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

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 Carify that these tites are not in order of importance or quaity. Sometimes it may be more meaningfu for chidren and young peope to be consuted, sometimes they may want to coaborate with aduts, and sometimes chidren and young peope may want to initiate or manage things themseves. It depends on each specific context and the chidren and young peope s interests. Chidren and young peope need to describe, for themseves, how they were invoved and to discuss how meaningfu their invovement was. Expain to chidren and young peope (or other stakehoders) that they are going to consider each stage of the programme cyce, to discuss and identify: (a) to what extent chidren and young peope were meaningfuy invoved in each stage; and (b) how they woud ike to be invoved. For each stage of the programme cyce, chidren and young peope shoud discuss their participation in the project and record: (a) brief detais about how they are currenty invoved in this stage of the programme cyce on a yeow Post-it note. This Post-it shoud be paced in the section that most refects the extent to which they think chidren and young peope were invoved (not invoved; consuted; coaborative; chid-ed/chid-initiated/chid-managed). If there is time, the chidren and young peope can aso discuss and record: (b) how they woud ike to be invoved on a green Post-it and pace it in the section that best refects how they woud most ike to be invoved. Repeat this process for each stage of the programme cyce. At the end, faciitate a discussion about key findings: In which part(s) of the programme cyce are chidren and young peope most meaningfuy invoved? In which part(s) are they east meaningfuy invoved? What are the reasons? Discuss and make notes about which chidren are invoved. Girs or boys? Which age group? What kind of background? Are any chidren with disabiities invoved? What are their views about the importance or reevance of chidren s active participation in every stage of the programme cyce? Which type of invovement is most meaningfu to chidren at each stage? And why? What are their ideas to strengthen chidren s participation in any (or a) stages of the programme cyce? If necessary, adapt the visua images and/or use oca anguage words for each stage of the programme cyce. This activity may aso need to be adapted to ensure incusion of chidren with disabiities. In the fina penary discussions, an H assessment (see too beow) can be used to draw together overa findings on the strengths and weaknesses of chidren s participation in every stage of the programme cyce, and the suggestions made by chidren (or other stakehoders) on how to improve this. 26

Waking through the project cyce This activity is an aternative to the visua programme cyce participatory mapping. What to do Pace the words reating to the scope of participation aong a ong ine on the foor: Chidren not invoved Consutative Coaborative Chid-ed You coud aso ask a chid or adut to draw an iustration to go with each of these headings. Introduce each of the images/words and discuss what this type of participation means, to ensure shared understanding. Expain to chidren (or other stakehoders) that they wi have the chance to wak through the programme cyce, to discuss and identify to what extent chidren were meaningfuy invoved in each stage: finding out the probems; deciding what to do about them; taking action; measuring what happens; acting on findings. Expain to chidren and young peope that we are going to have the chance to wak through the project cyce to consider the nature of chidren s participation at each stage. Emphasise that there are no right or wrong answers or positions, as it may not aways be reevant for chidren to be invoved or to manage certain aspects of the process. Thus, it is crucia that everyone is open and ready to refect on chidren s invovement and what kind of invovement woud be most meaningfu, and why. 4 Toos for measuring the scope of chidren s participation Starting with finding out the probems each chid is asked to stand by the visua image which best iustrates the extent to which they think chidren (themseves or other chidren) were invoved in this stage. For exampe, were they or other chidren invoved or not; and if they were invoved, woud they describe the process as consutative, coaborative, or chid-ed or managed? Make a note of how many chidren (and what proportion of the group they represent) are standing by each visua image. Once chidren are in position, standing by the visua image that they think best indicates the extent of chidren s invovement, they shoud be encouraged to share their views to expain their position and to provide evidence. After they have istened to each other s point of view, you can see if any of the chidren (or other stakehoders) want to change position. See if they can reach a consensus about where chidren are positioned for that particuar stage of the programme cyce. Record chidren s fina positions (and the proportions of chidren in different positions) and their views about how meaningfu their participation was. Do they think this was the most usefu form of invovement, or woud they ike to have been more or ess invoved? And why? Record chidren s feedback and exampes of evidence on the arge tabe that has been put up on the wa (and in the evauator s notebook). 27

Repeat this process for each stage of the programme cyce. At the end, faciitate a discussion about key findings: In which part(s) of the programme cyce are chidren most invoved? In which part(s) are they east invoved? Why? Discuss and make notes about which chidren are invoved. Girs or boys? Which age group? What kind of backgrounds? Are any chidren with disabiities invoved? What are their views about the importance or reevance of chidren s active participation in every stage of the programme cyce? Which type of invovement is most meaningfu to chidren at different stages of the programme cyce? And why? What are their ideas to strengthen chidren s participation in any (or a) stages of the programme cyce? photo: cesesma A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 Chidren s header iustration for a time-ine exercise for the Safe Quaity Schoos project in La Daia, Nicaragua. 28

An H assessment This is a very simpe too that can be used with and by chidren, young peope or other stakehoders to expore strengths and weaknesses of chidren s participation, and suggestions to improve it. For the purpose of gathering information for the tabe deaing with the scope of chidren s participation, it can focus on their participation in different stages of the programme cyce, and can bring together penary discussions in the previous activity. 45 60 minutes Resources fipchart paper and pens What to do Make the shape of an H in the midde of a arge sheet of fipchart paper and write the foowing headings: Name of the programme/project Strengths and successes Weaknesses, chaenges and threats Suggestions on how to improve 4 Toos for measuring the scope of chidren s participation Strengths and successes Name of programme/ project (date) Weaknesses, chaenges and threats Suggestions on how to improve Ask the chidren to fi in the name of the programme/project that is being evauated in the top midde pane. Add the date, and the number and background of stakehoders invoved in the H assessment (eg, five boys and six girs aged 8 12). Under the smiey face symbo,, ask them to think about and ist a the strengths regarding the ways in which girs and boys (of different ages or abiities) have been invoved in different stages of the programme cyce. Encourage them to discuss and share success exampes, and why these exampes indicate strengths or successes. Under the sad face symbo,, ask them to think about and ist the weaknesses, chaenges or threats regarding the ways in which girs and boys (of different ages or abiities) have been invoved in different stages of the programme cyce, and why they consider these to be weaknesses. 29

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 Under the ight bub symbo,, ask chidren and young peope to share and ist their suggestions for how to improve meaningfu, incusive participation of chidren in different stages of the programme cyce. NCN India made a sight modification to the H assessment diagram. An upward arrow was used to indicate the strengths, and a downward arrow was used to indicate weaknesses: Strengths Name and date of exercise Suggestions on how to improve Weaknesses photo: cesesma A chid researcher from La Daia, Nicaragua carrying out an interview on how rights are respected in schoos. 30

Circe anaysis Circe anaysis is a too to expore patterns of incusion and excusion. It can hep you identify which groups of chidren (girs, boys, age groups, backgrounds) are most activey invoved in the participation process, and which chidren are excuded from participating. 45 60 minutes Resources fipchart paper different cooured pens different cooured stickers What to do Introduce the circe anaysis and expain that it wi hep participants expore patterns of incusion and excusion in terms of the participation process. Introduce the different circes and the meaning of each circe. d c 4 Toos for measuring the scope of chidren s participation b a a activey invoved b sometimes invoved and active (but not aways) c informed, but not invoved d excuded/not reached in the participation process With chidren, identify different symbos or coours that can be used by girs and boys of different ages (eg, under 8, 8 12, 13 18) and/or girs and boys from different backgrounds (such as schoo-going chidren, out-of-schoo chidren, chidren from different ethnic groups, chidren with disabiities). Give each gir and boy a pen or a sticker of the coour that represents their particuar group. Ask each chid to pace their sticker or draw their symbo in whichever circe they think represents them. 31

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 Once everyone has paced their stickers or drawn their symbo, they are encouraged to refect on the patterns of distribution: Which chidren are in the inner circe? What does it mean to be active? How are they active? Which chidren are in the midde circe? What does it mean? Why are they ony sometimes active? What prevents them being very active? Which chidren are in the outer circe? Why? What prevents them from being active? Are there some chidren who choose not to participate? If so, why do they choose not to? Are there other chidren who are excuded/not reached? Think about the chidren who are not part of this meeting today. Who are they? What is their gender, age, background? Are chidren with disabiities incuded? Are there other chidren who are often excuded/not reached? Who are they? Why are they excuded/not reached? What can be done to invove them? Can you observe any main gender or age or background differences reating to who is most activey invoved? Or most often excuded? What other factors make a difference to which chidren are activey invoved in participation and partnership initiatives? What can be done to strengthen incusive participatory processes? You may need to make extra efforts to ensure a safe environment for chidren from the most marginaised sections of society, so that they are abe to express themseves, and to enabe sensitive action panning with and by young peope to address any existing discrimination and to support more incusive practices. Chidren grasped this too quicky as they understood that the distance between each circe and the core circe ceary indicated the eve of participation and non-participation. Chidren, who initiay repied that they had active participation in a the exercises, repositioned their caim after understanding the dimensions of active participation and how active participation differed from mere participation. They acknowedged that this was an effective too that coud be easiy used by everyone. (NCN staff member, India) 32

Puppets Puppets are a fun way to expore younger chidren s views and experiences about how they are currenty invoved in projects, which may revea findings about the scope, quaity and outcomes of their participation. By taking through the puppets, chidren are more abe to say things that they woud not fee confident to say as themseves. 15 30 minutes Resources Puppets ideay you shoud have a few puppets so that chidren can aso use them to present their own puppet shows. You can aso make puppets out of ocay avaiabe materias (such as socks with eyes, mouth and hair drawn on) if needed. What to do Together with the puppets, sit in a circe with younger chidren. The puppet introduces him/hersef Heo chidren, my name is (give the puppet a oca name). I am happy to meet you today and to earn more from you about XXX project. What is your name? Encourage the chidren to introduce their names. The puppet can ask chidren more about the project I am here today to earn more from you and your friends about XXX project. (Share more oca contextua information about the project, giving concrete exampes ) 4 Toos for measuring the scope of chidren s participation Encourage chidren to te you what they know about the project. Which activities do you ike most in this project? Why? Are there are any activities you do not ike? Why? The puppet can then expore more about how chidren express themseves and how aduts do or do not isten to them: In the project, who decides which activities chidren wi do? Do aduts ever ask you or your friends about what you want to do? How? Do aduts ever ask you or your friends about what you ike or do not ike about the activities? How does it make you fee when aduts isten to you? How does it make you fee when aduts do not isten to you? Do you have any suggestions for aduts to isten to you more? You can give chidren the puppets and, if they woud ike to, you can ask them to use the puppets to show you what they ike doing in the project. 33

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 Drawings or paintings Younger chidren can be encouraged to make drawings about paces where they tak and are istened to by aduts. They can be encouraged to expain their drawings and their meanings. Games A 12-year-od gir hods a drawing of her experience of having to eave her home in Pakistan because of foods. Games can be designed to enabe younger chidren to share their views and experiences. For exampe, the cassic Snakes and Ladders (or Ludo) can be adapted for chidren to expore when they do or do not have opportunities to express their views or to be part of decision-making; or things that hep and hinder chidren s participation. For exampe, in Snakes and Ladders, when the chidren and on a adder, they can be asked to share an experience about when and how they were abe to express their view and to participate, or to share an idea about what woud hep them express themseves. When chidren and on a snake, they are asked to share an experience about when they were not abe to express their views, about when they had no say in decision-making about something that was important to them, or about things that make it difficut for them to express themseves. photo: Fauzan Ijazah/save the chidren photo: save the chidren 34 A chidren s space for dispaced chidren in Peshawar, Pakistan.

5 Toos for measuring the quaity of chidren s participation This section provides toos that you can use to gather information on the quaity of chidren s participation (see pages 16 20 in Booket 3 for further information and indicators for measuring the quaity of chidren s participation). Key toos incude: Pots and stones to discuss and score each basic requirement/quaity standard (see page 36) Interviews or focus group discussions on the quaity of participation (see pages 1 and 15) Sef-assessment using focus group discussions (see page 15) Questionnaire or survey on the quaity of chidren s participation (see page 20) Observations (see page 6) Compementary or aternative methods for gathering information on the quaity of chidren s participation with or from younger chidren incude: Magic carpet (see page 39) Drawings or paintings (see page 40) Chid-ed tours (see page 40) Games (see page 40) photo: save the chidren A boy at a temporary earning centre for dispaced chidren in Peshawar, Pakistan. 35

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 Pots and stones Pots and stones 14 is a game you can use to discuss and score the quaity of the chidren s participation process. It enabes chidren and young peope (and others) to score how we each of the nine requirements for effective and meaningfu participation are met. The activity aso encourages sharing of ideas on what more can be done to meet the quaity standards. 60 90 minutes Resources a set of nine pots or any ocay avaiabe sma container copies of the nine requirements transated into oca anguages a arge coection of stones, shes, seeds or beans is needed What to do Introduce the pots and stones activity that wi be used to expore the quaity of the chidren s participation process. Expain how nine requirements for effective, meaningfu participation have been defined in a Genera Comment on Artice 12 (of the UNCRC) at a goba eve. They can be used to monitor, evauate and improve the quaity of chidren s participation. (See Booket 3, pages 16 20, for a reminder of the nine requirements.) Chidren and young peope (or aduts) wi have the chance to expore one requirement (one pot) at a time. Aternativey, see beow for a variation on this approach, where three sma groups each expore three of the basic requirements in more detai and share their resuts in penary to see if others agree with their assessment. Briefy introduce each of the nine basic requirements with each represented by one pot. Wherever possibe, make time to use short roe-pays with and by chidren and young peope to ensure a shared understanding of what each requirement invoves in practice. 1. Transparent and informative 2. Vountary 3. Respectfu 4. Reevant 5. Chid-friendy 6. Incusive 7. Supported by training 8. Safe and sensitive to risk 9. Accountabe This short fim, The Goba Chidren s Pane on ACCOUNTABILITY, can aso be shared to introduce the concept of accountabiity: http://www.youtube.com/watch?v =hzpu5mc9fgo&feature=share&noredirect=1 36

Expain to participants that for each pot, they wi each be given a maximum of three stones. For each pot, they wi be asked to pace 0, 1, 2, or 3 stones in their right hand to indicate the extent to which they think this requirement is or is not currenty met in their participation project. They wi then be asked to share their views and to agree an overa score for each requirement: 0 stones = Not at a 1 stone = There is awareness of the requirement, but it is not refected in practice 2 stones = Efforts are made to address the requirement, but no systematic procedures are in pace 3 stones = The requirement is fuy understood, impemented and monitored For each requirement, use the descriptions and indicators in the tabes in Booket 3 (pages 21 24) to carify what the requirement invoves. Enabe chidren to discuss its meaning in their oca context before scoring each requirement with stones. It is very important that each participant criticay refects on their experiences and that each chid (or adut) has freedom to freey express their views and experiences. Participants (either in one arge group or in smaer groups) shoud have the chance to expore one requirement (one pot) at a time. 5 Toos for measuring the quaity of chidren s participation Chidren take part in a Pots and stones activity in Nepa. photo: save the chidren 37

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 Encourage each participant to share how many stones they personay think shoud be paced in the pot. How we is the requirement met in the programme or project? Encourage open discussion among the chidren (or aduts), to identify and recognise weaknesses, as we as strengths. A note-taker shoud try to capture the main discussion points. After a few minutes of discussion, encourage the participants to decide coectivey how many stones to pace in the pot. They need to share good reasons for their fina decision. Make a note of the score, and the reasons. If fewer than three stones are paced in the pot, then aso encourage the participants to share their ideas and suggestions about what ese needs to be done to ensure that the requirement is met. Record a the suggestions given. Move on to the next pot and repeat the process unti a the requirements have been expored. At the end, faciitate a penary discussion about which requirements have been met (more or ess) and the reasons why. Encourage chidren and young peope to share any other ideas about how to increase effective, meaningfu chidren s participation. Depending on the number of chidren or other stakehoders invoved, it may be better initiay to do the pots and stones activity in sma groups with chidren of the same age, gender, or background. Then each group can share their resuts and negotiate a coective score. Any differences in opinion can be recorded. A poster of the rating scae coud aso be produced and paced on the wa as a reminder. In certain contexts, some of the requirements, such as participation is supported by training for aduts, may be ess reevant for chidren to score. Thus, identify those requirements that are reevant for chidren to score, but aso ensure that scores are coected for a the basic requirements from reevant stakehoders. Parae group work for deeper anaysis: An aternative way to faciitate the pots and stones activity that aows more time to assess and score each of the indicators reating to the nine basic requirements is to divide participants (chidren or aduts) into three groups. Each group works as a sma group to discuss and assess three of the basic requirements. For exampe, group A assesses requirements 1, 4 and 7; group B assesses requirements 2, 5 and 8; and group C assesses requirements 3, 6 and 9. The groups discuss and score each indicator reating to their requirement(s). In penary, each group then shares the resuts from their assessments, and the other groups either vaidate or suggest changes to the scoring. The pots and stones too is easy to understand, fun and participatory. We ike how the number of beans is determined. With repeated use of this too, it aows us to see progress in the quaity of our participation over time. (Young peope participating in Pan Togo projects) 38

Magic carpet Magic carpet is an aternative activity you can use to expore how younger chidren woud ike to be istened to and invoved in decision-making; and to expore the extent to which they are currenty istened to or not istened to. 30 45 minutes Resources A rug or something you can use as a magic carpet What to do Encourage younger chidren to sit together on the carpet. Expain that this is a magic carpet that is going to trave to a word where younger chidren tak a ot about what they think and aduts aways isten to them. Make some fying noises and fap the rug to further chidren s imagination of them being on a magic fying carpet. Expain that your fying carpet has anded in a new and. It may ook the same as where they started, but in this and, the aduts aways isten to young chidren. Now that they are in the and where aduts aways want to isten to chidren, they woud ike to isten to girs and boys views. For exampe, in this and there is a person caed Ms Joy (use a oca name). Ms Joy aways encourages chidren to express themseves and is happy to isten to chidren. Ms Joy woud ike to know: How do you fee when you are istened to by aduts (ike Ms Joy, who istens to chidren)? What decisions do you think chidren your age can make? (eg, can you decide what games you and your friends pay)? Can you decide what cothes you wear? What other things can you decide? How shoud aduts isten to young girs and boys ike you in famiies/pre-schoos/ communities/project XXX. For exampe, what can your teacher do to show that she is istening to your ideas? Do you have any other ideas about how aduts or your bigger brothers or sisters can isten to you? 5 Toos for measuring the quaity of chidren s participation Now our magic carpet is going to take us back. Make some fying noises and fap the rug. Now we are back in our origina word. Is this a word where younger chidren are istened to? If so, how? If not, why not? Encourage chidren to share their views and experiences. 39

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 Drawings, paintings, chid-ed tours and games Drawings and paintings: Younger chidren can be encouraged to make drawings about how aduts isten to chidren and what difference it makes. Chid-ed tours: (see page 12 of this booket) may invove younger chidren (aged 2 7) whie aso ensuring that oder chidren and/or aduts are accompanying them. During the chid-ed tour, chidren can be asked informa questions reating to the basic requirements and quaity of participation processes. For exampe, younger chidren can be asked about how they are invoved in the project in their oca area. Questions coud be asked about the manner in which aduts share information with them, seek their views, or isten to their views. Questions can be asked about which chidren are incuded or eft out; about whether they fee safe or face any risks; and about whether aduts share feedback with them. Games: Games (such as snakes and adders or Ludo) can be adapted to enabe younger chidren to share their views and experiences on the quaity of the participation process (see page 34 of this booket). photo: cesesma A chid researcher from La Daia, Nicaragua working on a drawing to share ideas about respect for rights in schoo. 40

6 Toos for measuring the outcomes of chidren s participation This section provides toos you can use to gather information on the outcomes of chidren s participation (see tabes on pages 26 30 of Booket 3 for further information and exampes of indicators for measuring the outcomes of chidren s participation). Each programme shoud have deveoped its own specific indicators reating to the objectives. The outcomes associated with chidren s participation wi need to be assessed in accordance with these origina objectives. You can use the foowing toos to coect information on the outcomes of chidren s participation: Interviews and focus group discussions (see page 42) Body mapping (before and after) (see page 42) Red, amber, green traffic ights (see page 45) Chidren in context anaysis of change (see page 47) Stories of most significant change (with creative expression) (see page 50) Sef-confidence rating (before and after) (see page 20) Decision-making chart (see page 18) Red ribbon monitoring (see page 53) Observation (see page 6) Tracking of schoo attendance (see page 54) Secondary data anaysis (see page 56) Compementary or aternative methods for working with younger chidren to gather information on the outcomes of chidren s participation incude: Puppets or drama (see page 56) Drawings or paintings (see page 57) Creating a scrapbook (see page 57) When monitoring and evauating outcomes, it is especiay important that data are trianguated from different sources and methods. Furthermore, wherever possibe, it is usefu to compare findings with baseine data. 41

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 Interviews and focus group discussions on outcomes of participation The indicators and questions reating to the outcomes of chidren s participation from your organisation s M&E pan can be adapted and used for individua interviews or focus group discussions. The questions shoud be taiored to the specific project context that is being monitored or evauated. A semi-structured interview with open questions can hep expore and gather information concerning the compexities and nuances of chidren s participation. Body mapping (before and after) Body mapping can be used to expore changes in chidren s views or experiences before and after their invovement in the programme. This too is particuary usefu for measuring process outcomes, especiay when baseine information was coected at the start of the programme (see page 15 of this booket). If baseine information was not coected, chidren can sti be encouraged to refect on changes arising from their participation before and after the programme was impemented. 60 90 minutes Resources sheets of A3 paper with an outine of a body drawn on them one sheet for each chid sheet of fipchart paper with an outine of a body drawn on it different cooured pens and crayons tape Post-it notes What to do Introduce the before and after body mapping exercise that wi enabe girs and boys, individuay and coectivey, to expore changes in chidren s ives or in chidren s knowedge, behaviour or attitudes that are an outcome of their participation. These changes may be positive or negative, expected or unexpected. 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 BEFORE their participation in the programme, and the right-hand side represents the chid AFTER their participation (now). 42

Expain that girs and boys wi initiay have the chance to think about and to iustrate changes arising from their participation in their individua body maps; after, they wi have the chance to transfer their findings onto the big body map to share key findings and experiences. Give every chid an A3 sheet of paper with the shape of a chid s body on it. The body is simiary divided by a vertica ine down the midde. Encourage each chid to think about changes arising from their participation. Again, remind them that they can think about and record positive or negative changes. You can encourage them to think about the body parts to expore and to record before/after changes on Post-it notes. For exampe: The head: Are there any changes in their knowedge? Or what they think about/ worry about/fee happy about? Are there any changes in the way aduts think about chidren? The eyes: Are there any changes in the way they see themseves/their famiy/their community/their schoo? Are there any changes in the way aduts see chidren? The ears: Are there any changes in how they are istened to? Are there any changes in how they isten to others? Or what they hear? The mouth: Are there any changes in the way they speak? The way they communicate with their peers, their parents, their teachers or others? Are there any changes in the way aduts speak to them? The shouders: Are there any changes in the responsibiities taken on by girs or boys? The heart: Are there any changes in the way they fee about themseves? Are there any changes in their attitudes to others? Are there any changes in the way aduts or other chidren fee about them? Or others attitudes to them? The stomach: Are there any changes in their stomach? In what they eat? The hands and arms: Are there any changes in what activities they do? How they use their hands or arms? Are there any changes in the way aduts treat them? The feet and egs: Are there any changes in where they go? What they do with their egs and feet? Think about and draw any other changes Give chidren time to draw or record these changes through words or images on Post-it notes on their body map. After 20 25 minutes, gather the chidren and encourage them to share their individua findings and transfer them onto the big body map. For each body part, encourage the chidren to share some of the changes that they have recorded, if they fee safe and comfortabe to share. Encourage chidren to share expected and unexpected changes, positive and negative. Ensure that a the chidren s views are recorded in detai (but anonymousy) by one of the evauation team members. For each change that is shared, try and get a sense from the group as to whether it is ony a change for some chidren or seen as a temporary change, or whether it is identified as a significant and sustained change among many of the participating chidren. 6 Toos for measuring the outcomes of chidren s participation 43

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 Encourage chidren and young peope to record the changes visuay or with words on the big body map. If possibe, use stickers (green = a ot of chidren, yeow = some chidren, red = few chidren) to indicate how many chidren have experienced changes. In penary, discuss the foowing questions with chidren: Which are the most significant changes they have experienced because of their participation in the process, and why? Are there any differences in the changes experienced by girs and boys? By oder chidren and younger chidren? Are there differences in the changes experienced by other groups of chidren? Are any changes temporary or ong-asting? Why? If the chidren are wiing to share their individua body maps with the evauators, coect them as another source of evidence, and ensure that each has detais regarding the gender, age, and background of the chid (this can be anonymous). Where the before body map was undertaken previousy, you can compare the after resuts against this. If you are working with chidren with 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 might need an assistant or interpreter to support their contributions. After this exercise, if there is time, you coud use some of the other compementary toos shown beow for exampe, using drama to iustrate stories of most significant change. NB: If any chid protection concerns are raised by chidren during the body mapping, 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. We chidren very much enjoyed the body mapping process. Dividing the body with a vertica ine from top to bottom to signify the situation before and after our invovement in chidren s pariaments, we were abe to notice the various improvements in us with regard to our thinking, outook, istening, communication, heath, activities, reach, etc. that occurred on account of chidren s pariaments. (Chidren, Neighbourhood Pariaments of Chidren, India) 44

Red, amber, green traffic ights This too 15 is usefu to monitor and evauate effectiveness and impementation of an activity/project. Conducting this too over time can hep to monitor and evauate changes. This too works better with chidren invoved in the specific project to expore process outcomes, or with random groups of chidren in the area to expore externa outcomes. 45 60 minutes Resources fipchart paper red, amber and green marker pens or crayons; aternativey, you can use cooured paper Post-it notes pens masking tape What to do Draw and shade three circes of red, amber and green on a fip chart as shown in the diagram opposite. Expain to the chidren and young peope that they are going to have the chance to monitor and evauate how their participation in a specific project is progressing and the extent to which it is or is not eading to any changes in outcomes for chidren. 6 Toos for measuring the outcomes of chidren s participation Expain the use of traffic ights and the three circe coours (red, amber, green) and ask chidren to choose which coour represents the progress and outcomes of the project, and why. Red indicates that the project is not progressing we (for exampe, that there is imited participation of chidren or imited improvements arising from chidren s participation). Amber indicates that the project is progressing fairy we, but there is room for improvement. Green shows that the project is progressing reay we and that there are positive outcomes for chidren arising from their participation. Chidren are given Post-it notes to record their reasons, and they pace one on the coour circe that best represents their views on the progress and outcomes of chidren s participation. As chidren stick on their Post-it notes, they are encouraged to share their reasons with the group. 45

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 photo: john sanders/save the chidren The faciitator shoud encourage this activity to be done in sma groups (eg, five to eight young peope at a time) so that each member is encouraged to activey share their views. Furthermore, the activity shoud be preceded by icebreaker games or other activities to create an open and safe environment for chidren to express their views freey. If chidren cannot write, they can be encouraged to share their views verbay. When chidren have decided which coour ight best represents their views, they shoud be encouraged to share their reasons why. The faciitator(s) shoud have good istening and probing skis. The too is empowering and gives chidren a chance to have a say on the way a specific project/activity is being impemented. (EveryChid Maawi) 46 A workshop for members of Save the Chidren s goba chidren s pane.

Chidren in context anaysis of change This too uses a visua diagram of chidren in the context of their famiies/caregivers, communities, sub-nationa, nationa, regiona and internationa contexts to hep identify outcomes associated with chidren s participation. This too can be usefu to gather information on both behavioura or attitudina and wider externa outcomes. 60 120 minutes Resources fipchart paper pens tape arge printed sheets (or drawings) depicting a face that is crying, a sad face, a happy face, and a very happy face What to do Introduce one of the visua images of chidren in context as in the diagram beow. Expain that chidren exist in a wider context. They are infuenced by, and can infuence, their famiies or caregivers, their communities, schoos, or other oca institutions. They are aso infuenced by, and can infuence, poitica commitment, pubic decisions, and ega or poicy reforms through oca, sub-nationa or nationa governance processes. 6 Toos for measuring the outcomes of chidren s participation Loca, sub-nationa, nationa governance Changes in poitica commitment; pubic decisions; ega/poicy reform Community/ schoo/oca institutions Changes in community; institutions; awareness in chid rights; respect for chid rights Famiy/caregivers Changes in parents/staff; awareness and respect for chid rights Chidren Changes in chidren (confidence, skis, knowedge) 47

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 Expain that in this activity we want to identify what kind of changes or outcomes chidren s participation achieves at different eves: on the individua chid on the chid s famiy on the chid s community or oca institutions for exampe, schoo or chid cub on oca/sub-nationa, nationa or regiona governance processes for exampe, infuencing changes in poitica commitment to chidren s rights, budget aocations, or practice or poicy reforms. Initiay, it is important to review the objectives of chidren s participation in the programme. What was the programme trying to achieve or infuence through chidren s participation? Write these objectives on Post-it notes and pace them in the reevant part of the visua diagram. For exampe, if one objective of the programme is to raise parents awareness of chidren s rights in order to prevent beating of chidren, then write this on a Post-it and put it on the famiy circe. Or if an objective of the programme was for chidren to contribute to community deveopment, then put this on a Post-it on the community circe. Consider your organisation s M&E pan, your objectives and indicators for exampe, chidren s representatives are incuded in the viage deveopment committee; reduction in beating of chidren. Now expore what outcomes have been achieved in reation to these objectives. Pace a arge chart on the wa with coumns for four possibe broad outcomes: crying face ( negative change/harm resuting from chidren s participation ), sad face ( no change ), reasonaby happy face ( some immediate change, or ony change in some stakehoders ), and very happy face ( significant and sustained change acknowedged by chidren and aduts ). See pages 30 32 in Booket 3. Negative change/ harm resuting from chidren s participation No change Some immediate change or ony change in some stakehoders Significant and sustained change acknowedged by chidren and aduts 48 Expain that it is important for chidren and other stakehoders to discuss any unexpected outcomes and changes, both positive and negative, as we as any expected outcomes arising from chidren s participation processes. For exampe, have there been any expected or unexpected outcomes at any of the eves stated: on chidren on parents and staff on the oca community s awareness of chidren s rights on institutions and respect for chidren s rights for exampe, in schoos, NGOs, chidren s institutions, viage deveopment committees, chid cubs, etc. on poitica commitment to respect chidren s rights For each objective, encourage discussions among chidren or other stakehoders about whether they have or have not achieved the panned outcomes or changes. Decide which coumn best represents the status of the outcomes.

Discuss and share evidence to expain why the group chose the coumn they did for each objective. A summary of the evidence shared can be recorded on Post-it notes on the chart. More detaied notes of the evidence can be recorded by one of the evauators. For each of these changes, again identify whether it is a change experienced just by some stakehoders, or a significant and sustained change for many. Use the sad or happy face depending on whether the change is positive or negative. In the penary, you can: Use the scae of change thermometer (see Booket 4, page 35) to get a sense of how many chidren have directy or indirecty benefited from the chidren s participation process. Has it just been the chidren who activey participated? Or have other chidren benefited? If so, how? Consider what other evidence you can gather to demonstrate such change. Discuss which chidren have benefited most from the programme and which chidren have benefited east. Identify whether the most marginaised chidren have benefited or not. If not, what more needs to be done? Identify which objectives have been hardest to achieve, and discuss what more can be done to infuence them. If you are working with chidren who do not ive with their famiies, you can adapt the visua drawing and identify who are those cosest to them in the inner circe (for exampe, street chidren might choose their peer group; or chidren in care might choose caregivers in their institution, etc). 6 Toos for measuring the outcomes of chidren s participation After this exercise, if there is time, you coud use some of the other compementary toos beow for exampe, using drama, poetry, stories, drawings or paintings to iustrate stories of most significant change. photo: mats igne/save the chidren A member of a schoo chid protection committee (eft of photo) in Jaaabad, Afghanistan. 49

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 Stories of most significant change Significant change can be shared by chidren or other stakehoders on a reguar basis through stories, poetry, drawings, paintings, drama, photos in diaries; or through drama, song, or puppetry, which coud be fimed. Stories, drawings and drama can be effective toos in gathering information on behavioura or attitudina and wider externa outcomes positive or negative. The timing depends on the activity. You may want to consider supporting chidren to gather stories periodicay of significant change, and to present them in creative ways, through painting, poetry, photography or drama. If possibe, it is great to give chidren time over a few weeks to be abe to gather and deveop their stories of most significant change in creative ways. Resources The materias you wi use depend on the choice of creative options. You may want to consider the avaiabiity of: paper, paints, crayons, cay, cameras, notebooks, pencis, erasers, pens, etc. photo: edgar naranjo and maruska bonia/save the chidren Chidren from San Lorenzo, Ecuador at a workshop on chidren s rights. 50

What to do Ideay, this too can be used every three to six months with chidren and young peope and other stakehoders, individuay and coectivey, to identify stories of most significant change as an ongoing method of monitoring and evauation. Foowing discussions through the body map exercise or the chidren in contexts anaysis, chidren or other stakehoders can be encouraged to discuss, identify and share what they see as the most significant change brought about through chidren s participation, and why. It is aso important to isten to and record the reasons why they think this change is most significant. Give them a choice of creative ways to express these stories of change. For exampe, chidren coud use drama, songs, poetry, paintings, drawings, scupture, photography, essays, or etters to express their stories. Aways remember to record chidren s stories of most significant change in enough detai, so that they provide good evidence, and can therefore be vaidated if needed. Record detais about: what happened, where, who was invoved, how the change was brought about, and what evidence there is of the change that took pace. Exampe of a story of most significant change from Yupuna Foundation Ecuador This story comes from a 16-year-od gir from Lago Agrio: One day a friend invited me to participate in this group. This was about two and a haf years ago, when the project first started. At the beginning I asked mysef, What for? Now the answer is much cearer and I don t regret it at a. Rather, I woud have regretted it if I hadn t participated. 6 Toos for measuring the outcomes of chidren s participation What I find in this space is openness and kindness from José and Yupana (promoters), who isten to us with a ot of affection; they have paid us attention. I have earnt a huge amount, such as how to vaue mysef for who I am and how to be in a group Before I was extremey shy, now I am not afraid to speak in pubic and make demands I aways had probems at home and I continue to have them. My parents did not get on, they fought a ot. My mother died five months ago and I am caring for my sister who is a year and four months od. Life became even more difficut than it aready was, and if it was not for the group and for this support I woud have faen to pieces. Above a, I understood that I am a human being and that I can make my voice heard. I have the right to be istened to and I aso have the right to fee good Then, I participated in this group to assess participation and we used a ot of techniques to understand and earn about it a: about treating peope we, about preventing vioence, about how as women we can gain our space for sef-respect, how ove between adoescents is so ovey and sad at the same time, about how to pan projects for ourseves and interact with the authorities, to demand that our own proposas be impemented and how to participate better. Art, pay and communication have given us a ot to earn to enabe us and enabe me to be abe to express ourseves and demand to be heard. 51

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 This too can aso be adapted to expore stories of most significant change on a reguar basis, enabing chidren and other stakehoders to identify and better address the most significant chaenges that they face. The coection of chidren s stories of most significant change may contribute to chid-ed documentation and media coverage of the history and impact of their participation in programmes and its outcomes. If any chid protection concerns are raised by chidren during the storyteing, 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. We ike using stories of significant change as we can choose which story to present. Stories hep us to think about things that have changed and to express through sketches, songs or poems. Sharing stories of change can be a source of inspiration to others. The too heps us to see both negative and positive changes. It is nice that everyone can share their stories. It is ike a game. (Young peope participating in Pan Togo projects) photo: cesesma Chidren participating in a focus group as part of an M&E project baseine process in San Ramón, Nicaragua. 52

Red ribbon monitoring This too 16 has been deveoped and used by chidren and young peope in viages in India as a way of continuay monitoring action (or ack of action) taken by the oca authorities to address concerns that chidren have raised. It is aso a usefu too for monitoring outcomes resuting from chidren s participation and for iustrating changes in aduts accountabiity to chidren. 10 15 minutes on a reguar weeky/monthy basis Resources white and red ribbons What to do When chidren and young peope have identified and raised key concerns that need to be addressed by the oca authorities, they tie a red ribbon around a prominent tree in their viage to indicate that their concerns have been raised with the reevant authorities. One red ribbon for each of the key concerns raised by chidren is tied around the tree. The actua concern raised (eg, eary marriage) may be written on the ribbon. The chidren and young peope meet reguary to discuss and monitor whether the reevant authorities have taken action to address their concerns. If the oca authorities take action to address the concern raised by chidren, then the chidren take down the red ribbon from the tree and repace it with a white ribbon. The white ribbon symboises that action has been taken by the authorities to respond to that particuar concern. As before, chidren can write the concern that has been addressed on the white ribbon. 6 Toos for measuring the outcomes of chidren s participation This ongoing monitoring too can be adapted for use in schoos, by NGOs or in other institutions that have responsibiities to fufi chidren s rights. Initia sensitisation of aduts and the reevant oca authorities may be required to ensure that chidren and young peope do not face risks of scoding or abuse for using this method. When using this method, it is aso usefu to monitor and document the extent to which the action taken by the authorities has had the intended outcome(s). Otherwise, you can have a situation where things are done, but the actua outcomes are not tracked. It is possibe to document what has been done (the outputs) and the resuts for the peope concerned (who has benefited). 53

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 Tracking schoo attendance This too 17 can be used by chidren and young peope or by aduts in projects where improved schoo attendance is one of the expected outcomes of chidren s participation. The too is used at the community eve to monitor whether chidren participating in a project are reguary attending schoo and the reasons for any absence. Chidren (eg, chid cub members) and supportive NGO or government staff are abe to monitor the main reasons for absences and are abe to foow up with chidren and their parents and reevant authorities to support ongoing schoo attendance. 20 minutes on a reguar basis (weeky or fortnighty) in community-based chid group meetings. The tracking wi take onger if data need to be coected via house-to-house visits. Resources copies of the attendance tracking sheet (A3 size or as a chart see exampe beow) cooured pens to compete the sheet/chart What to do Create, print out and provide enough copies of the attendance tracking sheet to members of a community-based chid group/cub see exampe beow (or create the attendance tracking sheet as a arge wa chart). Community based chid cub managed daiy schoo attendance record Date: Name of chid cub: Address: SN No Name of chid cub member Daiy attendance checkist If members are absent from schoo, pick one of the reasons from the ist beow: (a) sick; (b) househod work; (c) ritua/festivas; (d) not abe to compete homework; (e) food not ready on time; (f) taking care of younger sibings; (g) chid had to do paid abour; (h) chid was busy paying; (i) payed on the way; (j) schoo dress not washed/dried; (k) no textbook or penci; () went out of viage with parents; (m) disike/fear punishment in schoo; (n) other reason. Cass/ day Legend Attended: use Absent: use etter for reason Tota days schoo open 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 Tota attendance day 1 2 3 4 5 6 7 8 9 10 54

List the names of schoo-aged chidren in the community. The house number/address may aso be added. Mark the weekends or hoidays in the days (coumns) of the tracking sheet. Either through chid group cub meetings or through house-to-house visits, ask each chid whether she or he was present or absent on schoo days. Use a tick for present, and the appropriate etter for absent days, as foows: (a) sick; (b) househod work; (c) ritua/festivas; (d) not abe to compete homework; (e) food not ready on time; (f) take care of younger sibings; (g) chid had to do paid abour; (h) chid was busy paying; (i) payed on the way; (j) schoo dress not washed/dried; (k) no textbook or penci; () went out of viage with parents; (m) disike/fear punishment in schoo; (n) other reason. If a chid was absent on a particuar day, ask for the reason and mark the corresponding etter. Chidren and aduts can undertake foow-up to encourage chidren s attendance in schoos. It is important that the data are coected on a reguar weeky or fortnighty basis, as otherwise it can be difficut for chidren to reca the past days. However, it wi depend how often the chid cub/group members organise their group meetings. This form can usuay be competed by chidren over 9 years of age. Adut support may be required, especiay in the initia usage. Refections on using the too in Nepa: Some chidren may fee some shame in not being abe to reguary attend schoo. Positive peer pressure may hep chidren to be reguar at schoo. Chidren can aso hep monitor if chidren set out to go to schoo, but do not reach schoo, and can foow up on the reasons why. 6 Toos for measuring the outcomes of chidren s participation 55

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 Secondary data anaysis As described in Booket 4 (pages 23 24) and earier in this booket, it is crucia to identify and gather reevant secondary data anaysis that can be used to inform, trianguate and vaidate caims from chidren or aduts. Puppets or drama Puppets and drama can be used with younger chidren to encourage them to express any changes in their ives (eg, in their famiies, pre-schoos, schoos, communities) since they have been part of the participation process. A chidren s group performs at an event to mark Chid Heath Day in Kapoeta North county, South Sudan. photo: Jenn Warren/save the chidren photo: michae tewode/save the chidren Girs dance at a chidren s space in a refugee camp in Ethiopia s Somai region. 56

Drawings or paintings Younger chidren can be encouraged to make drawings about their ives and the benefits of being part of the programme. Chidren can be encouraged to describe what they have drawn and its meaning, and probing questions can be asked to better understand what has/has not changed as a resut of chidren s participation in a process/project. Creating a scrapbook Chidren can be encouraged to create and deveop a scrapbook using drawings, paintings, photography, cut-outs from magazines, etc, to iustrate their views of the programme and key changes resuting from it. Probing questions can be asked to expore how the chidren expressed their views and participated in the programme, and whether there have been any changes, positive or negative, as a resut of their participation. photo: piers benatar/save the chidren 6 Toos for measuring the outcomes of chidren s participation A member of a chidren s viage counci in Lindi district, Tanzania. 57

APPENDIX: ICEBREAKERS AND ENERGISERS Note: Pease deveop and use icebreakers and energisers that are incusive to the abiities of different chidren in the group. For exampe, do not choose icebreakers invoving visuas or rapid movement if there are bind chidren in the group. I am gad I am a chid/adut because but if I were an adut/chid I coud In sma groups, chidren/aduts compete the sentence. Share with the wider group. This icebreaker can hep identify the differences between aduthood and chidhood, and advantages and disadvantages of each. Anima noise groups Individuas are each given a piece of paper with a picture or name of an anima. With their eyes cosed, they move around the room making their anima noise unti they make groups of peope making the same anima noise as them. Reporters Chidren/young peope get in pairs to find out information from their partner which they feed back to the group. For exampe, person s name, aim for the workshop, where they are from, something they ike doing, how ong they have been invoved in their organisation, or one thing that no one knows about them. Paper, scissors, rock Divide participants into two teams. Each team decides if they are paper, scissors or rock. The teams face each other and show their symbo. Paper beats rock, rock beats scissors, and scissors beat paper. Bouses, dresses or shirts 18 This is a creative activity that can be used by chidren to internaise and summarise key concepts. Chidren are provided with arge sheets of paper, tape and pens and are encouraged to make a bouse, dress or shirt. They are encouraged to design their bouse, dress or shirt with the messages reating to the key concepts (eg, the scope/ quaity/outcomes of chidren s participation). Chidren mode their designs and give a brief presentation on what the key concepts mean to them. Onomatopoeia 19 Participants are provided with materias (paper, penci, crayons) and asked to draw animas that they ike or know. Then ask them to make the characteristic sound of the anima and aso to imitate its movement. The too coud aso be used to form groups according to a type of anima: cats, dogs, birds, squirres, etc. It can be used with young chidren and aso with oder chidren. The faciitator can compement with a sma story about the different animas drawn, and when a given anima is mentioned, the chidren who have drawn that anima imitate the sound and movement of the anima. 58

photo: Abir Abduah/save the chidren APPENDIX: ICEBREAKERS AND ENERGISERS Chidren from Habiganj district, Bangadesh. The ship is sinking Chidren move around the foor singing the ship is sinking, oh no, the ship is sinking. When a number is caed (3, 5, 6, etc.), they have to make a group (ifeboat) with the same number of peope as the number caed. On the bank, in the pond A the chidren sit on a circe on their knees. The foor within the circe represents a pond. When the caer cas out In the pond!, the chidren have to put their hands on the foor. When the caer cas out On the bank!, the chidren have to put their hands on their knees. The chidren have to do what the caer says, not what she or he does. Who is the eader? A the chidren make a circe. One chid is sent out of the room. The rest of the chidren decide who is the eader. The chidren move round in a circe and copy the actions of the eader. The chid sent out returns to the room and has three chances to identify the eader. Duck, duck, goose The chidren sit in a circe. One chid waks around the circe, tapping chidren s heads, saying Duck or Goose. If he or she taps a chid s head and says Duck, that chid remains seated, but if he or she taps a chid s head and says Goose, both of them have to run around the outside of the circe once, as fast as they can. The ast one to run a fu circe, back to where they started, has a turn at waking around the chidren s circe, and the game starts again. 59

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 Cross-over Chidren stand in a circe. A caer cas a category (eg, a those wearing socks). If this category appies to you you cross over to another pace in the circe. Last to cross becomes the caer. Street, chid, home A the chidren make groups of three. Two chidren in each group hod hands and form a home. The third chid in each group stands inside the home and is the chid. A caer stands aone and cas out either Street!, Chid! or Home!. If Home is caed, then the chidren forming the home have to scatter and make another home. If Chid is caed, each chid has to find a new home. If Street is caed out, everyone has to change position. The caer tries to join in. Whoever is eft out becomes the new caer. When the wind bows Participants form a circe. One person cas: When the wind bows, a those wearing socks, change your paces. This continues with other cas such as A those with back hair, etc. The game brings out the common things between different chidren. Peope move around and fee refreshed. photo: cesesma Chidren working on a sef-assessment quaity questionnaire as part of an M&E project baseine process in Wasaa, Nicaragua. 60

Seven up Everyone gets in a circe. One person paces his or her hand on their chest and cas out One! Depending on which direction his or her fingers point to the eft or to the right the person to the eft or right cas Two! and points either to the eft or the right with their hand on their chest. This continues up to Six! Then, for Seven!, the designated person has to put their hand on the top of their head but they don t say anything. The game continues, with those who make a mistake eaving the game. The crocodie and the ion A big square is made on the foor, which indicates the pond of the crocodies. Outside the pond is the area of the ions. Lions and crocodies never attack at the same time, so, when the participants hear Lion!, they have to move quicky into the pond to avoid being eaten by the ion. When they hear Crocodie!, they have to move quicky out of the pond onto the and to avoid being eaten by a crocodie. This may be compicated when the words ion and crocodie are said quicky, one after the other, and aso when the name of one of the animas is repeated. APPENDIX: ICEBREAKERS AND ENERGISERS Lottery of knowedge 20 This can be used to assess significant earning or understanding of new concepts. A sma revoving drum (container or a hat) is used, into which foded pieces of paper with questions are paced. Participants move the sma revoving drum and take out a piece of paper and then answer the question. 61

endnotes 1 Funky Dragon and Partnership Support Unit, Chidren as Researchers: Resource pack, 2012 2 L Gosing and M Edwards, Tookits: A practica guide to panning, monitoring, evauation, and impact assessment, Save the Chidren, 2003 3 Ibid 4 See J Kitzinger, The methodoogy of focus groups: the importance of interaction between research participants, Socioogy of Heath, 1994, 16, 1, pp 103 121 5 R Chambers, PRA Training Session, INTRAC Participatory Monitoring and Evauation Course, 1995 6 See C O Kane, The deveopment of participatory techniques: faciitating chidren s views about decisions which affect them, in P Christensen and A James (eds) Research with Chidren: Perspectives and practices. Second edition, 2008 7 See R Davies and J Dart, The Most Significant Change (MSC) Technique: A guide to its use, 2005, http://www.mande.co.uk/docs/mscguide.htm 8 Ibid 9 The virtua chid-ed tour adaptation was deveoped by practitioners in Neighbourhood Chidren s Networks, India. 10 This too was shared by Pan Guatemaa. The coma is the fat cay pan for cooking the fattened cakes of corn dough (the tortia ). 11 See J Theis, Evauating Chidren s Participation, 2003 12 This too was deveoped and shared by The Concerned for Working Chidren, India. 13 It may be usefu to do the activity with staff first, and then to do it with chidren to expore simiarities and differences in their perspectives and the reasons why. 14 This too has been updated based on usefu feedback from young peope invoved in Pan Togo and other piot projects. 15 This too was deveoped and shared by EveryChid Maawi. 16 This too was deveoped and shared by organised chidren supported by The Concerned for Working Chidren, India. 17 This too was deveoped and shared by Save the Chidren, NGO partners and chid cubs in Nepa. 18 This activity was shared by Pan Guatemaa. 19 This activity was shared by Pan Guatemaa. 20 Shared by Pan Guatemaa. 62

A Tookit for Monitoring and Evauating CHILDREN S Participation Booket 5 Toos for monitoring and evauating chidren s participation This tookit ooks at how to monitor and evauate chidren s participation in programmes, communities and in wider society. It is aimed at practitioners and chidren working in participatory programmes, as we as governments, NGOs, civi society and chidren s organisations seeking to assess and strengthen chidren s participation in society. The tookit comprises six bookets: Booket 1: Introduction provides an overview of chidren s participation, how the tookit was created and a brief guide to monitoring and evauation. Booket 2: Measuring the creation of a participatory and respectfu environment for chidren provides a framework and practica toos to measure chidren s participation in their community and society. Booket 3: How to measure the scope, quaity and outcomes of chidren s participation provides a conceptua framework for chidren s participation and introduces a series of benchmarks and tabes to measure chidren s participation. Booket 4: A 10-step guide to monitoring and evauating chidren s participation ooks at invoving chidren, young peope and aduts in the process. It incudes guidance on identifying objectives and progress indicators, systematicay coecting data, documenting activities and anaysing findings. Booket 5: Toos for monitoring and evauating chidren s participation provides a range of toos that you can use with chidren and young peope, as we as other stakehoders. Booket 6: Chidren and young peope s experiences, advice and recommendations has been produced by young peope who were invoved in pioting the tookit. It consists of two separate guides: one for aduts and one for chidren and young peope. savethechidren.org.uk COVER Photo: Ken Hermann/save the chidren