CHILD POVERTY: WHY IT MATTERS? Alberto Minujín Conference on Child Poverty in the Middle East and North Africa: from measurement to policy action May 15 – 17, 2017 Rabat, Morocco

Basic Needs/Multidimensional Poverty WHAT IS POVERTY? “Every man is rich or poor according to the degree in which he can afford to enjoy the necessities, conveniences and amusements of human life” “Every man is rich or poor according to the degree in which he can afford to enjoy the necessities, conveniences and amusements of human life” “Every man is rich or poor according to the degree in which he can afford to enjoy the necessities, conveniences and amusements of human life” “Every man is rich or poor according to the degree in which he can afford to enjoy the necessities, conveniences and amusements of human life” Money Metrics Basic Needs/Multidimensional Poverty Human Rights Based on previous definitions, three broad approaches to measure poverty. The target agreed at the Millennium Summit, to halve the proportion of people struggling to survive on less than $1 a day is a reflection of the money-metric approach. While this figure is useful as a general measure at the global level, and as such is useful for advocacy, it is not sufficient, as it only focuses on one aspect or dimension: lack of money. In particular, it is important to emphasize that many elements which ought to be considered part of the basic needs are not available for purchase in private markets. In these cases, the individual’s level of income is not a useful measure of poverty. Exclusion can, even in the presence of sufficient income and access to basic services, prevent enjoying a full and productive life. (Adam Smith, 1776) 2

WHO ARE THE POOR? “Income poverty” measured in economic terms All goods and services can be bought or obtained in the “market” “Income poverty” measured in economic terms “We must ascertain what income is required to provide the minimum of food, clothing and shelter needed for maintenance of merely physical health” (Rowntree 1901)

Income Poverty Approach is neither BUT WHAT ABOUT… Access to basic social services like water, sanitation, transportation, education, care… Discrimination Other cultural/social/political dimensions Income Poverty Approach is neither Gender Sensitive nor Child Sensitive

POVERTY IS MORE THAN INCOME MULTIDIMENSIONAL POVERTY After a long debate a multi-dimensional definition of poverty is now widely accepted Sustainable Development Goal 1 End poverty in all its forms everywhere Target 1.2 By 2030, reduce at least by half the proportion of men, women and children of all ages living in poverty in all its dimensions according to national definitions

CHILD POVERTY: WHY IT MATTERS? Children: Can be impacted in a particularly devastating way and throughout their lives by poverty; especially when affected early on. Are over-represented, especially among the income poor. Their needs are different from adult needs. Represent an opportunity to break the vicious cycle of inter-generational poverty.

CHILD POVERTY: WHY IT MATTERS? (CONT’D) Children are the most important asset of society for inclusion, peace-building and growth. Put children living in poverty on the map and in the policy agenda. Give guidance for policy and program design, development and monitoring.

THE HISTORY OF CHILD POVERTY MEASUREMENT 2000: Poverty reduction begins with a focus on children - Percent of families below the poverty line - Higher fertility in poor families - Many limitations of monetary approach Multi-dimensionality was introduced 2001-3: Bristol University and the London School of Economics - Rights-based approach, nearly 70 countries (consistent in definitions and indicators)

THE HISTORY OF CHILD POVERTY MEASUREMENT (CONT’D) 2005: State of the World’s Children 2005-10: Conferences and Global Study 2010-12: Multiple Overlapping Deprivation Analysis (MODA) Life cycle 2011-12: Global Child Poverty Sabina Alkire & J M Roche Cohort study Young Lives Subjective child poverty 2015 - SDGs goal 1.2 2017 MODA adapted to Arab Countries

BUT…WHAT IS POVERTY TO A CHILD? The traditional poverty discourse as it relates to children is largely based on adult ideas and assumptions. It gives prominence to survival and physical health impacts, with a particular focus on infants and children under five But is this the way children see it?

WHAT IS POVERTY TO A CHILD? “I feel bad. I feel like the odd one out…You lack self-esteem. You feel like you shouldn’t talk wherever you are, like you shouldn’t be expressing your ideas. You feel lonely. You feel ashamed. Like if you have only two underpants and you have to wear one and wash the other and hang it up to dry everyone will always see that you have only two – the red one and the green one – and you are alternating between them.” 16 year-old girl, Rusinga, Kenya CCF Study

WHAT IS POVERTY TO A CHILD? high and long lasting impact Children understand poverty as a deeply physical, emotional and social experience. This experience is felt consistently, on a daily basis and intensely from an early age. Inequality/discrimination/exclusion  high and long lasting impact

Bruegel -1563 High inequality  Empathy gap  Prejudice  Discrimination  Inequality of opportunity

POVERTY INEQUALITY POVERTY: About insufficiency INEQUALITY: About hierarchy

VERTICAL AND HORIZONTAL INEQUITIES Vertical inequities = aligns individuals/households according to hierarchy, individuals or households line up vertically and inequalities are measured over the range of individuals (Income; class; wealth; skill/job position; army). Horizontal inequities = unequal access to political/economic/social resources by different cultural/ethnic/religious groups.

CHILD EQUITY – CONCEPTUAL FRAMEWORK Material Deprivations Sources of Inequity Material Deprivations (income and basic social services) Yes No Discrimination (gender, ethnicity, disability, non citizen, refugee, etc.) Vulnerable groups Overlapping categories of inequity but different causes Call for different policies Multidimensional child poverty

CHILDREN AND POLICIES: CERTAINTIES AND UNCERTAINTIES

“THINKING, FAST AND SLOW” Nassim Taleb and Daniel Kahneman – Nobel Prize 2002 Uncertainty, risk and decision making when we don’t understand the world: “…our excessive confidence in what we know and our apparent inability of measuring our ignorance and the uncertainty of the world we live in.” “…intelligently explore the lessons that can be learned from the past while resisting the lure of hindsight and the illusion of certainty”

CERTAINTIES Children’s needs are linked, but different from adults’ needs Child poverty is multidimensional Overlapping deprivations and obstacles make it difficult to break the poverty cycle Reduce, eliminate inequalities is key Starting early is key: antenatal care, nutrition, early child development Necessary to develop extended holistic social protection systems

UNCERTAINTIES How to develop holistic social protection systems How to ensure access and quality of education and health for poor children How to combine top-down and bottom-up policy approaches How to make social, cultural and institutional norms non-discriminatory What are the catalytic approaches to promote tolerance and peace building

THANKS! Alberto Minujín The New School info@equityforchildren.org www.equityforchildren.org