Rights Based Programing

Plan's unique child centred community development (CCCD) approach to assisting children is a rights based approach.

A rights based approach interprets children's situations and lives against the standards set in the Convention on the Rights of the Child. It also ensures project design is undertaken with children's rights in mind.

Internally we have systems and checks to ensure that this is done thoroughly. The following checklist is an example of our approach and can be used to guide planning of new programs, and monitoring and evaluation of existing ones.

1. Accountability and transparency

The State is the primary duty bearer to all human rights, but the whole society (organisations, corporations, civil society, parents, teachers, religious leaders,etc) has certain obligations to children's rights.

• Does the project/program actively include children and their families as rights holders and social actors?
• Does the project/program identify the duty bearers and what obligations they have to children's rights?
• Are children, families and the community enabled to make informed decisions about the collaboration with Plan?
  
  

2. Indivisibility and interdependence

All human rights are indivisible and dependent on another and cannot be ranked in a hierarchical order. Children's enjoyment of their rights depends on respect, protection and fulfilment of their parents' or care givers' rights.

• How is the project/program linked or integrated to other programs?
• Is Plan working in partnerships, networks etc. in order to address children's rights in a holistic way? With whom?
• Is the family situation taken into consideration? Do children who don't have a family have any alternative care and protection?
• Is the community denied any collective rights (e.g. indigenous peoples land rights)?
  
  

3. Universality and non-discrimination

All children are entitled to their rights without discrimination of any kind, irrespective of the child's or his/her parents' race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth, HIV/AIDS or other status.

• Has the State identified particularly disadvantaged and vulnerable children in the country? Are there laws to protect against discrimination? If yes, are the laws enforced?
• How is the project/program baseline study disaggregated to identify vulnerable groups?
• What groups of children are particularly disadvantaged and vulnerable in the area of intervention and for what reasons?
• How is the project/program addressing non-discrimination (by including all or prioritising affirmative action)?

4. Gender equality

Gender equality is a principle and goal throughout the organisation, both in programs, administration and human resources. In programs concerning adolescent girls or women, the United Nations Convention on the Elimination of All Forms of Discrimination against Women is a guiding tool.

• Has the State made any laws, policies or commitments to modify or abolish customs or practices that discriminate against girls and women?
• Do laws and practice protect the girl child and women against early marriage, female genital manipulation, family abuse or other forms of gender violence? Is gender-based violence a criminal offence? If yes, are the laws enforced?
• Does the education system promote gender equality? Is the national curriculum gender sensitive or based on the inferiority/superiority of the sexes?
• What are the immediate and root-causes for gender discrimination in the area of intervention?
• Is the project/program addressing gender inequality? How?
  Does the project/program include female role models (staff, volunteers etc.)?
  
  

5. Participation

All children and their families have the right to active, free and meaningful participation in their civil, political, economic, social and cultural development.

• What are the obstacles to child participation in the society of intervention?
• How has the community been involved in the project/program?
  How is child participation integrated into program planning, monitoring and evaluation?
• How does the project balance participation and protection of children?
• Are the views of particularly disadvantaged groups of children taken into account?
• Are the views of boys and girls given equal weight? If not, why?
  
  

6. Child centeredness and the best interest of the child

Children are in the centre of Plan's work, and the best interest of the child is the primary consideration in all programing.

• What is the best interest of the children in the area? Is it the same for all children; boys, girls, disabled, minorities?
• Who defines what's best for children? Do boys and girls contribute with their own views?
• What and who is hindering the best interest of the child?
• How can the project/program ensure child centeredness and contribute to the best interest of the child?
  
  

7. Survival and physical, psychological and social development to the maximum extent possible

The child's survival and development is a first priority. Practices that are harmful to children should be abolished.

• Is the right to life, survival and development reflected in State law, policies and public education?
• What are the obstacles (immediate, root or structural causes) to children's survival and development?
• Who has the power to overcome the barriers to children's survival and development?
• How can project/program activities contribute?
• Do the activities address the different needs of boys and girls (disabled, minorities)?