This special edition of the æcorruption fighter's toolkit presents a diverse collection of youth education experiences mainly from civil society organisations. The common goal of all of the activities described is to strengthen young people's attitudes and demands for accountability, and ultimately to build trust in the government and public sector. Education is central to preventing corruption even clear laws and regulations and well-designed institutions will not be able to prevent corruption unless citizens actively demand accountability from government and institutions. This publication builds on Transparency International's work and looks at how ethics education can be part of broader efforts to improve governance and reduce corruption. The authors argue that within this framework, children must have an appropriate and conducive learning environment that values integrity. This collection of experiences provides ideas for possible approaches to strengthening young people's attitudes and capacity to resist corruption. Its main purpose is to inspire and encourage civil society, helping generate new ideas for anti-corruption education practitioners.
The overview of this issue on the evaluation of children's participation has its roots in a symposium on 'Children's Participation in Community Settings', which was held in Oslo, Norway in June 2000. The symposium brought together members of the Childwatch International Research Network and the Growing Up in Cities project of the MOST Programme of UNESCO. The overview outlines the Convention on the Rights of the Child and how it relates to the articles, and gives a brief description of each contribution in this edition of PLA notes.
This article begins by reviewing some of the general issues surrounding the evaluation of participation that emerged from a symposium on Children's Participation in Community Settings held in Norway in June 2000. It then examines opportunities and constraints shaping children's participation, what channels are being created for children to participate in their communities and what form these opportunities usually take. It finishes by reviewing areas of agreement among the symposium members, on qualities that characterise good settings for participation and how evaluation research should be conceptualised.
This article looks at the extent youth participation in four evaluation projects. It presents case study data from the projects, two of which were conducted in highly participatory programmes, and two that had little youth participation but had a participatory evaluation process. The first of the projects took place within The Center for Young Women's Development, a youth-run harm reduction programme that employs young homeless women. The second evaluation project focused on the Town Youth Participatory Strategy, a youth-led drop in centre serving low-income Caucasian youth in rural Ottawa. The next was a coalition of youth programmes that had come together to evaluate the juvenile justice system in San Francisco. The final case study focused on a youth drop-in centre serving street children in an urban city in Canada. The article gives details of all the projects and their effect on the young people, with quotes from the young people themselves.