1. 1 Foundation module 3 Programme design

2. 2 Section 1 Understand childhoods and child protection issues Section 2 Know the law and child rights Section 3 Child rights situation analysis Section 4 Planning and implementation Section 5 Monitoring and evaluating efforts to achieve change

3. 3 The ARC programme cycle

4. 4 Section 1 Understand childhoods and child protection issues Key learning points ● The starting point for any intervention is an understanding of childhood and the diverse needs experienced by children at different stages of their development. ● Emergencies expose children to risks that may threaten their development. ● The notion of individual and community resilience, and the aim of strengthening protective and risk factors provide a basis for programming.

5. 5 Section 2 Know the law and child rights Key learning points ● The goals of child rights-based programming are set by the standards and principles found in human rights instruments. ● An understanding of children’s rights is a key step prior to planning programme interventions.

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7. 7 Guiding principles The right to be heard CRC Article 12 Establishes children’s right to have their views heard when decisions are being made that may affect them. Children also have rights to information, to association, to freedom of expression. This places an obligation on those who work with children’s issues both to identify ways in which children’s views can be sought, but also a requirement to bring about a mindset whereby children’s views are listened to and heard. The right provides a specific set of communication challenges centred around children’s evolving capacities. The ARC module on Understanding childhoods provides more information on evolving capacities.

8. 8 The right to enjoy rights without discrimination CRC Article 2 Creates obligations to put into place the means by which children are protected from discrimination. For a humanitarian agency this obligation becomes an operational factor in assessment and analysis, where disaggregated data should be sought to identify groups of children who may be being denied a right. It will be a feature in implementation, when acts of discrimination – for example, for reasons of gender, disability, caste, ethnicity – may be issues to guard against in operational practice.

9. 9 The right to have their best interests considered and afforded a primary consideration in any decision making that might affect them CRC Article 3 Creates an obligation to put into place good process. Those who are involved in decisions that affect children need to be guided by a good knowledge of children’s rights, and ensure that on balance decisions made are in children’s best interests, thus minimising actions that will reduce enjoyment of their rights, and maximising actions that will increase them. This right also implies obligations to make sure that children experience all necessary protections, having implications for the internal functioning of agencies as well as their staff.

10. 10 The right, not just to life, but to the means to survive and develop to their full potential and as peaceful, tolerant members of society, and for this to be resourced to the maximum extent possible. CRC Article 6 Places children’s rights at the level of highest priority, demanding of society resources to the maximum extent available. It also requires us to think of children holistically, recognising the full scope of the child’s right to development to their full potential physically, mentally, psychologically, and culturally. The imperative is on humanitarian workers not to be blinkered to a sectoral responsibility but to remain alert to other children’s rights that may be violated. Work with child protection will inevitably overlap with other rights, these should all be on the table and under scrutiny, and if necessary prompt other actions. Not to do so is a violation of children’s rights to have the inter-dependence of their rights respected.

11. 11 Section 3 Child rights situation analysis Key learning points ● A child rights situation analysis (CRSA) is an essential component in the process of programme design. It has two main components: - Assessment What is the problem? - Analysis Why the problem? ● Both components of a CRSA should always be the standard for which to aim, but this takes time and resources which may not be immediately available. In emergency situations, therefore, initial decisions must be taken as to what level of assessment is in children’s best interests. ● CRSAs are interventions in themselves as they directly affect the lives of the people concerned. It is therefore necessary to reflect on the potentially negative impacts that assessments may have on individual or groups of children and discuss how to avoid or minimise them. Fieldworkers should be guided by principles set out in this section.

12. 12 Causal analysis

13. 13 Responsibility mapping Obligations and claims patterns at different levels From The human rights approach to programming, what have we learnt? Fabio Sabatini 2002

14. 14 Higher-level goals

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16. 16 Section 4 Planning and implementation Programme choices Key learning points ● Programme goals must be linked to human rights standards. ● Programming should be seen as a contribution to changes in children’s lives. Achievement of actual changes in children’s lives will be subject to many factors and potentially involve interrelated rights. ● It is of paramount importance that decisions about implementation strategies are shared and coordinated with other agencies operating in the area.

17. 17 Implementation strategies Key learning points ● A clear understanding of the historical context and the potential for realising rights should influence programme choices. ● Implementation strategies should address a range of resources constraints, motivation, leadership, the working environment, and systems. ● Three types of strategy are potentially needed to improve the realisation of a right. - Filling gaps in provision and direct actions on violations of children’s rights. - Strengthening the capacity of duty bearers to meet their obligations. - Strengthening the understanding and capacity of children, their carers’ and civil society to claim rights and to hold each other to account. (Continued)

18. 18 ● The changes necessary to achieve the realisation of rights frequently require shifts in policy, in prioritisation, in leadership, in social norms. Advocacy may be necessary to achieve progress in some of these areas. ● Child rights monitoring at the international level may be one way to hold duty bearers accountable for children’s rights.

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20. 20 UNICEF Framework from programme policy and procedures manual, 2007 UNICEF framework

21. 21 Adapted from Joachim Theiss

22. 22 From Getting it right for children: a practitioners’ guide to child rights progamming. Save the children, 2007

23. 23 Section 5 Monitoring and evaluating efforts to achieve change Key learning points ● A rights-based approach to monitoring and evaluation has implications for both how monitoring (rights-based monitoring process) and evaluation are undertaken and what is monitored and evaluated. ● Monitoring and evaluation should be participatory, culturally appropriate and ethical, and should monitor fulfilment of rights as well as needs. ● For a humanitarian response, any monitoring and evaluation should look at the output and outcome level as a minimum. Monitoring impact is unlikely to be appropriate or practical for a short term emergency response, but should be considered in longer term or chronic situations. (Continued)

24. 24 ● Successful and useful monitoring and evaluation requires a number of steps to set up a system. These include developing indicators, collecting data, analysing data and using data to improve programming. It is essential to highlight who is responsible for all steps in the process and to ensure that this is well managed. ● Data collected at the intervention level may be used to feed into national level and international level monitoring and reporting.

25. 25 Adapted from Joachim Theiss