1. Outcome mapping in child rights-based programming
Plan Philippines’ long-term planning
By: Manuel I. Madamba

2. Session Outline Child rights based approach to development
Child rights based programming -defined
The planning process
The right-based framework
Logic models
Areas of change and whom change occur
Defining outcomes – applied in programs
Lessons

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 we
measure
progress?
Analyze situation
from a child rights
perspective
Set Program Goals,
Objectives, and
Outcomes
Define programs.
Strategies,
Interventions,
Resources
Formulate
Monitoring,
Evaluation and
Research plan
Showing 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
Strengthen
accountability
of duty bearers
Changes in
-Policies
-Practices
-Institutions
-Attitudes
-Participation
-Behavior
-Equality, etc
Changes in children’s lives
WE and
partners
Duty bearers
Children
(and their
representatives)
Support children to
demand their rights
To illustrate the rights based framework:
Plan works with partners ( the government) to strengthen capacity of different duty bearers to fulfill obligations
Make children to know, enjoy, exercise and claim rights
Which will hopefully lead to changes in … and ultimately the realization and fulfilment of child rights

6. Child rights and capacities
The logic model
Future
Current
Child rights and capacities
Assumptions and Risks
Inputs
Activities
Outputs
Outcomes
Impact
Inputs are the resources we need to carry out an activity
Activities:
These are the various things we do
Several 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 activities
The first and most immediate results that flows from the set or cluster of activities.
We have substantial control over how these turn out.
Outcomes
These flow from several or collection of outputs.
Levels of satisfaction
Changes in behaviour
These are changes we bring about in the life of the project/program.
We have influence but do not have full control over these changes.
Impact
Describe 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 work
Intended results (changes)

7. Hierarchy of objectives

8. Whom change occur
Duty-bearers
Rights holders

9. Who are they?
Duty-bearers have obligations to fulfill, protect and respect children’s rights
Parents
Service providers
State
Civil society groups/NGOs
Rights holders – children or their representatives
are 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 rights
Equity and non-discrimination
Independent judiciary and monitoring mechanisms
Children’s participation and active citizenship
Capacity and commitment of society to support and demand children’s rights
Attitudes, behaviors, practices, norms and values
Quality of institutions

11. Defining outcomes – how?

12. Pre-requisites 1. Establishing the child rights situation
Determine worst rights violations- child rights mapping
Analyze direct and underlying causes of a worst right violation
Stakeholders capacity gap analysis
2. Defining the strategic goals
Program goals
Program objectives
Program 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?

14. Determining Outcomes – applied in programs

15. Example : Our country program goals
Over-all Goal:
All Filipino children enjoy their right to education.
Programme Goal
All children are healthy and well-nourished to be able to attend and learn in school.
Programme Goal
All children are free from all forms of abuse, exploitation, violence, and from harm due to disasters and climate risks that interfere with their education
Programme Goal
All children complete quality education.
Programme Goal
All 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

17. Our country programmes
Gender Equality
and Inclusion
Healthy Child
(Health)
Learned Child
(Education)
Children/ Youth Engagement
(Participation)
Protected Child
(Protection)
Disaster and
Climate Risk
Reduction

18. Our country strategies
Strategy #1
Strategy #2
Strategy #3
Address 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 objectives
2. 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 2014
All 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 bearers
Rights holders
Parents
Teachers
Schools
Child Protection units
Communities
Local Government
Children 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:
Children
Girls/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.
Parents
Parents 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 Schools
All 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 communities
All 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 Government
All 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 process
Need 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. Lessons
Even 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. Lessons
Biases 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 you
Creating equal opportunities for Filipino children