Children as agents of positive change. A mapping of children’s initiatives across regions, towards an inclusive and healthy world free from violence

Children as agents of positive change. A mapping of children’s initiatives across regions, towards an inclusive and healthy world free from violence

Mobile Arts for Peace is a hub for resources and toolkits relating to arts-led peacebuilding initiatives. MAP’s website features recommendations for practitioners and researchers. The contents are the sole responsibility of The Office of the special representative of the secretary-general on violence against children

“We are in the midst of a new era of child engagement, where children are to be considered partners and key players in achieving change. Children are acting against violence and being part of the solution everywhere, taking forward positive change, working as partners with adults and young people.

As part of the mandate’s goal to promote meaningful participation, amplify children’s voices and actions and leave no one behind, the Special Representative took forward a mapping exercise to understand how children are taking part in today’s world, contributing with their views and solutions, and being agents of positive change.

Between April and November 2020, 245 case studies from 86 countries3 were reviewed,4 and in-depth dialogues were taken forward with 36 organizations working at global, regional, or country level.5 Additionally, through UNICEF’s U-Report, almost 5000 children from all geographical regions aged 13 – 18 were polled regarding their experiences regarding COVID-19.

This report provides an overview of the different actions taken forward by children mostly in times of COVID-19, but not limited to it. It looks at children’s diverse roles when helping to prevent, address, and report violence (including supporting their peers); it helps to understand how children are contributing and being part of the solutions  when thinking about building back better, and how children are helping accelerate fulfillment of the Sustainable Development Goals (SDGs).

It showcases how children are collaborating with adults and with decision makers, and how children are proving to be agents of change. The report also addresses the many challenges organizations and children have faced in times of COVID-19, including those posed by digital channels when taking forward participation, reaching the hardest to reach, and having regular communication with children disrupted.”

 

Nepal MAP

Office of Special Representatives – Children As Agents of Positive Change

Office of Special Representatives – Children As Agents of Positive Change

Mobile Arts for Peace is a hub for resources and toolkits relating to arts-led peacebuilding initiatives. MAP’s website features recommendations for practitioners and researchers. The contents are the sole responsibility of the UN

This report was issued by the Office of the Special Representative of the Secretary General on Violence Against Children. 

 

Nepal MAP

Children as Agents of Positive Change

Save the Children Evaluation Handbook

Save the Children Evaluation Handbook

Mobile Arts for Peace is a hub for resources and toolkits relating to arts-led peacebuilding initiatives. MAP’s website features recommendations for practitioners and researchers. The contents are the sole responsibility of Save the Children.

Monitoring and evaluation (M&E) is a key part of realising Save the Children‟s theory of change and common values and strategies, inherent in the child rights programming (CRP) framework. The principles, rights and obligations set out in the United Nations Convention on the Rights of the Child
1989 (UNCRC)1 provide a fundamental framework for the work we carry out with children and young people around the world. All of Save the Children‟s programme and advocacy work should aim to address violations of children‟s rights and gaps in service provision, as well as supporting children as
rights-holders and helping states, as duty-bearers, to meet their obligations. Our vision, mission, values and theory of change 2 reinforce this. It is vital that we clearly articulate, demonstrate and document the outcomes of our work for girls and boys and their carers.

 

Nepal MAP

Save the Children Evaluation Handbook

2010 Youth Participation in Development

The Youth Participation Guide aims to help build and harness young people as assets. It has been developed through an innovative process led by young people, which itself has reinforced their capacity to participate and lead. It has been developed to assist donor agencies (multilateral and bilateral) and policy advisors in a range of
organisations working with and for youth. It will also be useful for government, NGO and civil society partners.The Guide challenges negative stereotypes of youth and demonstrates how young people can positively contribute to development in four operational areas: organisational development, policy and planning, implementation, and monitoring and evaluation. It also draws together case studies, resources and practical ‘how to’ guidance from around the world and draws on Sharing and Learning Networks established in two focus countries – Nepal and Uganda. The case studies that illustrate this focus on three thematic areas that are important to young people:

• governance, voice and accountability
• post-conflict transitions and livelihoods
• sexual and reproductive health and rights.

The process of developing the Guide has stimulated considerable interest in Nepal and Uganda and we hope that the Sharing and Learning Networks will continue there. Meanwhile, the resources and lessons will grow through the on-line guide and website: http://www.ygproject.org

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Youth Policy Formulation Manual

This Manual is divided into five main sections, as follows.
Chapter 1: The concept, rationale and benefits of a national youth policy.
In chapter 1 the concept of a national youth policy is defined and the rationale for such a policy is discussed. In addition, the possible benefits of creating a national youth policy are considered.
Chapter 2: The formulation process of a national youth policy.
In chapter 2 the fundamental groundwork necessary for creating a national youth policy is presented. Policy-making steps are also discussed and several of the key strategies needed for starting policy formulation are described.
Chapter 3: The content of a national youth policy.
Chapter 3 provides a detailed, yet flexible outline for the content of a national youth policy document.
Chapter 4: Implementing a national youth policy.
Chapter 4 focuses on useful tactics to ensure that the policy formulation process materializes into concrete actions.
Chapter 5: Measuring the effectiveness of a national youth policy.
In chapter 5 ideas for the benchmarks necessary to assess the success of youth policy initiatives are explored.
Each chapter ends with a summary of the different themes and reviews the steps in the youth policy formulation process. In this way, the different components of the formulation process are mapped out in a clear and systematic manner.

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