The Concept

1. Red Barnet 2003Summary of”Children’s Participation. Experiences in Capacity Building and Training” af Henk Van Beers

2. The Concept • There seems to be a gap between acknowledgement and good practice. • The main aspect that distinguishes children’s participation from adult participation concerns ’the child versus the adult’. • With children’s participation we need to deal with how adults see children and with the tenet that children are incompetent and with the issue of power exerted by adults over children. These notions may vary from one social/cultural setting to another. • When agencies or individuals plan to involve children they need to have a shared view of what children’s participation really means within their specific working environment. Om ”Children’s Participation …” 6

3. The Concept (continued) • When looking at the success rate of most projects, the result is disheartening. A change of attitude among staff and management is […] essential[.]. • What stands out clearly in all efforts to involve children, be it at project level, in policy development or in research, is the major benefits to be derived. Om ”Children’s Participation …” 7

4. Aspects of Training ... • Participants’ experiences were the starting point for all training. • [The participants] were the ones considered to have the expertise (individually and collectively) - not the facilitators. • [P]articipants were provided with guidance on how to translate what they had learned into concrete and realistic action plans. • Regular monitoring and evaluation ensured that the course remained on the right track. • The workshops’ main content focused on critical reflection on current work and approaches. • A number of exercises were undertaken to convince participants of the need to look at issues from children’s perspectives and to prepare them to explore the concept of children’s participation in more depth. Om ”Children’s Participation …” 8

5. Diff. Ways of Involving Children • Counselling sessions proved much more effective when staff started by getting the children to share their experiences first. • It became clear that a joint process of setting rules and sanctions could be as important as its outcome. • Workshops have been a very succesful way of involving children in projects and in their own rehabilitation process. • Children’s meetings have been very useful - particularly vis-à-vis monitoring. • In principle, each workshop with children could be seen as conducting research. […] This kind of research was owned by the project staff and children themselves. This made it easier to follow up and preserve the children’s involvement. Om ”Children’s Participation …” 9

6. Outcome of the Training ... • Staff have become more open towards children, are able to look at issues from children’s perspectives and have learned skills involving children in all aspects of programming. • [S]taff appreciates their work more than before. • Some participants explained that PAR training had made a difference in their personal lives, saying it had given them a different outlook in life which they could apply in their private sphere too. • [In projects] work has become easier, children more cooperative, and there is less dropping out. [etc. etc] • Networking has become more relevant and effective[.] • Collaboration between governmental agencies and NGOs has increased too. Om ”Children’s Participation …” 10

7. Outcome of the … (Continued) • Children seem to have grasped the opportunity to express themselves and to be involved with both hands. • Involvement of children has, in many cases, led to concrete and tangible improvements in their conditions and in services they receive from the projects. • Involvement in programming has empowered the children[.] • Children have become partners and allies in the project. • [A]buse have been uncovered and could be stopped by providing space for children to express their concerns and to take their views seriously. • Staff and management have also become instrumental in promoting children’s participation in other organizations and bodies. Om ”Children’s Participation …” 11

8. Challenges and Problems ... • The training itself had not been designed in a participatory way. • Efforts were made to involve management and other staff, but these attempts did not remedy the non-involvement felt[.] • It was somehow optimistically assumed that staff who were trained […] would also be in a position to train their colleagues and management. • The training format […] contributed to the heavy workload of both participants and their colleagues. • Use of written materials and further documentation material also added constraints. • A major constraint has been analysis of the information together with the children since this process, as presented in the training, was quite elaborate and time consuming. Om ”Children’s Participation …” 12

9. Challenges and ... (Continued) • [In relation to the participants’ working environment, a]dults’ resistance towards child participation was […] a major obstacle. • Some constraints were noted in relation to the commitment of organizations and staff[.] • Working conditions of staff seriously interfered with training efforts and implementation of work plans. • High staff turnover within projects brought its own constraints related to interruption of efforts to assist children, a breach of trust and confidence [etc.]. • At times, children who were put in priviledged position […] abused their position[.] • As soon as the training […] was finished, fewer workshops with children were held [due to budget shortage]. Om ”Children’s Participation …” 13

10. Measuring Results ... • The quality of interaction between children and staff in any project proved to be the most important indicator. • A number of indicators under the following headings; - Change in personal attitude of staff and management. - Change in approach of staff and management towards children they work with. - Change in children. - Change in environment. - Combined effects. • Most of these aspects can be assessed prior to a training project through various methods, e.g. observation, group discussion, interviews and questionnaires with all stakeholders (i.e. children) project staff and management. Om ”Children’s Participation …” 14

11. Lessons Learnt • Adults’ attitude towards children’s participation remains a major constraint. • Children have valuable contributions to make. • Children’s participation in programming empowers children. • Projects for children in need of special protection […] can improve their work considerably by involving children in all aspects of their programmes. • Children in need of special protection […] may face abuse in projects that aim to assist them. • Understanding of children’s participation needs to be shared and agreed upon within different contexts. • Understanding of children’s participation might change over time. Om ”Children’s Participation …” 15

12. Lessons Learnt (Continued) • Children’s participation needs to be included in project budgets. • Participants’ experiences are the most valuable resource in training. • Project staff can undertake their own research. • Networking may be most effective on an informal level[.] • Training on project sites adds to learning and mutual understanding of participants. • Training needs follow-up. • Inculding management in training is important. • In-house training of management and staff is most effective. • Training of trainers may not always work. Om ”Children’s Participation …” 16