Presentation on theme: "Outcome mapping in child rights-based programming"— Presentation transcript:
1 Outcome mapping in child rights-based programming Plan Philippines’ long-term planningBy: Manuel I. Madamba
2 Session Outline Child rights based approach to development Child rights based programming -definedThe planning processThe right-based frameworkLogic modelsAreas of change and whom change occurDefining outcomes – applied in programsLessons
3 Child rights programming Using the principles of child rights to plan, implement, monitor and evaluate programs. (SAVE the Children, UK)
4 The planning process Where are we? Where do we want to be? How do we get there?How do wemeasureprogress?Analyze situationfrom a child rightsperspectiveSet Program Goals,Objectives, andOutcomesDefine programs.Strategies,Interventions,ResourcesFormulateMonitoring,Evaluation andResearch planShowing to you the basic steps the country and program must undergo. It is good to understand that strategic planning process is not steady or linear . We go back and forth to the different steps until we are able to come up with a good country strategic plan or long term plan.
5 The rights-based approach Strengthenaccountabilityof duty bearersChanges in-Policies-Practices-Institutions-Attitudes-Participation-Behavior-Equality, etcChanges in children’s livesWE andpartnersDuty bearersChildren(and theirrepresentatives)Support children todemand their rightsTo illustrate the rights based framework:Plan works with partners ( the government) to strengthen capacity of different duty bearers to fulfill obligationsMake children to know, enjoy, exercise and claim rightsWhich will hopefully lead to changes in … and ultimately the realization and fulfilment of child rights
6 Child rights and capacities The logic modelFutureCurrentChild rights and capacitiesAssumptions and RisksInputsActivitiesOutputsOutcomesImpactInputs are the resources we need to carry out an activityActivities:These are the various things we doSeveral definable activities need to be grouped into sets or cluster of activities.Examples of common activity sets include: “awareness raising”, “group formation”, “networking”, “advocacy”, “training”, “construction”, etc.Outputs:The various things we produce. Outputs are not completed activitiesThe first and most immediate results that flows from the set or cluster of activities.We have substantial control over how these turn out.OutcomesThese flow from several or collection of outputs.Levels of satisfactionChanges in behaviourThese are changes we bring about in the life of the project/program.We have influence but do not have full control over these changes.ImpactDescribe the “big picture” changes that our project/program is working toward but that we alone cannot bring about.Indicators:The evidence, or proof, needed to show progress.Need to give accurate & reliable evidence.Should be easy to gather.Should be useful to those making management decisions.Can be quantitative or qualitative.In reality this intervention logic operates with givens (positive or negative) – our work is influenced by negative and positive factors and the intended results are influenced by our assumptions and risks.Our workIntended results (changes)
9 Who are they?Duty-bearers have obligations to fulfill, protect and respect children’s rightsParentsService providersStateCivil society groups/NGOsRights holders – children or their representativesare entitled to claim their rights,Hold duty bearer accountable,Have responsibility to respect rights of others(this puts them in the role of duty-bearer)
10 Areas of change Policies and laws Information Budgets and resources Economy that enables rightsEquity and non-discriminationIndependent judiciary and monitoring mechanismsChildren’s participation and active citizenshipCapacity and commitment of society to support and demand children’s rightsAttitudes, behaviors, practices, norms and valuesQuality of institutions
12 Pre-requisites 1. Establishing the child rights situation Determine worst rights violations- child rights mappingAnalyze direct and underlying causes of a worst right violationStakeholders capacity gap analysis2. Defining the strategic goalsProgram goalsProgram objectivesProgram outcomes
13 Defining outcomes: Steps What are the Program objectives?Who are the duty-bearers and rights holders ?What changes in them are needed in order to achieve the program objectives?What should we do to influence these changes?
15 Example : Our country program goals Over-all Goal:All Filipino children enjoy their right to education.Programme GoalAll children are healthy and well-nourished to be able to attend and learn in school.Programme GoalAll children are free from all forms of abuse, exploitation, violence, and from harm due to disasters and climate risks that interfere with their educationProgramme GoalAll children complete quality education.Programme GoalAll children, based on their evolving capacity, participate in advancing their education and other rights
16 The country programs “Learned Child” Program “ Healthy Child” Program “Protected Child” Program“Children and Youth Engagement” Program
18 Our country strategies Strategy #1Strategy #2Strategy #3Address the violations and gaps in provision on the right to education and other underlying rights focusing on the most marginalized.Strengthen the capacity of duty bearers to meet their obligations and empower rights holders, especially the marginalized, to claim their rights.Influence reforms in the policies, practices, systems and structures that will enable duty-bearers to meet and be accountable for their obligations.
19 Step 1 1. What are the Program objectives? - Translate program goals to objectives2. Who are the duty-bearers and rights holders?3. What changes in them are needed in order to achieve the program objectives?4. What should we do to influence these changes?
20 Goal 1: All children complete quality basic education Program Objectives by 2014,All pre-school aged boys and girls in partner communities participate in early education programs;All school-aged boys and girls in partner communities complete elementary and secondary education;All children in-school learn effectively.
21 Goal 2: All children are healthy and well-nourished to be able to attend and learn in school Program Objectives by 2014,All children 0-6 years old in Plan partner communities are well nourished;All children are protected from diarrhea, pneumonia, and other preventable diseases
22 Goal 3: All children are protected from abuse, exploitation, violence, and harm from disasters that interfere with their right to education.Program Objectives by 2014All children in partner communities are protected from abuse, trafficking, and hard labor;All children in partner communities are protected from harm caused by disasters and climate changes.
23 Goal 4 : All children, based on their evolving capacities , participate in advancing their education and other rights.Program Objective by 2014:Children, based on their evolving capacities, in partner communities participate in decision making.
24 Step 2 What are the Program objectives? Who are the duty-bearers and rights holders ?What changes in them are needed in order to achieve the program objectives?What should we do to influence these changes?
25 Example: Who are the stakeholders for this program objective? By 2014, all children in partner communities are protected from abuse, trafficking, and hard labor.Duty bearersRights holdersParentsTeachersSchoolsChild Protection unitsCommunitiesLocal GovernmentChildren especially those vulnerable to abuse, and child abuse survivors
26 Step 3 What are the Program objectives? Who are the duty-bearers and rights holders?What changes in them are needed in order to achieve the program objectives?What should we do to influence these changes?
27 Key changes we expect to see: ChildrenGirls/boys are able to report any cases of children and women abuses to proper authorities;Girls/boys in need of special protection ( including those affected by disasters are provided with appropriate care and protection;Children do not abuse children or adults.ParentsParents practice positive discipline;Fathers participate in child rearing;Adults report any cases of children and women abuses to proper authorities;Families of children survivors avail of child and women protection services;
28 Key changes we expect to see: Teachers and SchoolsAll teachers practice positive discipline (no corporal punishment) in schools;All schools implement a continuing training and or awareness campaigns on child protection for children, parents and teachers;Schools have school improvement plans that include safety and emergency measures;The Child Protection units and the communitiesAll municipalities have functional Child Protection Units;Village Councils for the Protection of Children are able to report to proper authorities and respond to child protection issues;Village Disaster Coordinating Councils implement measures to prevent and respond to disaster and emergencies;
29 Key changes we expect to see: Local GovernmentAll municipalities have functioning community level birth registry system.Community based organizations report to proper authorities any abuse cases;All municipalities have an approved municipal development plans and budget for child protection services.Judiciary prioritize to act and prosecute to child abuse cases
30 Step 4 What are the Program objectives? Who are the duty-bearers and rights holders?What changes in them are needed in order to achieve the program objectives?What should we do to influence these changes?
31 Step 4: What should we do to contribute to changes identified? Key program strategies (example)Increase capacity of local governments, child protection agencies, communities, and schools to protect children from abuse in the home, school and community;Reduce child protection risks through raising awareness at the child, parent and community level;Contribute to civil societies efforts to bring about policy and practice reform to strengthen the national child protection system, with particular attention to the situation of children from excluded groups.
32 Lessons on the processNeed to have a careful analysis of the status of child rights, capacities duty bearers (including us) to help us determine the changes we want to influence;Ownership is key to the success of any plan. People commit to something they create.
33 LessonsEven with available rights programming tools and “how to” guides, users should be flexible and creative enough to modify and improve the tools and processes during actual use;In rights programming, the focus is on the change in people and institutions necessary for children to enjoy their rights.
34 LessonsBiases can be avoided with good design and facilitation skills, participatory decision-making processes, respect for each other’s opinion, and availability of adequate factual evidences. External inputs are valuable.Planning is a highly iterative and interactive process where flexibility and creativity are key.
35 Thank youCreating equal opportunities for Filipino children