1. Kosovo Child Poverty Study Influencing Policies Unite for children Lulzim Çela UNICEF Kosovo Office

2. Kosovo Context: Facts and Figures 2.1 Million inhabitants, ( 90% Albanian, 5% Serbian 5 % Other). 50% younger than 25 y. No Census since 1981, “Guestimate Statistics”. General Poverty = 45%; Extreme Poverty = 15% High IMR est. between 11 (official) and 35/1000(UN). High enrolment – high dropout at upper levels. High Unemployment = 44% of active workforce. Poor Governance; Poor Economy; Scarce Budgets. Fragile Systems; Parallel in K- Serbian areas. Kosovo Status: Unilateral Declaration of Independence, 53 Countries have recognized it. Not recognized by UN.

3. Study Approach Building Blocs SITAN, Sector Studies Analysis HBS Data and Gov. Budgets Child Participatory Study Cash Assistance Impact on Children Review of Kosovo Policies and Budgets Contribution to Global Child Poverty Study Kosovo Child Poverty Study

4. Review of WB Poverty Assessments, Analysis of WB – SOK HBS Data & Child Poverty Tables, Analysis of Government Budgets I. Child Poverty and Extreme Poverty Poverty and Extreme Poverty Rates among children and youth are higher than of the general population.

5. I. Child Extreme Poverty by Ethnicity Other`s have highest extreme poverty for all age cohorts in particular for U5! Roma make the vast majority within that population!

6. I. Child Disability and Extreme Poverty Extreme Poverty is two times higher for families with disabled children!

7. II. Child Participatory Research Research Question: How do children see and experience poverty? Partnership with Save the Children Consultations with children, parents community representatives 4 multi-ethnic municipalities 3 age groups Research Methodology: Qualitative, Participatory, Thematic Apperception Test, Use of drawings and focus group discussions

8. Children know that education is a way out of poverty. “Education can help erase poverty by improving one’s situation. Going on to university helps one to become what they want. But if you don’t have a good situation in life, you don’t go to school at all”. 13 year old Roma girl

9. 18 year old Roma girl Children leave school because of poverty “When a child goes to school and doesn’t have books, clothes or shoes, he is not considered ‘proper’ to play with other kids. Teachers call parents if children don’t have books and that’s why children are leaving school – because they don’t have books”.

10. III. Cash Assistance Impact on Children Cooperation with the Maastricht School of Governance and a team of Local Researchers. Duration 6 months; Start Date: November 2008 Key Questions to Answer: How does the social assistance programme affect child welfare? Which groups of children and their families are currently not able to access social assistance and why? What could be recommended modifications of the social assistance programme in order to reach greater numbers of children and have a greater impact on the children.

11. CHILD IMPACT Research about children and with children Advocacy Influencing Policies and Budgets Implementation Policy Questions Critical Issues From Research to Child Impact Decision making

12. Critical Issues From Research to Policy Questions Evidence Advocacy! What do Children Say? “Teachers call parents if children don’t have books and that’s why children are leaving school – because they don’t have books”. What does evidence say! Half of school-age children are poor, while every fifth is extremely poor and hungry! They can not bye books! What does this mean for policy makers?

13. Policy Questions ? Critical Issues From Research to Policy Questions Why Government doesn't buy school books? Why poor families have to use their income to buy school books? How does it affect poor families income? What % of income of poor families goes to books? How are free schoolbooks being targeted towards the poor? How many of poor are reached? How common is lack of books as a factor that prevents access to school?

14. Influencing Policy - Results 1.School books for all children attending lower elementary school as required by the Law on Education. 2.Endorsed Parliament Resolution on MD and MDG-s 3.Kosovo White Paper on Social Inclusion 1.Low influence on the MTEF poor involvement in the policy processes 2.Low influence in budget allocations 3.Poor implementation of certain policies e.g. Youth Action Plan, RAE Strategy,

15. How We Did It? 1.Used the Momentum - new Minister, new cabinet, new political agenda 2.Strong role of our Head of Office and technical staff 3.Increased frequency of meetings at the policy and technical level 4.Knowledge Agency - Child Centered analysis and evidence 5.Advocacy using all available evidence 6.Improved communication 7.Partnership and Alliances

16. What Have We Learned? We are good in: Influencing Policy Content Provision of Technical expertise Promoting multisectoral work Building Partnerships around Child Rights - Convening role Bringing in child centered evidence Child Advocate Improve: Scanning the environment and rivalry Qualitative understanding Policy Processes and Power (“Black Box”) Assess and understand policy drivers Alignment with Government Priorities and nurture ownership Prioritize, focus and partner - child is a competing priority Innovative approaches - Think Out of own Box

17. THANK YOU Unite for children Lulzim Çela UNICEF Kosovo Office