3.  Regional priorities  Key facts  Definitions, international legal framework  General Measures of Implementation  Translating international commitments into practice  Child-rights based Country Context Analysis

4. Child rights refers to:  A set of legally binding norms and standards for the care and protection of children – that apply to all children at all times in all situations Key treaties:  CRC  CEDAW  CRPD  African Charter on Human and Peoples’ Rights  African Charter on the Rights and Welfare of the Child

5.  According to the CRC:  Children are defined in the CRC as all those below the age of 18 years.  Childhood  Is recognized in the Universal Declaration of Human Rights as a period “entitled to special care and assistance.”

6.  Non-discrimination  Best interests of the child  Life, survival, and development  Participation

7.  Survival and development rights  Rights to the resources, skills and contributions necessary for survival and full development  Protection rights  Protection from all forms of child abuse, neglect, exploitation and violence  Participation rights  Entitled to express their opinions and to have a say in all matters that affect them

8.  Specific provisions of the Charter relative to the CRC  Emerging priorities based on review of country reports and consultations on the African Common Position on Post-2015  Opportunities for international cooperation in Africa

9.  It is an Obligation  Legal and political moral/ethical obligation by national governments  Obligation of international cooperation actors as well (EU commitments, UNICEF mandate, etc)  It is an Opportunity  Necessary for the achievement of development outcomes

10. Translating the CRC commitments into practice 1. Legislation must be compatible with the CRC 2. Develop process of assessing impact of laws/policies 3. Developing a national strategy for children 4. Ensuring adequate resources allocations 5. Permanent mechanisms in gov’t for M&E 6. Training, education & capacity building 7. Cooperation/coordination with civil society 8. Appropriate indicators and sufficient data collection 9. Statutory independent children’s rights institutions

12. An essential first step to integrating child rights commitments into development cooperation  Accurately identify trends, patterns, incidence and causes of key deprivations  Identify and analyse barriers and bottlenecks  Ensure that the most marginalized and excluded populations are prioritized  Analyse whether evidence-based interventions and services are prioritized in national policies, laws, strategies, plans and budgets

13.  For policy dialogue  Basis for dialogue with partner governments  During project identification  Are child rights objectives articulated?  Do activities contribute to/challenge existing inequalities?  Are there child rights issues not addressed?  During identification & formulation phases  Identify entry points for actions needed to meet child rights objectives  During monitoring & evaluation:  Ensure a child rights-sensitive M&E system is in place  Establish indicators to measure achievement of objectives

14. Step 1:  Review critical resources  CRC Committee’s concluding observations  UNICEF situation analysis  Reports & analyses from child rights organizations such as Save the Children  Other sources of data  Assess whether additional data is needed  Identify data gaps

15.  Step 2: Analyse patterns of social exclusion and identify underlying factors 1. Causality analysis 2. Role-pattern analysis 3. Capacity-gap analysis 4. Analysis of the enabling environment

16. Development challenge/Rights not fulfilled Basic /structural causes “Society, Policies, Resources” Basic /structural causes “Society, Policies, Resources” Underlying causes “Services, Access, Practices” Immediate causes “Status, and direct influences”

17. Manifestation of problem Immediate Underlying Root Underlying Root Immediate Underlying Root Underlying Root Causes Effects The problem tree is a tool for consensus building and participation. It allows discussion with rights- holders and duty bearers on the main development challenges and root causes

18. Problem 1: increasing HIV/AIDS infection rates Problem 2: Girls’ Education → Immediate Causes → Underlying Causes → Root Causes Core Problem Area: Gender Discrimination Gender discrimination affects the realization of multiple MDGs and their associated rights

19.  Facts of the case  As you review the facts of the case, consider the full range of issues described  In groups, discuss:  How would you define the key problem in this case from a child-rights standpoint?

20. Review the background scenario with your group  Define the problem statement for your case based on your scenario  Using the cards on your table note down:  One immediate cause  One underlying cause  One root cause Manifestation of problem Immediate Underlying Root Underlying Root Immediate Underlying Root Underlying Root

21. Problem Statement Negative impact of economic migration on adolescent well-being in the Philippines. Immediate Causes  Long-term separation from primary care-giver (mother)  Lack of consistent health care and attention  Lack of trusted parental guidance  Social stigmatization Underlying Causes  Employment opportunities  Feminization of migration (traditionally women’s jobs – nursing, domestic workers, food and hospitality work)  Household income needs beyond immediate family  Lack of compensatory support from family and community  Lack of special needs programmes in schools  Financial crisis (lower remittances) Root/structural Causes  Reliance on remittances to support GNI  Economic growth strategies based on export of skilled and semi-skilled labour  Population dynamics – large population of young people seeking high-quality and high-wage employment  Social status of women and women’s labour (exportable)

22. 2. Capacity-gap analysis  Examines the capacity of key individuals and institutions responsible for respecting, protecting and fulfilling the rights of children. 3. Role-pattern analysis  Delves into the roles and relationships between duty- bearers and rights holders in relation to specific rights.

23. Level/type of duty Role-pattern analysis Capacity and gap analysis As defined in relation to the issue at hand and local situation Who is supposed to do what to help solve the problem? Motivation Does the duty- bearer accept the responsibility? If not, why? Authority Does the duty- bearer have the authority to carry out the role? If not, who does? Resources Does the duty-bearer have knowledge, skills and organizational, human, financial and materials resources? If not, what is missing? Knowledge and skills Organization al and human resources Financial Resources Immediate care giver 1.Provide psychosocial support to children left behind; 2.Advocate for their interests with school authorities No because they may not realize the extent of the suffering of the children Yes the immediate family is expected to provide all forms of care for the children including psychosocial care No. Many OFW families do not know how to address children’s feelings of isolation and discrimination NoNo. Many families of OFW are substantially dependent on remittances. That said, the social and emotional well-being of children and adolescents left behind may not require substantial financial resources.

24.  Examines broader policy, legal, administrative and budgetary issues and social norms that influence the realization of the human rights of children and women and the reduction of inequalities.

25. Guide for analysis of enabling environment Social norms analysis A social norm is a rule or behaviour that members of a community follow because there are positive social rewards or negative sanctions attached to it.  Lack of jobs for women at home as a viable economic alternative to migration/ foreign unemployment.  Women’s labour viewed as exportable.  Severe gender based occupational segregation. Policy-gap analysis Examines the principles and long-term goals that form the basis for making rules and guidelines, giving overall direction to planning and development.  No systematic data collection on children left behind. Legislative analysis Should examine and highlight the degree to which the national legislative framework is compatible with the provisions of the CRC, CEDAW and the CRPD. While export of workers is a policy for the Philippines, there are not sufficient policies to support children left behind and low knowledge of the existing measures in place for support.

27. Review the background scenario with your group  Using the blank forms, work through the different levels of analysis with your group:  Causal analysis, using the problem statement developed during buzz groups  Role-pattern and Capacity-gap analysis  Enabling environment analysis