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Monitoring CRC-GC7: Rights in Early Childhood
Clyde HertzmanHuman Early Learning Partnership
on behalf of theGC7 Monitoring Group
Sensitive Periods in Early Sensitive Periods in Early Brain DevelopmentBrain Development
VisionVision
0 1 2 3 7654
High
Low
Years
Habitual ways of Habitual ways of respondingrespondingEmotional Emotional
controlcontrol
SymboSymboll
Peer social skillsPeer social skillsNumbersNumbers
HearingHearing
Graph developed by Council for Early Child Development (ref: Nash, 1997; Early Years Study, 1999; Shonkoff, 2000.)
Pre-school years School years
LanguaLanguagege
Life Course Problems Related to Early Life
Experiences
2nd Decade
3rd/4th Decade
5th/6th
DecadeOld Age
• School Failure
• Teen Pregnancy
• Criminality
• Obesity
• Elevated BloodPressure
• Depression
• Coronary Heart Disease
• Diabetes
• Premature Aging
• Memory Loss
What influences early child
development?
The experienceschildren have in
the environments
where they grow up, live and
learn.
What the maps reveal…
Large local area differences in the proportion of developmentally
vulnerable children
Rationale for linking ECD to Rights
Build upon the monitoring capacity of the UN Convention on the Rights of the Child to
orchestrate a global conversation on supporting child development ‘from the
start’.
2005: indicators group forms; approaches CRC Monitoring Committee; argues that GC:7 is impractical/underused and there is a need for user-friendly and useful GC:7 indicators
2006: CRC Monitoring Committee invites group to develop indicators that would assist States’ reporting and promote CRC GC:7 realization
UN-CRC GC:7 Indicators
Why indicators? Why monitoring?
Procedural rights = immediate realization
Substantive rights = ‘progressive
realization’
Why indicators? Why monitoring?
CRC:GC7 is mostly about substantive rights
You can only tell if there is ‘progressive realization’ by monitoring
over time.
Monitoring can create a bridge between population health and human rights.
2005: indicators group forms; approaches CRC Monitoring Committee; argues that GC:7 is impractical/underused and there is a need for user-friendly and useful GC:7 indicators
2006: CRC Monitoring Committee invites group to develop indicators that would assist States’ reporting and promote CRC GC:7 realization
2006-2008: indicators of GC:7 are developed, merging population health and rights cultures
UN-CRC GC:7 Indicators
•Assist States Parties with preparation of their report to the Monitoring Committee
•Monitor the progressive realization of rights in early childhood
CRC GC: 7 Indicators were meant to:
We created15 Indicator Clusters matching CRC reporting guidelines
•General Measures of Implementation (4)
•Civil rights and freedoms (1)
•Family environment and alternative care (2)•Basic health and welfare (3)
•Education, leisure and cultural activities (4)•Special protection measures (1)
1. Dissemination of GC7
2. Constructing and implementing the positive agenda
3. Human Rights training
4. Data collection system
Birth registration
1. Participation in household decision making2. Violence against young children
1. Basic material needs2. Child survival and health3. Age-appropriate health education
1. Early education service provision
2. Educational service provision for vulnerable
3. Knowledge of right and capacity to support it
4. Play, leisure and rest opportunitites
Inclusive policy and provisions for vulnerable groups
Steps to investigate lack
of response
Steps to investigate lack
of response
Steps to have such policies in
place
Steps to have such policies in
place
Are there processes to evaluate and improve human resources as far as
the early education system is concerned?
Are there processes to evaluate and improve human resources as far as
the early education system is concerned?
NoNo
Steps to have such policies in
place
Steps to have such policies in
place
Are there policies in place to ensure that both primary and pre-school
provisions are suitably child-centered, child-friendly, rights based, and aligned with the GC7 principles and the aims of
education?
Are there policies in place to ensure that both primary and pre-school
provisions are suitably child-centered, child-friendly, rights based, and aligned with the GC7 principles and the aims of
education?
SuggestionsSuggestions
Develop policies for Provision of appropriate
early childhood education
Develop policies to promote equal access (for
boys and girls)to these services
SuggestionsSuggestions
collect population level baseline data
on ECD
If data exist, investigate potential causes for this lack
response by data disaggregation
SuggestionsSuggestions
mobility, training, and recruitment.
financial or non-financial
compensations
No
No
Are there improving trends in children’s development measured by cognitive, physical health, and socio-emotional outcomes (DHS, MICS, EDI, etc.)?Are there improving trends in children’s development measured by cognitive, physical health, and socio-emotional outcomes (DHS, MICS, EDI, etc.)?
SuggestionsSuggestions
collect population level baseline data
on ECD
If data exist, investigate potential causes for this lack
response by data disaggregation
EDI data collection around the worldwww.offordcentre.com
Steps to investigate lack
of response
Steps to investigate lack
of response
ON
BC annual EDI datahttp://www.earlylearning.ubc.ca/EDI/maps_bc.html
What the manual provides
Introduction
Relevant CRC articles
Relevant CRC articles
Excerpts from
concluding observatio
ns
Excerpts from
concluding observatio
ns
Indicators unpacked
Structural indicators
Process indicators
Outcome indicators
Indicators unpacked
Structural indicators
Process indicators
Outcome indicators
Key question
Flowchart and suggestions
Flowchart and suggestions
Where to look for dataDuty bearersWords of caution
Where to look for dataDuty bearersWords of caution
Country exampleCountry example
Indicator tableIndicator table
Commitments made Actions taken mea
sura
ble
chan
ges
in the
"righ
ts
envi
ronm
ents
" or
in E
CD
mea
sure
s
Objectives of the pilot
•To test the relevance and feasibility of each indicator
•To further refine the indicators and the flow charts
•To understand whether or not the process serves as a means of national, institutional self-study
Potential benefits for pilot country
Capacity building•
Better reporting system
•
Awareness raisingHow many “No”s, how many “Yes”s in the system?
How to turn “No’s to “Yes”s?
How to use “Yes”s and “No”s to describe the status of child rights in the country and communicate it to UN-CRC?
Achievements
1.A combined human and technical processTechnical aspect -- a thorough inventory check of the
existing capacities around CRC in 3 months!
Human aspect -- strengthening and enhancing the quality of the inter-ministerial relationships
2.Engaging traditionally under-represented key CR players
3.Positive impact on ongoing CR projects
Challenges
1.GC:7 an unknown document
2.Existing data is archived in an unknown place
3.In the absence of outcome data the quantified information may oversimplify the country’s situation
4.Computerization would increase efficiency
For the Chile pilot
Development of an electronic version of the manual to:
reduce labor-intensiveness reduce reliance on external technical
support provide a template that compiles the
evidence for CRC reporting
For the Chile pilot
Take the pilot right through the inter-sectoral appraisal of information and report writing.
To be completed by Sept-Oct of 2011, in time for revisions.
The sequence of events of pilots
• Feasibility assessment • Creating an MOU• Recruiting the Task Force (TF); creating
advisory/management structure
• Training the TF• Data collection – 3-4 months time window• Midterm evaluation
• Data review• Wrap up meeting & Summary
What has been required of a TF member?
• Attending 3 meetings with the entire pilot team; training, midterm, wrap up meeting.
• Attending approx. 6 meetings with the team; 2 meeting per month during the 3 months of data collection period.
• Time commitment of about 5 hours a week for working on the indicators and compiling data.
The Forward Plan
• Final indicators and implementation manual to CRC Monitoring Committee
•• Use our template for the balance of the Convention and General Comments
•
• Revise in light of Chile experience
• Pilot in an upper income country…Canada????
• Have indicators promulgated for use in all 193 signatory countries
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