Children’s rights in the Children’s rights in the driving seat?driving seat?

Muddles in the interface between Muddles in the interface between policy, programme and information policy, programme and information about children since 1989about children since 1989

Judith Ennew

Child and Youth Research NetworkChild and Youth Research in the 21st Century: A critical AppraisalEuropean University Cyprus 28-29 May 2008

©

Where am I coming from? Where am I coming from?

Lao PDR May Lao PDR May 20082008

World Vision Laos and local World Vision Laos and local government health departmentgovernment health department• HIV/AIDS and safe migrationHIV/AIDS and safe migration• Children aged 8-14 yearsChildren aged 8-14 years• 20 staff and volunteers with 20 staff and volunteers with

no research experienceno research experience• Five days to train and write Five days to train and write

researchers’ manualresearchers’ manual• Two weeks for data collection Two weeks for data collection

in four villages of two districtsin four villages of two districts• Analysis workshop and on-Analysis workshop and on-

the-job training in data the-job training in data analysis analysis

• Baseline data report two Baseline data report two months after commencementmonths after commencement

Timor-Leste ‘research Timor-Leste ‘research evaluation’ of UNICEF evaluation’ of UNICEF partnershipspartnerships

• Imposition of ‘conflict Imposition of ‘conflict resolution’ in a world of resolution’ in a world of ghostsghosts

• UNICEF definition of ‘child UNICEF definition of ‘child protection’protection’– Protection from abuse, Protection from abuse,

exploitation and violenceexploitation and violence

• Partners’ definitionPartners’ definition– Protection from malnutrition Protection from malnutrition

and illiteracyand illiteracy

• UN Peacekeeping force UN Peacekeeping force and povertyand poverty

November 2007

Children, human Children, human rights rights and policy-related and policy-related researchresearch

What is the What is the relationship?relationship?

Twentieth-century human-rights’ principles

•Dignity

•Equality

•Non-discrimination

•Participation

The human rights of children are not

A UNICEF welfare projectA Save-the-Children

innovation

The human rights of children• Dignity• Equality• Non-discrimination• Participation

• PLUS

• Best interests of the child

• Provision• Developing capacities• Protection

UNCRC 1979 toUNCRC 1979 tothe twenty-first the twenty-first centurycentury

• 1979 United Nations Year of the 1979 United Nations Year of the ChildChild

• 1979-89 Drafting process NGO-1979-89 Drafting process NGO-drivendriven

• 1990 Summit UNICEF driven1990 Summit UNICEF driven– Universal ratification goalUniversal ratification goal– Summit goalsSummit goals

• 2002 Special Session 2002 Special Session – World fit for childrenWorld fit for children– World fit for usWorld fit for us

UNICEF and children’s rightsUNICEF and children’s rights

• Post World War II ‘Children’s Emergency Fund’Post World War II ‘Children’s Emergency Fund’• Child Survival RevolutionChild Survival Revolution• Joined reluctantly in 1988Joined reluctantly in 1988• Information management: management by Information management: management by

goals goals – – Universal ratificationUniversal ratification– Silver bullet statisticsSilver bullet statistics– Summit goals, midterm review, Special Session Summit goals, midterm review, Special Session – Almost no child protection informationAlmost no child protection information– Child rights: Public Affairs/CEDC (CNSP)Child rights: Public Affairs/CEDC (CNSP)– Monitoring – indicators – MICSMonitoring – indicators – MICS

Governments report to Governments report to the Committee on the Rights of the Committee on the Rights of the Childthe Child

• Committee role and Committee role and compositioncomposition

• Country reports from 1992Country reports from 1992

– Not about childrenNot about children– Little data beyond health and Little data beyond health and

educationeducation– Not children-centred statisticsNot children-centred statistics– Not rights-based informationNot rights-based information

• Monitoring children’s rights – an Monitoring children’s rights – an unsolved issueunsolved issue

Millennium stimuli to research Millennium stimuli to research on/with/about childrenon/with/about children

• Reports to the Committee on Reports to the Committee on the Rights of the Childthe Rights of the Child– Data needed on ‘protection’ issuesData needed on ‘protection’ issues

• ‘‘Rights-based’ programmingRights-based’ programming

ModelModel Economic Economic developmentdevelopment

Human Human developmentdevelopment

Rights-based developmentRights-based development

FocusFocus ServicesServices NeedsNeeds RightsRights

Strategic Strategic questionsquestions

How to deliver How to deliver – and how – and how much? much?

How many How many people are in people are in need ?need ?

How much is How much is needed?needed?

How many people in need How many people in need do not receive (social do not receive (social exclusion)?exclusion)?

Is this what people want? Is this what people want? (participation and (participation and empowerment)?empowerment)?

Integrated programming.Integrated programming.

Are we delivering rights – Are we delivering rights – or claiming them?or claiming them?

EvaluatioEvaluation n questionsquestions

How many How many people?people?

Where?Where?

How well?How well?

Cost?Cost?

Needs Needs assessmentassessment

Does the Does the delivery meet delivery meet the needs?the needs?

Who is excluded?Who is excluded?

Why? What are their Why? What are their problems? And solutions?problems? And solutions?

Are children and their Are children and their dignity respected?dignity respected?

Millennium stimuli to research Millennium stimuli to research on/with/about childrenon/with/about children

• Academic progressAcademic progress– New sociology of childhoodNew sociology of childhood– Children’s geographiesChildren’s geographies– Children are Children are social actors and subjects social actors and subjects

of researchof research– ‘‘Participatory methods’ (‘children’s Participatory methods’ (‘children’s

voices’)voices’)– Ethics of research with childrenEthics of research with children

The right to be properly The right to be properly researchedresearched

• Article 12: OpinionArticle 12: Opinion

• Article 13: Modes of Article 13: Modes of expressionexpression

• Article 3a: Article 3a: StandardsStandards

• Article 36: Other Article 36: Other forms of exploitationforms of exploitation

Basic principles of dignity and respect

Children’s right to be properly Children’s right to be properly researched meansresearched means

• Participation of children (including as researchers)Participation of children (including as researchers)

• Appropriate methods (design and informed consent)Appropriate methods (design and informed consent)

• Scientific methodScientific method

• Ethical behaviour of adults (reduce power difference, Ethical behaviour of adults (reduce power difference, accept responsibility)accept responsibility)

2121stst century research/policy century research/policyinterface in the Global Southinterface in the Global Southcharacterized bycharacterized by

• Mutual misunderstandingMutual misunderstanding• Failure to understand rights, Failure to understand rights, • Lack of familiarity with CRCLack of familiarity with CRC• Lack of familiarity with advances in theories of Lack of familiarity with advances in theories of

childhood and child-research methodschildhood and child-research methods• Pet consultants and institutes Gender/women/generalPet consultants and institutes Gender/women/general• Different organizational goals Different organizational goals • Different research goals on both sides (not Different research goals on both sides (not

participatory)participatory)• How to commission and how to read research?How to commission and how to read research?• Donor-driven topicsDonor-driven topics

Muddle 1Muddle 1

Participation of children in Participation of children in researchresearch

‘‘Participatory methods’?Participatory methods’?

• ‘‘Methods’ and ‘methodology’Methods’ and ‘methodology’• Participatory approachParticipatory approach• Basis in practice as well as rightsBasis in practice as well as rights• Feel-good participationFeel-good participation

UNICEF (for example)UNICEF (for example)

• Cannot pay Cannot pay children as children as researchersresearchers

• Has no child-Has no child-protection policyprotection policy

• Does not have staff Does not have staff researchersresearchers

Muddle 2Muddle 2Scientific Scientific method method

NNote that I do not say ote that I do not say ‘methods’‘methods’• Scientific method implies a systematic Scientific method implies a systematic

approach toapproach to– Research questionsResearch questions– Research toolsResearch tools– AnalysisAnalysis– ConclusionsConclusions

• And scientific research is ethical And scientific research is ethical researchresearch

Systematic curiosity

Unscientific method in policy-Unscientific method in policy-based researchbased research

• Non replicable ‘surveys’Non replicable ‘surveys’• Inappropriate methods for Inappropriate methods for

childrenchildren• Single methodSingle method• No control groupNo control group• AnecdotesAnecdotes• ‘‘Case studies’Case studies’• ‘‘Rapid’ assessmentRapid’ assessment• Feel-good participationFeel-good participation

Advocacy data and scientific Advocacy data and scientific datadata

• Commercial sexual exploitation of Commercial sexual exploitation of childrenchildren

• Numbers gamesNumbers games

• Shocking stereotypesShocking stereotypes

• Recognition of a problemRecognition of a problem

• ResearchResearch

• Skewing the abuse fieldSkewing the abuse field

• ‘‘CSEC’CSEC’

Muddle 3Muddle 3Models of scientific researchModels of scientific research

• Children are objects of researchChildren are objects of research

• Psy-complexPsy-complex

• MedicalMedical

• WelfareWelfare

• PathologyPathology

• Mistaken notion of physical sciencesMistaken notion of physical sciences

• Mistaken distinction Mistaken distinction qualitative/quantitativequalitative/quantitative

Muddle 4Muddle 4‘Quantitative and qualitative’‘Quantitative and qualitative’research and childrenresearch and children

• QuantitativeQuantitative

• QuestionnairesQuestionnaires

• Parents and Parents and teachersteachers

• Psychometric testsPsychometric tests

QualitativeQualitative

• ‘‘Case studies’ in Case studies’ in ‘boxes’‘boxes’

• Drawings used as Drawings used as report illustrationsreport illustrations

Data qualityData quality

Depends on conditions at Depends on conditions at

the point of data collectionthe point of data collection

Which is ‘best’?

Qualitative or quantitative?

Low birth weightLow birth weight

Quantitative information is Quantitative information is essentialessential• Policy makers and planners need numbersPolicy makers and planners need numbers• Impact monitoring needs numbersImpact monitoring needs numbers• Children have the right to be properly Children have the right to be properly

researchedresearched• Children’s ‘voices’ and drawings are worth Children’s ‘voices’ and drawings are worth

more than anecdotes and illustrationsmore than anecdotes and illustrations• ButBut

Without words, numbers mean nothing

Systematic use of ‘qualitative’ methods

Can result in scientific numerical information

Muddle 5 Muddle 5 DefinitionsDefinitions

Anything can be measuredAnything can be measured

As long as it is properly As long as it is properly describeddescribed

Definitions - for Definitions - for measurementmeasurementWhat ‘counts’ as…What ‘counts’ as…

• Children with disabilities?Children with disabilities?

• Child protection?Child protection?

• Corporal punishment?Corporal punishment?

• Child/youth/adolescentChild/youth/adolescent

• Wellbeing?Wellbeing?

From rice to rights – and From rice to rights – and backbackService -Service -basedbased

Needs-Needs-basedbased

WellbeinWellbeing-basedg-based

Rights-Rights-basedbased

How much How much rice?rice?

How many How many people?people?

Where?Where?

How well?How well?

Cost?Cost?

Basic needsBasic needs

Needs Needs assessmentassessment

Does the Does the delivery meet delivery meet the needs?the needs?

HealthHealth

SchoolingSchooling

SafetySafety

Psychosocial Psychosocial measuresmeasures

Who is Who is excluded?excluded?

Who is not Who is not protected?protected?

What are their What are their perspectives? perspectives? And solutions?And solutions?

Are children and Are children and their dignity their dignity respected?respected?

goal-orientedgoal-oriented

‘‘UNICEF’ definition of well-UNICEF’ definition of well-beingbeingin rich nationsin rich nations• Six dimensions used Six dimensions used

for ranking (40 for ranking (40 indicators)indicators)

– Material wellbeingMaterial wellbeing– Health and safetyHealth and safety– EducationEducation– Family relationshipsFamily relationships– Behaviours and risksBehaviours and risks– Young people’s own Young people’s own

subjective sense of subjective sense of well-beingwell-being

– Jobs and incomeJobs and income– Health care and injuryHealth care and injury– SchoolingSchooling– Family structureFamily structure– Sex and drugs and Sex and drugs and

rock’n’rollrock’n’roll– According to three adult According to three adult

criteriacriteria• Health ratingHealth rating• Liking schoolLiking school• Life satisfaction scaleLife satisfaction scale

Wellbeing = WelfareWellbeing = WelfareNo mention ofNo mention of

• Child work/exploitationChild work/exploitation• Social justiceSocial justice• Violence against Violence against

children other than children other than violence between violence between childrenchildren– No violence within the No violence within the

familyfamily– No violence by teachersNo violence by teachers– No abuse…….No abuse…….

Unrealistic view of rich countries - irrelevant in poor countries

Counting the un-Counting the un-measurable?measurable?

• Claim that the ‘concept of well-being’ Claim that the ‘concept of well-being’ is guided by the CRCis guided by the CRC

• ‘‘The implied definition of child well-The implied definition of child well-being that permeates this report is being that permeates this report is one that wil also correspond to the one that wil also correspond to the views and experience of a wide views and experience of a wide public’public’

Who are the members of this ‘wide public’?

Consequences for children of Consequences for children of being improperly researchedbeing improperly researched• Nothing happensNothing happens• Worse things happenWorse things happen• Disparities enhancedDisparities enhanced• Children, families and communities loose Children, families and communities loose

faith in both policy and researchfaith in both policy and research

• Careers, jobs and status of adultsCareers, jobs and status of adults• Organizational goals and relative positioningOrganizational goals and relative positioning• Lurch management because of donor Lurch management because of donor

fashionsfashions

Roles and responsibilities of Roles and responsibilities of governmentsgovernments

• (If they have any role or power at all)(If they have any role or power at all)

• Build competence in reading and Build competence in reading and using researchusing research

• Research ethics (NGOs and Research ethics (NGOs and tsunami/RERP)tsunami/RERP)

• Monitor researcher behaviour – Monitor researcher behaviour – academics also abuse childrenacademics also abuse children

• Apply sanctionsApply sanctions

Roles and responsibilities of Roles and responsibilities of researchers and research researchers and research bodies?bodies?• Expand the discourse outside academic circles – and make it Expand the discourse outside academic circles – and make it

intelligibleintelligible• Focus on normal as well as pathological aspects of childhoodFocus on normal as well as pathological aspects of childhood• Learn to use appropriate, rights-based methodsLearn to use appropriate, rights-based methods• Recognize that children-led/participatory research must have Recognize that children-led/participatory research must have

numbers if it is to be relevant to policies and planningnumbers if it is to be relevant to policies and planning• Build, maintain and reinforce capacity in both the Global North and Build, maintain and reinforce capacity in both the Global North and

SouthSouth• Address the mutual misunderstandings at the interface between Address the mutual misunderstandings at the interface between

policymakers and researcherspolicymakers and researchers

• Disseminate publications and reports – including to childrenDisseminate publications and reports – including to children• Be prepared to be whistleblowers – ‘Academic freedom’Be prepared to be whistleblowers – ‘Academic freedom’• Ongoing monitoring of data quality and research ethics (with Ongoing monitoring of data quality and research ethics (with

sanctions)sanctions)