Workshop Facilitation Guide - UNICEF · Module 2: Child Rights in Programming and Sector Policies page 3 Training plan

Workshop Facilitation Guide

Module 2: Child Rights in Programming and Sector Policies page 2

Contents

Contents of this training package: TRAINING PLAN ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Objectives ............................................................................................................................................................. 3 Training methodology ........................................................................................................................................... 3 Advance preparation ............................................................................................................................................ 3

Session outline ...................................................................................................................................................... 4 PARTICIPANT HANDOUTS ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Exercise 1: Policy Dialogue, Aid Modalities, and the Cycle of Operations ...................................................... 6 Case 1: Addressing Child Labour in Egypt ........................................................................................................... 7 Case 2: Maternal Mortality in Namibia ................................................................................................................. 9 Case 3: Children of Migrants Left Behind in the Philippines .............................................................................. 11 Case 4: Effects of increased export of quinoa in Bolivia .................................................................................... 13

FACILITATOR NOTES ... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Exercise 1: Policy Dialogue/Aid Modalities/Cycle of Operations .................................................................... 15

Advance preparation .......................................................................................................................................... 15 Steps of performing the exercise ........................................................................................................................ 15

Answer keys for Exercise 1 ................................................................................................................................ 16 Case 1: Addressing Child Labour in Egypt – Answer key .................................................................................. 16 Case 2: Maternal Mortality in Namibia – Answer key ......................................................................................... 17 Case 3: Children of Migrants Left Behind in the Philippines – Answer key ........................................................ 18 Case 4: Effects of increased export of quinoa in Bolivia – Answer key .............................................................. 19

Exercise 2: Sector Checklists ............................................................................................................................. 21 Advance preparation .......................................................................................................................................... 21 Steps of performing the exercise ........................................................................................................................ 21


Training plan This training plan is for Toolkit module 2, which looks at how to mainstream child rights in programming at the country level, applying aid effectiveness principles in synchronization with the partner country’s cycles of policy-making, programme design and budgeting and applying principles and tools applicable to all aid modalities. The module takes a step-by-step approach showing how – using tools and techniques – to render children visible and hear their voices, and how to translate child rights commitments into programming realities. Objectives 1. Given a scenario be able to identify entry points and propose

concrete ways by which you can introduce child rights considerations into: • Policy dialogue • Choice of aid modality • Cycle of operations (identification, implementation, M&E)

2. Given a particular sector, be able to identify at least three ways to minimize harm and three ways to optimize opportunities for children.

Training methodology

Presentation of session content (slides 1-7) 10 mins.

Large-group open discussion (slide 8) 5 mins.

Presentation of content (slides 9-19) 15 mins. Small group work (Exercise 1): Given a problem statement and basic information, answer questions on how to address the issue through • Policy dialogue • Budget support • Project/Sector level support

1 hr

Small groups present findings to plenary session 20 mins.

Presentation of session content (slides 21-24) 10 mins.

Large-group activity (Exercise 2, slides 25-30): Using case examples drawn from the transportation and WASH sectors, use the Sector Checklists from the toolkit to answer these questions: • What are the potential child-focused risks? • What are the potential child-focused

opportunities?

45 mins

Session close 5 mins

Advance preparation 1. Review the contents of Module 2 of the Child Rights Toolkit 2. Review slides for this session & facilitation notes in slides 3. Review & become familiar with the answer keys for each exercise from the Facilitator’s Notes 4. Copy materials from the Participant Handouts section. Each participant group should have one copy of the

handouts for each exercise. You may: • Have all groups work on one case that you feel is particularly relevant to the region • Have each group work on a different case

Training Tips Slide presentations: The slides for each session contain detailed notes on content and facilitation notes. Case studies: You may have each group work on all of the different case studies, or alternatively, have groups work on filling out different forms from the same case. Small group work and presentation to plenary: There are a number of options for how groups can conduct their work and present their findings. The simplest is for each group to designate a presenter to present the group’s findings; another option is to have each group post its findings and to have participants move among the posted presentations requesting details from group members. Adjust the session time dedicated to these presentations based on reporting method selected and number of participants in the plenary. Large group activity: As an alternative to the large-group activity in Exercise 2, participants may work on the cases for this module in a independent small groups or in “buzz groups” that take place within the plenary session.


Session outline Time Content & Activity Training Materials & Notes

10 mins Content/Activity 1 Objective & contents: • Module introduction – overall objectives:

− How to mainstream child rights in programming at the country level

− Applying aid effectiveness principles in synchronization with the partner country's cycles of policy-making, programme design and budgeting

Methodology: 1. Slide presentation 2. Open discussion

Facilitator materials: • Slide presentation: Session 2, slides 1-8 Facilitation notes: • See detailed notes on contents within the slide

presentation • Pause the presentation at Slide 7 for a brief group

discussion to gauge participant understanding and level of interest

15 mins

Content/Activity 2 Objective & contents: Entry points for Programming • Entry points for integrating child rights

focus into programming • Entry points within the cycle of operations • Given a scenario, be able to identify entry

points and propose concrete ways by which you can introduce child rights considerations into: − Policy dialogue − Choice of aid modality − Cycle of operations (identification,

implementation, M&E). . Methodology: 1. Slide presentation 2. Case study presentation – Exercise 1

Facilitator materials: • Slide presentation: Session 2, slides 9-20 Facilitation notes: • Before conducting this session, become familiar

with the case scenarios and the answer keys in the Facilitator’s Notes

• See detailed notes on contents within the slide presentation

• First introduce the programming diagram in slide 9, then move through the different stages, ending with the diagram on slide 10 showing all entry points at all stages

• At each stage of programming and the cycle of operations in slides 12-19, pause briefly to get input from participants & gauge their understanding

• Explain the small group exercise, break participants into groups of 4 or 5, and provide each group with the handouts for Exercise 1 (see Participant Handouts)

Participant handouts: Cases and questions for analysis in small groups

• Effects of increased export of quinoa in Bolivia • Inequality and violence in Latin America and

the Caribbean • Maternal mortality in Nambia • Egyptian cotton

Each case consists of a one-page description and a question sheet. Please copy and distribute at least one set of forms to each group for the small-group exercise. You may choose to either: • Have all groups work on one case that you feel is

particularly relevant to the region • Have each group work on a different case

1 hour

Content/Activity 3 Methodology: Small group work.

Facilitation notes: Facilitator should move among groups ensuring that participants understand the exercise

20 mins

Content/Activity 4 Methodology: Small group presentation to plenary.


15 mins Break 45 mins (10 mins) (45 mins)

Content/Activity 5 Objective & contents: • Child rights in sector programs:

− Child-centred scoping − Sector checklists

• Using case examples drawn from the transportation and WASH sectors, use the Sector Checklists from the toolkit to answer this question: − What are the potential child-focused

risks? − What are the potential child-focused

opportunities?

Methodology: 1. Slide presentation 2. Large-group activity – Exercise 2

Facilitator materials: • Slide presentation: Session 2, slides 21-30 Facilitation notes: • After presenting the content on child-centred

scoping (slides 21-22), perform the following steps: 1. Introduce the sector checklists from the

Toolkit and have participants examine these (slides 23 and 24)

2. Guide participants through how to use the checklists to scope risks and opportunities for the sectors covered

3. Introduce the group activity (slide 25) 4. Guide participants through the facts of Case

Example 1: WASH sector (side 26) 5. Have participants review the WASH checklist

from the toolkit and use it to answer the questions on slide 27. Have participants identify at least 3 risks and opportunities using the checklists

6. Guide participants through the facts of Case Example 2: Transport sector (side 28)

7. Have participants review the Transport sector checklist from the toolkit and use it to answer the questions on slide 29. Have participants identify at least 3 risks and opportunities using the checklists

8. Elicit feedback from participants on how these examples relate to their own experience and on the ways in which they feel the Sector Checklists might aid them in their work.

5 mins Session close


Participant Handouts Exercise 1: Policy Dialogue, Aid Modalities, and the Cycle of Operations The following cases appear on the pages that follow:

Case 1. Child Labour in Egypt Case 2. Maternal mortality in Namibia Case 3. Children of migrants left behind in the Philippines Case 4. Effects of increased export of quinoa in Bolivia

Each case consists of a one-page description and a question sheet. Please copy and distribute at least one set of forms to each group for the small-group exercise. You may choose to either: • Have all groups work on one case that you feel is particularly relevant to the region • Have each group work on a different case


Module 2 exercise: Policy Dialogue, Aid Modalities, and the Cycle of Operations Case 1: Addressing Child Labour in Egypt Assignment for participants: Child labour practices in Egypt cotton sector are not adhering to laws and put at risk children of violence, exposure to harmful pesticides, overworked and family obligations (pressure). Please discuss in your working group whether they are opportunities that can be seized upon to address how child labor occurs or child labor altogether given the current situation in Egypt, and then answer the questions on the next page to suggest concrete steps to establish support through one or more aid delivery modality. To help you in this work, the table below presents specific issues to consider. Use this information to analyse how best to use each aid delivery modality to responding to the problem. You may choose to design your own analytical framework if you like. Please appoint a chairperson and a secretary who will make a 5-minute presentation of your findings and proposals to the group.

Notes to consider in addressing the questions Key risks for any intervention 1. Several sectors require policies and a strong policy coordination framework amongst central ministries and

at decentralized level. 2. Macro risk that affects any type of modality: International trade needs, country risk and growing budget

deficit (would plead for non-sector support to avoid diluting funds but what impact on services?) 3. Cognitive/cultural/norm: Child labor in cotton is seen as normal, good practice to help the family outside of

the school year 4. Poverty commands unless viable alternative to family income is provided Budget Support issues Project/sector support issues Blended financing • Sector Reform Contracts are used,

allowing for a multi-sector approach but with more precise instruments and indicators than with a large Budget Support programme. Given the current situation in Egypt, it is unlikely that a Good Governance and Development Contract would be possible, as Egypt would not meet the Fundamental Value criteria.

• Given the level of economic development of Egypt through international trade and the need of the country for resources to finance its budget, budget support may be a viable alternative if well programmed. This is though a high risk given the recent European Court of Auditor’s report criticizing EC for not achieving much with its budget support aid to Egypt (under the Moubarak regime).

• As often with child related topics, this is a multi-sector issue. Using several Sector Reform Contracts would require a very clear set of sector policies and a strong commitment to coordination.

• The gap between law and practice is clear and the absence of child protection from harm is primarily driven by poverty and the need to export for the country, creating a double incentive not to address the issues.

• Question to be resolved: Unlocking this gap requires high level engagement of the Government. Can a sector support approach achieve that in the Egyptian context?

Beyond traditional financing modalities, the size of Egypt and cotton trade would plead for a bold approach to overhauling the country cotton production, using blending financing. This would require a very engaged and structured dialogue with sophisticated actors as development banks, commercial bank and large firms.

General issues to consider in framing your choice What are the key needs for children? 1. Protect child from maltreatment (violence, access to water)

2. Prevent child labour 3. Ensure that labour is not exposing children to harmful

chemicals 4. Provide alternative income opportunities to families

Are policies and laws in place? Policy and laws on exposure to harmful chemicals are not in place. Laws and policy for child labour are in place; issue is the gap between de facto and de jure, a capability trap. In practice the level of poverty is such that child labour is outside the law.

Is there evidence that there is broad agreement on solutions/orientations?

Outside actors as international buyers hide behind wholesalers and procedures. Nationally practice accepted and not addressed.

Are there limitations due to the political economy/cognitive cultural acceptance?

They are limitations as families and children view their roles as having to help the family survive.


Module 2 exercise: Policy Dialogue, Aid Modalities, and the Cycle of Operations Case 1: Addressing Child Labour in Egypt

Questions to answer Policy dialogue: Address each of the questions at left

• Which key issues would you raise during policy dialogue? • Which role should development cooperation play? • How would this role impact on the Aid Delivery Modality

chosen? At which stage?

Aid Modalities How would you use the information you have examined to decide on aid delivery modalities?

Budget support Project/programme support Blended support

Cycle of operations What actions are required at which stages of the cycle of operations to make the choice of aid modality successfully in addressing the needs/problems identified?

Identification: Formulation: Implementation/Monitoring: Evaluation:


Module 2 exercise: Policy Dialogue, Aid Modalities, and the Cycle of Operations Case 2: Maternal Mortality in Namibia Assignment for participants: Namibia is not on track to achieve the MDGs 5 goal of reducing maternal mortality ratio by 75%. It is now unlikely that the target of 337 deaths in 100,000 live births will be met.

Please discuss in your working group opportunities that can be seized upon to address the problem, and then use the question sheet on the next page to suggest concrete steps to establish support through one or more aid delivery modality. To help you in this work, the table below presents specific issues to consider. Use this information to analyse how best to use each aid delivery modality to respond to the problem. Please appoint a chairperson and a secretary who will make a 5-minute presentation of your findings and proposals to the group

Notes to consider in addressing the questions Key facts and issues 1. The rise in maternal mortality may be partially traced to the combined effects of limited access to emergency

obstetric care, HIV/AIDS, and poverty. 2. Complications of abortion account for 20.7 per cent of maternal mortality. Limited legalization of abortion

and complicated administrative processes disproportionately affects poor women. 3. Budget allocation to reproductive health is far from adequate; funding is needed for life-saving interventions,

materials and supplies and training health workers to deliver emergency obstetric and antenatal care. 4. There is a need to disseminate information on maternal and child health services, discourage harmful

cultural practices, and construct and maintain maternal waiting homes, which are in great demand. 5. The Oshana Region alone accounts for almost a third of the mothers who died countrywide. Disparities in

regions are driven by high poverty, inequality and very low population density. In sparsely populated regions, about a third of the population has to travel more than 40 km to reach any health facility.

6. Implementation gaps in poverty reduction and development strategies have been identified. There is an absence of time-bound benchmarks, effective accountability and monitoring mechanisms, and a substantial skills gap in service provision, resulting in inefficient government spending, limited implementation and unsatisfactory results in the right to education, health, housing and social protection.

7. Namibia has not put in place the necessary structures to facilitate meaningful participation by people living in poverty in decision-making processes for monitoring implementation of public policies and programmes

Budget Support issues Project/Sector support issues Non focal Sector support Type of Budget Support to be selected is clearly a sectoral issue, and thus a Sector Reform Contract (SRC) appears better calibrated. Namibia is not a fragile state and may qualify for a Good Governance and Development Contract, but such a contract would be tantamount to a macro support and would dilute support to change agents in the sector.

The PPCM is taking the view that all interventions are aligning on sector and thus the modality has to see how best to support change and capacity to manage change (e.g., institutional support to the Ministry may be used in complement to SRC for enhancing planning and data collection for monitoring).

A project may well be useful as a pilot(s) to test different approach to address a specific issue. For example, support to CSOs, using a specific call for proposals may help raise the agenda of child rights in a country, sector or for a specific group.

General issues to consider in framing your choice What are the key needs identified? 1. Addressing problems and causes of maternal mortality: This is

a long term change that requires an engagement in support of sector and capacity

2. Meeting MDGs: A donor/government dialogue for aid allocation, with strict specifications (indicators in Budget Support case or activities and results in project case)

Are policies and laws in place? As health budget is on the rise but it is not clear whether the equipment, staffing, facilities needs are addressed, it seems that the policy/budget connexion is weak.


Two key stakeholders appear to find root causes in very different quarters: culture/norms and equipment/facilities/staff training. This pleads for an in-depth sector analysis through stakeholders’ participation


There are limitations but it is not known whether this will affect the policy/budget connexion.

Namibia – MDG 5 Maternal mortality rate, deaths per 100,000 live births

Baseline 1990/1993 2008 Target 2015 225 449 337


Module 2 exercise: Policy Dialogue, Aid Modalities, and the Cycle of Operations Case 2: Maternal Mortality in Namibia









Module 2 exercise: Policy Dialogue, Aid Modalities, and the Cycle of Operations Case 3: Children of Migrants Left Behind in the Philippines Assignment for participants: Children of Overseas Filipino Workers (OFWs) are now more often raised by one parent or by relatives, as both parents work abroad. Their moral/cognitive development is not supported adequately, exposing them to dangerous behaviour, and endangering their lives, future and the very basis of economic sustainability of their country. Given the failure of policies to address this issue, please discuss in your working group whether they are opportunities that can be seized upon to address how government, local authorities and CSOs can be supported to address their problems, and then answer the questions on the following page to suggest concrete steps to establish support through one or more aid delivery modality.

To help you in this work, the table below presents specific issues to consider. Use this information to analyse how best to use each aid delivery modality to respond to the problem. Please appoint a chairperson and a secretary who will make a 5-minute presentation of your findings and proposals to the group

Notes to consider in addressing the questions Key facts and issues 1. Nearly nine million people (10 per cent of the population) have left to take jobs overseas. These migrants

endure separation, sometimes for years, to help support families back home. 2. Economic migration has negatively impacted adolescent well-being, causing a lack of consistent health care,

a lack of trusted parental guidance, and social stigmatization. One study found that children aged 13-16 are the most affected, with many dropping out of school, experimenting with drugs or getting pregnant

3. Underlying causes include: lack of employment opportunities, feminization of migration, household income needs, lack of support from family and community, lack of special needs programmes in schools, and financial crisis (lower remittances). Root causes include reliance on remittances for national income, economic growth based on export of labour, and the social status of women (labour seen as exportable)

4. There are government programs for OFWs, however there is low awareness and even lower utilization. There is also no systematic data on the number of children left behind, and no comprehensive study has been undertaken to assess their situation or the impact of the increasing feminization of migration

5. In 2009 the Committee on the Rights of the Child noted the need to increase budgetary allocations for children, making particular reference to vulnerable groups, including those affected by migration.

6. Institutional mechanisms to deliver social services are in place though not always with adequate funds. The policy environment is amenable to influence by civil society, which is represented by a rich mix of NGOs. The private sector is strong, and social responsibility and individual giving are significant strengths.

7. The economy has grown; however, serious structural problems threaten its sustainability. Regional disparities have increased due mainly to growth led by the private sector, bias towards the rich in budget allocations, low revenue base, corruption and low investment in social sectors.

Budget Support issues Project/Sector support issues Non focal Sector support A Good Governance and Development Contract may not be appropriate to create the focus and incentives for reforming the current failing policies. Given the existence of national policies and services dedicated to the problem, a Sector Reform Contract may be appropriate, perhaps as a long term contract to help reform how care is provided to children and their caretakers. This would not allow working directly on economic alternatives for OFWs, which could be addressed through other means.

Either tackled the sector defined as the support for children of OFWs and their caretakers, addressing the demand for it, the design of the programmes and the delivery of services with different institutions. Alternatively or concomitantly address the creation of viable alternatives. Taking such a sector approach would be close to a Sector Reform Contract, however.

It seems that the CSOs and play a key role in providing care and may have a lot more information on what is the issue and how to help than the national services. Working with them may provide direct support to children and allow learning to redesign national policies and programmes.

General issues to consider in framing your choice What are the key needs identified? • Support for children of OFWs and greater knowledge/use of

existing support measures • Coordinate and increase budgetary allocations for children. • Need to diversify economic base

Are policies and laws in place? Laws and policies are in place; issue is with responsiveness to needs. Policy providing viable alternative to OFWs is not in place


No information available, but CSOs seem to have network and are able to provide information to the government


No as there is a willingness to address children needs. Effcet on children’s suffering are not understood, and children themselves feel disconnected


Module 2 exercise: Policy Dialogue, Aid Modalities, and the Cycle of Operations Case 3: Children of Migrants Left Behind in the Philippines









Module 2 exercise: Policy Dialogue, Aid Modalities, and the Cycle of Operations Case 4: Effects of increased export of quinoa in Bolivia Assignment for participants: Although Bolivia has succeeded in reducing child malnutrition nationally, the nutrition status of children in the impoverished quinoa growing regions continues to deteriorate. Please discuss in your working group opportunities that can be seized upon to address the problem, and answer the questions on the following page to suggest concrete steps to establish support through one or more aid delivery modality. To help you in this work, the table below presents specific issues to consider. Use this information to analyse how best to use each aid delivery modality to respond to the problem. Please appoint a chairperson and a secretary who will make a 5-minute presentation of your findings and proposals to the group

Notes to consider in addressing the questions Key facts and issues 1. Quinoa is traditionally an important part of Bolivian culture. It has exceptional nutritional qualities and is

adaptable to different agro-ecological situations 2. Bolivian farmers have dramatically increased production of quinoa for export. Demand continues to increase

in Europe and North America, driving up the price and making it out reach for the families in the region. 3. Areas which produce quinoa for sale present a clear downward trend in consumption due to the prioritization

of exports and the difficulty of the milling process for household consumption. In urban areas, there have been changes in dietary habits due to global influences (preference for imported foods such as noodles that are less nutritious than traditional staples like quinoa)

4. Progress in improving community infrastructure and development of sound public health systems has been slow. Barriers to implementing programmes include a lack of sanitation (specifically in rural areas where only 5 per cent have access to safe water and sanitation).

5. Disparities are concentrated by region, ethnicity and gender. Infant mortality in rural areas is almost double than that of urban areas and the rate for indigenous girls is four times higher than that for non-indigenous children. Chronic malnutrition in indigenous children under 3 years is twice that of non-indigenous children.

6. Bolivia has implemented a Zero Malnutrition Program (ZM), a multisectoral initiative which aims to reduce malnutrition through a range of measures including education on nutrition and the distribution of food supplements. Health officials are incorporating quinoa into foods supplied to pregnant/nursing women.

Budget Support issues Project/Sector support issues Non focal Sector support This is a multisectoral issue; Budget Support may be difficult, unless dialogue amongst key stakeholders can be developed and policy coordination made real. Bolivia is not a fragile state and may qualify for a Good Governance and Development Contract, which may tackle food production, access and health issues. This would require a very clear set of sector policies and a strong commitment to coordination.

Issues include more diversified agricultural production, access to affordable quinoa, health monitoring, and culture. There are several sectors to tackle at once, and different groups at risks of malnutrition. Projects may be needed to help develop a good understanding of the problems and make viable policies. Institutional support for policy and coordination will likely be necessary.

Projects may well be through community organizations to tackle cultural issues in indigenous groups and in urban ones where dietary changes lead to malnutrition. It seems that culture plays a key role in this case and reaching out to groups is necessary to find how to help. Direct support to Local authorities may help find how to make policy conditional grants.

General issues to consider in framing your choice What are the key needs identified? • Very poor, indigenous group: higher malnutrition in general and

specifically for young girls • Urban poor: affected by advertisement and attracted to images of

western life style through powerful medias Are policies and laws in place? National policies exist but may not be adequate to address needs. A

programme using a project modality working through the Local Authorities may allow a more flexible approach, possibly leading to a more sustainable programme..


Limitations for the rural indigenous group and the group affected “western life style” arise from changing culture. In such context, working through local NGOs/CSOs may well prove to be the most effective way to find entry points into these culture to change behaviours. With regards to Quinoa availability, the limitation will be that a cash crop is a security that responds to an immediate need, and it is hard to change the incentive to the farmers and to the exporters. Diversification is a long-term engagement that usually require pilots and then a broad agricultural extension policy.


Module 2 exercise: Policy Dialogue, Aid Modalities, and the Cycle of Operations Case 4: Effects of increased export of quinoa in Bolivia









Facilitator Notes Exercise 1: Policy Dialogue/Aid Modalities/Cycle of Operations Time: 1 hour Purpose: Given a scenario, be able to identify entry points and propose concrete ways by which you can introduce child rights considerations into policy dialogue, the choice of aid modality and the cycle of operations (identification, implementation, M&E).

Advance preparation 1. Review & become familiar with the answer keys for the exercise from the Facilitator’s Notes 2. Copy materials from the Participant Handouts section for the following cases:

• Case 1: Child Labour in Egypt • Case 2: Maternal mortality in Namibia • Case 3: Children of migrants left behind in the Philippines • Case 4: Effects of increased export of quinoa in Bolivia

Each participant group should have one copy of the handouts for the exercise. You may choose to either: • Have all groups work on one case that you feel is particularly relevant to the region • Have each group work on a different case

Steps of performing the exercise 1. Break participants into groups of four or five 2. Distribute one set of handouts to each group (see Participants Handouts) 1. In working groups, have participants review their case and answer the questions provided on the question

sheet 2. Explain that each group will be asked to present their findings during the plenary session 3. The facilitator should move among groups ensuring that participants understand the exercise and are

addressing the questions appropriately

.


Module 2 exercise: Policy Dialogue, Aid Modalities, and the Cycle of Operations Answer keys for Exercise 1 Case 1: Addressing Child Labour in Egypt – Answer key

Answer Key for Questions to Answer Policy dialogue: Address each of the questions at left

Which key issues would you raise during policy dialogue? Policy dialogue is independent from the type of modality. The complexity in this case is the trap of poverty and government’s deficit, providing a double incentive to maintain the status quo. Which role should development cooperation play? Stakeholders outside the system, consumers and firms, have to be brought on board to create opportunities that are viable. How would it impact on the Aid Delivery Modality chosen? At which stage? Funding the Government through Budget Support may help work on the national dimensions but this will be limited unless policy coherence (trade, neighborhood) is addressed.

Choice of Aid Modality: How would you use the information you have examined to decide on aid delivery modalities?

There is no one correct answer: Rather than being prescriptive, facilitators should use this exercise as an opportunity to learn what participants consider adequate to address the problem and what steps they would take. That said, Budget Support as Sector Reform Contracts seem most appropriate. The EU policy coherence framework and thematic lines should be used to work with other stakeholders.


1. Identification: identify priority sector for addressing the plague of the children most (education, agriculture?) for Budget Support design and start an international dialogue with firms for blending approach

2. Formulation: develop indicators with government for an SRC and address. In parallel develop a blending approach that involve the international firms

3. Implementation: focus on monitoring change and implement regular stakeholders consultations and review of design for project and feed the policy making.

4. Evaluation: Evaluate results with stakeholders to draw lessons learned


Module 2 exercise: Policy Dialogue, Aid Modalities, and the Cycle of Operations Case 2: Maternal Mortality in Namibia – Answer key


Which key issues would you raise during policy dialogue? Policy dialogue is independent from the type of modality. Budget Support may be used to keep the focus on key issues around the policy/budget connexion and ensure the ministry (its change agents) are getting the political space and fiscal space necessary to try new solutions. Which role should development cooperation play? Ideally EC should be in support to national policy dialogue/making: getting greater involvement of underrepresented stakeholders through Capacity Development (using non sector project modality), providing information to help define problems (institutional support as project support to sector), providing funds for testing solutions (pilots projects as sector support). How would it impact on the Aid Delivery Modality chosen? At which stage? One aid delivery modality is usually not sufficient: coherence amongst modalities or donors is complex to achieve and time consuming. This may even delay support until clear coordination and harmonisation frameworks are in place.


There is no one correct answer: Rather than being prescriptive, facilitators should use this exercise as an opportunity to learn what participants consider adequate to address the problem and what steps they would take. The information provided is allowing choosing any modality or set of modalities..


1. Identification: Focus on root causes identification by engaging with stakeholders (mothers, children, vulnerable groups, regional office and district officers, health centres, village elders, local authorities) and suggest a mix of modalities to address learning/testing needs while maintaining focus at the centre for budget allocation reflecting policy orientation (Policy Dialogue support)

2. Formulation: Focus on interaction between the different actors (central, deconcentrated, NGOs or rep of vulnerable groups, inclusion of women) during implementation for monitoring of activities and drawing lessons on what works. (Policy Dialogue required)

3. Implementation: Focus on monitoring change and testing if solutions respond to problems (according to users, according to administrative data – basic indicators), implement regular stakeholders consultations and review of design for project and feed the policy making /implementation for a Sector Reform Contract (ideally starting later)

4. Evaluation: Evaluate results with deconcentrated stakeholders to draw lessons for new Sector Reform Contract and national policy


Module 2 exercise: Policy Dialogue, Aid Modalities, and the Cycle of Operations Case 3: Children of Migrants Left Behind in the Philippines – Answer key


Which key issues would you raise during policy dialogue? Policy dialogue is independent from the type of modality. The complexity in this case is the trap of government’s dependence on remittances as a model and the families dependence on remittances a poverty mitigation. Which role should development cooperation play? Engage with government on Budget Support design (incentive for budget) and start data/information collection with CSOs and lessons on what works. Recognition of problems by government and CSOs provide for a strong dialogue to identify problems and solutions that are viable in terms of services to the children and their caretakers. How would it impact on the Aid Delivery Modality chosen? At which stage? Funding the Government through BS may work to improve policy and programmes designs and service provision capacity. Should be complemented by support to CSOs


There is no one correct answer: Rather than being prescriptive, facilitators should use this exercise as an opportunity to learn what participants consider adequate to address the problem and what steps they would take. Budget Support as Sector Reform Contracts seem most appropriate with support to CSOs.


1. Identification: Identify priority sector for Budget Support design (care support or economic model) and start a national dialogue with CSOs. Participation of children is critical

2. Formulation: Develop indicators with government for an SRC and address based on lessons learned from CSOs

3. Implementation: Focus on monitoring change and implement regular consultations with children and care takers, and with CSOs. Perhaps use the CSOs to create a national platform for children.

4. Evaluation: Evaluate results with stakeholders to draw lessons


Module 2 exercise: Policy Dialogue, Aid Modalities, and the Cycle of Operations Case 4: Effects of increased export of quinoa in Bolivia – Answer key


Which key issues would you raise during policy dialogue? Policy dialogue is independent from the type of modality. Ideally EC should be in support to national policy dialogue/making: getting greater involvement of underrepresented stakeholders through Capacity Development (using non sector project modality), providing information to help define problems. In this case, the onus is on local authorities, CSOs working with vulnerable groups in rural areas and in urban areas, specialized CSOs in food security, private sector on quinoa exports, farmers associations on quinoa production and ways of diversifying. Which role should development cooperation play? Engaging quickly with local actors in small projects. Dialogue with all stakeholders to agree on the need to act. Demonstrating long term commitment early. How would it impact on the Aid Delivery Modality chosen? At which stage? Significant preparation is required through non sector focus projects and pilots to find entry points and develop an evidence-based multi sector policy and coordination capacity. This is a long term support that may benefit a mix of modality with BS MDG coming in after some projects, providing an 8 year support.


There is no one correct answer: Rather than being prescriptive, facilitators should use this exercise as an opportunity to learn what participants consider adequate to address the problem and what steps they would take. The value of this case is on the MDG coming in once policies and coordination have been created, the dialogue and role of EC using its instruments to support a long term process.


1. Identification: Focus on root causes identification by engaging with stakeholders (mothers, children, vulnerable groups, regional office and district officers, health centres, village elders, local authorities, farmers association, exporters, representative of different ministries involved). Suggest agile interventions to learn and make relevant policy

2. Formulation: Focus on interaction between the different actors (central, deconcentrated, NGOs or rep of vulnerable groups, inclusion of women) during implementation of policy and coordination capacity. Working on monitoring changes. Develop a support to stats office that can be effective from Y3 to Y6 in the MDG contract. Of course donor coordination to share the load is critical

3. Implementation: Focus on monitoring change and testing if solutions respond to problems (according to users, according to administrative data – basic indicators), implement regular stakeholders consultations and review of design for project and feed the policy making. Once into


an MDG, indicators can be chosen to reflect progresses.. 4. Evaluation: Evaluate results with deconcentrated

stakeholders to draw lessons learned


Exercise 2: Sector Checklists Time: 45 mins Purpose: Given a particular sector, be able to identify at least three ways to minimize harm and three ways to optimize opportunities for children.

Advance preparation Review and become familiar with the two case examples presented in the slides (included below for ease of reference)

Steps of performing the exercise After presenting the content on child-centred scoping (slides 21-22), perform the following steps: 1. Introduce the sector checklists from the Toolkit and have participants examine these (slides 23 and 24) 2. Guide participants through how to use the checklists to scope risks and opportunities for the sectors covered 3. Introduce the group activity (slide 25) 4. Guide participants through the facts of Case Example 1: WASH sector (side 26) 5. Have participants review the WASH checklist from the toolkit and use it to answer the questions on slide 27.

Have participants identify at least 3 risks and opportunities using the checklists 6. Guide participants through the facts of Case Example 2: Transport sector (side 28) 7. Have participants review the Transport sector checklist from the toolkit and use it to answer the questions on

slide 29. Have participants identify at least 3 risks and opportunities using the checklists 8. Elicit feedback from participants on how these examples relate to their own experience and on the ways in

which they feel the Sector Checklists might aid them in their work. Case example 1: WASH sector In response to severe, prolonged drought, a water project is proposed near a refugee camp to install a well and a water kiosk in order to provide water to the community. Under the proposed project, a small fee will be charged for the water, and the revenue will be used to fuel the water pump’s generator and to contribute to the cost of other priority community needs. Questions: Based on the description, what are the potential child-focused risks? Based on the description, what are the potential child-focused opportunities? Case example 2: Transport sector Although the region has the fewest motor vehicles, a 2013 World Bank report found Africa to have the highest number of road accidents. Roughly 24 per 100,000 people are killed in traffic accidents per year. Poor communities are more likely to be found along the largest roads and high volume traffic routes and are less likely to have access to emergency medical services or effective mobile trauma care services. With growing urbanization in Africa, the report estimates that accidents are likely to become the major cause of deaths of children between the ages of 5 -15. In 2007, African ministers of transportation and health pledged to reduce by half the number of road deaths by 2015. International development cooperation has a role to play in achieving this goal. Questions: Based on the description, what are the potential child-focused risks? Based on the description, what are the potential child-focused opportunities?

Documents

Workshop Facilitation Guide - UNICEF · Module 2: Child Rights in Programming and Sector Policies page 3 Training plan