 Guideines for Chidren s Participation in Humanitarian Programming Too 2: A risk assessment too to support safe participation An ethica approach to chidren s participation ensures a focus on risk assessment and mitigation to ensure that chidren do not face harm as a resut of their participation. It requires awareness and consideration of the oca and nationa socio-cutura, reigious and poitica context. Risk assessment and mitigation to ensure chid safeguarding We need to undertake risk assessments (and reguary monitor, assess and mitigate risks). We need to assess risks associated with participation, but we aso need to anayse the risks of not consuting and not istening to chidren (eg, increased risks of humanitarian staff abusing chidren if there are no channes for chidren to share their concerns and compaints). Within their initiatives, chidren and young peope shoud aso be activey invoved in risk assessments and strategies to reduce risks and to inform decisions about when and how participation may not be safe or appropriate. To prevent chid abuse by humanitarian staff, we shoud ensure a are aware and signed up to chid safeguarding poicies, that staff trave and work in pairs (one mae, one femae) and that safeguarding poicy and codes of conduct are systematicay impemented. When undertaking assessments, the team members need to be abe to respond to emergency heath and protection concerns (incuding unaccompanied chidren). Staff need to know where referras can be made for heath, protection, etc. Approach consutations on sensitive issues (eg, sexua harassment) in a sensitive and cuturay appropriate way. 16

22 A minimum process and set of questions for risk assessment and risk mitigation Consider the socio-poitica, geographic, socio-cutura and reigious context, as we as chidren s and famiies current reactions and responses to the emergency context. Consider each scenario: 1. No participation or consutation with chidren. 2. Consutation with chidren (through informa interviews, FGDs or use of participatory toos). 3. Coaborative participation whereby chidren coaborate with aduts and are abe to infuence panning, decision-making and/or impementation. 4. Chid-ed participation activities that are initiated and/or ed by chidren and young peope. Compete the tabe overeaf regarding potentia benefits and risks/threats inherent in supporting different types of chidren s participation, and actions that have been or coud be taken to reduce risks, in order to make a decision about whether it is in the chid s best interests to invove them. Wherever time aows, invove chidren and young peope in identifying the benefits and risks/threats inherent in their participation. photo: coin crowey/save the chidren 4 Understanding the reevance and principes of chidren s participation After feeing fighting in her viage in Sudan, Innsaf, 13, is iving in Doro refugee camp, South Sudan. Her mother and brothers and sisters stayed in Sudan. At the camp she goes to schoo and to a chid-friendy space run by Save the Chidren where she pays sports, sings with other chidren and has earned about chidren s rights. 17

23 Guideines for Chidren s Participation in Humanitarian Programming potentia benefits and risks/threats inherent in supporting different types of chidren s participation, and actions that have been or coud be taken to reduce risks Type of chidren s Key identified benefits Key identified risks/ Likeihood of risk Severity of risk Risk mitigation Further action participation associated with threats associated (high, medium, ow) (high, medium, ow) what actions have needed to ensure no participation or with no participation been taken to best interests and different types of or different types of reduce risks? do no harm chid participation chid participation 1. Chidren are not invoved 2. Consutation 3. Coaborative participation 4. Chid-ed participation 18

24 5 Opportunities to increase chidren s participation in humanitarian programming Save the Chidren s emergency response programming fowchart (see overeaf) is used as a key framework for considering when and how chidren s participation can be supported at different stages of the emergency response. Broader processes of emergency preparedness, DRR before an emergency, and recovery and reconstruction phases foowing the emergency response are aso considered. Risk management Preparedness Mitigation and prevention Prediction and eary warning Protection Disaster Recovery Reconstruction Impact assessment Recovery Response Crisis management If we have existing programming or partnerships that invove chidren s participation and this has been factored in to emergency preparedness panning, then the scope for chidren s participation is much greater from the outset of an emergency response. Furthermore, there are key opportunities for strategic chidren s participation in the transition to recovery, reconstruction and onger-term programming. Key opportunities for increasing chidren s participation are described under four key headings: Integrating chidren s participation into emergency preparedness. Strengthening chidren s participation in key stages of emergency response programming: Initia rapid assessment (imited opportunities in initia hours). Rapid response panning phase (days 2 7): ensure pans, budgets and indicators on chidren s participation are integrated into response strategies, sector proposas and MEAL pans. Detaied sector assessments (weeks 1 4). Sector programme pans and impementation, response strategy review and proposa amendments (months 1 3). 19

25 Guideines for Chidren s Participation in Humanitarian Programming Save the Chidren s emergency response programming fowchart START Mutisector rapid assessment Appea document Response framework sectors/ ocations Sector programme pans (ogframes and budgets) Sector impementation pans Proposa deveopment Detaied sector assessments Recruitment Procurement M+E Fundraising Strategy Programme Assessment Panning Sector MEAL pans Sector procurement pans Programme staff recruitment panners Response strategy Feed into fash or CAP appea Response MEAL pan Sector programme pan review Response strategy review Rea time evauation Request proposa amendments Project evauation Evauation of humanitarian action FINISH Critica programming activities Programme activities hours Days 2 3 Days 3 7 Days 7 14 Weeks 2 4 Months 1 3 Months

26 Integrating chidren s participation into MEAL, incuding in rea-time evauation (months 1 3), project evauations and evauation of humanitarian action (months 4 6). Strengthening chidren s participation in transition panning (months 6 9) from emergency response to recovery and reconstruction buid back better programming, phase-out and/or deveopment programming. 5.1 Integrating chidren s participation into emergency preparedness With Save the Chidren s dua mandate and the transition to Save the Chidren Internationa there is a new impetus for the deveopment of good emergency preparedness pans (EPPs) and chid-centred DRR and CCA work. Save the Chidren Internationa s DRR and CCA strategy ( ) 10 paces chidren at the centre of panning and impementation. Chidren s participation in emergency preparedness enhances chidren s resiience and community resiience. It is recognised that in countries where there is existing good practice in chidren s participation and where oca staff and partners have skis in faciitating meaningfu chidren s participation, it is easier to support meaningfu chidren s participation in emergency preparedness and humanitarian response. Practica action As part of emergency preparedness and EPPs, ensure capacity buiding of Save the Chidren staff and partners on chidren s participation is panned and impemented. Make use of training modues on chidren s participation in humanitarian practice 11 to equip staff and partners with the skis, knowedge, vaues and confidence they need to faciitate and support meaningfu participation of chidren before, during and foowing the emergency response. Minimum knowedge Key skis KEy attitudes UNCRC Communication skis Non-discriminatory 5 Opportunities to increase chidren s participation in humanitarian programming Different types of chidren s participation Basic requirements in chidren s participation Accountabiity to chidren (theory and how to ) Risk assessment Safeguarding chidren poicy and code of conduct Listening skis Faciitation skis (supporting participatory processes and appying participatory toos) Community mobiisation skis Anaytica skis Psychoogica first aid Vauing chidren Recognising chidren as socia actors and citizens Open, honest and transparent Friendy and encouraging Patient and kind Creative and wiing to pay Participatory toos Knowedge of oca context (socio-poitica, cutura, etc) Risk assessment and risk mitigation skis 21