This document provides an overview of human rights frameworks, child rights frameworks, and child rights programming. It discusses how human rights are inherent and universal standards that protect human dignity. It then describes the UN Convention on the Rights of the Child (UNCRC) which established specific rights for children and obligations of governments. The UNCRC framework outlines survival rights, protection rights, and participation rights for children. The document defines child rights programming as planning, implementing, and evaluating activities based on analyzing the status of children's rights fulfillment and working with both children as right holders and duty bearers like governments, parents and schools.

1. An Introduction to
Child Rights Programming
• Human Rights Framework
• Child Rights Framework
• Child Rights Programming
– Protecting Child Rights
– Child Protection

2. Human Rights Framework

3. • Human Rights are standards that
recognize and protect the dignity of all
human beings.
• Human rights govern how individual
human beings live in society and with
each other, as well as their relationship
with governments and the obligations that
governments have towards them.

4. What does this mean?
• Human Rights law obliges governments to
do some things, and prevents them from
doing some other things.
• Individuals have responsibilities: in using
their human rights and respecting the
rights of others.
• No government, group or individual person
has the right to do anything that violates
another’s rights.

5. Human Rights are:
• Inherent – all humans are born with them
• Inalienable – cannot be given up or taken
away (even by governments)
• Universal – all humans, everywhere
• Indivisible and Interrelated – all rights
are equal and cannot be treated
separately

6. So …
Human rights belong to
each and every one of us equally
regardless of age, sex, race, religion,
nationality, income level or any other
status or condition in life.

7. United Nations
• An early objective was creating a legal
framework for considering and acting on
complaints about human rights violations.
• The UN Charter obliges all member
nations to promote universal respect for,
and observance of, human rights, and
take joint and separate action to that end.

8. UN Declaration of Human Rights
• Was adopted by the General Assembly in
1948 as common standard of
achievement for all.
• Is not a part of binding international law
but its acceptance by all countries gives it
great moral weight to the fundamental
principal that all human rights are to be
treated equally.

9. • UN has adopted several legally binding
international human rights instruments
• These are treaties which are to used as
framework for discussing and applying
human rights.
• These outline legal obligations of the
states.
• The framework establishes legal and other
mechanisms to hold governments
accountable in the event they violate
human rights.

10. United Nations’
Convention on
Rights of the Child
(UNCRC)
is one such instrument

11. Child Rights Framework

12. History….
• Eglantyne Jebb was a British social
reformer and founder of Save the
Children.
• Drafted Children’s Charter which asserted
rights of the children and the duty of the
international community to put children’s
rights in the forefront of planning.

13. • 1924 - Declaration of the Rights of the
Child adopted by the League of Nations
• League of Nations was replaced by the
UN
• 1959 – Expanded version of the
Declaration adopted by UN which finally
resulted in UNCRC

14. • 20 November 1989 – UNCRC adopted
• September 1990 – UNCRC becomes
legally binding after 20 States ratify it
• Present status: All States except Somalia
and United States of America are parties
to UNCRC. These 2 States have signed
but not ratified.

15. UNCRC
• Articles 1 – 42: Definitions and Rights of the
Children
• Articles 43 – 54 : Implementation measures for
the UNCRC, explaining how governments and
other agencies will work to ensure children are
protected of their rights.
• 2 Option Protocols
– Involvement of children in armed conflicts
– Sale of children, child prostitution and child
pornography

16. CRC Principles
• Article 2: Non-Discrimination and Inclusion
• Article 3: Best interests of the child
• Article 6: Right to life, survival and development
• Article 12: Respect for the views of the child

17. Survival and Development Rights
• These are rights to the resources, skills and
contributions necessary for the survival and full
development of the child - means to fulfill and
access to them.
• These include – adequate food, shelter, clean
water, formal education, primary health care,
leisure and recreation, cultural activities and
information about their rights.

18. • Article 4: Protection of rights
• Article 5: Parental guidance
• Article 6: Survival and
development
• Article 7: Registration, name,
nationality, care
• Article 8: Preservation of
identity
• Article 9: Separation from
parents
• Article 10: Family reunification
• Article 14: Freedom of thought,
conscience and religion
• Article 18: Parental
responsibilities, state
assistance
• Article 20: Children deprived of
family environment
• Article 22: Refugee children
• Article 23: Children with
disabilities
• Article 24: Health and health
services
• Article 25: Review of treatment
in care
• Article 26: Social Security
• Article 27: Adequate standard
of living
• Article 28: Right to education
• Article 29: Goals of education
• Article 30: Children of
minorities/indigenous groups
• Article 31: Leisure, play and
culture
• Article 42: Knowledge of rights

19. • Specific articles address the needs of child
refugees, children with disabilities and
children from minority or indigenous
groups.

20. Protection Rights
• These include protection from all forms of
child abuse, neglect, exploitation and
cruelty, including the right to special
protection in times of war and protection
from abuse in the criminal justice system.

21. • Article 4: Protection of
rights
• Article 11: Kidnapping
• Article 19: Protection from
all forms of violence
• Article 20: Children
deprived of family
environment
• Article 21: Adoption
• Article 32: Child Labour
• Article 33: Drug abuse
• Article 34: Sexual
exploitation
• Article 35: Abduction,
sale and trafficking
• Article 36: Other forms of
exploitation
• Article 37: Detention and
punishment
• Article 38: War and
armed conflicts
• Article 39: Rehabilitation
of child victims
• Article 40: Juvenile justice
• Article 41: Respect for
superior national
standards

22. Participation Rights
• Children are entitled to the freedom to
express opinions and to have a say in
matters affecting their social, economic,
religious, cultural and political life.
• These include the right to express
opinions and be heard, the right to
information and freedom of associations.

23. • Engaging in these rights as they mature
helps children to bring about the
realization of all their rights and prepares
them for an active role in society.

24. • Article 4: Protection of rights
• Article 12: Respect for the views of the child
• Article 13: Freedom of expression
• Article 14: Freedom of thought, conscience and
religion
• Article 15: Freedom of association
• Article 16: Right to privacy
• Article 17: Access to information; mass media

25. Child Rights Programming

26. Child
• Every girl and boy under the age of 18
years
• ‘Whole Child’ – instead of separating
needs into sectors such as health,
education,…

27. Rights
• Human Rights + Child Rights

28. Programming
• Planning, implementation, monitoring,
evaluation and management of a set of
activities towards a defined goal.

29. Child + Rights + Programming=
• Begin planning from the status of children
(based on the UNCRC)
• Keep checking the status of children
• Evaluate the status of the children

30. Child Rights Programming
means
working directly with the
children only.
True or False?

31. Then what?
• Children are at the centre – as right holders
• All children living in the country irrespective of
the child’s legal nationality
• State as primary duty-bearer to respect, protect
and fulfill rights
• State is supported by secondary duty bearers to
fulfill obligation towards ensuring children their
rights.

32. Who are
the secondary duty bearers?
• Parents
• Caregivers
• Guardians
• Schools
• Media

33. What does this imply?
Duty Bears – fulfill their obligations
• Strengthen accountability of duty bearers
• Strengthen equality and inclusion
• Support right holders to demand their
rights (participation)
Right Holders – Demand their rights

34. Responsibilities
of
Right Holders?

35. Begin with status of the children
• Child Rights Fulfillment and Violation Analysis
– Disaggregate data on basis of age, gender, ability,
…..
– Understand from children too
• Causality Analysis
• Power and Gender Analysis
• Responsibility/Duty Bearer and Stakeholder
Analysis
Baseline is not same as Situational Analysis
True or False?

36. Plan based on
the situational analysis of children
• Direct actions on violations and gaps
• Strengthening structures and mechanisms
• Constituency Building
Best interest of the children

37. M&E on the status of the children
Target: 25% increased income levels across
all (project) households/
Achievement: 50% increased income levels
across all (project) households.
Time to celebrate project success?

38. May be yes ….
May be no ….

39. So what….
does this mean for the children?

40. References:
• http://www.unicef.org/crc/
• Save the Children-Sweden; Child Rights
Programming; 2005
• Save the Children-Sweden; Child Rights
Based Monitoring and Evaluation Tools
and Mechanisms, 2006

41. YIPEEEEE! Group Work!!
Definitely a time to celebrate!!!!!
Statement of Violation of a Children’s Right:
Statement of Change Envisaged to be Achieved:
Areas of Change Duty Bearers