fy2015 - fy2020 direction child... · 2015. 7. 7. · 4 | p a g e 1. introduction in the last 3...
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FY2015 - FY2020
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1. Introduction
2. Strategic Direction Goal
3. Contribution to Child Well-Being Aspirations, Outcomes, and Target 1
4. Priorities and objectives of the Strategic Direction
4.1. Priority 1: Mainstream child and youth participation
4.2. Priority 2: Build capacities and improve resources
4.3. Priority 3: Increase and strengthen child and youth structures
4.4. Priority 4: Promote accountability to children and youth
4.5. Priority 5: Improve knowledge management
5. Core approaches to the Strategic Direction
5.1. Inclusion of the most vulnerable
5.2. Safe and ethical
5.3. Intergenerational dialogue
5.4. Rights-based
5.5. Gender-transformative approach
6. Deliverables
7. Appendixes
7.1. Appendix: Key definitions and terms
7.2. Appendix: Strategic direction working group
7.3. Appendix: Members of the advisory committee
7.4. Appendix: Process
7.5. Appendix: Core approaches, reflection questions
7.6. Appendix: Triennial Council Recommendations
7.7. Appendix: Bibliography
46 After three days they found him [Jesus] in the temple courts, sitting among the teachers, listening to them and asking them questions. 47 Everyone who heard him was amazed at his understanding and his answers. 48 When his parents saw him, they were astonished. His
mother said to him, “Son, why have you treated us like this? Your father and I have been anxiously searching for you”. 49 “Why were you
searching for me?” he asked. “Didn’t you know I had to be in my Father’s house?” 50 But they did not understand what he was saying to
them.
Strategic Direction Team: Tiffany Tao Joiner and Patricio Cuevas-Parra
Team Leaders: Corina Villacorta and Paul Stephenson
Copyright © 2015 World Vision International
All rights reserved. No portion of this publication may be reproduced in any form, except for brief excerpts in
reviews, without prior permission of the publisher.
Table of Contents
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SUMMARY
Child and Youth Participation
Strategic Direction 2015-2020
The Strategic Direction contains
5 Priorities
and
5 Core Approaches.
Each Priority has specific objectives and deliverables
to accomplish in the next 5 years.
Strategic Direction Goal World Vision excels in creating and
advocating for enabling environments that
empower children and youth as social actors,
advocates, and partners for child well-being.
Integrate and
mainstream child
and youth
participation
Inclusion of MVC
Gender-
Transformative
Increase and
strengthen
child and youth
structures
World Vision excels in creating
and advocating for enabling
environments that empower
children and youth as social
actors, advocates, and partners
for child well-being.
Improve
knowledge
management
Rights-
Based
Build capacities
and improve
resources
Intergenerational
Dialogue
Safe &
Ethical
Promote
Accountability to
Children and Youth
This Strategic Direction aims to assist
practitioners in prioritising their efforts
and developing better practices to
ensure that children and youth are
recognised as active contributors to their
families, communities, and their wider
society.
It also intends to position World Vision as
a leading organisation to take part in key
external and internal processes that
present new opportunities for enhanced
child and youth participation, namely:
WV's transition to LEAP 3 and the
development of Technical Approaches
and Technical Programs
The Post-2015 Development frame
and the global goal of ending extreme
poverty by 2030
The Sustainable Development Goals
and the new impetus to have young
people as partners in the
implementation of the SDGs
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1. INTRODUCTION
In the last 3 years World Vision has made significant advancements in the area of child and youth
participation. Internally, World Vision has strengthened guidance and technical support to staff members
who work directly with children, increased board members’ and senior-level staff’s commitment to
children’s participation, and developed good practices and proven tools. Externally, the world has
progressed in its ability and desire to include the voices of children and youth in global decisions. The
unprecedented level of child and youth voices in the lead-up to the Sustainable Development Goals and
the forthcoming Post-2015 Development Agenda will pave the way for young people’s participation over
the next 15 years. In general, children and youth’s participation is increasingly being considered as a
proven approach to development and poverty reduction.
“My life has changed drastically because a new factor was added, which is leadership, so I had to attend meetings, I
had to prepare, come up with new proposals, see the problems at my school and in the street, I had to pay more
attention to my social surroundings”. Child in focus group discussion, Bolivia.
Globally, the growing interest of academia and researchers in producing resources and studies on child
and youth participation has received more wide-spread recognition due to the exponential impact this
field has on good governance, social accountability and citizen participation. Over the last decade, many
theoretical positions and models have been developed that inform our understanding of children and
young people, and their role in public decision-making, especially concerning public and collective
participation in decision-making. Furthermore, major multilateral organisations, United Nations agencies
and large international non-governmental organisations have developed child and youth participation
strategies in order to include young people within their decision-making processes in a meaningful,
ethical and effective way.
Child participation is one of the core principles of the Convention on the Rights of the Child (CRC),
which asserts that children and young people have the right to freely express their views and that there
is an obligation to listen to children’s views and facilitate their participation in all matters affecting them
within the family, schools, local communities, public services, institutions, government policy, and judicial
procedures.
World Vision believes that children and youth can play a significant role as agents of transformation with
the ability to engage in decision-making processes, in accordance with their evolving capacities and
gradually increasing autonomy. When children and youth learn to communicate opinions, take
responsibility and make decisions, they develop a sense of belonging, justice, responsibility and solidarity.
World Vision’s work in the field of child and youth participation reflects its International Board’s
endorsement of the Convention on the Rights of the Child, implying organisational support for the
rights of children to be listened to; to express their opinions on matters that affect them; to freedom of
expression, thought, association and access to information; all the while respecting the roles and
responsibilities of parents and others in authority.
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World Vision has a compelling vision statement: “Our vision for every child, life in all its fullness, our
prayer for every heart, the will to make it so”. This Strategic Direction for child and youth participation
is intended to enable significant contributions to the fullness of life for every girl and boy. World Vision,
as Christian organisation, is inspired by the many examples in Biblical texts of young children acting as
change agents to positively affect the world around them. There is a spiritual component to participation
where children discover their unique talents and the contribution they can make to their communities.
World Vision has learned that children and youth need care and protection but also trust from adults in
order to actively engage and take part in contributing to their own well-being. The fact of participation is
an imperative for them to reach their full potential and experience the fullness of life.
“I really learnt the expression we have in Albania, that if we are together, we are stronger and age is not important. Our
group had a mix of ages and a mix of girls and boys. Put the minds of boys and girls together and you will get a very good
solution”. Youth from Albania
This Strategic Direction aims to assist practitioners in prioritising their efforts and developing better
practices to ensure that children and youth are recognised as actors who have agency and are active
contributors to their families and communities. As World Vision grows in its understanding and
practice of participation and representative voice, we will continue refining this Strategic Direction to
improve our ways of working, to define new goals, and to overcome new challenges in child and youth
participation.
External landscape assessment on children and young people’s participation
World Vision commissioned an external landscape assessment on children and young people’s
participation. Based on the literature review of theories and practices, several general and specific
recommendations were developed to contribute to the debate and strategic decisions around child
participation.1
The recommendations for ways forward for international non-governmental organisations and NGOs
working on children and young people’s participation were:
1. Promoting a human rights-based approach,
2. Supporting cultural and value shifts,
3. Implementing children’s participation in the different programmes and sectors, thereby
increasing support for children’s active citizenship rights and engagement in advocacy work,
4. Encouraging accountability and showing impacts on children’s participation,
5. Advocating for children and young people’s participation,
6. Fostering collaborative efforts amongst child-focused agencies.
1 Find the full report at http://www.wvi.org/child-participation/publication/research-study-what-next-
ways-forward-children%E2%80%99s-and-young-people%E2%80%99s
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The recommendations for ways forward for regional and country-level actors were:
1. Institutionalising the participation of children and young people,
2. Working with adults who are engaged with children and young people,
3. Involving children and young people, including the most marginalised, at different decision-
making levels,
4. Advocating for children and young people’s participation at the government level.
“Being able to talk to authorities has been sort of difficult, they gave us little tips in a training session but it was hard at first.
But once we were inside, we started getting into it more and more, and they stopped saying, ‘...yeah sure, yeah come in...’—
now they say, ‘Come on in guys we want to talk to you; what ideas do you have?” Child participant in a focal group
discussion, Camiri, Bolivia
Process of forming the Strategic Direction
The Strategic Direction is the result of a comprehensive review of the current child participation models
and practices in community development programmes, both internally and externally. The process
involved extensive consultations with over 50 World Vision staff members from every level of the
organisation, as well as a review of the external landscape of child participation made with a consultant.
The priorities, objectives, and deliverables were formed and agreed upon by these contributors who will
also be involved in the Strategic Direction’s implementation. This process also included the analysis of
the links between policy, practice and theory in order to strengthen child and youth participation from a
development, disaster management and advocacy perspective. A diagram illustrating the process of
forming this Strategic Direction in the Appendix (section 7.4).
Note on terminology
Throughout the strategy, ‘children and youth’ is typically used, following young people’s preference in
some countries to be referred to as ‘youth’ or ‘young people’ rather than ‘children’. Broadly speaking,
‘children and young people’ refers to children up to the age of 18, following the definition according to
the United Nations Convention on the Rights of the Child. As a subcategory of children, young people
can be defined as children aged 15–18. Another age overlap issue is the definition of ‘adolescents’, which
refers to young people, aged 12–18. The definition of children as people under the age of 18 can
sometimes clash with other definitions of youth, as the United Nations defines ‘youth’, as people
between the ages of 15 and 24, without prejudice to other definitions by Member States. More
definitions can be found in Appendix 7.1.
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2. STRATEGIC DIRECTION GOAL
Based on this extensive landscaping and stock-taking process, an overarching goal statement was formed
for the Strategic Direction: “World Vision excels in creating and advocating for enabling
environments that empower children and youth as social actors, advocates, and partners
for child well-being”. This goal statement encompasses the direction of our work in child and youth
participation. Further explanation of each part of this goal statement is provided below.
Graph 1: Goal, strategic priorities and approaches
The Strategic Direction goal has three pivotal components:
a) “Creating and advocating for enabling environments”: An enabling environment for
participation is one where the voices, opinions, and perspectives of young people are sought,
listened to, and respected at all levels of society. We understand World Vision’s role as one that
works with and empowers local partners and community members to create an environment
where children’s participation rights are realised in every aspect of their lives. This includes
World Vision excels in
creating and advocating for enabling environments
that empower children and youth as social
actors, advocates and partners for child well-
being.
Improve knowledge
management
Integrate and
mainstream
child and youth
participation
Increase and
strengthen child
and youth
structures
Build capacities
and improve
resouces
Promote
Accountability
to Children and
Youth
Inclusion of MVC Gender-
transformative
Safe & ethical
Intergenerational dialogue
Rights-based
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advocating for specific policies that encourage children’s views and opinions to be heard in local,
national, and international decision-making spaces.
b) “Empower children and youth”: What do we want these enabling environments to do? We
don’t want to stop at just creating a space for participation. An essential component is ensuring
that children and youth have the skills and capacities to take action on issues that are important
to them and that they are empowered with the confidence and capability to claim their rights in
a safe and meaningful way.
c) “As social actors, advocates, and partners for child well-being”: In all of World Vision’s
efforts, we hope to empower children and youth to become a) social actors who are involved in
the decisions about their communities and their lives, b) advocates who use their voice
effectively on behalf of their peers, and c) partners in pursuing child well-being.
3. CONTRIBUTION TO CHILD WELL-BEING
ASPIRATIONS, OUTCOMES, AND TARGET 1
The Strategic Direction contributes to World Vision’s Child Well-Being Aspirations, especially the one
stating that “children are cared for, protected and participating” within their communities. While child
and youth participation is a critical part of achieving all of the Child Well-Being Outcomes, the Strategic
Direction is particularly rooted in three:
1. Children are respected participants in decisions that affect their lives,
2. Children enjoy positive relationships with peers, family, and community members,
3. Children have hopes and visions for the future.
This Strategic Direction reinforces the foundational principles of the Child Well-Being Aspirations that
state that children and youth are citizens and their rights and dignity are upheld, including girls and boys
of all religions and ethnicities, any health status, and those with disabilities. Child and youth participation
is a critical element to achieve effective and sustainable outcomes across all target areas, with a specific
focus on Target 1.2
The Strategic Direction also intentionally incorporates specific deliverables in response to the five child
and youth recommendations from the 2013 Triennial Council:
Shared strategies so services do not become redundant,
Full representation with community members,
Establishing trust for the utilisation of resources,
Adults as consultants instead of ‘managers’,
Including youth in National Office board meetings and governance. More information on each of the recommendations can be found in Appendix 7.6.
2 Target 1: Children report an increased level of well-being (ages 12-18). Common tools to measure Target 1 include the
Development Assets Profile (DAP) and the Youth Healthy Behaviour Survey (YHBS).
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4. PRIORITIES AND OBJECTIVES OF THE
STRATEGIC DIRECTION
The Strategic Direction contains five priorities and accompanying objectives that outline key areas of
focus for the next five years in order to reach the goal statement. These areas each have a set of
deliverables—formed largely through the internal and external landscaping process—which outline the
resources, actions, and processes needed to achieve each priority and objective. The full set of
deliverables can be found in Section 6 and the Strategic Direction Work Plan Document.
“In my opinion, there are some problems regarding youth and child participation. First of all, there are a lot of youth and
children that still don’t know about their right to participate. Secondly, there are still a lot of youth organisations that don’t
have recognition from their governments, and so these governments tend to ignore our voices, especially children and youth
who are marginalised. Thirdly, we don’t know whether our voices are being considered or not”. Irwa, age 17, Indonesia
Graph 2: Priorities and objectives
Build capacities and
improve resources
Cutting-edge child and
youth participation
resources, tools and
guidance are relevant, easily
accessible and utilised by
staff members, partners,
children and youth.
Improve knowledge
management:
Staff members across the
partnership have access
to information,
opportunities for
professional
development, action
research and learning.
Promote accountability to
children and youth:
Children and youth have
access to information and to
safe and effective mechanisms
to hold to account WV,
governments, duty-bearers,
and other key stakeholders at
the community, national and
international level.
Increase and
strengthen child and
youth structures:
Child and youth
structures, associations,
and networks are
promoted, equipped, and
strengthened, especially
those which are
child/youth-led.
Integrate and
mainstream child and
youth participation:
Specific actions are taken
to integrate and
mainstream child and youth
participation in WV’s work
in development, advocacy,
and disaster management.
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4.1 Priority 1: Integrate and mainstream child and youth
participation
OBJECTIVE: Specific actions are taken to integrate and mainstream child and
youth participation in WV’s work in development, advocacy, and disaster
management.
During the process of forming the Strategic Direction, the need to ensure that child and youth
participation is mainstreamed into every line of ministry and sector area was identified by key informants
of the advisory group as well as through the external landscape report. In many cases, participation is
largely disconnected from an office’s efforts in sector areas such as health, water and sanitation,
Sponsorship, and education. Key contributors noted the lack of an integrated approach between
participation, protection, education, life-skills development, and other sector areas that had
programming options for child and youth groups. Mainstreaming participation would mean intentional
efforts to place child and youth participation as a key component to achieve each sector’s goals and
outcomes. It would mean integrating participation into each sector’s technical approaches, technical
programmes, and DME processes for all three lines of ministry.
Mainstreaming child and youth participation is essential because of the cross-cutting nature of
participation. By including children and youth’s voices and opinions in the decision-making processes of
every sector, our programmes, advocacy, and disaster-management work will be more effective,
relevant to our target beneficiaries, and sustainable in the long-term. This Priority is deeply connected
to the overarching goal of the Strategic Direction, since an enabling environment that empowers
children and youth is impossible if children’s voices are not respected and listened to in all areas
affecting their lives.
To accomplish this Priority, several key deliverables have been identified that will focus our efforts
around the following:
Increasing organisational will for child and youth participation within World Vision,
Embedding participation in the different thematic areas/sectors of World Vision,
Leveraging Sponsorship as a platform to mainstream participation in sponsorship-funded ADPs,
Providing clear guidance on how to incorporate participation into the new LEAP 3 technical
approach and programme processes,
Strengthening the understanding and practice of measuring and monitoring child and youth
participation.
“For me it is very important to represent the children from my village and to convey what they need and the activities they
want to have. I am very interested in meeting children from other cultures and ethnicities and to exchange the things that
we have in common. I have learned a lot in the training sessions and I never thought that I would be able to do it. [...] I feel
very valued and in a place where everyone can give an opinion and be listened to”. Aline, age 15, Lebanon
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4.2 Priority 2: Increase and strengthen child and youth
structures
OBJECTIVE: Child and youth structures, associations, and networks are promoted,
equipped, and strengthened, especially those which are child/youth-led.
This Strategic Direction has identified strengthening child and youth structures as a key platform for
meaningful child and youth participation. This approach is consistent with the findings of the internal
landscape assessment that showed that there is a strong, growing presence of children and youth’s clubs,
parliaments, groups, and networks at the community level (especially those which are child or youth
led).
This Strategic Direction promotes a shift away from taking ownership over children’s groups towards an
approach that strengthens the active participation of children and youth in the formulation, preparation,
implementation and follow-up of their groups or associations. This approach entails that World Vision
staff members act as facilitators and enablers rather than as group managers. Furthermore, the role of
staff members should not be limited to facilitating children’s groups; their role should really be to
empower children to self-organise, to lead their own initiatives and to become more autonomous and
self-determined. This is a gradual process that involves intergenerational dialogue and partnership
between children and adults, especially with World Vision, who will continue supporting children’s
groups within an interdependent framework and with a mind to innovative child-adult partnerships.
This Strategic Direction does not indicate any specific type of structure for children and youth; children
and young people are free to choose the structures that they consider relevant for their own contexts
such as clubs, councils, parliaments, committees, associations, or even virtual forms of connecting to one
another. These structures, if created well, can give children and young people a public voice and also
contribute to the development of their leadership skills, autonomy and confidence.
“We have learnt that we can influence policy formulation at the local level if we are organised and have enough information
on the topics that we want to change”. Young person from Sierra Leone
In terms of advocacy work, this child-led approach implies that children and youth have the right to be
involved in self-organised advocacy as well as in World Vision’s own process of policy influence,
campaigns, and determining advocacy priorities and positions. When children and youth are provided
with tools, skills and knowledge they become agents of change in their communities and countries, and
they can lead successful advocacy initiatives at the community or national level that promote justice and
equality. This can be accomplished by empowering and supporting children and young people, which
means that World Vision’s role can gradually move away from initiating these actions with young people
and towards empowering and supporting them to lead on their own.
To accomplish this Priority, several key deliverables have been identified that will focus our efforts
around the following:
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Developing an end-to-end guidance approach for effective child and youth “collective spaces”,
Developing guidance to foster child and youth networks and strengthen local to national links to
civil society organisations (adult or child-led),
Producing a concept for a virtual child and youth internet-based group for connecting child and
youth networks,
Building learning and best practice approaches on successful existing child and youth spaces from
across national offices and regions.
4.3 Priority 3: Promote accountability to children and
youth
OBJECTIVE: Children and youth have access to information and to safe and
effective mechanisms to hold to account WV, governments, duty-bearers, and
other key stakeholders at the community, national and international level.
One important element of meaningful participation for children and youth is ensuring that there are
appropriate mechanisms for young people to hold those who have the responsibility for improving
children’s lives to account. The external landscape report revealed this as a major weakness in
participation efforts across the world. Many times, organisations tend to focus more on participation
activities and events rather than on participation’s role in systematically keeping community and national
leaders accountable to what is promised or intended for child well-being. When children and youth
advocate for certain policies or decisions, one of the main barriers in accomplishing their goals is the
lack of accountability and follow-up after children’s efforts on campaigns, social media, events,
consultations, etc. have come to a close.
This fourth Priority intends to begin closing this gap in child and youth participation practice. It is not
enough to only listen to children’s voices—we need to respond to their views and make sure that they
have a way to hold us and other stakeholders accountable. Child and youth participation helps to build
accountability and promote good governance within our organisation and at the community and national
level.
World Vision seeks to identify and strengthen creative ways to ensure child and youth participation in
social accountability and good governance. World Vision also supports the ‘child friendly cities’ or ‘child
friendly local governance’ initiatives as promising programmes undertaken in many countries to engage
children and youth in decision-making on matters affecting them. An intrinsic component of
accountability is participation, so our approach should be to create enabling environments for children
and youth's voices to be heard. This approach requires that we empower children and youth to hold
others to account, in order to provide them with the opportunity and space to influence relevant
decisions affecting their lives.
Learning from the field has shown that the role of children and youth in social accountability and good
governance is stronger when they are organised into formal or informal structures where their voices
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are collective rather than individual. Organised groups of children have a better impact on articulating
their needs and concerns, mobilising for change, and monitoring the performance of government
institutions.
A prime example of this within our own organisation is following up on the five recommendations that
children and youth gave to the 2013 Triennial Council. These statements reflect what children and youth
hope for regarding their participation and partnership with World Vision. Ensuring that there is an
appropriate mechanism that they can use to show progress on the recommendations and keep us
accountable to them is an important deliverable within the Strategic Direction.
By giving them the opportunity and space to keep us accountable, we are communicating that we value
their opinions and desire to engage with them continually—not just at a special event or activity.
To accomplish this Priority, several key deliverables have been identified that will focus our efforts
around the following:
Research into what makes accountability mechanisms meaningful and useful for children and
youth,
Child-friendly tools to help children keep governments accountable, especially in regards to the
forthcoming Post-2015 agenda,
Ensuring appropriate follow-up and progress on the five Triennial Council recommendations,
Increased alterative reporting to the Universal Periodic Review and the Committee on the
Rights of the Child.
“I think it is very important for us to participate in an international process such as the post-2015. This is the opportunity
that we needed to speak up. Today we expressed our opinions about poverty, violence and discrimination. I made my voice
heard and I was able to talk on behalf of the marginalised, poor and disadvantaged black young people from the slums”.
Caroline, age 21, Brazil
4.4 Priority 4: Build capacities and improve resources
OBJECTIVE: Cutting-edge child and youth participation resources, tools and
guidance are relevant, easily accessible and utilised by staff members, partners,
children and youth.
This Strategic Direction has identified the development of resources, tools and capacity building as an
important factor for meaningful child and youth participation. There is an increasing need to transform
traditional views of children and youth by recognising that they themselves are holders of their own
rights. In order to achieve this, World Vision will work to strengthen the learning and development of
staff members, partners and community members to challenge their own long-established attitudes that
discourage the participation of children and youth based on the belief that they are not ready to make
choices on important matters in their lives.
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World Vision is aware that the only way that this Strategic Direction can succeed is by providing staff
members with the core competencies in terms of the knowledge and attitudes required to work with
children and youth from an empowering perspective. Staff members are called on to facilitate
participative processes with children and young people, to support them in engaging with adults in order
to influence decision makers and enter into an intergenerational dialogue.
Part of the Strategic Direction involves the development of tools and resources to assist staff in
embracing these new approaches. Likewise, it addresses the need for learning and development
programmes to equip staff members with the skills and tools needed in order to mentor and empower
children and youth. Part of this should include the transferring of knowledge form staff members to local
partners to ensure the sustainability of their work. Learning programmes should also be developed for
children and youth in order to build their ability to express their own aspirations and experiences, and
also through technical skills, knowledge and competencies so that they are meaningfully equipped to
participate in society.
To accomplish this Priority, several key deliverables have been identified that will focus our efforts
around the following:
Promoting and monitoring the use of the WV Guidelines for Child Participation,
Developing guidance materials for intergenerational dialogue between adults, children, and
youth,
Developing coaching programmes, training, and learning materials for staff to change traditional
adult attitudes toward child and youth participation, including an e-learning module on child and
youth participation
Developing or adapting methodologies and approaches to child and youth participation for
fragile, conflict-affected, and emergency settings,
Developing guidance materials for the engagement of children and youth in advocacy and policy
work,
Identifying a pool of qualified child and youth participation subject matter experts on the Global
Technical Resource Network (GTRN).
4.5 Priority 5: Improve knowledge management
OBJECTIVE: Staff members across the partnership have access to information,
opportunities for professional development, action research and learning.
Knowledge management is the process of capturing, developing, sharing, and effectively using
organisational knowledge about a certain topic or sector area. It refers to a cross-disciplinary approach
to achieving organisational objectives by making the best use of knowledge. While most people think of
knowledge management as maintaining a database of information, it is really about creating a culture
where staff members within an organisation feel confident collecting/documenting best practices,
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pursuing and experimenting with new approaches, and connecting with one another to improve work
processes in a specific discipline.
If World Vision is to be an organisation that stays abreast of the latest trends, approaches, and research
in child and youth participation, we need to have effective knowledge management in the form of web-
based platforms, formal and informal mentoring and training, and spaces, both physical and virtual, to
share, discover, and contribute to new learning. In the internal landscaping process, key informants cited
a need for a common platform for frontline staff members who are working directly with children and
youth to share and receive information. This is tied to the need to build staff capacity in participation, as
effective knowledge management can contribute to strengthening individual and group planning/practice
around engaging and empowering children and youth. Also, opportunities for participation in global
research around participation are limited in part due to the currently scattered and piecemeal ways that
our organisation identifies good practice.
To respond to these needs, a new Child Participation and Rights Community of Practice is being
formed, building on the success of the Child Rights Network.
Effective knowledge management is a critical success factor in achieving the Strategic Direction’s goal.
To accomplish this Priority, several key deliverables have been identified that will focus our efforts
around the following:
Establishing a thriving new CoP space for child and youth participation, empowerment, and
rights,
Capturing, documenting and sharing promising and innovative practices in working with children
and youth,
Building evidence and collaboration in global research with other child-focused agencies around
child and youth participation.
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5. CORE APPROACHES TO THE STRATEGIC
DIRECTION
World Vision seeks to embody several core approaches in the way that we do our work in child and
youth participation. The following approaches should be reflected when implementing the goal,
priorities, objectives, and deliverables of the Strategic Direction:
Graph 3: Core approaches to the Strategic Direction
5.1 INCLUSION OF THE MOST VULNERABLE
World Vision’s ministry goal is the “sustained well-being of
children within families and communities, especially the most
vulnerable”. This special focus necessitates an approach that clearly
prioritises the inclusion and impact of those who experience
extreme factors of vulnerability. These factors include:
Extreme deprivation,
Abuse or exploitative relationships,
Serious discrimination,
Catastrophic or disaster situations.
Gender
transformative
Safe and ethical
Rights-based
Intergenerational
dialogue
Core approaches to the
Strategic Direction
Inclusion of MVC
Key documents and useful resources
Brief Overview of Development
Programmes Approach, World Vision
International
Good Practices Guide for Putting WV’s
Development Programmes into Action,
World Vision International
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It is important to note that just because a child experiences one of these factors does not automatically
mean that he or she is among the most vulnerable. Vulnerability is not a permanent state of being;
rather, there are successive stages and factors that can increase or decrease vulnerability. The more
vulnerability factors that a child experiences, or the longer they experience those factors, the more
vulnerable they become.
Our special focus on the most vulnerable demands that all of our resources, technical guidance,
approaches, and programmes be clearly tailored toward the specific needs and situations of the most
vulnerable children, including children with disabilities. This does not mean that we exclude less
vulnerable children in favour of the most vulnerable, but rather that we take the necessary steps to
ensure that the most vulnerable are always identified, included, and impacted by our development,
advocacy, and disaster-management work. Facilitating spaces for participation is a positive way to
address vulnerabilities as children and youth boost their self-esteem, and develop levels of resiliency and
spiritual strength.
Reflection questions that each programme or project area should consider when thinking about how to
identify, include, and impact the most vulnerable are provide in Appendix 7.5.
5.2 SAFE AND ETHICAL
World Vision strives to create safe places for children and to
promote child protection in communities. World Vision
must ensure, through establishing clear procedures, that
children will not be put at risk of harm through World
Vision programmes or interventions.
This Strategic Direction embraces a child protection
approach to ensure the safe participation of children and
youth. Based on this approach, all the World Vision offices
are encouraged to conduct a “Child Protection Risk
Assessment for Child Participation Activities”. This risk assessment is intended to help World Vision
staff consider, prepare for, and protect children from any potential physical, social, or emotional harm
that may arise due to a World Vision child participation activity or project. This assessment should be
completed prior to engaging in any activities that include significant child and youth participation.
The key principles in ensuring safe child and youth participation are: (1) risk for child and youth
participation must always be assessed in relation to context, with special attention given to fragile
contexts; and (2) the principle of participation (Article 12, CRC) must be balanced with the right to life,
survival and development (Article 6, CRC).
Key documents and useful resources
Child Protection Risk Assessment for Child
Participation Activities, World Vision
International.
Child Protection Strategy, World Vision International.
Preventing and Responding to Distress in Child
Participation Activities and Consultation with
Children, World Vision International.
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It is also critical that ethical principles be applied throughout the entire process of child and youth
participation. The key actions to ensure ethical participation throughout the entire process, from
beginning to end, are:
Ensuring that the best interest of every child and youth is the paramount and overarching
principle for all engagement with them,
Ensuring that the best interests of the child are respected and protected as the top priority,
Making sure children and youth are given relevant information on the activities, and that this
information is appropriate to their age and level of education,
Ensuring that children make an informed decision on whether to participate or not,
Ensuring that children, parents or caregivers give informed consent.
5.3 INTERGENERATIONAL DIALOGUE
Intergenerational dialogue is an effective approach to
empower children and youth, and to create a platform
for dialogue between the members of younger and
older generations. Intergenerational dialogue refers to
the intentional gathering of children, youth and adults
for the purpose of collaborating, gaining insight and
addressing issues of conflict, division and
communication between different generations.
This Strategic Direction encourages intergenerational dialogue and promotes the notion that child and
youth participation is everyone’s responsibility, including parents, children, youth, caregivers,
government officials, religious leaders and community members. World Vision believes that facilitating
child and youth participation is an opportunity to strengthen the natural networks of intergenerational
relationships in communities, and to support interdependent relationships based on mutual trust and
reciprocity. Indeed, World Vision has already taken important steps in this direction. For example, the
Triennial Council of 2013 was a historic milestone which started at the national level, was built up at
regional forums and resulted in new and positive engagement in rich intergenerational dialogue.
“I learned how youth’s voices can be heard and accommodated. Right now, we might ask how it is possible for children and
youth’s voices to be heard by our government. Of course, at this event, I am reminded that all countries must want to look
good and get appreciation at the international level. So, if our voices are unheard by the local or national government,
there’s always a way to raise it to the global level”. Restanti, age 16, Indonesia
At the same time, the Strategic Direction has also placed great emphasis on children’s agency,
competence and the development of more autonomous spaces for children and youth. However, this
approach does not encourage construing children and young people as individuals who are separate
Key documents and useful resources
Wyness, M. G. (2013). “Children’s participation and intergenerational dialogue:
Bringing adults back into the analysis”.
Mannion, G. (2010). “After participation: The
sociospatial performance of intergenerational
becoming”.
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from families and communities, or pushing adults to the margins of children’s lives. On the contrary,
World Vision affirms the importance of intergenerational dialogue where adult-child relationships are
strong and characterised by shared common interests and goals. This is consistent with CRC General
Comment 12, which states that participation includes information-sharing and dialogue between children
and adults based on mutual respect. In this way children can learn how their views and those of adults
are taken into account and shape the outcome of such processes.
5.4 RIGHTS-BASED
This Strategic Direction promotes a child-rights-based
approach that recognises children and young people as
stakeholders in society, as one group amongst others in
decision-making. World Vision’s endorsement of the
Convention on the Rights of the Child implies that its
policies and programmes need to be developed in
accordance with the principles outlined in the
Convention: participation, non-discrimination, best
interest of the child and the right to life, survival and
development.
Promoting a rights-based approach means that World Vision engages more actively with decision
makers in the broader socio-economic context in which the organisation operates, so that they can
build their capacity to fulfil the rights promised to children in the CRC. It also means increasing the
capacity of communities, children, and youth to advocate for their rights and the well-being of others,
thereby enhancing World Vision’s work of community empowerment for social accountability.
This Strategic Direction aims to strengthen WV’s use of rights-based approaches within its development
programme approach and policy work. This serves to embody the foundational principles of the Child
Well-Being Aspirations and Outcomes, where strategies and programming on child and youth
participation aim to fulfil their rights and get them actively engaged in the decision-making process. In
line with this approach, the Strategic Direction seeks to equip children and youth with tools, knowledge
and skills needed in order to be involved in decision-making processes on issues that affect them.
5.5 GENDER-TRANSFORMATIVE APPROACH
World Vision has endorsed the Convention on the Rights of the Child, article 2 of which sets forth the
principle of non-discrimination, whereby all rights must be respected without discrimination of any kind,
including gender-based discrimination. However, experiences from the field have shown that boys and
girls continue to be treated differently as a result of social norms that define their roles and
responsibilities in society.
Key documents and useful resources
UN Convention on the Rights of the Child (1989).
www2.ohchr.org/english/law/crc.htm
Committee on the Rights of the Child (2009). “General Comment No. 12: The right of the
child to be heard”, Geneva: UN Committee on
the Rights of the Child.
Getting it right for children: A practitioner’s guide to
child rights programming (2007). Save the
Children.
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World Vision affirms the inherent worth and
dignity of women, men, boys and girls, who each
have valuable gifts and the potential to contribute
to the well-being of their families and communities.
In our work in child and youth participation, we
seek to reinforce the value of both girls’ and boys’
voices, opinions, and perspectives in decision-
making processes at all levels of society.3
“I am very happy today because our sisters will now continue in school rather than get married, which will help them
in the future”. Boy from Tihun, Sierra Leone
This Strategic Direction endorses the approach of moving away from a representational concept of
gender (e.g. equality of participation, equal access to school, equal numbers of boys and girls trained,
etc.) to one that ensures equitable outcomes. In our work with children and youth, we strive for fair and
impartial representation of both boys and girls in groups, events, and programmes. When building the
capacity of child and youth structures, we seek to communicate the importance of both boys’ and girls’
abilities, and to engage both boys and girls to work for child well-being and the elimination of harmful
traditional practices that affect both genders.
In order to address gender inequalities in child and youth participation, World Vision disaggregates data
by sex and age and analyses social norms that create and reinforce gender inequalities and vulnerabilities.
Reflection questions for a gender analysis that each project should ask are included in Appendix 7.5.
World Vision believes that an ‘open policy’ is not enough, as many boys and girls will need to be
intentionally encouraged through specific activities and inclusive approaches. World Vision staff
members are called upon to develop creative solutions to barriers to participation, in order to
encourage all boys and girls to be included. World Vision’s guidance documents and project models
should equip staff members to include and value the voices of both girls and boys alike.
“I belong to the school council at my school—Lufwanyama Boarding Secondary School. As a school council, we have tried
our level best to engage school management in addressing issues that affect us as pupils. This has been done through
meaningful dialogue in order to improve the delivery of quality services at our learning institution.
This has made us participate in decision-making as pupils/children and also strengthened relationships
between pupils and teachers”. Maruba, age 13, Zambia.
3 World Vision’s new gender equality policy states that “World Vision ensures that women, men, girls and boys
participate actively and equally in the design, planning, implementation, and evaluation of programme activities. WV
works to remove or overcome gender-specific barriers to participation”.
Key documents and useful resources
Key Gender Questions for all WV programmes
http://www.worldvision.org/our-impact/gender
http://www.womenthrive.org/
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6. DELIVERABLES
The following deliverables are intended to carry the work of child and youth participation forward from
FY15-FY19. These deliverables have been developed in consultation with over 50 WV staff members
during our internal landscaping process. Details for who will take responsibility for project-managing
specific deliverables, and who from across the partnership will contribute to the process, will be
developed in the 2nd quarter of FY15. The list of collaborators and project managers can be found in the
Strategic Work Plan Document.
Goal: World Vision excels in creating and advocating for enabling environments that
empower children and youth as social actors, advocates and partners for child well-being.
Strategic Priority Integrate and mainstream child and youth participation
Strategic Objective 1. Specific actions are taken to integrate and mainstream child and youth
participation in WV’s work in development, advocacy, and disaster
management.
Deliverables Timeframe
1.1. An action plan to increase political will for child and youth participation
among leadership including a mechanism to mentor staff members to
implement the Strategic Direction is developed.
FY15
1.2. Develop and implement a plan to mainstream child and youth
participation in the different thematic areas of World Vision: education,
health, protection, peace building, life skills and disaster management,
conflict, Sponsorship etc.
FY17- FY18
1.3. Support Regional Advisors to collaborate with NOs for integrating child
and youth participation into LEAP 3 Technical Approaches and
Programmes
FY15
1.4. Paper outlining an integrated approach to child participation, child voice,
youth empowerment and life skills is developed and published
FY15
1.5. Plan for integrating a rights-based approach and focus on child rights in
programmes developed. FY16- FY17
1.6. Increase use of the Global Child Participation M&E Toolkit to provide
recommendations for the Child participation indicators in the
Compendium
FY16- FY17
1.7. Mainstreaming of Child Sponsorship essentials (Child Protection / Child
participation, life skills and child voice) is integrated into NO Strategy and
LEAP 3 guidance and tools, and incorporated into designs/ redesigns for
all ADPs/APs across the partnership.
FY16- FY17-FY18
1.8. Child voice/C4D knowledge approaches, and tools mainstreamed in
relevant project models, curriculum, and guidance to build a strong
foundation for child voice and expression.
FY15-FY16
1.9. A Conceptual Model or diagram for understanding and applying child and
youth participation to development, advocacy, and disaster management
is created and shared.
FY15
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Strategic Priority Increase and strengthen child & youth structures
Strategic Objective 2. Child and youth structures, associations, and networks are promoted,
equipped and strengthened, especially those which are child/youth-led.
Deliverables Timeframe
2.1. Guidance/approaches for effective child and youth “collective spaces”
(groups, clubs, etc.) is rationalised into a one stop end-to-end library of
resources. (Will include guidance materials for staff/children,
programming options, M&E tools, sustainability guidance, focus on MVC,
Sponsorship integration, etc. (TC: “Full representation with community
members” and “Establish trust for the utilisation of resources”)
FY15-FY16
2.2. Guidance for developing child and youth networks and strengthening
local to national linkages to Civil Society Organisations (Adult or Child-
led) is adapted from existing work in LAC.
FY17- FY18
2.3. Promote and scale the use of Article 15 tools as a means to strengthen
self-governance for children and youth’s groups.
FY16- FY17
2.4. A concept for a virtual child and youth internet based group for
connecting child and youth networks with appropriate technology to
bridge on-line and off-line connections is developed and implemented.
FY17- FY18
Strategic Priority Promote Accountability to children and youth
Strategic Objective 3. Children and youth have access to information and to safe and effective
mechanisms to hold WV, governments and duty-bearers, and other
key stakeholders at the community, national and international level, to
account
Deliverables Timeframe
3.1. Collaboration and coordination with other agencies working in child and
youth participation established at the global and regional levels. (TC:”
Shared strategies so services do not become redundant.”)
FY15
3.2. Set up an effective monitoring system to track the response to the CAY
recommendations to the Triennial Council. (TC: “Include youth in
National Board Meetings and Governance)
FY15
3.3. Adapt current CVA model to include child participation, expression, and
voice in social accountability, based on innovation and good practice in
WV Brazil and other National Offices
FY15- FY16- FY17
3.4. Increase, upscale and standardise submission of child and youth-led
reports to treaty bodies such as the CRC and UPR.
FY16
3.5. Global research into child-friendly accountability mechanisms is
completed and recommendations disseminated.
FY15- FY17
3.6. Contribute to the creation of an accountability system for children and
youth to keep governments accountable to the Post-2015 development
agenda
FY17- FY18- FY19
Strategic Priority Build capacities & improve resources
Strategic Objective 4. Cutting edge child and youth participation resources, tools and
guidance are relevant, easily accessible and utilised by staff members,
partners, children and youth.
Deliverables Timeframe
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4.1. Guidance for intergenerational dialogue between adults, children, and
youth according to age and ability is developed and disseminated.
FY15
4.2. Coaching programs, training, and learning materials for staff to change
traditional adult attitudes and shift managerial roles into a collaborative,
partnering, mentoring role with children are developed. (TC: Adults as
consultants rather than facilitators)
FY15-FY16
4.3. Develop or adapt methodologies and approaches to child and youth
participation for fragile, conflict-affected, and emergency settings. FY16-FY17
4.4. Promote and monitor the use of the WV Guidelines for Child
Participation and the SEP003 Resource Pack for facilitators (“Facilitating
the Engagement of Children”)
FY16
4.5. Develop a module for Sponsorship Basic Training 2.0 and Development
Basics training for child and youth participation and voice. FY16
4.6. Task force formed to provide guidance, recommendations, and analyse
capacity gaps in ADPs/NOs for mainstreaming ADP-wide, community-
based child participation across all ADPs through SIP mainstreaming
FY16
4.7. Conduct Action Learning within 3 ADPs on promotion of ADP-wide
community-based child participation as part of mainstreaming of SIP.
FY16- FY17
4.8. Guidance for engagement of children and youth in advocacy and policy
work, including their participation in global advocacy events is developed
and disseminated
FY16
4.9. Pool of qualified Child and Youth Participation subject matter experts are
identified and validated on Global Technical Resource Network
(GTRN).
FY16
Strategic Priority Improve knowledge management
Strategic Objective 5. Staff members across the partnership have access to information,
opportunities for professional development, action research and
learning.
Deliverables Timeframe
5.1. Establish a user friendly platform for the new Child Participation and
Rights CoP (which cuts across development, disaster management, and
advocacy programming)
FY15
5.2. Establish interest and working groups in the new CoP structure with
strong leadership, vision, and work plans
FY15
5.3. Promising and best practices in participation, empowerment, and rights-
based approaches (especially sector-based examples) are identified,
celebrated, shared, and scaled up across the Partnership to give
children’s work increased visibility and credibility.
FY16- FY17
5.4. A mechanism/process for mentoring CoP members in specific
skills/approaches related to participation, empowerment, and rights
based approaches is developed
FY16- FY17
5.5. Opportunities for input into global and regional level research, evidence
building, policy making, and learning identified and shared in partnership
with the new Evidence and Learning Unit.
FY17- FY18
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APPENDIXES
7.1 Appendix: Key definitions and terms
Adolescent: World Vision defines adolescents as young people aged 12 -18 years.
Advocacy: Advocacy is an approach that seeks to address the structural and systemic causes of
poverty by changing policies, systems, practices and attitudes that perpetuate inequality and deny justice
and human rights. Advocacy is a ministry of influence using persuasion, dialogue and reason to obtain
change. It can be carried out with those affected by poverty and injustice, for those affected or by those
affected.
Agency: Agency is the capacity of individuals to act independently by both shaping their own lives, and
to influence their social contexts.
Child: World Vision defines child as every human being below the age of eighteen years as stated in
Convention on the Rights of the Child.
Child Empowerment: Child empowerment approach is an attitudinal, structural, and cultural process
whereby children and young people gain the ability, authority, and agency to make decisions and
implement change in their own lives and the lives of other people, including children, youth and adults.
(Adapted from Vavrus, & Fletcher Guide to social change led by and with young people. 2006)
Child Participation: Child participation is when children under 18 years of age contribute to decisions
and take action on issues that affect their lives. This is best done through empowering children and
nurturing positive relationships between children, adults, and communities based on mutual respect and
partnership at familial, local, national, and international levels.
(World Vision International, 2012)
Child rights-based approach: A rights-based approach sees the child in the context of family,
community, the State and other social structures. The balance between protecting children’s right to
participate directly in decisions that affect them, and holding children accountable for their own exercise
of rights, shifts by age and stages of personal development, not by status. (Here We Stand: World Vision
and Child Rights. 2nd edition)
Citizenship: Citizenship represents the collection of rights and obligations that define the members of
a community. All children are born with civil, political and economic rights. These rights enable them to
practice their citizenship- at least to some extent. (Children as Active Citizens, Inter-Agency Working
Group on Children’s Participation, 2008).
Competency: Competency is when the child is mature enough to make decisions,
Consultation v/s participation: Consultation is ‘seeking views’ and participation is ‘the direct
involvement of children in decision-making’
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Ethical participation: Children’s participation is transparent, honest, accountable and with equality of
opportunity. (Getting it Right for Children, Save the Children, 2007)
Evolving capacities: Evolving capacities are the development of children’s capacity to form a view that
is determined by information, experience, environment, and social and cultural expectations. (CRC
General Comment 12)
Meaningful participation: Children and young people have the opportunity to express their views,
influence decision-making and achieve change in areas that affect their lives. Participation is informed,
relevant and voluntary. (Getting it Right for Children, Save the Children, 2007)
Most Vulnerable Children: World Vision considers the most vulnerable children as those whose
quality of life and ability to fulfil their potential is most affected by extreme deprivation and violations of
their rights.
Young people: World Vision defines as young people children aged 15–18 years. This term respects
the reality that many older children prefer the category ‘young people’ to ‘children’.
Youth: World Vision defines youth as young people aged 15–24 years, recognising that WV
Programmes and other agencies use varying age ranges in their definitions of youth.
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7.2 Appendix: Strategic Direction Working Group
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7.3 Appendix: Members of the Advisory Committee Name
Office/Region Position Title
1. Patricia Horna RO - LACRO Regional Coordinator for Participation
2. Eunice Ramirez NO - Dominican Republic Child Participation Adviser
3. Victoria Jimenez NO - Peru Child Participation Adviser
4. Ana Alvear NO - Nicaragua Child Participation Adviser
5. Sophia Petriashvili, RO - MEER YE LH Leader
6. Nana Berdzenishvili RO - MEER YE Manager
7. Artak Shakaryan RO - MEER YE Specialist
8. Brikena Zogaj RO - MER CPP LH Leader
9. Olivia Pennikian NO - Lebanon Advocacy Manager
10. Mario Stephano NO - Lebanon Child Participation and Advocacy Officer
11. Jurgena Hajdaraj NO - Albania Youth Advisor/Manager
12. Stella Nkrumah-Ababio RO - WAR Child Protection and Child Focus Advisor
13. Dian NO - Mauritania Child Protection
14. Elisabeth NO Child Protection
15. Gregory Dery NO - Ghana Child Protection
16. Henri Richard RO - WAR WARO Senior Regional Sponsorship Advisor
17. Jaime Chivite RO - SAR SAR Child Protection Advisor
18. Lifuna Simushi NO - Zambia Child Rights Advocacy Coordinator
19. Lizzie Chifundo Lombe NO - Malawi Regional Advocacy Coordinator - Ops Centre
20. Krescencia Shoko NO - Zimbabwe Sponsorship Manager
21. Tholakele Zulu -Solomon NO - South Africa National Child Protection Coordinator
22. Maseisa Ntlama NO - Lesotho Advocacy and Gender Manager
23. N/A NO - Mozambique Protection Offices
24. Leen Decadt RO - East Asia East Asia Child Protection Advisor
25. Aimyleen Gabriel NO - Cambodia Child Protection Technical Manager
26. Ulzi Togoodoi NO - Mongolia Child Protection Specialist
27. Nara NO - Mongolia Using child-to-child approach
28. Tuvaana NO - Mongolia Participation
29. SiSi Minyt NO - Myanmar Protection Department Manager
30. Abid Gulzar RO - Asia Advocacy Director
31. Khong huon Lan NO - Vietnam External Relations and Advocacy Director
32. Le Thi Khanh Van - NO - Vietnam National Child Protection Coordinator
33. Deepesh Paul Thakur WV Mongolia Public Engagement Director
34. Maya Assaf GC Program Officer, Global Response Team
35. Stuart Kean GC Senior Policy Adviser, Vulnerable Children and HI/AIDS
36. Maia Woodward GC Community Voice Projects Manager
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37. Matt Scott GC Director, Peacebuilding
38. Jeanne Kwak GC Specialist Citizen, Child & Youth Engagement Post 2015
39. Ben Grierson-Hill GC Senior Campaign Advisor, Global Campaigns
40. Jennifer Philpot-Nissen GC Senior Advisor, Human Rights
41. Carla Lewis WVUK Design, Monitoring and Evaluation Specialist
42. Steve Richards WVUK Children's Communications Specialist
7.4 Appendix: Process
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7.5 Appendix: Core Approaches – Reflection Questions
5.1: Reflection questions for inclusion of the most vulnerable children
Has there been an analysis to identify which children in the project area are more vulnerable
than others? Have there been considerations for children with disabilities, children from ethnic
minorities, those who are not in school, those with a particular health or social status, etc.?
How has the project taken into account the special needs of children with learning, mental, and
physical disabilities? Are staff and children sensitised and equipped to accept and work alongside
children with some form of disability? Are children with disabilities sensitised to participate in
groups with other children?
How do your project’s M&E framework and data-collection methods reflect a priority on the
most vulnerable? Is data disaggregated by vulnerability factors? How does the process ensure
inclusion of the voices of the most vulnerable?
5.5: Gender Transformative Approach
How do the different roles of boys and girls affect project implementation? This question
examines the role of males and females in different age groups within a given social, political,
economic, legal, cultural and traditional context, and how these roles restrict access and control
over the course of the planned programme activities.
How are boys and girls participating? What are the barriers to the participation of boys and/or
girls in project activities?
How do the anticipated project results affect boys and girls differently? This question examines
the possible different effects on boys and girls and calls for necessary adjustment of design to
ensure equitable and sustainable programme impact.
How do the M&E framework and data collection reflect gender sensitivity? Do the logframe,
indicator tracking table, and M&E plan include gender-sensitive indicators? Is the data collected
disaggregated by sex and age? Do data analysis and reports reflect the differences between
men, women, boys and girls? How does the project ensure inclusion of males and females in the
data collection, design and evaluation processes?
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7.6 Appendix: Triennial Council Recommendations
The five recommendations from the 2013 Council are worded in the exact language that the 35 children
and youth chose during their pre-council workshop in Arusha, Tanzania. The extra information below is
meant to help elaborate on the meaning and intent behind each recommendation. Please note that these
elaborations are adult interpretations of the recommendations based on comments and explanations
from children and youth.
Shared strategies so services do not become redundant: WV works with other child-focused
organisations in a child’s community to benefit children and youth. WV respects children’s time,
schedules, and other activities.
Full representation with community members: WV opens up spaces and opportunities for children and
youth to present their views to community leaders, adults, and other decision makers.
Establish trust for the utilization of resources: WV helps children and youth get the necessary resources
to accomplish their group’s goals. WV facilitates connections with other children’s groups and
networks.
Adults as consultants instead of “managers”: WV adults help build children and youth’s leadership skills
to facilitate and take the lead in their respective groups. WV adults know and understand how
interact with children and youth that empowers them as leaders.
Include youth in NO board meetings and governance: WV asks for children and youth’s advice and
opinions in their board meetings or strategy meetings.
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7.7 Bibliography Archard, D. (2004) Children: Rights and Childhood, London: Routledge.
Convention on the Rights of the Child (1989) http://www2.ohchr.org/english/law/crc.htm.
Hanson, K. and Nieuwenhuys, O. (2013) Reconceptualising Children's Rights in International Development: Living
rights, Social Justice, Translations. Cambridge University Press: Cambridge.
Hart, R. (1992) Children’s participation: From tokenism to citizenship, Florence: UNICEF International Child
Development Centre.
James, A. (2004) Constructing Childhood: Theory, Policy and Social Practice, Basingstoke: Palgrave Macmillan.
Kirby, P. and Bryson, S. (2002) Measuring the magic? Evaluating and researching young people’s participation in
public decision making, London: Carnegie Young People Initiative.
Krappmann, L. (2010) The weight of the child’s view (Article 12 of the Convention on the Rights of the Child), The
International Journal of Children’s Rights, 18 (4), pp501-513.
Lansdown, G. (2005) The evolving capacities of the child, Florence: UNICEF Innocenti Insight.
Lansdown, G. (2011) Every Child’s to Be Heard- A resource guide on the UN Committee on the Rights of the
Child General Comment No.12, London: Save the Children and UNICEF.
Le Borgne, C. (2015) What next? Ways forward for children’s and young people’s participation, World Vision
International.
Lundy, L. (2007) Voice is not enough: conceptualising Article 12 of the United Nations Convention on the Rights
of the Child, British Educational Research Journal, 33 (6), pp927-942.
Mannion, G. (2010). ‘After participation: The sociospatial performance of intergenerational becoming’. In A
Handbook of Children and Young People’s Participation: Perspectives from Theory and Practice, ed.
Percy-Smith, B., and Thomas, N. London: Routledge.
Mayall, B. (2000) The sociology of childhood in relation to children’s rights, The International Journal of Children’s
Rights, 8, pp243–259.
Percy-Smith, B. (2010) Councils, consultations and community: rethinking the spaces for children and young
people’s participation, Children’s Geographies, 8(2), pp107-122.
Shier, H. (2001) Pathways to participation : openings, opportunities and obligations, Children & Society, 15, pp107-
117.
Smith, A. (2002) Interpreting and supporting participation rights: Contribution from sociocultural theory,
International journal of Children’s Rights, 10, pp73-78.
Thomas, N. (2007) Towards a theory of children’s participation, The International Journal of Children’s Rights, 15
(2), pp199-218.
Tisdall, E.K.M. (2013) The transformation of participation? Exploring the potential of ‘transformative participation’
for theory and practice around children and young people’s participation, Global Studies of Childhood, 3 (2),
pp183-193.
Tisdall, E.K.M. (2014) Child Should Be Seen and Heard? Children and Young People’s Participation in the UK. In
Tisdall, E.K.M., Hinton, R., Gadda, A.M and Butler, U. (Eds.) Children and Young People's Participation and Its
Transformative Potential, pp168-188, Basingstoke: Palgrave.
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