Learning to Listen

DFID Action Plan on Children and Young Peoples

Participation 2004-05

1. Foreword by Gareth Thomas,

Parliamentary Under Secretary
of State

The UK government is committed to ensuring that children and young people have a say
in policies that affect them. This means that we have to listen to what they want and need.
To know how to provide the right services, we need to hear from the people who ride the bus
or attend a health clinic or go to school. We have a lot to learn from our young people in both
the rich and the poor countries of the world.
In some countries children go hungry. Many find it difficult to get into school or to attend
regularly because they have to stay at home and look after younger children or they have to
work to earn money and help support their family.
By listening to what they have to say we get a fuller picture and can better understand their
needs. When given the opportunity, children have shown they have a powerful voice and can
be a real force for change. One example in this report is of the refugee children in Pakistan
who successfully campaigned for a school.
Where we can, we aim to ensure that childrens needs are represented in policymaking. DFIDs
work is focused on achieving the Millennium Development Goals, aiming to lift a billion
people out of poverty by 2015. The goals have targets such as getting every child into primary
school, and improving health care. Developing countries even the poorest are leading this
work through their Poverty Reduction Strategies. We want to ensure that children and young
peoples voices are heard in the preparation of those plans. And in consultations such as those
held in primary school programmes, or with street children and with working children.
I am committed to the UK cross-Government Learning to Listen Initiative. I believe that
giving children and young people a say in decisions that affect them improves standards,
behaviour and inclusion. Young people respond well to the challenge as we have seen in our
work in developing countries. I believe Learning to Listen presents excellent opportunities
for the UK and developing countries to learn from each other.
In the 1997 White Paper Eliminating World Poverty the government recognised the necessity for
children and young people in the UK to understand the global forces that shape their lives. In
order to influence decision-making young people need to build knowledge and understanding

Learning to Listen

of issues such as sustainable development, interdependence and social justice at both the local
and global level. They also need to develop skills and attitudes that will help them shape the
ever-shrinking global village they will inherit. DFIDs work in education (outlined in the UK
section of this Action Plan) is crucial to equipping young people with the tools they will need.
I will personally be taking a close interest in how we take forward the commitments and
aspirations that this Action Plan sets out.

2. Consultation with children and

young people in DFIDs
International work

The Department for International Development (DFID) has long been committed to a
participatory approach to development that enables people to make an active contribution to
the policies and programmes that directly affect them and is recognised as a leader in this area
of development. In Realising human rights for poor people published in 2000, DFID set out
a policy that showed that participation was also a right. We fully support the right of people
from all sectors in society, including children and young people, to have a say in the effort to
eradicate poverty. We believe it is vital to include their views, along with those of other groups
in society, in consultation processes, for example in preparing and implementing developing
countries own development agendas, known as Poverty Reduction Strategies.
In recent years the active involvement of children and young people in national and
international policy discussions and programming has increased significantly. For example,
more than 600 children from around the world went to the UN Special Session on Children
in 2002 to speak to world leaders about the issues they face. For the first time ever, many of
them were delegates on official government delegations including the UKs.
There are many examples of DFID support to the involvement of children in development.

Much of the work of the United Nations Childrens Fund (UNICEF) is about giving
children a greater voice in their future. We provide over 19 million a year in core
contributions for UNICEF, with additional support through bilateral programmes.
In 2003 our total contribution was 64 million.

In the Malawi Free Primary Education Programme, participation of children, parents and
communities is being built in to the planning and implementation and a number of key
concerns have been expressed by children, particularly girls, about choices and risks they
face when participating in school.

In Brazil: DFID supported discussions between government and representatives of the UK

Youth Parliament on increasing participation of young people in decisions that contribute
to sustainable development in the Amazon region. The outcome was a proposal for Brazil
to set up its own Youth Parliament based on the UK model.

Learning to Listen

We also provide 30% of the funding (approximately 650,000 per year) of the
Commonwealth Youth Programme, which, through its London headquarters and regional
centres in Australia, Guyana, India and Zambia, provides assistance to strengthen national
youth ministries, provides training to youth development workers, and promotes youth
participation in development.

Through international civil society organisations and international institutions, DFID has
supported childrens participation in decision-making at a local, national and global level.
Save The Children (SC UK) is the leading organisation working on childrens participation in
development globally (both the South and the North) and this is a specific objective of the
Partnership Programme Agreement (PPA) between DFID and SC UK. Save the Children
programmes have enabled children and young people to learn about their rights, including
their right to have their voices heard on decisions that affect them, and improved their ability
to speak up for themselves. DFID also has PPAs with Action Aid, Oxfam, Christian Aid and
CAFOD, all of which have major areas of work on childrens participation.
UNICEF has been instrumental in highlighting the importance of childrens participation in
development issues, and this was the subject of the State of the Worlds Children report in
2003. UNICEF also has a global discussion website Voices of Youth where young people can
express their views. As advocates for the Convention on the Rights of the Child, UNICEF
campaigns in many countries around the world to support a childs right to participate in
decision-making processes that may affect their lives.

Next Steps

We will be negotiating new five-year PPAs with the five agencies mentioned above, to
commence in April 1995.

We will be agreeing a new four-year Institutional Strategy Paper (ISP) with UNICEF, to
begin in 2006. The promotion of childrens participation in the planning and delivery of
policies and services that affect them will be central to this agreement.

Examples of Save the Childrens work include:

In Pakistan, refugee children successfully lobbied the authorities for a middle school.

Learning to Listen

In Uganda, there are a large number of children in detention, many of whom have suffered from
abuse and neglect at home. Following consultation with children in Kampala, Save the Children
and partners established child protection committees to identify cases where children in trouble
with the police have suffered abuse or neglect. There are five children on each committee
responsible for hearing, investigating and handling cases. The committees then encourage those
administering the legal system to allow the children to do community service rather than being
sent to youth detention centres. As a result, children have an increasingly positive profile and
were consulted by government in the recent constitutional review.

In an Afghan refugee camp in Pakistan, childrens groups have raised issues with management
about their treatment and conditions, for example, maltreatment by security officials, poor
quality and insufficient water. They have taken preventive measures against sexual abuse, for
example, walking in a group to school and being part of a support network in the camp.
Outcomes include increased girl enrolment in school.

Involving children in decision-making can have very positive results, as illustrated by the
example given in the boxed text below.

Case Study: Childrens participation in Margibi fishing community, Liberia

Children reported positive experiences when given the opportunity to express their views and
when their views were considered important and treated with respect. Their views influenced
the communitys action plans, which in turn increased the childrens confidence. However,
children internalized the issues around participation faster than the adults, and continue to
feel marginalised by their exclusion from decision-making. In order to assist the adults to
understand more about childrens participation, a series of community group discussions were
held with adults and children focusing on the benefits of childrens participation, the barriers
to childrens participation and the consequences of children not participating. After these
discussions, the children were invited to participate in the various livelihoods assessments and
community meetings covering community identified issues. Adults consequently realised that
the childrens views of their communities differed considerably from those of the adults, but
were equally important.

Learning to Listen

Case Study: Save the Childrens HIV/AIDS programming

In a number of countries Save the Children has involved children and young people in designing
education and communication materials, developing training activities (e.g. Mozambique,
Myanmar, Cambodia), monitoring (e.g. Zimbabwe) and working as community volunteers
(e.g. Nepal, China). There is evidence that this has encouraged more open discussion about
HIV/AIDS related issues and greater use of services by children. In addition, children are more
self-assured and empowered as evidenced by their ability to speak out about their rights in
public and with their parents. All programmes reported a much greater openness and
confidence amongst children, young people and adults in talking about HIV/AIDS, how it is
transmitted, risky behaviours, its effects on society and other reproductive health issues.
Increased personal confidence of girls to negotiate sex was found in Myanmar, Cambodia,
Nepal, Zimbabwe, Uganda and Kenya. In Mozambique, there was a reported delay in young
people first having sex in project areas, whilst in Zimbabwe there was evidence that girls have
resisted pressure from parents to get married. The increased confidence gained by young people
through their experience as volunteer peer educators in group work, leadership, communication,
and mobilising resources is greatly valued in Nepal and is leading to further changes in
relationship with adults.

The Civil Society Challenge Fund supports rights-based projects around the world, many of
which specifically promote children and young peoples rights and participation:

World University Service, Peru: School and Community Democratisation. This project
is directed at developing a replicable model of school democratisation, including
mechanisms to allow the voice of school pupils to be heard, and to strengthen that voice
and the capacity of educational authorities to respond. The promotion of human and child
rights is central to this initiative.

Everychild, Brazil: Empowerment of Young People. The project aims to increase the level
of participation of young people in policymaking/decision-making matters related to
education policy and vocational skills training programmes in the zona de mata region
of Pernambuco.

Plan International, Ecuador: Rights and Development of Children. The project aims
to achieve a better understanding and promotion of Child Rights in Plan Internationals
programme areas in Ecuador and to increase the influence of children in their communities
and in wider society.

CODA International Training, Palestine: the Youth Opportunities Programme aims to

enhance youth leadership in order to better lead youth communities, organize youth
activities, network with Palestinian Youth organisations, advocate for young peoples rights
and recognition, and their participation in the different Palestinian social spheres (civil,
governmental and non-governmental).

Learning to Listen

Health Unlimited, Cambodia: Promoting Reproductive Rights. This project aims to

increase the capacity of young people in Cambodia to influence policymakers concerning
the delivery of sexual and reproductive rights.

Next Steps

The Civil Society Challenge Fund will continue to encourage applications that deal with
childrens and young peoples rights and participation.

3. In the UK

(i) Development Awareness

Globalisation means that decisions that affect the lives of young people in the UK are taken at
an international level every day and that children are increasingly aware of the problems that
their peers in developing countries face.
In order to influence decision-making young people need to build knowledge and
understanding of issues such as sustainable development, interdependence and social
justice at both the local and global level. They also need to develop skills, and attitudes
that will help them shape the increasingly globalised world they will inherit.
The Governments 1997 White Paper Eliminating World Poverty highlighted the need for every
child to be educated so that they can understand the key global considerations that shape their
lives. DFIDs Building Support for Development Strategy, developed with the help of an
advisory group drawn from the education sector, business, trade unions, the media, voluntary
organisations and others, identified formal education as the top priority for the Departments
work to influence what, and how, children and young people learn about global issues.
Since 1997 DFID has worked with organisations across the UK including Departments
for Education; curriculum, inspection and awarding bodies; teacher education institutions;
the development education community; non-government organisations; and the British
Council to promote more widespread teaching of development issues; and to incorporate
development perspectives into the wider life of schools and other educational institutions.
Outcomes of this work include:

The production, promotion and distribution of guidance to schools on how to incorporate

the global dimension into both the curriculum and the wider life of schools. This helps
ensure that what is taught is informed by international and global matters.

The creation of the Global School Partnership programme that widens young peoples
experience of global issues through direct links with schools in developing countries.

Learning to Listen

The creation of a strategy of support to schools through the Enabling Effective Support
(EES) initiative. This will ensure that schools have local access to the materials and support
they need to bring global perspectives into all subjects, thus enriching both learning
and teaching.

Detailed guidance for teachers on how to bring global perspectives into specific subject
areas, thus enhancing pupils experience and knowledge.

The creation of the Global Dimension website, which contains an extensive database of
resources designed to help teachers include global perspectives in their lessons.

The Initial Teacher Education programme which will provide evidence of the value of
preparing teachers to teach from a global perspective.

Most importantly, through working in partnership, there is a growing acceptance within the
education community that the rounded education to which children and young people are
entitled must include global perspectives.
While formal education is central to childrens learning the Department appreciates that
children learn through many different channels. The Department has therefore supported
projects that impact on childrens learning from nursery school through to higher and further
education. The Development Awareness Fund has supported the projects of organisations such
as the Red Cross Global Youth Programme, The Boys Brigade and National Youth Agencies to
ensure that both the formal and non-formal sectors bring global perspectives into their
activities and education programmes.
Each year the Department commissions a schoolchildrens opinion poll, which gives an
overview of what young people think and know about international development. These polls
consistently tells us that 7 in 10 schoolchildren are concerned about poverty in developing
countries and that 9 in 10 know something about them. The preferred means of getting more
information about the developing world are television, newspapers and magazines and through
school lessons and activities.
The findings of opinion polls help us shape our development education programme. However,
the findings are by definition limited and may have to be supplemented by a deeper
consultation with children and young people to find out what they are learning both in school
and through other channels about global issues; and what they feel they need to learn to equip
them for the future.

Learning to Listen

Next Steps

We will continue to work with, and support, organisations in the formal and informal
sectors that provide education and other services for children.

We will include school visits in the programme of Regional Visits in order to give young
people direct access to Ministers.

We will work with organisations which have expertise in working with children and young
people to explore the most appropriate ways that children and young people can let us
know what, and how, they should learn about global issues.

(ii) Civil Society Department

Work with International Civil Society Organisations
Through international civil society organisations, DFID has improved childrens participation
in decision-making at a local, national and global level. Much of this work has already been
outlined in the international section.
Through our Partnership Programme Agreements (PPAs) with leading UK-based and
international civil society organisations, and through the Civil Society Challenge Fund (CSCF),
which have already been mentioned in the context of our international agenda, DFID works
with and supports organisations that regularly consult with children and young people in the
UK on development matters and support them to take action on such issues. We also have a
number of Strategic Grant Agreements (SGAs). The SGAs do not have a focus on childrens
participation in international development. However, some of the SGA partner organisations
do offer potential avenues for the engagement of children and youth from across the UK.

Connections for Development (CfD) an organisation formed with DFIDs help to

focus on wider engagement of the UK Black Minority Ethnic (BME) Sector in
international development.

The UK Co-operative Movement has an existing youth wing.

The British Medical Association has indicated in earlier discussions with DFID that
medical students have expressed interest in the inclusion of development in the medical
degree curriculum.

Groundwork UK engages with children and youth through their education and community
projects on regeneration and the environment in the UK.

Next Steps

CfD plans to establish a young peoples website, edited by young people, to run alongside
its main website, showcasing examples of good practice of BME participation in
international development.

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4. Ministers listening to children

and young people (ICSD)

The UK Youth Parliament has lobbied across Whitehall for consultations with ministers and
DFID has expressed the Departments support for this initiative and willingness to participate.
Hilary Benn and Gareth Thomas are personally committed to involving young people in the
processes of government. This year Hilary Benn has met with YCARE and participated in
the Plan UK Give us a Minute campaign. In April he took part in a Childrens Parliament
organised as part of the Global Campaign for Educations Week of Action. As part of the same
Week of Actions MP Go Back to School initiative, Hilary Benn and Gareth Thomas
visited schools in their constituencies.
Gareth Thomas has met with the President of the National Union of Students.
DFID will work closely with the Department for Education and Skills Children,Young People
and Families Directorate on participating in consultation in the UK.

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5. Future for further mainstreaming

child participation in the
Department (2004-05)

Undertake an audit of activities currently underway on supporting child participation in

DFIDs work and look at ways of ensuring more effective participation by children and
young people in key areas of our work. This may involve mapping best practice.

Engage in consultation with relevant NGOs to discuss how to incorporate children and
young peoples participation across DFIDs work. An initial meeting took place in February
2004 with PLAN International and the Grow up free from Poverty coalition. In particular
DFID will work with its PPA partner, Save the Children, to benchmark good practice, share
resource materials and promote childrens participation in development programming.

Form an internal steering group of officials involved in encouraging childrens and young
peoples participation. The group will provide guidance on the audit and possibly the
mapping exercise, as well as advising on other steps necessary to increase understanding
and support for childrens participation inside DFID and its partners.

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Investigate further training possibilities for DFID staff.

6. A summary version of the plan

will be published for children
and young people

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Front Cover Photograph:

One of the schools supported by the Faisalabad Area Upgrading Project which improved the quality of life for the poorest
people of Faisalabad in central Pakistan by improving roads, sanitation, building parks and providing water and electricity for
schools. The project had strong community participation co-ordinated through MCPOs (multi-purpose community
organisations). DFID Dilshad Sheikh 1997

The Department for International Development

The Department for International Development (DFID) is the UK Government department responsible
for promoting sustainable development and reducing poverty. The central focus of the Governments policy,
based on the 1997 and 2000 White Papers on International Development, is a commitment to the internationally
agreed Millennium Development Goals, to be achieved by 2015. These seek to:

Eradicate extreme poverty and hunger

Achieve universal primary education

Promote gender equality and empower women

Reduce child mortality

Improve maternal health

Combat HIV/AIDS, malaria and other diseases

Ensure environmental sustainability

Develop a global partnership for development

DFIDs assistance is concentrated in the poorest countries of sub-Saharan Africa and Asia, but also contributes
to poverty reduction and sustainable development in middle-income countries, including those in Latin America
and Eastern Europe.
DFID works in partnership with governments committed to the Millennium Development Goals, with civil society,
the private sector and the research community. It also works with multilateral institutions, including the World Bank,
United Nations agencies, and the European Commission.
DFID has headquarters in London and East Kilbride, offices in many developing countries, and staff based
in British embassies and high commissions around the world.
DFID, 1 Palace Street, London SW1E 5HE
DFID, Abercrombie House, Eaglesham Road, East Kilbride, Glasgow G75 8EA
Tel: +44 (0) 20 7023 0000
Fax: +44 (0) 20 7023 0019
Public Enquiry Point: 0845 300 4100 (from outside the UK: +44 1355 84 3132)
DFID website: www.dfid.gov.uk
Email: enquiry@dfid.gov.uk