Tools for monitoring and evaluating children s participation

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 Toos for monitoring and evauating chidren s participation

Save the Chidren works in more than 120 countries. We save chidren s ives. We fight for their rights. We hep them fufi their potentia. This guide was written by Gerison Lansdown and Caire O Kane Acknowedgements So many chidren and young peope, aduts and agencies have made significant contributions to shaping and improving this tookit. We are sorry not to be abe to mention a the individua names, but we reay appreciate the crucia inputs that every individua invoved has made. We woud ike to particuary acknowedge steering group committee members who have steered and guided the inter-agency pioting process over a two-year period: Kavita Ratna (Concerned for Working Chidren), Aana Kape (Office of the Specia Representative on Vioence Against Chidren), Bi Badham (Participation Works), Sara Osterand, Sarah Stevenson, Vera Gahm, and Espeth Bo (Pan Internationa), Rachee Tardi Forgacs, Bi Be and Hannah Mehta (Save the Chidren), Miriam Kramer and Judith Diers (UNICEF), Phiipa Lei and Pau Stephenson (Word Vision). Thanks aso to contributions from Anne Crowey, Jo Feather, Tricia Young, Care Hanbury, Ravi Karkara, Annette Giertsen and Monica Lindva. We aso appreciate the immense efforts by the foca points and agencies invoved in the pioting process and in participating in the goba refection workshop in Ghana: James Boyon, Gbedzonie Akonasu, Gift Braaye Ejemi, Gabrie Semeton Hunge, African Movement of Working Chidren and Youth Nigeria Roshini Nuggehai and Anitha Sampath, Concerned for Working Chidren, India Nohemi Torres and Harry Shier, CESESMA Nicaragua Lucy Morris and Brusses Mughogho, EveryChid Maawi Edwin John, NCN, India Jose Campang and Heen Maraees, Pan Guatemaa Santiago Devia, Pan Latin America, and Pan coeagues and partners in Dominican Repubic, Ecuador, E Savador, Honduras, and Paraguay Aice Behrendt, Pan Internationa Senega Francis Saako, Akakpo Dofoe Kafui, Ai Essoh, Kegbao Fousseni, Pan Togo Dev Ae, Save the Chidren Nepa and Gurung Devraj, Tuki Nepa Care Back, Rebecca Lawson, and Zoe Davidson, Save the Chidren Gregory Dery, Mary Appiah, Faustina Tietaah, Eugenia Atami, Ceciia Andersen, Phiip Boadu, Doris Adjoa Arkoh Tetteh, Moses Gbeke, and Phiipa Nkansah, Word Vision Ghana Manyando Chisenga, Lifuna Simushi, Ignatius Mufwidakue, Word Vision Zambia Stea Nkuramah-Ababio and Juiane Simon, Word Vision We aso extend our appreciation to the Oak Foundation, for funding the pioting and deveopment of the tookit, and aso for a unique and consistent dedication to promoting genuine expressions of chidren s voices. We woud ike to thank the team in the Chid Abuse Programme, and more particuary Jane Warburton, Fassi Mariam and Anastasia Anthopouos. Thanks aso to Ravi Wickremasinghe, Sue Macpherson and Bharti Mepani of Save the Chidren for support in the fina stages of pubication. Pubished by Save the Chidren 1 St John s Lane London EC1M 4AR UK +44 (0)20 7012 6400 savethechidren.org.uk First pubished 2014 The Save the Chidren Fund 2014 The Save the Chidren Fund is a charity registered in Engand and Waes (213890) and Scotand (SC039570). Registered Company No. 178159 This pubication is copyright, but may be reproduced by any method without fee or prior permission for teaching purposes, but not for resae. For copying in any other circumstances, prior written permission must be obtained from the pubisher, and a fee may be payabe. Cover photo: Members of Chid Brigade, an organisation of street and working chidren in Bangadesh. (Photo: Ken Hermann) Typeset by Grasshopper Design Company Printed by Simmons Ltd

contents How to use this booket v An overview of the M&E toos in this booket vi 1 An overview of core M&E toos for primary data coection 1 Interviews 1 Questionnaires or surveys 3 Focus group discussions 5 Observation 6 Participatory toos 7 Stories of most significant change 7 Case stories and ora testimonies 8 2 Toos for introducing monitoring and evauation of chidren s participation to stakehoders 9 Group discussions 10 A timeine of the programme 11 Chid-ed tours or transect wak 12 The coma and the tortia 13 3 Toos to coect baseine data on chidren s participation 14 Before body map 15 A decision-making chart 18 Sef-confidence rating (before and after) 20 Questionnaire sef-assessment on quaity of chidren s participation 20 4 Toos for measuring the scope of chidren s participation 21 Footsteps (Hejje) 22 Visua programme cyce participatory mapping 24 Waking through the project cyce 27 An H assessment 29 Circe anaysis 31 Puppets 33 Drawings or paintings 34 Games 34 iii

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 5 Toos for measuring the quaity of chidren s participation 35 Pots and stones 36 Magic carpet 39 Drawings and paintings 40 Chid-ed tours and games 40 6 Toos for measuring the outcomes of chidren s participation 41 Interviews and focus group discussions on outcomes of participation 42 Body mapping (before and after) 42 Red, amber, green traffic ights 45 Chidren in context anaysis of change 47 Stories of most significant change 51 Red ribbon monitoring 53 Tracking schoo attendance 54 Secondary data anaysis 56 Puppets or drama 56 Drawings or paintings 57 Creating a scrapbook 57 Appendix: Icebreakers and energisers 58 Endnotes 62 iv

How to use this booket This booket provides a range of toos that you can use with different stakehoders, especiay chidren and young peope, to gather and anayse information to monitor and evauate the scope (pages 21 34), quaity (pages 35 40) and outcomes (pages 41 57) of chidren s participation. It introduces some core M&E toos such as interviews, focus group discussions, observation, surveys, and stories of most significant change. It aso introduces participatory toos, many of which have been specificay adapted for you to use when competing the tabes in Booket 3. There are quotes from the organisations that pioted the toos, describing how they worked in practice, and their benefits in encouraging chidren to express their views freey. You are encouraged to adapt the toos to the specific socio-cutura context in which you are working. To use these toos effectivey, your organisation shoud be committed to an ethica and participatory approach to the M&E process (see Booket 4). Members of your core M&E group shoud be prepared and supported to faciitate the toos shared in this booket. You shoud aso make a efforts possibe to activey invove girs and boys of different ages and backgrounds, incuding younger chidren, chidren with disabiities, and working chidren, as we as schoo-going chidren. Things to think about In any M&E activity or too that you are panning to use, it is good to think about the peope in your group. Is the activity you are using accessibe to those taking part for exampe, physicay, or in terms of the anguage used? Ensure that you have enough space for the activity and that members of your M&E core group create a safe environment where a participants are encouraged to express their views and experiences. The Further notes subsections in some of the toos indicated by this symbo provide exampes of other things to think about by faciitators from the core M&E group when appying specific toos. v

An overview of the M&E toos in this booket Toos in this guide Page Basic toos to use at any stage Toos to introduce participatory M&E Toos to gather baseine data Toos to measure scope Toos to measure quaity Toos to measure outcomes Toos for younger chidren Interviews 1 Questionnaires or surveys 3 Focus group discussions 5 Observation 6 Case stories and ora testimonies 8 Stories of most significant change 7 Secondary data anaysis 00 Chid-ed tours 12 Timeine of programme 11 The coma and the tortia 13 Questionnaire sef-assessment 20 Pots and stones 36 Before body map 15 Decision-making chart 18 Sef-confidence rating 20 Drawings or paintings 34 Games 34 Puppets or drama 33 Spaceogram (Booket 2) Footsteps (Hejje) 22 Programme cyce mapping 24 Waking through the programme cyce 27 H assessment 29 Circe anaysis 31 Magic carpet 39 Body mapping (before and after) 42 Creating a scrapbook 57 Red, amber, green traffic ights 45 Chidren in context anaysis of change 47 Red ribbon monitoring 53 Tracking schoo attendance 54 Energisers and games are aso incuded in the appendix of this booket. vi

1 An overview of core M&E toos for primary data coection Core M&E toos for primary data coection incude: Interviews (see beow) Questionnaires or surveys (incuding Knowedge, Attitude and Practice surveys) (see page 4) Focus group discussions (see page 5) Observation (see page 6) Participatory data coection and anaysis toos (see page 7) Stories of most significant change or ora testimonies (see page 7) Interviews, questionnaires, focus group discussions, and observation are a core M&E toos that can be used to gather reevant baseine and other data on the scope, quaity, and outcomes of chidren s participation. These core methods are described in more detai here and are reevant to gathering data for the baseine, scope, quaity and outcomes of chidren s participation. Interviews Interviewing is a core too for effective monitoring and evauation (M&E) processes. Interviews can buid on the natura process of conversations to better understand and find out more about peope s thoughts, ideas, actions, and observations. The interviewer focuses on asking questions and activey istening to the views, experiences and responses of the person or peope being interviewed. Interviewing is a key ski that needs to be appied when using participatory toos and methods such as the timeine, body mapping, drawing or drama. Interviews can be more effective if they are conducted after participatory toos have been used with chidren or aduts, as they are ikey to have buit more trust, and peope may be more confident to share their views about the issues being expored. It is crucia that the interviewer is effective in estabishing trust and creating a safe environment where the person(s) being interviewed fee safe to share their rea views and experiences, rather than saying what they think the interviewer wants to hear. Advantages of interviews Interviews with chidren, young peope and aduts can: hep expore and better understand the project context, activities, quaity, scope, and the outcomes of chidren s participation on different stakehoders be effective for exporing the nuances and compexities of rea-ife situations aow the possibiity of probing for more information and to ook more deepy at the reasons why a person fees a certain way. 1

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 Who can interview Chidren and young peope can be effective at interviewing their peers about their participation and the extent to which they are invoved in decisions concerning them. Chidren and young peope can aso interview aduts. Aduts can aso be effective at interviewing aduts, chidren and young peope. Different types of interviews Interviews can be structured (asking the same questions to a participants) or semi-structured, with some core questions but aso with the fexibiity to add different or probing questions depending on the person being interviewed and the specific context. Interviewers can use open or cosed questions. Open questions can enabe more detaied information to be coected. A good interviewer can use ad hoc questions to probe and find out more than may be reveaed in a questionnaire. Interviews can aso be effective with chidren, young peope or aduts who are not iterate or confident in iteracy. When informed consent is given, interviews can be recorded using a dictaphone and then transcribed for members of your M&E core group to anayse. Aternativey, M&E core group members can take notes of the main points as the interview is going on, to highight the main points as they arise. Some of your M&E core group members may prefer to take notes and some may prefer to ook at a transcription. However, as the chid-ed organisation Funky Dragon (2012) cautions: transcriptions can become very ong and invoved, and you shoud take care not to overwhem the group (page 19). 1 using interviews and focus group discussions to expore compexities, India During the M&E process in India, there were fash foods in June and Juy 2012, which resuted in the deaths of 12 chidren who fe in open ponds and wes. The chidren s organisations took action to raise concerns about the deaths and the ongoing risks to chidren. They advocated for actions to make their viages safe and chid-rights friendy. The M&E piot project correspondingy concentrated on monitoring chidren s participation in addressing this new emergency situation. There were difficuties in appying the tookit, as few toos were abe to capture chidren s responses and the compexities and nuances in the immediacy of the situation. Furthermore, the roe of aduts and the nature of the evoving partnership between chidren and aduts in the process coud not be captured by the categories under the scope and quaity toos. However, the team were abe to gather reevant and crucia information through interviews, focus group discussions with chidren and aduts, and through fied activists testimonias. 2

Questionnaires or surveys A questionnaire is a written document with a set of questions. Questionnaires are caed surveys when arge numbers of peope are asked to compete them. Questionnaires shoud use cear anguage and can incude pictures or symbos to make them cearer and more interesting for chidren, young peope and aduts to use. Questionnaires can incude different types of questions that generate different types of information, incuding: cosed questions, which require participants to seect answers from a set of options true/fase questions, where a statement is shared and participants are asked to seect true or fase, or not sure. These questions can hep revea knowedge, attitudes and practices mutipe choice questions to assess knowedge and practices open-ended questions, which seek more information on respondents experiences and views. Effective questionnaires can be difficut to write and need to be tested. It is important that they are reay testing the indicators and not eading chidren/young peope or aduts to confirm something because they think it is the right answer. 1 An overview of core M&E toos for primary data coection photo: Stuart bamforth/save the chidren A gir, now aged 15, from Bihar, India, who was saved from a forced marriage when she was 13 by a member of her oca chid protection committee. 3

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 In contexts where the internet is widey used by stakehoders, onine surveys may be used to support data coection and anaysis. A KAP (knowedge, attitude and practice) survey is a quantitative study of a specific popuation that coects information on what peope know, how they fee, and how they behave in reation to a particuar topic. Guidance on using KAP surveys in chid protection is avaiabe here: http://resourcecentre.savethechidren.se/ibrary/ knowedge-attitude-and-practice-surveys-chid-protection Use of questionnaire by the African Movement of Working Chidren and Youth (AMWCY), Nigeria The AMWCY deveoped and used questionnaires with chidren and young peope in the community and oca schoos to gather information about opportunities for their participation, the process and outcomes. The questionnaire used a mix of cosed and open questions to gather quantitative and quaitative information from chidren and young peope about: (1) whether they were a member of any organisation, forum, association, society or cub; (2) whether they have been given an opportunity to express themseves in their organisation; (3) whether they participate in decision-making in their organisation; (4) what impact their participation in decision-making has had in the organisation; (5) whether there are any chid-ed organisations in their community or ocaity; (6) whether they have heard the term chidren s participation in decision-making prior to this time; and (7) does the chid-ed organisation in your community carry chidren and youths aong in decision-making activities? Chidren were abe to compete the questionnaires anonymousy. As a resut, the AMWCY Nigeria found that the questionnaires were particuary effective with some chidren who were too shy to share their views in an interview, but were wiing to share their views and experiences through a written questionnaire. 4

Focus group discussions Focus group discussions are purposefu, faciitated discussions between a group of participants with simiar characteristics. They usuay invove between six and 12 peope for exampe, a group of girs or boys aged 10 12. Focus group discussions are usuay carried out within a fixed time frame, and focus on a imited number of questions. A faciitator s roe is to keep the discussion going and to prevent one or two peope dominating the discussion. 2 Gosing and Edwards (2003) 3 suggest that successfu focus group discussions need to: be hed in a comfortabe pace, with no interruptions create an informa atmosphere promote equaity and trust between group participants and faciitators ensure understanding and agreement within the group about the purpose of the discussion ensure respect for the right of a participants to speak and be istened to provide an agreed and open method of recording the discussion, such as fip charts. The advantages of focus group discussions are that they rey on interaction among the participants. 4 Such interaction highights peope s attitudes, priorities, anguage and frames of reference; it aso encourages communication, heps to identify group norms, and can encourage more open conversations about sensitive subjects. 1 An overview of core M&E toos for primary data coection photo: Suzanne Lee/save the chidren A chidren s cub meeting in Surkhet district, Nepa. 5

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 Observation Good observation skis are crucia during fiedwork and throughout the M&E process. Through observation, you may notice which chidren speak more and which chidren speak ess for exampe, whether more boys than girs express their views, or whether oder chidren rather than younger chidren tak more. Which chidren have most or east confidence to express themseves? Are chidren with disabiities incuded in participatory processes? You may aso observe the degree to which parents, teachers or community members isten to girs and boys views. A these observations are crucia and can be trianguated with other data coected to inform the M&E findings. Deveoping an observation schedue or an observation checkist can enabe more systematic use of observation as a too for coecting information. An observation schedue is a way of panning, recording and organising information gathered through observation in specific oca contexts (see exampe beow). An observation checkist is a more genera ist of things to observe. Exampe of an observation schedue Date of viage meeting: Number of men/women/girs/boys present: How many girs/boys speak during the viage meeting? How many times do girs/boys ask a question in the meeting? How many times do girs/boys share an idea or soution during the meeting? To what extent do aduts seem to take girs /boys ideas seriousy? M&E core group members are aso encouraged to keep diaries to record their own observations, ideas, thoughts and feeings. This diary wi aso hep you to identify and cross-check findings, and to record gaps in information, or ideas for new areas to expore. 6

Participatory toos Participatory toos incuding mapping, tabes, scoring, ranking, drawings and drama can be effective in transforming power reations among aduts and chidren, enabing chidren to infuence the agenda, fow and content of discussions during M&E processes. Many participatory toos fa within the participatory rura appraisa (PRA) famiy of approaches and methods, which enabe oca peope to present, share and anayse their knowedge of ife and conditions, to pan, act, and monitor and evauate. 5 This booket shares detais of a range of participatory toos that can be used to gather data that are reevant to the tabes in Booket 3. Using PRA methods can compement use of the more traditiona M&E methods aready described, incuding observations, interviews, focus group discussions, and anaysis of secondary data. PRA approaches emphasise key principes, behaviours and attitudes for practitioners, enabing them to be active isteners; the approaches are based on the beief that each person s understanding of their situation may be as vaid as any other. The successfu use of participatory toos ies in the process, rather than simpy the toos used. 6 Participatory toos can be effectivey used with chidren and aduts in diverse settings, because coecting the information does not rey on reading or writing skis, but paces greater emphasis on the power of visua impressions and active representation of ideas. Stories of most significant change 1 An overview of core M&E toos for primary data coection The most significant change method 7 invoves coecting stories about change from peope who are meant to have benefited at reguar intervas, and interpreting them in a participatory way through group discussions. Stories of most significant change can be effectivey used by chidren, young peope and aduts as an M&E too. Every three months (or at other agreed reguar intervas), girs, boys, parents/caregivers, and other reevant stakehoders can come together in focus groups to share their stories of most significant change reating to the process or outcomes of chidren s participation. The stories may revea positive or negative outcomes. They can aso hep refect on and anayse the vaue of chidren s participation, and any chaenges or achievements arising through chidren s participation. Chidren and young peope may be interested to share their stories in creative ways through poetry, drawings, paintings, cartoons, photo stories, drama or short fims. Stories are a vauabe M&E too as they can encourage everyone, whatever their experience, to participate. Stories are ikey to be remembered as a whoe (sharing the context and the findings), and they can hep keep discussions based on what is concrete rather than what is abstract. Storyteing is an ancient and cross-cutura process of making sense of the word in which we ive and is famiiar in most parts of the word. 8 In M&E processes, stories are an idea way for peope to make sense of a the different resuts of a programme. They aso contribute to an understanding of the vaues of those who participate in programmes or benefit from them the key stakehoders. 7

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 Case stories and ora testimonies Case stories and ora testimonies can aso be an effective source of evidence when coecting M&E information. Peope (girs, boys, women, men) may share ora testimonies, reating stories about their ives, their context, and how chidren s participation has touched or impacted on their ives. photo: Ken Hermann/save the chidren A member of Chid Brigade, an organisation of street and working chidren in Bangadesh. 8

2 Toos for introducing monitoring and evauation of chidren s participation to stakehoders It is important that you gain the trust of key stakehoders and introduce the purpose of monitoring and evauating chidren s participation to them. Given the power imbaances that exist between aduts and chidren in many socio-cutura contexts, specia efforts are needed to create a safe environment for girs and boys especiay those from the most marginaised sections of society to speak up and share their views (positive and negative) about their experiences of participation. You shoud pan an appropriate way to introduce M&E of chidren s participation to reevant stakehoders (see aso Step 6 in Booket 4, page 26). This section provides some toos that can hep you do this. The types of toos you use may depend on whether you are starting with a baseine assessment in an area where you have not yet started a participatory process, or whether you are introducing M&E of an ongoing participatory process. Whatever the context, it is usefu to use icebreaker introductions or energisers with chidren and young peope to put them at ease, and to hep create a safe and conducive environment in which they can express themseves. Even if the chidren aready know each other, they may enjoy an energiser introduction game (see Appendix of this booket for icebreaker and energiser games). Key toos for introducing M&E to stakehoders incude: Group discussions (see page 10) Timeine of the programme (see page 11) Chid-ed tour or transect wak (see page 12) The coma and the tortia (which you can use to map out existing chidren s organisations) (see page 13) 9

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 Group discussions Depending on the socio-cutura context and the nature of the programme being monitored, you may want to consider organising arge community or schoo meetings to inform and brief reevant aduts and chidren about the M&E process. Aternativey, it may be more appropriate to organise a series of meetings with stakehoders such as oca authorities or community eders to inform them about the process and to gain their permission and support. Whether you choose smaer or arger group discussions, you shoud encourage opportunities for peope to identify and discuss the perceived benefits and risks of undertaking participatory M&E. Stakehoders can be encouraged to share their ideas and soutions for an incusive participatory M&E process invoving girs and boys of different ages and backgrounds. Information shoud aso be shared about the proposed process and methods for baseine or M&E data coection. photo: MICHAEL TSEGAYE/save the chidren Boys and girs from Ethiopia s Amhara region take part in a group discussion on gender education. 10

A timeine of the programme A timeine is a very usefu too to use at the outset of the M&E activity for programmes that are aready underway. It can provide a simpe iustration of the history of the programme, capturing major events, different phases of chidren s consutation or participation processes, successes and chaenges over time, and the extent to which the objectives have been met (or not). 45 60 minutes Resources fip chart paper tape cooured pens What to do Introduce the timeine activity to stakehoders who are invoved in the programme. Expain that preparing a visua timeine can aow them to share the history, successes and chaenges achieved through their programme over time; and to refect on the nature and outcomes of chidren s participation. Stick two or three fip charts together. Draw a vertica ine up (or horizonta ine aong) the ength of the fip charts. Using time as a reference point, encourage the participants to think about and document key processes and initiatives in reation to the programme. For exampe, they can think about when and why this programme started. The date (month/year) can represent the start of the timeine on the top eft-hand side of the vertica ine. Key words can be used on the right-hand side of the ine to indicate key miestones or key phases in the way chidren have been invoved in the programme over time. Aong the timeine, participants can highight key miestones and successfu initiatives that have taken pace over time. At each point, highight the date (month/ year), as we as key words to indicate the miestone or success. Participants can aso highight key chaenges faced at different points or periods in time. Further diaogue and discussion can be faciitated during and foowing the production of the timeine with regard to: different phases or changes in the way chidren have been invoved or have coaborated with aduts over time the extent to which their programme objectives have been met or not met concrete resuts that have been achieved through the programme and discussion about which resuts may have been partiay or significanty due to chidren s active participation in the programme the strengths and benefits of chidren s participation processes and initiatives the weaknesses and chaenges of chidren s participation processes and initiatives their ideas for the future what ideas do they have to strengthen the quaity and outcomes of their participation? 2 Toos for introducing monitoring and evauation of chidren s participation to stakehoders 11

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 The timeine can provide a usefu record and visua documentation of the history of the programme. Chidren and young peope can be encouraged to deveop and maintain updated versions of these timeines. Aso, some chidren may wish to deveop more visua artistic versions of their timeine or to reproduce it on more durabe materia, such as coth. Chid-ed tours or transect wak Chid-ed tours can aso revea interesting information from chidren and young peope about programme activities and their outcomes in their oca communities or schoos. Chidren can be asked to take members of the M&E group on a tour around their community, to show and to expain where and how chidren have participated, and changes that have been brought about by chidren and young peope through their participation. For exampe, chidren from NCN India reported how they noticed both the positive and the negative changes in their viages. They identified new faciities that have been set up as a resut of their pariament; they pointed out the impact of tree panting, maintenance of environment and sanitation, improvement in functioning of youth cub etc. achieved because of their participation. Virtua chid-ed tour 9 In situations where chidren s representatives are brought together in a workshop outside of their own communities, a virtua chid-ed tour can be faciitated. In this context, chidren form pairs. One chid is asked to cose their eyes and the other chid guides them through an imaginary wak of their community expaining what it ooks ike, how chidren have been invoved in the programme, and what outcomes they can see as a resut of chidren s participation. 12

The coma and the tortia The coma and the tortia 10 is a usefu too for mapping oca chidren s and youth organisations, and may hep you undertake initia anaysis reating to the scope, quaity and outcomes of chidren s participation. 30 minutes Resources a rea fat cay pan ( coma ) is idea but, if not avaiabe, coud be substituted by a round piece of paper smaer round-shaped pieces of paper cut to simuate the tortias (the fattened cakes of corn dough) What to do The faciitator expains that the whoe community is the coma ; that the corn dough represents a the chidren in the community; and that when a group is organised, we get a tortia. Once a group is identified, the name is written on the tortia and put on the coma. At the end of the identification stage, an anaysis is done of the existing chidren s and youth organisations and ways in which work coud be coordinated with them. This too is reevant to the Guatemaan cuture, especiay in the countryside, where tortias are the main food stape and are prepared every day using the coma. It coud be adapted to other contexts (eg, a chapati in Asia). 2 Toos for introducing monitoring and evauation of chidren s participation to stakehoders 13

3 Toos to coect baseine data on chidren s participation Toos that can hep you coect baseine data on the scope, quaity and outcomes of chidren s participation incude: Interviews (see page 1) Focus group discussions (see page 5) Before body map (see page 15) Decision-making chart (see page 18) Sef-confidence rating (see page 20) Questionnaire sef-assessment (or Pots and stones) on quaity of chidren s participation (see page 20) Observations (see page 6) The set of questions for the interviews, focus group discussions, surveys and participatory toos wi depend on the specific objectives of the programme. For exampe, if the programme is concerned with reducing eary marriage, the baseine interviews woud interview peope regarding existing practices and attitudes to eary marriage. Furthermore, decisions about which stakehoders to gather baseine information from wi aso be informed by the objectives of the programme. Any decisions about the number of peope to gather baseine data from (the sampe) and the methodoogy wi necessariy be infuenced by the budget and human resources avaiabe. The tabes in Booket 3 can guide you to deveop appropriate questions for interviews, FGDs or questionnaires so that you can gather usefu baseine data on the scope, quaity, and outcomes of chidren s participation. 14

Before body map At the start of the programme, a body mapping exercise can be faciitated in groups of girs and boys (of simiar ages and backgrounds) to expore existing attitudes and practices; and aso to expore chidren s ikes and disikes. 60 90 minutes Resources A3 paper with a body image drawn on it fip chart paper different coour pens crayons tape What to do Inform chidren about the panned new programme. Introduce the before body mapping exercise to enabe girs and boys individuay and coectivey to expore existing attitudes and practices towards chidren; and things that girs and boys ike and disike doing in their community. At reguar intervas for exampe, every 6 12 months or after two years they wi expore changes in chidren after the programme. 3 Toos to coect baseine data on chidren s participation Pace arge sheets of fip chart paper together on the foor, and ask a the chidren to come together and sit in a circe around the fip chart. Ask for a vounteer to ie down on the sheets so that the shape of their body may be drawn around. Draw around their body shape with chak or (non-permanent!) pens. Draw a vertica ine down the midde of the body. Expain that this chid is a gir or boy from their community. The eft-hand side represents the chid now, BEFORE the programme in their community, and the right-hand side wi represent the chid AFTER the programme. Use the body parts to expore existing attitudes and practices towards girs and boys; and things that girs and boys ike and disike doing in their community. Record chidren s suggestions visuay or through writing on the eft-hand (BEFORE) side of the body. For exampe: The head: What knowedge do girs and boys currenty have about chidren s rights/chid protection/heath (taior the questions depending on the focus of the programme)? The eyes: How do aduts see chidren? What are aduts expectations of chidren? Do community eders/headteachers see girs and boys as peope who shoud be invoved in decision-making on matters affecting them? What do girs and boys see that they ike and disike? The ears: How do aduts (oca officias/community eders/teachers/parents/ caregivers) isten to girs and boys? To what extent are chidren s views taken seriousy? What do girs and boys hear that they ike and disike? 15

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 photo: pan The mouth: How do girs and boys communicate with their peers, their parents, their teachers or others? How do aduts (oca officias/community eders/ teachers/parents/caregivers) communicate with girs and boys? To what extent are girs and boys scoded by parents/caregivers/teachers? The shouders: What responsibiities are taken on by girs or boys (of different ages and backgrounds)? Which responsibiities do girs and boys ike and disike? Why? The heart: How do girs and boys fee about themseves? What are aduts attitudes towards chidren? How do parents/caregivers/teachers/community eders/oca government officias show they vaue/do not vaue chidren s needs and ideas? The stomach: What do girs and boys (of different backgrounds) currenty eat in an average day? The hands and arms: What are girs and boys (of different backgrounds) doing on a reguar basis (study/what types of work/how much time paying, etc.)? What activities do they ike and disike doing? Why? The body: To what extent do girs and boys fee protected? To what extent are girs and boys beaten by parents/caregivers/teachers? The feet and egs: Where do girs and boys (of different backgrounds) go on a reguar basis and for which activities? What activities do girs and boys ike and disike doing? Think about and draw any other significant ikes or disikes they have considering their daiy ives A body-mapping activity with young peope in Togo. 16

Then, in penary, discuss: Whether there are girs or boys who face discrimination from other chidren or aduts due to their gender, age, disabiity, ethnicity, reigion, famiy income, or any other factors. Whether there are any differences in the way chidren are istened to or invoved in decision-making due to their gender, age, sibing order, disabiity, ethnicity, reigion, famiy income, or any other factors. Ask chidren and young peope about what changes they woud ike to see as a resut of the programme. Such discussions can hep inform reevant indicators for ongoing monitoring of positive outcomes on chidren. It is important to keep the before body map safe, so that it can be brought out six months or one year ater. If needed, you can pace additiona pieces of fip chart paper over the right-hand side each time to record progress. If you are working with chidren with specific sensory impairments, the body map exercise can be adapted. For exampe, if you are working with chidren with visua impairments, you coud add a fabric thread around the outine so that they can touch it; young peope with a speech impairment (chidren with cerebra pasy or deaf chidren, for exampe) might need an assistant or transator to support their contributions. If any chid protection concerns are raised by chidren during the body mapping exercise, you must ensure that such concerns are discussed confidentiay with the chid or chidren concerned, and foowed up in accordance with your organisation s chid protection poicy and procedures. 3 Toos to coect baseine data on chidren s participation The chidren shared that the too was very much usefu. They were happy that they coud use various parts of the body to represent concerns and deveopments reated to their knowedge, skis, attitudes and emotions. (NCN staff member, India) 17

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 A decision-making chart A decision-making chart can be a usefu too to contribute to baseine information about the kinds of decisions that chidren want to infuence; and to identify who currenty participates in and infuences decision-making processes. Reviewing the decision-making chart over time can hep to monitor and evauate changes in areas where chidren have more infuence in decision-making. 45 60 minutes Resources fip chart paper and pens tape cooured stickers if possibe, red, yeow and green What to do Expain to the chidren and young peope that they are going to have the chance to buid a chart to map out which decisions they most want to infuence through their participation; and to consider who (which stakehoders) currenty has most say in these decisions. Brainstorm and ist the decisions they are trying to infuence through their participation. Write each of these decision issues/areas on a separate card or draw a visua image to symboise each decision. Now brainstorm and ist the different peope who currenty infuence decisionmaking for any of the decision-making areas isted. Write each of these stakehoders on a separate card (for exampe, mother, father, teacher, oca officia, nationa government officia). Aso write a card for chidren and young peope. Pace a arge sheet of fip chart paper on the foor. Seect a maximum of six decisions that chidren want to infuence that are most reevant to the programme they are evauating. Pace the cards horizontay and stick them aong the top of the fip chart. Now seect the top eight stakehoders who infuence these decisions and pace them verticay down the eft-hand side of the fip chart, so that a chart can be made with decisions at the top, and peope down the side. Remember to aso incude chidren in the ist. Now the chidren and young peope wi have the chance to anayse each decision, to expore which stakehoders currenty have a ot of say over decisions (green sticker), some say (yeow sticker), and no say (red sticker). Expore one decision-making area at a time. Girs and boys discuss and decide which coour sticker to give each stakehoder according to how much say they have in that particuar decision. Girs and boys expain their reasons for choosing the particuar coour they did, and the reasons are recorded by the evauator (in writing or with a tape recorder). 18

In penary, you can expore chidren s views about the decision-making pattern: Which kind of decisions do girs and boys have more and ess say in? Which decisions woud girs and boys ike to have more say in? Why? Are there any differences in the way girs and boys are invoved in decisions? How does age infuence the way different chidren are invoved in decisions? What heps chidren and young peope make effective decisions? Exampe of a decision-making chart Peope invoved Chid Father Mother Grandparents Reigious eder Teacher When we pay Whether we stay in schoo Decisions What type of work we do When we marry 3 Toos to coect baseine data on chidren s participation Eder brother If the chidren are famiiar with traffic ights, you can expain how the sticker coours are simiar to the traffic ights: red = stop = no say; yeow = get ready = some say; green = go = a ot of say. This exercise is usefu for providing baseine data on the extent to which chidren (and other key peope in their ives) infuence decision-making about matters that affect them. If it is periodicay reviewed, you can expore which areas of decisionmaking chidren have more say in compared to before; and you can expore what difference it makes. Are there any changes as a resut of chidren s increased say in decision-making? If so, what? We used the Decision-making chart where we identified 10 important areas where we woud ike to have a say in decision-making, and those 10 where we presenty have a say in decision-making. Our discovery was that wherever we have chidren s pariaments functioning, chidren have more and more say in decision-making. (Chidren from Neighbourhood Pariaments of Chidren, India) 19

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 Sef-confidence rating (before and after) Chidren and young peope can be encouraged to score changes on their sefconfidence before and after their participation 11 for exampe, using a scae of 1 5. Scoring is subjective. However, aggregating individua scores from many chidren invoved in the same processes or activities can generate usefu data on genera trends. Disaggregating chidren s scores by age, gender or other factors can aso hep identify the types of chidren whose sef-confidence has been strengthened most, and those who have benefited east. Scoring exercises can aso be a usefu starting point for further discussion with chidren to identify their criteria for sef-confidence. You can ask boys and girs to expain how they can recognise an increase in sef-confidence. This can ead to the identification of concrete and measurabe indicators. Questionnaire sef-assessment on quaity of chidren s participation At the outset of a programme, you can use the tabes in Booket 3 (page 21), which outine nine basic requirements for effective and ethica participation, as a questionnaire sef-assessment (adapted to the specific context if necessary). The questionnaire sef-assessment may be faciitated through interviews or focus group discussions to gather findings from key stakehoders regarding the quaity of chidren s participation at the outset of the programme. Information from different stakehoders can be gathered to compete the tabes (see Booket 3). Sef-assessment on the quaity of participation can aso be faciitated through the Pots and stones method (see page 36 of this booket). 20

4 Toos for measuring the scope of chidren s participation This section describes various toos that you can use to gather information to hep you assess the scope of chidren s participation (see pages 3 13 in Booket 3 for further information and indicators for measuring the scope of participation). The toos, which can be combined in creative ways, incude: Spaceogram how do I participate? See Booket 2 (pages 19 21). Footsteps (Hejje) method to identify key steps taken in project panning and impementation (see page 22 of this booket) Visua programme cyce participatory mapping or Waking through the project cyce (see pages 24 and 27) H assessment (see page 29) Interviews or focus group discussions (see page 42) Questionnaire or survey (see page 3) Circe anaysis to expore incusion and excusion (see page 31) Compementary or aternative methods that are particuary suitabe for gathering information with or from younger chidren incude: Puppets (see page 33) Drawing or painting (see page 34) Games (see page 34) photo: patricia kapoyo/save the chidren A picture drawn by a chid at a centre for working chidren in Khuna, Bangadesh. 21

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 Footsteps (Hejje) Footsteps (Hejje) 12 is a method to determine various steps that have been taken to reach a goa. You can use this too for panning (ooking forward) as we as monitoring (ooking back). The description beow shows how this activity can be used to identify the key steps taken by chidren in order to hep them anayse the scope of their invovement in different stages of the programme. 45 60 minutes Resources fipchart paper scissors Post-it notes pens and paper What to do Before introducing the activity to the chidren, cut some paper or a chart into the shape of a footstep. The too may need 10 15 such footsteps. Introduce the activity to the chidren. Ask them to consider why they have been participating in any particuar programme. What is its main goa? Once they have decided on the goa, one chid is asked to write this as a statement of the goa on a sheet of paper. This sheet is paced on the ground at a spot far away from the chidren. The chidren wi now have to ay the footsteps one at a time, with each footstep corresponding to a stage in their path to reach their goa. Ask chidren what practica steps they have taken or been invoved in to work towards the goa. The first cut out footstep is paced on the ground. One chid puts her/his foot on it. This signifies the first stage towards achieving their goa. Now a chidren discuss what this first stage was. How were they initiay invoved in this programme? What did they do first? This is then written down on a sheet of paper and paced next to the first footstep. This exercise is repeated unti a the key stages of chidren s invovement and action towards reaching the goa have been competed. Chidren and young peope can be encouraged to refect and to discuss the foowing: The extent to which they were invoved from the eariest stages (for exampe, were girs and boys invoved in identifying and assessing the probem(s)/ concern(s)? Were chidren invoved in discussions and decisions about how to sove the probem(s)?) Which chidren (girs, boys, ages, backgrounds) were invoved? Which stages of the activity were hardest or easiest to do? Why? 22

Using the footstep (Hejje) too to assess the scope of chidren s participation ensures that chidren define their own stages of work and then evauate the scope of their participation themseves. This activity needs to be modified to ensure incusion of chidren with disabiities, chidren who are not iterate, and other marginaised groups. It can be modified for oca needs by using miestones or just numbers instead of footsteps. This activity heps recounting a ong process and assessing how much work has actuay happened. This can hep give chidren a sense of achievement. (The Concerned for Working Chidren staff member, India) photo: Dan Ader/save the chidren 4 Toos for measuring the scope of chidren s participation A workshop for students from across Coombia to discuss issues in schoos. 23

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 Visua programme cyce participatory mapping This mapping too enabes you to anayse the scope of participation. 13 At each stage of the programme cyce, chidren and young peope (and aduts) can discuss and identify the extent to which chidren were invoved (ranging from not invoved, consuted, coaborators, or chid or young peope-initiated or managed). If there is time and interest, chidren and young peope can aso discuss and identify how they woud ike to be invoved in each stage of panning. 90 120 minutes Resources Fipchart paper and pens Post-it notes in two coours Large drawings iustrating the four different approaches of chidren not being invoved, consutative, coaborative, or chid-ed/chid-initiated/chid-managed (see page 25) Large sheets showing the five stages of the programme cyce, to re-create the diagram beow on a wa What to do Either ink this activity to the footstep too to see how steps identified by chidren and young peope ink with key stages of the programme cyce, or introduce the programme cyce. Chidren and young peope (or other stakehoders) can be asked if they can name the main stages invoved in a programme or project. Record the ideas and views shared. Introduce the main stages of the programme cyce (see beow). Finding out what the probems are (situation anaysis) Acting on findings (dissemination and feedback) Deciding what you want to do about them (panning) Measuring what happened (monitoring and evauation) Taking action (impementation) 24

Expain that this activity wi enabe chidren and young peope (or other stakehoders) to consider their participation and to anayse the scope of chidren s participation at different stages of the programme cyce. They wi have the chance to expore how chidren and young peope are being invoved at each stage. Pace the visua images (from the chart) and their corresponding words in a ine on the foor: chidren not invoved, consutative, coaborative, and chid-ed/ chid-initiated/chid-managed. Expore with chidren and young peope (or other stakehoders) what these words mean. If you have enough time, encourage the chidren to briefy act out a roe-pay to iustrate what each of these words mean. Chidren not invoved means no chidren were spoken to, or asked their views. Consutative means that chidren were consuted and asked their views, but were not invoved in designing the consutation. Coaborative means that chidren contributed to designing the methods for the situation anaysis, that their views were heard, and they were invoved in the anaysis. Chid-ed, chid-initiated or chid-managed means that chidren themseves initiated, managed or ed the process (this may aso have been with adut support). Recreate the diagram with a fip chart on the wa using arge headings for each part of the programme cyce; and the coumns with visua images for not invoved, consutative, coaborative, and chid-ed/chid-initiated/chid-managed. Chidren not invoved Chidren consuted Coaborative Chid-ed/ chid-initiated/ chid-managed 4 Toos for measuring the scope of chidren s participation Finding out what the probems are (situation anaysis) Deciding what you want to do about them (panning) Taking action (impementation) Measuring what happened (monitoring and evauation) Acting on findings (dissemination and feedback) 25