How can ordinary citizens - and the organizations and movements with which they engage - make changes in national policies which affect their lives, and the lives of others around them? Under what conditions does citizen action contribute to more responsive states, pro-poor policies and greater social justice? What is needed to overcome setbacks, and to consolidate smaller victories into 'successful' change? These are the questions taken up by this book which brings together eight studies of successful cases of citizen activism in South Africa, Morocco, Brazil, Chile, Mexico, Turkey, India and the Philippines.
This paper describes the process of developing a participatory monitoring and evaluation strategy for a Kenyan youth-based NGO. The iterative nature of the study including the process of narrowing down indicators to measure and methods to monitor/evaluate these is well documented. A discussion on the extent to which the process achieved participation and was empowering for the participants reflects on existing power relationships and cultural context of Kenya and points to the need to create opportunities for youth where they engage with the broader community. Lessons that emerge out of the study focus on the importance of prioritizing monitoring and evaluation, the potential of youth to carry out effective monitoring and evaluation, and the need for researchers to engage respectfully with communities and participants.
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.
Measuring the magic? Evaluating and researching young people's participation in public decision making
This report examines what works, the issues that need to be examined, and future challenges concerning young people making public decisions. Young people are increasingly being involved in participatory projects, yet little attention in evaluations is given to how adults benefit from their involvement in participatory projects. There is, however, substantial evidence that good participatory work benefits the participating young people, including confidence, self-belief, knowledge, understanding and changed attitudes. The main finding is that more evaluation is needed to ensure young people are meaningfully involved in public decision making. To do this programmes need to develop clear aims and objectives for their work, they should include young peopleÆs views, redress power imbalances and use appropriate methods.
This is the second volume of the series 'Learning to Shareà' in which development practitioners continue to share lessons learnt from the field in the area of community participation. The experiences described in this book are all based in India and cover such topics as participatory eco-restoration, women's food calendar, participatory livestock development, participatory forestry, participatory village profile, bio-diversity monitoring, participatory need assessment, children's perceptions of livelihood and participatory impact assessment. See also, Volume I, shelf location 3171
This article describes the evaluation of a reproductive health project in which the external evaluator's main role was to identify the project's information gaps and to propose an evaluation methodology. The Adolescent Reproductive Health Education Project has been working with secondary school students in Zimbabwe since 1997, and in 1998 produced a reproductive health pack called "Auntie Stella". This evaluation took place a year later. The article describes the methodologies used (which included a logical framework and questionnaires), the positive qualities of the evaluation, to what extent the evaluation was participatory, how the concept of defection worked, and issues around affordability and shortcuts. It finishes with comments from the staff "with hindsight", and conclusions.
The editorial of this special issue on Children's Participation: evaluating effectiveness discusses the focus of the issue and gives details of the guest editor.
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.
Putting child rights and participatory monitoring and evaluation with children into practice: some examples in Indonesia, Nepal South Africa, and the U.K.
This paper presents a range of initiatives the authors are involved in within the field of children's rights and participation. It begins by defining the rights based approach and needs based approach to development and goes on to give details of three projects. The first project is PLAN International Indonesia's training and capacity strengthening for its field staff aimed at promoting a shift towards addressing child rights in its programmes and projects. The paper outlines the tangible benefits for the children and the impact on their lives, for example in family relationships.|The second project is a DFID Innovations Fund research one looking at the ways in which the impacts of development projects on children are addressed in monitoring and evaluation systems, with pilot projects in Nepal and South Africa. It discusses the use of organisational mapping in both these pilot projects and the findings to come out of them|The final case study is about the monitoring and evaluation of the Saying Power Scheme in the UK. Rather than happening at the end of the projects, the monitoring and evaluation process runs parallel to it. The article describes the confidence lines and ôHö method used and concludes with challenges the projects faced
This paper reflects on issues related to participatory evaluation in the context of child-centred community development and raises questions that it believes community development organisations need to consider. In reflecting on these questions it draws upon the author's experience as technical manager of PLAN International. The focus of the work was mainstreaming the participation of children of different ages into development processes. The paper details basic considerations to guide evaluation and looks at missed opportunities and the importance of shared values. It goes on to consider how evaluation should be built into a project from the beginning and not just considered at the end, and also looks at how to engage all partners and the risk of unintended consequences. Examples are given from Zimbabwe, Bangladesh, El Salvador and India.
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.