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www.outcomemapping.ca
Outcome mapping in child rights-based programming
Plan Philippines’ long-term planningBy: Manuel I. Madamba
Session Outline• Child rights based approach to development
• Child rights based programming -defined• The planning process• The right-based framework• Logic models• Areas of change and whom change occur
• Defining outcomes – applied in programs
• Lessons
Child rights programming
Using the principles of child rights to plan, implement, monitor and evaluate programs. (SAVE the Children, UK)
Where are we?
Where do we want
to be?
How do we get there?
How do we measure progress?
Analyze situationfrom a child rights perspective
Set Program Goals,Objectives, and Outcomes
Define programs.Strategies,Interventions,Resources
Formulate Monitoring,Evaluation andResearch plan
The planning process
WE and partners
Strengthen accountability of duty bearers
Support children to demand their rights
Duty bearers
Children(and their representatives)
Changes in -Policies-Practices-Institutions-Attitudes-Participation-Behavior-Equality, etc
Changes in children’s lives
The rights-based approach
Inputs
Activities Outputs
Outcomes
Impact
The logic model
Intended results (changes)Our work
Child rights and
capacities
Assumptions and Risks
Current Future
Hierarchy of objectives
Program goal
Program Objective 1
Program Objective 2
Changes (Result 1) 1.1 1.2 1.3
Changes (Result 2) 2.1 2.2 2.3 2.4
Sets of Activities 1
Sets of Activities 2
Country Strategic PlanCountry Program Goal
Area Long term planProgram Objectives
Levels and areas of Change
(Outcome Map)
Interventions
contributing to expected changes
Program Objectives Logic Model
Whom change occur
• Duty-bearers
• Rights holders
Who are they?Duty-bearers have obligations to fulfill, protect and
respect children’s rights• Parents• Service providers• State• Civil society groups/NGOs
Rights holders – children or their representativesare entitled to claim their rights,Hold duty bearer accountable,Have responsibility to respect rights of others (this puts them in the role of duty-bearer)
Areas of change• Policies and laws• Information• Budgets and resources• Economy that enables rights• Equity and non-discrimination• Independent judiciary and monitoring mechanisms• Children’s participation and active citizenship• Capacity and commitment of society to support and demand
children’s rights• Attitudes, behaviors, practices, norms and values• Quality of institutions
Defining outcomes – how?
Pre-requisites1. Establishing the child rights situation
– Determine worst rights violations- child rights mapping
– Analyze direct and underlying causes of a worst right violation
– Stakeholders capacity gap analysis2. Defining the strategic goals
– Program goals– Program objectives– Program outcomes
Defining outcomes: Steps
1. What are the Program objectives?2. Who are the duty-bearers and rights holders ?3. What changes in them are needed in order to
achieve the program objectives?4. What should we do to influence these changes?
Determining Outcomes – applied in programs
Example : Our country program goalsExample : Our country program goals
Programme Goal
All children are healthy and well-nourished to be
able to attend and learn in school.
Programme Goal
All children are healthy and well-nourished to be
able to attend and learn in school.
Programme Goal All children are free from
all forms of abuse, exploitation, violence, and from harm due to
disasters and climate risks that interfere with their
education
Programme Goal All children are free from
all forms of abuse, exploitation, violence, and from harm due to
disasters and climate risks that interfere with their
education
Over-all Goal:
All Filipino children enjoy their right to education. Over-all Goal:
All Filipino children enjoy their right to education.
Programme Goal
All children complete
quality education.
Programme Goal
All children complete
quality education.
Programme Goal All children, based on their evolving capacity, participate in advancing their
education and other rights
Programme Goal All children, based on their evolving capacity, participate in advancing their
education and other rights
The country programs1. “Learned Child” Program2. “ Healthy Child” Program3. “Protected Child” Program4. “Children and Youth Engagement” Program
Our country programmesOur country programmes
Learned ChildLearned Child
(Education)(Education)
Learned ChildLearned Child
(Education)(Education)
Healthy Healthy ChildChild
(Health)(Health)
Healthy Healthy ChildChild
(Health)(Health)
Protected Protected ChildChild
(Protection)(Protection)
Protected Protected ChildChild
(Protection)(Protection)
Children/ Children/ Youth Youth
EngagementEngagement
((Participation)Participation)
Children/ Children/ Youth Youth
EngagementEngagement
((Participation)Participation)Disaster and Disaster and Climate Risk Climate Risk
ReductionReduction
Gender EqualityGender Equality and Inclusionand Inclusion
Our country strategiesOur country strategies
Address the violations and gaps in provision
on the right to education and other
underlying rights focusing on the most
marginalized.
Address the violations and gaps in provision
on the right to education and other
underlying rights focusing on the most
marginalized.
Strengthen the capacity of duty
bearers to meet their obligations and empower rights
holders, especially the marginalized, to
claim their rights.
Strengthen the capacity of duty
bearers to meet their obligations and empower rights
holders, especially the marginalized, to
claim their rights.
Influence reforms in the policies,
practices, systems and structures that
will enable duty-bearers to meet and be accountable for their obligations.
Influence reforms in the policies,
practices, systems and structures that
will enable duty-bearers to meet and be accountable for their obligations.
Strategy #1Strategy #1 Strategy #2Strategy #2 Strategy #3Strategy #3
Step 11. What are the Program objectives?
- Translate program goals to objectives
2. Who are the duty-bearers and rights holders?3. What changes in them are needed in order to
achieve the program objectives?4. What should we do to influence these changes?
Goal 1: All children complete quality basic education
Program Objectives by 2014,– All pre-school aged boys and girls in partner
communities participate in early education programs;
– All school-aged boys and girls in partner communities complete elementary and secondary education;
– All children in-school learn effectively.
Goal 2: All children are healthy and well-nourished to be able to attend and learn in school
Program Objectives by 2014,
– All children 0-6 years old in Plan partner communities are well nourished;
– All children are protected from diarrhea, pneumonia, and other preventable diseases
Goal 3: All children are protected from abuse, exploitation, violence, and harm from disasters that interfere with their right to education.
Program Objectives by 2014
– All children in partner communities are protected from abuse, trafficking, and hard labor;
– All children in partner communities are protected from harm caused by disasters and climate changes.
Goal 4 : All children, based on their evolving capacities , participate in advancing their education and other rights.
Program Objective by 2014:
– Children, based on their evolving capacities, in partner communities participate in decision making.
Step 21. What are the Program objectives?2. Who are the duty-bearers and rights holders ? 3. What changes in them are needed in order to
achieve the program objectives?4. What should we do to influence these changes?
Example: Who are the stakeholders for this program objective?
By 2014, all children in partner communities are protected from abuse, trafficking, and hard labor.
Duty bearers Rights holders
•Parents•Teachers•Schools•Child Protection units•Communities•Local Government
•Children especially those vulnerable to abuse, and child abuse survivors
Step 31. What are the Program objectives?2. Who are the duty-bearers and rights holders?3. What changes in them are needed in order to
achieve the program objectives?4. What should we do to influence these changes?
Key changes we expect to see:Children• Girls/boys are able to report any cases of children and women abuses to
proper authorities;• Girls/boys in need of special protection ( including those affected by
disasters are provided with appropriate care and protection; • Children do not abuse children or adults.
Parents • Parents practice positive discipline;• Fathers participate in child rearing;• Adults report any cases of children and women abuses to proper
authorities;• Families of children survivors avail of child and women protection services;
Key changes we expect to see:Teachers and Schools• All teachers practice positive discipline (no corporal punishment) in
schools;• All schools implement a continuing training and or awareness campaigns
on child protection for children, parents and teachers; • Schools have school improvement plans that include safety and
emergency measures;
The Child Protection units and the communities• All municipalities have functional Child Protection Units; • Village Councils for the Protection of Children are able to report to proper
authorities and respond to child protection issues;• Village Disaster Coordinating Councils implement measures to prevent and
respond to disaster and emergencies;
Key changes we expect to see:Local Government
• All municipalities have functioning community level birth registry system.
• Community based organizations report to proper authorities any abuse cases;
• All municipalities have an approved municipal development plans and budget for child protection services.
• Judiciary prioritize to act and prosecute to child abuse cases
Step 41. What are the Program objectives?2. Who are the duty-bearers and rights holders?3. What changes in them are needed in order to
achieve the program objectives?4. What should we do to influence these
changes?
Key program strategies (example)• Increase capacity of local governments, child protection
agencies, communities, and schools to protect children from abuse in the home, school and community;
• Reduce child protection risks through raising awareness at the child, parent and community level;
• Contribute to civil societies efforts to bring about policy and practice reform to strengthen the national child protection system, with particular attention to the situation of children from excluded groups.
Step 4: What should we do to contribute to changes identified?
Lessons on the process • Need to have a careful analysis of the status
of child rights, capacities duty bearers (including us) to help us determine the changes we want to influence;
• Ownership is key to the success of any plan. People commit to something they create.
Lessons• Even with available rights programming tools
and “how to” guides, users should be flexible and creative enough to modify and improve the tools and processes during actual use;
• In rights programming, the focus is on the change in people and institutions necessary for children to enjoy their rights.
Lessons• Biases can be avoided with good design and
facilitation skills, participatory decision-making processes, respect for each other’s opinion, and availability of adequate factual evidences. External inputs are valuable.
• Planning is a highly iterative and interactive process where flexibility and creativity are key.
Creating equal opportunities for Filipino children
Thank you