Ethics, Transparency and Protection of Children’s Rights - An institutional and rights-based approach

1. Ethics, Transparency and Protection of Children’s Rights -An institutional and rights-based approach Governance, human rights and social policy approach (MDGs). Rhea Saab GPS UNICEF

2. UNICEF MTSP 2006-2009 • focus area five • Policy advocacy, partnership and participation • children and poverty reduction – • socio policy agenda based on evidence and analysis • partnerships

3. Present dilemmas of focusing on Ethics and Corruption Corruption affects a broad range of issues; principles cause of poverty and obstacle impedes good governance, exacerbates social exclusion impacts negatively on social policy implementation Can consolidate poverty trap and çompunds marginalisation political exclusion

4. Rights holders and duty bearers and Accountability in Education • How to tackle corruption: increasing government accountability“, fostering greater credibility and trust in state institutions and delivery of services (MDGs plus) • What does this affect the education sector education reform • foster public policy dialogues with gvt and all stakeholders • emphasis on accountability, transparency and ethics • women, child and adolescents rights • universality and non-discrimination • best interest and participation of children and adolescents • Rights holders, duty bearers and accountability in education • the accountability chain in education • policy-planners and policy makers as duty bearers, families and communities as duty bearers and parents and legacy of rights denied

5. Challenges : Promoting ethics, good public policy for education • Corruption : exacerbate social exclusion, • obstacle in overcoming poverty, • Increase government accountability • anti-corruption may lead to greater credibility and legitimacy of state institutions • trust in state institution's capacity to deliver services (MDGs) and greater oversight and participation of stakeholders

6. Transparency and Education • Children’s Right to Education-Not limit definition of education • development of children and adolescent’s full potential • formation of social values governing behaviour • Equal Opportunities (Non-Discrimination) • Access • Attendance • Attainment • Achievement • Child-Centered Education (Best Interests) • Expectation of Families, Communities & the Development Vision of Societies

7. Country Cases: EcuadorPrioritizing children and young people in social policy - focus on accountability • Corruption is de-legitimizing state institutions • UNICEF (et al.) participation in budget monitoring and evaluation • Anchoring a human-rights based approach in the institutional framework • Promoting human-rights framework • Citizens as monitors and evaluators, meaningful participation of children/young people/communities/ civil society. “observatorio” • Raising awareness and social mobilization • Government support, (ie: collaboration between ministries, support of the executive) –Multi-sectoral approach and local government involvement • See Kenya experience: focus by government/ civil society/stakeholders and other relevant partners at national and local level (ie gender sensitive approach to policy) • Ie allocating grants to schools and encouraging increased accountability of school government boards and management of expenditures (ie capital grants to schools to buy books etc)

8. County cases: Mongolia TI: Mongolia ranks 85th out of 159 countries on corruption • Nomad society, High literacy rates -  Very different context, what forms of participation? What institutions? • Government-driven initiatives: • prioritizing MDG 9 (human rights, democratic governance) • Addressing corruption in local contexts

9. UNICEF‘S Public policy approach: Addressing root-causes of marginalization • Transparency and information necessary but not sufficient • Accountability, learning process for next generations • Context is crucial (see Ackerman)

10. A case-to-case approach From: Ackerman study for World Bank

11. Learning from country and civil society experience ( ie TI, CIPPEC ) • Case to case approach • Argentina NGO young professionals and stakeholders interested in contributing to an equitable distribution of wealth/equal opportunities and upholding the need for strong public institutions • Promote public policies : which uphold an equitable distribution of wealth, equal opportunities and accountable and transparent public institutions. • The challenge is to translate the best ideas that emerge from the areas of education policy, fiscal policy, healthcare policy, transparency, and justice into concrete action.

12. CIPPEC and TI experiences • CIPPEC´s recent successes include: • Influencing the text of the Law on Educational Funding. • Realistic financial goals for Education and Fiscal Policy, CIPPEC recommended inter-alia : (a) to have realistic financial goals as the original proposal would have entailed non-fulfillment of the law in instances of economic stagnation; and (b) including an article calling on monitoring and generating information on legislative implementation. Both recommendations were introduced in the law sanctioned by the Senate. • See also TI Stealing the future and work on indicators

13. CONCLUSIONS • Accountable political institutions and transparent policy implementation are a necessary condition for the achievement of social rights, EFA/MDGs(2,3) –Context is essential • There is a need to strengthen civil society’s capacities to monitor state institutions and policies • this also gives credence to rights based approaches : way forward for tackling corruption and enhancing accountability. • (see other examples the ombusman office in Costa Rica and TI global research/advocacy and country chapters –need for sustainability, ownership, coherence) • UNICEF fosters partnerships with civil society and governments contributing to increased transparency • Documenting experiences : learning process Kenya and Ecuador