TOOLKIT: NEW GENERATION SITUATION ANALYSIS
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TOOLKIT: NEW GENERATION SITUATION ANALYSIS
Transcript of TOOLKIT: NEW GENERATION SITUATION ANALYSIS
TOOLKIT: NEW GENERATION SITUATION ANALYSIS
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TOOLKIT: NEW GENERATION SITUATION ANALYSISThe Toolkit is a companion piece to the Core Guidance. The Core Guidance was conceptualized and written by a team in the Field Results Group composed of Maricar Garde, together with Sasha Parameswaran and Shu-Yu Keri Tsou and guided by Rudi Luchmann and Isa Achoba. The process greatly benefited from the support of a reference group composed of the following members: Andrew Mawson, Antony Spalton, Enrique Delamonica, Manel Stambouli, Marcio de Carvalho, Regine Weber, Solome Zemene and Thomas George. Reference group members from regional offices included Bastiaan Van’t Hoff, Diana Vakarelska, Innousa Kabore, James Hedges, Maddalena Bertolotti, Melva Johnson, Remy Pigois, Roumiana Gantcheva and Xavier Foulquier.
This document also benefited from inputs from Faizah Samat, Heidi Martinussen, Ilaria Favero, Kate Alley, Jumana Haj-Ahmad, Megan Tucker, Ranjavati Banerji, Sharon Forbes and Shreyasi Jha. We are grateful to colleagues from various headquarters locations and regional and country offices who provided inputs through the focus group discussions, webinars and online consultation platforms.
Design and layout: Big Yellow Taxi, Inc.
© United Nations Children’s Fund, New York, 2019 United Nations Children’s Fund Three United Nations Plaza New York, New York 10017
Cover photos (top to bottom, left to right): © UNICEF/UNI120060/LeMoyne. Girls participate in the Belvedere Community Foundationís after-school programme, in Philipsburg, Sint Maarten; © UNICEF/UN040608/. In Montenegro, two boys are photographed in a school corridor in Podgorica, on 9 May 2011; © UNICEF/UNI116704/Zaidi. On 22 September, a 10-year-old stands outside her family’s flood-damaged home in Allahdad Awan Village, Pakistan; © UNICEF/UNI202635/Phelps. On 4 November 2015, Maryam Barré (left) breastfeeds her 12-day-old daughter outside the health centre in the village of Karangana in the southern Sikasso Region, Mali; © UNICEF/UNI183297/Noorani. In Bangladesh, Rozina Akther, 18, and her husband, Munir Hossein, 25, hold their 3-year-old twin sons at their home in the village of Monapara, Sharisha Bari Upazila, Jamalpur District, Dhaka Division; © UNICEF/UN012792/Georgiev. On 8 March 2016, a boy is carried by a family member walking between makeshift tents along the train tracks in Idomeni, Greece.
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The New Generation Situation Analysis Toolkit was developed by the Field Results Group (FRG) in cooperation with colleagues from the Programme Division, the Division of Data, Research and Policy, the Supply Division and the Division of Private Fundraising and Partnerships. The Toolkit benefited from the inputs of various UNICEF colleagues globally.
The contact persons in FRG are Maricar Garde ([email protected]), Sasha Parameswaran ([email protected]), Shu-Yu Keri Tsou ([email protected]) and Rudi Luchmann ([email protected]).
The thematic pieces were developed/written by:
THEMATIC AREA AUTHOR(S)
Children on the move Alina Soltani Neshan, Saskia Blume
Children with disabilities Paula Frederica Hunt, Megan Tucker
Climate, energy and environment Amy Wickham, Gautam Narasimhan
Gender equality Shreyasi Jha
Public financial management Erika Strand, Ilija Talev
Working with the business sector to deliver results for children
Andrew Mawson, Mary Louise Eagleton, Emidio Machiana, Tinkhani Msonda
Risk, resilience and peacebuilding Antony Spalton, Anna Azaryeva Valente
Subnational Marija de Wijn
Country review of essential products, markets, services and supply chain systems for children
Regine Weber, Heidi Martinussen
Children in urban settings Thomas George, Jan Beise, Jens Aerts, Udo Mbeche-Smith with support from the urban practice group
CONTENTS
INTRODUCTION AND ENTRY POINTS IN THE PROGRAMME CYCLE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
HOW TO USE THE TOOLKIT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
CHILDREN ON THE MOVE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
CHILDREN WITH DISABILITIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
CLIMATE, ENERGY AND ENVIRONMENT . . . . . . . . . . . . . . . . .18
GENDER EQUALITY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
PUBLIC FINANCIAL MANAGEMENT. . . . . . . . . . . . . . . . . . . . . . . . . . 30
WORKING WITH THE BUSINESS SECTOR TO DELIVER RESULTS FOR CHILDREN . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
RISK, RESILIENCE AND PEACEBUILDING . . . . . . . . . . . . . . . 39
SUBNATIONAL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
COUNTRY REVIEW OF ESSENTIAL PRODUCTS, MARKETS, SERVICES AND SUPPLY CHAIN SYSTEMS FOR CHILDREN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
CHILDREN IN URBAN SETTINGS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
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TOOLKIT: NEW GENERATION SITUATION ANALYSIS3
Throughout the report, please find this 'home' symbol in the top right corner of each page. By clicking on this symbol, you will automatically be taken back to the list of contents.
TOOLKIT: NEW GENERATION SITUATION ANALYSIS4
INTRODUCTION AND ENTRY POINTS IN THE PROGRAMME CYCLE This Toolkit is a companion piece to the New Generation Situation Analysis: Core Guidance. The broad objective is to support UNICEF and partners pursuing thematic analyses of issues that are critical to children’s rights globally. Countries face unique circumstances, and some issues might not be covered in the Toolkit. UNICEF and partners continue to explore those issues and how they affect children’s lives.
Evidence generation is integral to the country programme and runs across the entire programme cycle. A full situation analysis should ideally be prepared before the office begins planning its new programme of cooperation — in year three or four depending on the length of the programme. Thematic pieces can be developed as part of the development of the situation analysis, though offices can (and are encouraged to) develop these pieces at any point in the programme cycle. This can be done when the annual management priorities are set or during the development of the research and evaluation plan.
A changing country context or emerging issue affecting children might lead offices to pursue analyses of particular thematic areas. These analyses and their findings should support the design of policies, programmes and interventions for children; contribute to the body of knowledge on children; and be used to advocate for positive change for children. While the thematic pieces follow similar templates, each presents a unique framework of analysis. This ensures that each thematic area pursues an appropriate logic of questioning or examination, consistent with its intents and needs.
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Implementation
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Monitoring
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ActivitiesAnnual activitiesUnited Nations Sustainable Development Cooperation Framework (UNSDCF) mid-term reviewMid-term review (optional)Strategic moment of re�ection (optional)
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ActivitiesAnnual activities
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ActivitiesAnnual activitiesCountry analysisUNSDCF evaluationSituation analysis
ActivitiesAnnual activitiesUNICEF contribution to new UNSDCFCountry programme management planand integrated budgetProgramme strategic note(s)Country programme document
Work plans Performance monitoring Annual (programme and management) reviews United Nations country results reports UNICEF country o�ce annual reports Reviews of UNSDCF results Annual management plan / prioritization of
research, impact monitoring and evaluation (PRIME)
Evidence and analysis
HOW TO USE THE TOOLKITThe purpose of the Toolkit is to address the different functions of the New Generation Situation Analysis for specific thematic areas, to complement and deepen the country’s overall situation analysis. Country offices are encouraged to use this Toolkit to develop and conduct a deep-dive analysis in any thematic area at any point in the programme cycle, for evidence, research, advocacy and planning purposes.
The diagnostic questions provided for most thematic areas in the Toolkit are meant to give country offices a clear indication of whether an analysis should be conducted.
The key questions sections provide guiding questions that will help to identify the main issues to cover in the thematic area analysis. The relevance of each question to various programme areas must be carefully considered. The degree of focus on each guiding question should be based on the specific country
context and the broad aims of the thematic analysis.
The Toolkit references specific methodologies to guide the development of thematic analyses. Links to external resources and tools are included. The Toolkit also provides credible data sources so country offices have sufficient and reliable data to conduct their analyses. Other sources of data can be used as long as these are credible and from verifiable sources.
Examples of strong thematic analyses are also provided and may be useful to country offices for reference and to use in building their own analyses.
Overall, the Toolkit follows a logical, self-explanatory structure, with clear guidance and rich resources. Contact information is provided should the country office have further questions on the process of developing their thematic pieces or analyses, and to foster exchange and collaboration.
CORE GUIDELINES
TO O L K I T S
T O O L K I T S
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CHILDREN ON THE MOVETHEMATIC P IECE
CHILDREN ON THE MOVEINTRODUCTION
1 United Nations Department of Economic and Social Affairs 2017; UNICEF analysis based on World Population Prospects 2018
As of 2017, there were 30 million children on the move. Children on the move can be international or internal migrant children, internally displaced or asylum-seeking or refugee children, or children affected by migration such as those left in a community of origin by their caretakers who have
migrated. These children make up one in eight of the world’s 258 million international migrants.1
Of the 30 million children living in forced displacement, 12 million are child refugees and child asylum seekers and 17 million are children living in internal
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displacement due to conflict and violence.2 Millions of children are migrating inside their own countries, and others are left behind in communities of origin by migrating parents. These children are labelled as refugees, internally displaced, ‘children left behind’ or migrants; but first and foremost, they are children — no matter where they come from, who they are, and without exception, as stated in the Convention on the Rights of the Child. Yet children are often treated according to a label first, and their status as a child second. They have unequal access to essential services such as health, nutrition, education, and social and child protection; they need protection from abuse, exploitation and trafficking; they are detained
2 United Nations Department of Economic and Social Affairs 2017; UNICEF analysis based on World Population Prospects 2018
3 Unless otherwise specified, ‘children on the move’ encompasses all of the following categories of children affected by migration and displacement:
• Children who are migrating within their own country or across borders;• Children migrating on their own or with their caretakers;• Children forcibly displaced within their own country and across borders;• Children whether they move in an undocumented or documented manner, including those whose movement involved smuggling or trafficking networks;• Children affected by migration, such as children ‘left behind’ by their parents who migrated for work.
for immigration purposes; and face discrimination and abuse – and where migration management systems are in place, the fate of many children is decided without considering their best interests.
The benefits of addressing these issues are compelling. Evidence from multiple contexts clearly demonstrates that children on the move – and the generations that follow them – live better lives and contribute to society when they have opportunities to learn and develop wherever they are. When children thrive, both the countries they leave behind and those they settle in benefit from their skills, creativity and diverse perspectives.
DIAGNOSTIC
The following survey will help you determine if you should consider including children on the move3 as part of your situation analysis. If at least one of these questions is answered with “yes”, children on the move should be included in your situation analysis.
❑ In my country, there are children on the move.
❑ My country struggles to provide inclusive and accessible education, health, social and child protection services to ALL children, including children on the move.
❑ In my country, children on the move are not treated equally – they have different access to essential services, such as education, health, and social and child protection.
❑ In my country, families on the move are separated for extended periods of time before children can be reunified with their families.
❑ In my country, children on the move are experiencing xenophobia, discrimination and/or marginalization.
❑ In my country, children seeking refugee status or migrating are held in immigration detention, and my country is not implementing alternatives to detention.
❑ In my country, children on the move are at risk of being trafficked. There are insufficient means to identify, protect and care for child victims of trafficking.
Of the 30 million children living in forced displacement, 12 million are child refugees and child asylum seekers and 17 million are children living
in internal displacement due to conflict and violence.
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CHILDREN ON THE MOVETHEMATIC P IECE
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CHILDREN ON THE MOVETHEMATIC P IECE
KEY QUE STIONS
4 E.g., the Convention on the Rights of the Child covers all children in a territory, not of a territory. All children have the right to access all rights as enshrined in the Convention on the Rights of the Child.
Depending on what criteria apply to your context, consider addressing the following questions to
conduct a rigorous assessment of children on the move in the situation analysis:
DATA
1 What is the approximate/estimated number of children on the move in my country, per category (refugee/asylum-seeking/internally displaced person/migrant/left behind/returnees), by gender and age? (Avoid double counting in mixed migration scenarios where applicable.)
2 In terms of migration dynamics, what is the ratio of internal migration versus international migration in my country? What is the ratio of forced displacement versus other forms of migration?
3 If the government and/or other agencies (e.g., United Nations, non-governmental organizations) are collecting administrative data, which categories of children on the move are already systematically counted, and which types are not counted? What is the frequency of this data collection? Which migration/displacement data systems (of partner organizations or of other parts of the government) exist that could be used to fill gaps? Which kind of migration data is available that can complement Multiple Indicator Cluster Survey (MICS) data?
4 Is information from my country on children on the move exchanged and aligned, where needed, with information by other countries of the region, with neighbouring country offices or the regional office? Is my country office contributing data into a regional data collection mechanism (UNICEF, inter-agency, etc.)?
5 To what extent does the government use data and evidence to inform its policies and actions?
OVERALL SITUATION
1 What are the root causes that prompt children to move in my country and region?
2 What are the relevant migration dynamics identified in my country and within neighbouring countries that impact my country? What are the latest geopolitical developments within and outside of the country that impact children on the move?
3 Taking into account national, international and geopolitical developments, what is the likely forecast over the five-year country programme document period (continuation of protracted displacement, likely new displacement, ongoing/increase/decrease in migration, potential influence of demographic and economic developments, climatic change and urbanization)?
ACCE S SING SERVICE S & RE SPECTING RIG HTS
1 Which legal and policy frameworks exist that address the issues of children on the move in my country and in the region? Which legal or policy frameworks either ignore or lead to risks of neglect/harm of the rights of children on the move?
2 What are the basic humanitarian needs of migrant and displaced children that are not met in my country? What are the specific vulnerabilities of children on the move?
3 Where children on the move face service gaps, to what extent is that a consequence of service gaps for all children in your country in various sectors (child protection, social protection, education, water, sanitation and hygiene (WASH), health, early childhood development, nutrition, etc.)? To what extent is it a consequence of a child’s migration status (e.g., unequal treatment of a non-national versus a national child)?4 To what extent is it a consequence of practical barriers (e.g., lack of knowledge on existing services and/or rights, language barriers, cultural or religious barriers)?
ACCE S SING SERVICE S & RE SPECTING RIG HTS
4 Are service providers in my country obliged to ask about migration status or proof of birth certificates/citizenship, effectively hindering the ability of undocumented or stateless children to access services? To what extent does my country provide an agreed plan with concrete measures to respond to these barriers?
5 Does my country integrate all children on the move into the national education system, allowing them to graduate with a nationally-recognized diploma? Where necessary, do newly arrived children receive support to integrate into the school system, such as language assistance?
6 Is the birth of children on the move registered with a civil authority in my country? Are there obstacles during the registration process for different categories of children on the move (e.g., internally displaced person/s, returnees)?
7 Are families in my country separated for extended periods of time before children on the move can be reunified with their families? Does my country have a reliable and integrated family tracing and reunification system, guaranteed by law and operated consistently based on the best interests of the child? Are provisions of alternative family-based care available for children on the move before reunification? In a case where families cannot be traced, do provisions exist for permanent care?
8 To what extent does my country have systematic best-interest determination procedures in place? To what extent does my country provide child-sensitive procedures and recourse mechanisms in legal proceedings to afford children on the move the right to be heard, regardless of their age or status? Does my country provide appropriate care and protection to unaccompanied children on the move?
9 To what extent does my country cooperate with child protection and other relevant authorities of other countries along key migratory routes to ensure the rights, protection, care, support and access to services for children on the move at the regional level? Is the data of children on the move confidential and well protected? Where are the potential gaps? To what extent is my UNICEF country office involved in cross-border case management/continuum of care?
10 Does my country detain children on the move seeking refugee status or migrating? Does my country have legal provisions to end the immigration detention of children? Is my country implementing alternatives to detention? Did my country adopt and start implementing national plans to end child immigration detention?
11 If migrant or displaced children are experiencing xenophobia, discrimination and/or marginalization in my country, to what extent does my country promote measures to combat xenophobia, discrimination and marginalization? Does my country have public bodies in charge of successfully implementing non-discrimination, social inclusion and equality policies that demonstrably benefit displaced and migrant children, alongside other vulnerable and stigmatized groups?
PARTNERS & COORDINATION
1 To what extent is migration considered as a cross-sectoral issue in my country (e.g., are there inter-ministerial bodies working on migration, and do they involve the ministries in charge of social welfare, youth/family, and education)? To what extent is it considered a cross-sectoral issue in my country office (e.g., do multisectoral coordination mechanisms exist)?
2 What is the existing institutional capacity of government, United Nations and civil society partner organizations to address the rights and needs of children on the move? Where are the gaps?
3 Moving beyond UNICEF’s traditional government counterparts, which other relevant authorities does the office need to engage with to effectively work on the rights of children on the move (such as those responsible for migration management, detention, border control and asylum services)?
To what extent are we directly engaging mayors and local authorities who are at the forefront of service delivery for children on the move?
To what extent are we engaging with children and young people on the move themselves to get their views?
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CHILDREN ON THE MOVETHEMATIC P IECE
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CHILDREN ON THE MOVETHEMATIC P IECE
METHODOLOGIE S
Key programming and policy documents:» UNICEF Six Point Agenda for Children on the
Move: UNICEF calls for six actions to protect allchildren on the move.
» Global Programme Framework on Children onthe Move: Comprehensive programming guidancefor country offices, unpacking the UNICEF Six-Point Agenda for programmatic action.
» Children Uprooted - What LocalGovernments Can Do: Unpacking what localauthorities can do to realize the UNICEF Six-Point Agenda, including best practises.
DATA SOURCE S
UNICEF INTERNAL LINKS
» Knowledge Domain on Children on theMove: Site to find and share documents,news, events and training opportunities relatedto children on the move. In addition, there isa Global Practice Group on Children on theMove, composed of more than 200 UNICEFstaff from around the world, which coordinatesmore closely. The Practice Group is open to anycolleague to join; please do not hesitate to reachout to us.
Key data and research:
UNICEF flagship reports
» Uprooted: Presents comprehensive global dataabout children on the move, highlighting majorchallenges in every region.
» Beyond Borders: Provides an overview ofpromising practices on how to make the globalcompacts on migration and refugees work foruprooted children.
» Harrowing Journeys: Reveals the interplay offactors that render children and youth on themove across the Mediterranean Sea vulnerableto abuse, exploitation and trafficking.
» A Child is a Child: Report shows how thelack of safe and legal pathways for refugeeand migrant children feeds a booming marketfor human smuggling and puts them at risk ofviolence, abuse and exploitation.
Further key data and research
» Data Brief on Children on the Move: Key factsand figures on children on the move.
» UNICEF’s data portal on migration anddisplacement: Further data on children on themove.
» A Right to be Heard: Interactive data visualizationof the youth pool. Select a question and find outhow young migrants and refugees answered.
» UNICEF Office of Research Innocenti:Several publications on the topic of children andmigration.
» The Children on the Move Agenda in MENA:An overview of key data, issues and prioritiesfor children on the move in the Middle East andNorth Africa region.
» Data Gaps and Mixed Migration betweenWest and North Africa and Europe: Asnapshot on data gaps.
» Central American Child Alert: CentralAmerican children’s dangerous journey to theUnited States of America.
» Rohingya Child Alert: Rohingya refugeechildren face a perilous future.
» Central Mediterranean Child Alert: A deadlyjourney for children on the central Mediterraneanmigration route.
EXTERNAL LINKS
United Nations High Commissioner for Refugees (UNHCR)
» UNHCR Operational Portal: UNHCR globaldata on refugee situations.
» UNHCR population data: All UNHCR populationsof concern (exclulding United Nations Relief andWorks Agency data on Palestinian refugees).
International Organization for Migration (IOM) » IOM Global Migration Data Analysis Centre:
Migration data portal» IOM Displacement Tracking Matrix:
Displacement data portal» Missing Migrants Project: Tracks incidents
involving migrants, including refugees andasylum seekers, who have died or gonemissing in the process of migration towards aninternational destination.
International Displacement Monitoring Center» Global Internal Displacement Database:
Interactive platform to explore, filter and sortinternally displaced person data to produce graphsand tables and export them in several differentformats.
Organisation for Economic Co-operation and Development (OECD)
» International migration data and policies» Integration policies and indicators» Annual migration outlook series
International Labour Organization» Migration database: Focusing on labour
migration
World Bank » Data on migration and remittance sending
and receiving countries» Net migration data
United Nations Office on Drugs and Crime» Trafficking data
United Nations Department of Social and Economic Affairs/Population Division
» International migration: Global migrationtrends
» World population prospects
Other resources » Sustainable Development Goals (SDGs):
Several SDGs and SDG indicators directly orindirectly concern children on the move.
» Counter Trafficking Data Collaborative:Global data hub on human trafficking
» Mixed Migration hub: Produces knowledgeon the human rights protection issues faced bypeople on the move in North Africa.
Other research and policy-related sites » Migration Policy Centre» Migration Policy Institute» Oxford University Refugee Studies Center
EXAMPLE S OF THEMATIC ANALYSE S
UNICEF Policy Briefs Series on tricky issues:
» Family Unity in the Context of Migration:Outlines the importance of family unity along themigration cycle and identifies policy solutions,such as: preventing family separation in the firstplace by enabling families to move together,discussions around family reunification, andfamily unity considerations in return decisions.
» Alternatives to Child ImmigrationDetention: Identifies policy solution to endchild immigration detention and establishalternatives to immigration detention ofchildren, in which countries of origin, transitand destination play a role.
» Children Left Behind: To be published in 2019
» Access to Education: To be published in 2019
CONTACTS
» Saskia Blume, Policy Specialist Migration andDisplacement ([email protected])
» Verena Knaus, Senior Advisor Migration([email protected])
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CHILDREN ON THE MOVETHEMATIC P IECE
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CHILDREN WITH DISABIL IT IESTHEMATIC P IECE
CHILDREN WITH DISABILITIESINTRODUCTION
5 Adopted unanimously by the United Nations General Assembly on 13 December 2006, the CRPD was opened for signature on 30 March 2007 and entered into force on May 2008.
The purpose of this resource is to guide the country office situation analysis to focus on children with disabilities, including to:
Ç Be rights-based and aligned with theConvention on the Rights of Persons with Disabilities (CRPD)5
Ç Undertake an analysis of the policy environmentin terms of disability inclusion
Ç Understand the barriers that children withdisabilities and their families face
Ç Identify the gaps in access to services andprogrammes for children with disabilities
Ç Evaluate the capacity of stakeholders, including
government and civil society, to provide inclusive and accessible services
Ç Use participatory methodologies that respectand accommodate people with different types of disabilities
Ç Identify what children with disabilitiesthemselves and their caregivers see as the pressing needs in their country and community
Developing a situation analysis that is inclusive of children and women with disabilities is the foundation for disability-inclusive programming. As a result, recommendations can be made to government, United Nations agencies and civil society on concrete steps to realize the rights of children and women with disabilities.
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Why are children with disabilities important to country programmes?There are at least 93 million children with disabilities globally.6 Girls and boys with disabilities remain one of the most excluded and marginalized groups of children, experiencing widespread violations of their rights and reduced access to services (such as health, education and vocational services). To ensure
6 World Health Organization, World Report on Disability, WHO, Geneva, 2011.
the SDG principle to leave no one behind, UNICEF must play a role to protect and fulfil the rights of children with disabilities. A situation analysis that is disability-inclusive and has a focus on children with disabilities can establish a baseline and increase knowledge and awareness of the situation and rights of children with disabilities.
DIAGNOSTIC
❑ My country has NOT completed a situationanalysis focused on or inclusive of children withdisabilities in the last five years.
It is recommended that analysis of disability is integrated in a situation analysis for all countries. If your country has not recently completed a situation analysis that included children with disabilities, it is important to develop one on children with disabilities.
KEY QUE STIONS
A situation analysis that focuses on disability should have the CRPD as the foundation for the analysis and consider both development and humanitarian situations.
This section outlines the questions that should be addressed to conduct a rigorous assessment of children with disabilities in a situation analysis. The number of questions may vary for different issues.
POLICY
1 Has the government signed or ratified the CRPD?
1a. If yes, analyse if national legislations and policies are compliant with the CRPD, and to what extent the government is taking steps to realize the rights of children and women with disabilities. Refer to CRPD Concluding Observations as a reference for compliance.
2 To what extent are the rights of children with disabilities and their families articulated in national policies?
3 What is the government’s approach to the education of children with disabilities in policy and practice (i.e., inclusive education, integrated education or special schools)?
There are at least 93 million children with disabilities globally. Girls and boys with disabilities remain one of the most excluded and marginalized groups of children, experiencing widespread violations
of their rights and reduced access to services.
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CHILDREN WITH DISABIL IT IESTHEMATIC P IECE
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CHILDREN WITH DISABIL IT IESTHEMATIC P IECE
BARRIERS
1 How do child rights deprivations manifest themselves in the case of disability?
2 To what extent are children with disabilities and their caregivers excluded from participation in society based on social and cultural practices and beliefs?
3 To what extent do children with disabilities have the same level of participation as children without disabilities?
4 What are the immediate, underlying and structural barriers and bottlenecks to the well-being of children with disabilities and to accessing and utilizing basic social services and other critical resources?
5 How do outcomes and barriers differ when comparing children with disabilities and children without disabilities?
6 How do outcomes and barriers differ across subgroups of children with disabilities (e.g., girls, indigenous children or adolescents) by geographical areas, during humanitarian situations and in development contexts?
6a. Which are the most deprived groups of children and parents with disabilities in terms of access and facing negative attitudes?
6b. What forms of deprivation and exclusion do they face?
6c. What are the determining factors that give rise to and perpetuate their exclusion?
It is important to note that children with disabilities may face some specific barriers depending on the nature of their disability.
STAKEHOLDERS & ENABLING ENVIRONMENT
1 What capacities (financial, technical and institutional) exist at the national, subnational and community levels to address the inclusion of children with disabilities?
2 What existing social, institutional and political factors (e.g., social norms, institutional capacities at all levels of government, accountability and coordination mechanisms, policy, and legal frameworks) could potentially support the creation of an enabling environment for the realization of the rights of children with disabilities?
PROG RAMME S & SERVICE S
1 To what extent are the physical, communications and information environments accessible for people with disabilities?
2 To what extent are mainstream services and programmes inclusive of and accessible to children with disabilities?
2a. Have health, WASH, nutrition and education services and programmes taken measures to be more inclusive?
3 To what extent do social protection measures exist and are inclusive of and reach children with disabilities and their families?
3a. To what extent are families of children with disabilities aware of these social protection measures?
4 Are specialized services for children with disabilities available in the country (such as rehabilitation and provision of assistive devices)?
5 How are the voices of children with disabilities and their families or their representative organizations incorporated into the design and planning of national/local strategies and programmes?
6 How satisfied are children and their families with the current services and programmes?
DATA & EVIDENCE
1 To what extent is disability-disaggregated data collected in the country (at the national, subnational and community levels), such as in administrative data systems?
2 To what extent is the data used for decision-making?
3 Is there relevant research, evidence or best practice programme approaches available in the region?
3a. How can the country programme draw upon and align to these?
METHODOLOGIE S
7 ‘Snowball effect’ is when initially identified key informants identify and recommend other potential key informants. This is a sampling technique often used when researching hidden populations, such as persons with disabilities, and has proven to be a good practice in previous situation analyses.
Methodologies, research and analytical tools are provided below to support the inclusion of children with disabilities in situation analyses. Terms of reference and briefs for situation analyses focused on children with disabilities should outline the approach to disabilities – as rights-based, informed by the CRPD and usinga social model of disability. These documents shouldalso outline the inclusion, accessibility and ethicalconsiderations of conducting research involving childrenand adults with disabilities.
Any consultation, data gathering or presentation of situation analysis results should consider the accessibility of the event and the venue to ensure that persons with disabilities can participate. See UNICEF’s guide to making events accessible.
The final situation analysis report should also be produced in accessible formats, so that persons with disabilities (such as those using Braille or screen readers) can access. See UNICEF’s guide to making documents accessible.
Data gathering tools
When considering what tools to use to collect data on children with disabilities, the first step is to assess the usefulness of the tool and the results that the tool has yielded in previous research, in-country and in neighbouring countries. The protocols for these tools should consider how they may need to be adapted to collect data from persons with disabilities (see below on communicating with persons with disabilities).
When census and household survey tools are used, including the (MICS), the UNICEF/Washington Group Child Functioning Module can be included to identify children with disabilities and disaggregate data by disability. Consult with UNICEF Data and Statistics colleagues ahead of time to ensure that data is collected and analysed with consideration for disability.
When gathering data via key informant interviews, include persons with disabilities and caregivers of children with disabilities as informants. An initial list of key informants can be created with the support of disability stakeholders, such as organizations of persons with disabilities A snowball effect7 is recommended for the identification of participants. The key informant should be someone who has personal knowledge of or experience with children with disabilities or has professional expertise and/or responsibilities related to children with disabilities. Interview people of various ages, genders, disabilities, locations, ethnicities, educational levels, etc.
When the study includes focus group discussions, consider establishing selection criteria for individual groups based on age, gender, location, impairment type, etc. Participant inclusion/exclusion criteria should be established up front and based on the purpose of the study. Homogeneity within a focus group can maximize comfort and disclosure among participants. If holding a focus group discussion with children with disabilities, consider holding one with their caregivers and siblings concurrently or immediately after.
Communicating with children and adolescents with disabilities and terminology When engaging directly with persons with disabilities, there are some basic rules of etiquette to follow, such as talking directly to the person with a disability, rather than his or her assistant or interpreter. For more information on communicating with children with disabilities, see the UNICEF Inclusive Communications Module and UNICEF’s Take Us Seriously? Engaging Children with Disabilities in Decisions Affecting their Lives for communicating with children with different types of disabilities.
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The terminology used to address children and adolescents with disabilities or to talk about them in situation analysis and country programmes can either diminish or empower them. For example, use “child with a disability” not “disabled child” or “child suffering with a disability.” Generalizations regarding persons with disabilities shouldn’t be made based on stereotypes, particularly those that perpetuate the charity or medical models of disability. The social model of disability enshrined in the CRPD promotes persons with disabilities as fully deserving, autonomous and independent people.
For recommendations on disability terminology to use, see the UNICEF Inclusive Communications Module.
Engaging organizations of persons with disabilities In keeping with the motto of the disability community – Nothing about us without us – a situation analysis
that focuses on children with disabilities should be completed in partnership with the disability community. Organizations of persons with disabilities are likely to be important data sources, and research presents an opportunity to create and strengthen partnerships with the disability community. Engaging these organizations in a situation analysis will depend on the country context, however. For example:
Ç In countries where an established disabilitycommunity exists, a disability umbrella organization can be a partner in a situation analysis focused on children with disabilities.
Ç In countries where a disability community isnot yet well established and/or there is a lack of consensus/joint voice related to disability issues, small organizations of persons with disabilities or individuals advocating for children with disabilities can join a steering committee to inform the situation analysis.
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Routine statistics from ministries or statistical offices: Where administrative data does collect disability-disaggregated data, these systems can be a source of data (i.e., health and education management information systems).
Census and household data: Where census and household surveys have collected disability-
disaggregated data, such as demographic and health surveys and MICS.
Organizations of persons with disabilities: Organizations of persons with disabilities can be sources of data for situation analyses, as well as partners in the process (see above).
EXAMPLE S OF THEMATIC ANALYSE S
» Situation Analysis of Children withDisabilities in Myanmar (2016): Includesa regional prevalence case study using theUNICEF/Washington Group Child FunctioningModule.
» Childhood Disability in Malaysia: A study ofknowledge, attitudes & practices (abridgedbooklet – ENG) (2017)
» Situation Analysis of Children withDisabilities in Bosnia & Herzegovina (2017)
REFERENCE S SPECIFIC TO THEMATIC AREA
Research resources that can inform practices in disability:
» The UN Treaty Body Database provides dataon every treaty signed, such as ratification,reporting and documentation on each treaty percountry.
» UNICEF’s Analysis of Synergies between theCRC, CRPD and CEDAW: Using the humanrights framework to promote the rights ofchildren with disabilities (2012).
» UNICEF’s video module Disability Orientation
» Convention on the Rights of Persons withDisabilities (CRPD)
» A short animation of the CRPD
» UN Omnibus resolution on the Rights of theChild on children with disabilities (2011)
» World Report on Disability: World HealthOrganization (WHO)/World Bank (2011). Thesummary and specific chapters related tochildren can provide background for a situationanalysis.
» Office for the High Commissioner on HumanRights training on the CRPD
» Incheon Strategy to “Make the Right Real”for Persons with Disabilities in Asia and the
Pacific, (2012).
CONTACTS
» Megan Tucker, Programme Specialist (Childrenwith Disabilities) ([email protected])
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CLIMATE, ENERGY AND ENVIRONMENT
INTRODUCTION
This generation of children will be the first to grow up in a world made more dangerous and uncertain by climate change and environmental degradation. Extreme weather events such as hurricanes, droughts and heat waves will become more frequent and severe, and the associated risks will increase unless effective measures are taken immediately. Other changes will manifest more slowly, but will also impact the lives of children, such as changes in agricultural productivity and vector-borne diseases. Children are also vulnerable to the impacts of air and water pollution, the drivers
of which are closely tied to climate change. These impacts will vary across and within countries, though in most places, the poorest will be least able to cope and most affected. An effective whole-of-systems response is urgently needed to ensure that i) children are a focus in climate/environmental plans and strategies; ii) opportunities for reducing emissions and pollution are captured; iii) the services that children depend on are mademore climate-resilient and the risk from disastersis reduced; and iv) children are not only consideredvictims but engaged as critical agents of change.
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Climate change❑ Does your country fall in the top left quadrant of
the ND- Gain Vulnerability Readiness Matrix(Y/N)?
❑ Is your country already experiencing or likelyto experience severe water stress in the nextdecades? (Y/N)
❑ Has your country experienced losses due tosevere weather events in the last five years(e.g., flood, drought, heat wave, large storm)?(Y/N)
Environmental degradation ❑ Is your country’s overall environmental
performance index score lower than 50? (Y/N)
❑ Is your country’s ambient air quality measureof annual mean level of fine particulate matter(PM2.5) above 10 μg/m3 (WHO guideline forPM2.5 annual mean)? (Y/N)
Energy❑ In your country, is the population with access
to electricity lower than 50 per cent? (Y/N)
❑ In your country, is the population with primaryreliance on clean cooking facilities lowerthan 50 per cent? (Y/N)
If there are more than 4 “yes” answers above, please strongly consider including climate, energy and environment (CEE) as part of the situation analysis.
KEY QUE STIONS
Overall question to guide the preparation phase of the situation analysis: Have climate change and environmental degradation factors affecting children and the areas where they live been identified?
PREPARATION
1 What analyses exist to capture current and projected climate and environmental changes in the area (i.e., changes such as increasing temperatures, changing rainfall patterns, salinization, desertification, sea level rise and environmental degradation such as pollution of water, food and air)?
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What analyses exist to capture current and potential future climate and environmental hazards (i.e., storms, flooding, drought, landslides, air pollution and others)?
3 What analyses exist describing the climate and environment vulnerability issues impacting children in relation to the key sectors of WASH, food security and nutrition, health (including HIV and AIDS), child protection, education, social inclusion, gender and humanitarian response?9
4 What resilience analyses exist (i.e., mapping of resilient communities/children and resilience-/community resilience-building looking at humanitarian trends)?
5 What analyses exist to capture the energy situation at the national, public service and household levels (i.e., percentage of population lacking access to electricity; percentage of population reliant on solid fuels; level of energy access in healthcare centres)?
9 See Addressing Climate Change for Children - Technical Guidance for UNICEF Country Offices, section 6.1, for more detail.
Extreme weather events such as hurricanes, droughts and heat waves will become more frequent and severe, and the associated risks will increase
unless effective measures are taken immediately.
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PREPARATION
6 What analyses exist that map the key stakeholders engaged in CEE in the country (i.e., non-governmental organizations, civil society organizations, the private sector, academia, bilateral partners and multilateral partners)?
7 What analyses exist capturing the legal and political frameworks that address CEE issues for children?
8 What analyses exist of the institutional capacity of government, United Nations agencies and civil society partner organizations in addressing the climate and environment rights and needs of children?
9 What analyses exist of the environmental and climate sensitivity of the business/private sector activities in the country?
10 What analyses or data exist on CEE-related and child-focused initiatives and programmes (i.e., global funds or national budget allocated to climate, environment and clean energy services that benefit children)?
11 What analyses exist to capture the level of environmental and climate education for children in the country?
12 What platforms exist for children to participate in environmental and climate issues?
Overall question to guide the assessment phase of the situation analysis: Has the impact of identified climate and environmental factors on children been assessed? If not, please consider conducting a climate landscape analysis for children.
AS SE S SMENT
1 What are the major climate, energy and environment-related factors in the country that will most affect the livelihoods of and opportunities for children? Which children are particularly vulnerable?
2 What will be the impacts on children (particularly the most vulnerable) if risks from the above factors are not mitigated?
3 How well are the above factors addressed in government plans and strategies – both from the standpoint of sector ministries (e.g., are health sector plans climate-resilient) and overall environmental plans (e.g., do national climate strategies consider the needs of children)?
4 What are the capacities that exist nationally and at the decentralized level to reduce the risks associated with these shocks and stresses and/or to mitigate or manage their impacts, particularly on the most vulnerable?
5 How well do the development activities of the government, UNICEF and other partners address climate and environmental risks to children, particularly the most vulnerable?
Overall question to guide the analysis phase of the situation analysis: What are the risks and opportunities that can serve the most vulnerable?
ANALYSIS
1 What opportunities exist and what gaps must be addressed to reduce emissions and pollutions in the country?
2 What opportunities exist and what gaps must be addressed to make children a focus of climate and environmental strategies and plans?
3 What opportunities exist and what gaps must be addressed to make the services that children most rely upon (e.g., WASH, health, education, nutrition) more resilient to climate change and environmental degradation?
4 What opportunities exist and what gaps must be addressed to ensure that children can be activists and advocates for environmental and climate action?
Key questions to guide the validation phase of the situation analysis: Have consultations on climate and environment been undertaken with stakeholders (e.g., children/youth, women, communities in preparing the situation analysis)? Have government and other development partners been consulted?
METHODOLOGIE S
» Climate Landscape Analysis for Children:The Climate Landscape Analysis for Childrenreport can help identify strategic entry pointsand partnerships for environment-related work. Itis meant for country offices that want to get anoverview of the broad CCE issues in their country,and the existing policies and programmes prior toidentifying smart entry points.
» Guidance for Risk Informed Programming
» UNDP Climate Change Country Profiles:Summaries of climate change by country.
» USAID Climate Risk Profiles
» Climate Risk and Adaptation CountryProfiles: World Bank
» Intergovernmental Panel on Climate Changereports: Comprehensive assessment reportsabout knowledge on climate change, its causes,potential impacts and response options.
» UNICEF compendium of climate andenvironment profiles
» Addressing Climate Change for Children:Technical Guidance for UNICEF Country
Offices
DATA SOURCE S
Government commitments» Nationally Determined Contributions (NDC)
Registry: The Paris Agreement requests thateach country outline and communicate its post-2020 climate actions, known as NDCs; 183parties have submitted their first NDCs.
» National Communications on ClimateChange to the United Nations FrameworkConvention on Climate Change: More detailedcountry-level climate change commitments andprogress tracking towards the Paris Agreementgoals.
» National Adaptation Programmes of Actiondocuments: Country-level government climatepriority identification documents.
» Nationally Appropriate Mitigation Actionportal: Country-level policies and actions thatcountries undertake as part of a commitment toreduce greenhouse gas emissions.
» The London School of Economics andPolitical Science Climate Legislation Pages:Analysis of climate change legislation andpolicies in 177 countries.
Data sets» World Bank data; World Bank Climate
Change Knowledge Portal
» World Bank world development indicators:energy production and use; electricityproduction, sources and access; energy
dependency, efficiency and carbon dioxide emissions; climate variability, exposure to impact and resilience
» United Nations Environment Programme(UNEP) data: Data sets used by UNEP and itspartners in the Global Environment Outlook reportand other integrated environment assessmentswith more than 500 different variables, asnational, subregional, regional and global statisticsor as geospatial data sets (maps), coveringthemes such as fresh water, population, forests,emissions, climate, disasters, health and grossdomestic product (GDP).
» World Resources Institute data platform:Eight platforms that enable users to monitorforests with satellites, track the driversof climate change, understand indigenouscommunities’ land rights, plan for waterscarcity, examine the cross-section of globalenvironmental issues and more.
» CIA World Factbook: environment – currentissues, electricity access, carbon dioxideemissions.
» United Nations Statistics Division data:energy statistics; environmental statistics;national sites with official environmentaldata; national statistical offices websites;international and regional data sources; andnational environmental accounts database.
» Global Carbon Atlas (2017): carbon dioxideemissions
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» International Energy Agency Energy Atlas: World references for energy statistics.
» Tracking SDG 7: The Energy Progress Report, 2019: The most comprehensive look available at the world’s progress towards the global energy targets on access to electricity, clean cooking, renewable energy and energy efficiency.
» Partnership for resilience and preparedness (Prepdata): A selection of resources (tools, portals, platforms) to understand the impacts of climate change, learn how to build resilience and locate additional climate relevant data. We welcome receiving suggestions for additional resources to include.
Research/learning: » United Nations Development Programme
(UNDP): Mainstreaming Climate Change in National Development Processes and United NationsCountry Programming; UNDP-UNEP Poverty-Environment Initiative Knowledge Resources & Services; GEF Programming Strategy on Adaptation to Climate Change
» United Nations Climate Change Learning Partnership: Also includes short online modules about climate and health and climate and cities; the impacts of climate change and children
UNICEF resources: » UNICEF Executive Board Statement,
February 2, 2016
» UNICEF Executive Directive: Addressing climate change for children
» Unless We Act Now: The impact of climate change on children
» Clear the Air for Children: The impact of air pollution on children
» Danger in the Air: How air pollution may be affecting the brain development of young children around the world
» Silent Suffocation in Africa: Air pollution is a growing menace
» Why Sustainable Energy Matters to Children
» Children and the Changing Climate (UNICEF United Kingdom)
» Orientation webinar on the Executive Directive and detailed presentation
» Climate Finance webinar, presentation and report
» Climate and environmental sustainability community
» UNICEF environment website
» Agora channel on climate change
» Framework for WASH Climate Resilient
Development
» UNICEF Climate Energy and Environment Strategic Moment of Reflection Final Report
EXAMPLE S OF THEMATIC ANALYSE S
» Climate Landscape Analysis for Children: A repository of analyses done by UNICEF country offices.
» A Gathering Storm: Climate Change Clouds the Future of Children in Bangladesh
» Climate Profile Kenya
» Child-Centred Risk Assessment, 2017: UNICEF Myanmar
CONTACTS
For further guidance, please contact the CEE team: » Gautam Narasimhan ([email protected])
» Cristina Colon ([email protected])
» Rakshya Thapa ([email protected])
» Amy Wickham ([email protected])
» Seon Mi Choi ([email protected])
» copying [email protected]
GENDER EQUALITYINTRODUCTION
Definition and scopeA situation analysis should be explicitly used to investigate gender disparities in child outcomes and analyse how gender inequalities affect girls and boys differently, leading to negative outcomes, such as poorer nutritional status, learning outcomes, etc. It is also crucial to assess gender discrimination, inequitable norms and unequal power between women and men, since gender inequalities among adults directly lead to deprivations for children. For example, lower levels of maternal education lead to poorer health results for children.
Girls are more likely to face greater levels of deprivation, though boys also encounter deprivation due to gender equality. For example, gender norms that encourage boys to engage in employment at a young age rather than attend school lead to increased rates of dropouts and poorer learning outcomes among adolescent boys. Situation analyses should therefore investigate all aspects of gender inequality and its impacts on children.
In a situation analysis, gender analysis provides a foundation for integrating gender equality principles
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into the subsequent phases of programme design, implementation, monitoring and evaluation. For guidance and tools on gender integration across all steps of the programme cycle, please refer to the Gender Programmatic Review (GPR) Toolkit and Management Guide and supplementary documents available in the Tools and Guidelines section of the gender team site.
Recommended timeline and processIt is recommended that a situation analysis with an integrated gender analysis is undertaken at least once during the country programme cycle, prior to the preparation of a new country programme or during the mid-term/annual review. The situation analysis must therefore be developed at least once every four to five years and updated as required. The process should be managed by a task force that includes gender specialists and gender focal points from the country and region directly accountable to the situation analysis management structure.
To manage the integrated gender analysis, we recommend appointing a task force that includes a
gender specialist and other gender focal points from the country and region, as well as relevant sectoral counterparts that represent the programme areas most affected by gender disparities. The task force must complement and be accountable to the situation analysis management structure to ensure the timely completion of the process and alignment with all other thematic areas covered in the situation analysis.
WHY IS GENDER EQUALITY IMPORTANT FOR MY COUNTRY PROGRAMME?
Gender inequality leads to disparities in programmatic results, which causes inequitable outcomes in health, education and quality of life for women and children. Gender-based disparities are often most severe in low- and middle-income countries or humanitarian situations. A thorough gender analysis as part of a situation analysis is therefore critical for every country in which UNICEF works, to achieve the following:
Ç Avoid making assumptions about lives of girlsand boys, women and men
Ç Understand how social, cultural, economic andlegal environments differently affect girls and boys, women and men
Ç Determine how these gender-based differencesaffect programmatic results
Ç Recommend specific actions to address thegender-based differences
Ç Provide a baseline for monitoring progress inclosing gender gaps
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Gender inequality leads to disparities in programmatic results, which causes inequitable outcomes in health, education and quality of life for
women and children.
KEY QUE STIONS
The following guiding questions should be addressed, and their relevance to various programme areas considered, when integrating gender into a situation
analysis. The level of focus on each guiding question should be based on the specific country context.
ENABLING ENVIRONMENT
Description Gender-related bottlenecks and barriers
Social and gender norms: widely followed, informal rules of behaviour that relate to gender equality
• What are the widely followed, informal gender norms, roles and expectations that underlie behaviour ofgirls and boys, women and men in the specific context?
• What are the key societal beliefs of the value of girls and boys in society?
• Is there widespread gender discrimination compounded by factors such as poverty, ethnic identity,geographic location, disability and/or fragile and crisis conditions?
For example, the association of masculinity with violence puts large numbers of boys at risk of exploitation and harm, while millions grow up internalizing and perpetuating the culture of violence in family, social and political life.
Legislation and policy: formal rules related to gender equality
• What kinds of policies and legal frameworks exist to prevent, enforce and address key issues that affectgender equality (e.g., gender-based violence laws, inheritance laws, land/asset ownership laws)?
• Are there commitment from the government and civil society to achieving gender equality?
For example, the lack of national policies supporting paid paternity leave (and even paid maternity leave) undervalues caregiving activities and discourages men’s engagement in ‘positive parenting’, therefore reinforcing rigid gender norms and expectations.
Budget and expenditure: allocation and disbursement of required resources on gender-specific goals
• Are national entities facing systematic funding constraints that limit the achievement of gender-specificgoals?
• Is the allocation of funding optimal to achieving gender-specific goals?
For example, social services often lack funding for human resources, including social workers providing psychosocial support for survivors of intimate partner violence or gender-based violence, particularly in humanitarian settings.
Management and coordination: roles, accountabilities and coordination for gender-specific goals
• Are there clear strategies and objectives to achieve gender-specific outcomes?
• Is there adequate gender capacity or capacity-building efforts in the government and service delivery systems?
• What national-level coordination barriers hinder the enforcement of gender-specific goals in humanitarianand development contexts?
For example, there is often a failure of coordination between law enforcement, social services and providers to adequately respond to gender-based violence, which disproportionately affects women and girls.
SUPPLY
Description Gender-related bottlenecks and barriers
Availability of essential commodities and inputs: commodities responsive to gender-specific needs
• What are the differential needs of girls and boys, women and men in humanitarian and developmentcontexts?
• Are essential commodities inclusive of these gender-specific needs and do they adhere to qualitystandards?
For example, due to lack of gender-separated WASH facilities in various contexts, women and girls face risks to their safety and security in meeting their menstrual hygiene and other sanitation needs.
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DEMAND
Description Gender-related bottlenecks and barriers
Distribution of essential commodities and inputs: adequately staffed services, facilities and information
• Is the distribution mechanism for essential commodities responsive to gender-specific access needs?
• Are there adequate facilities, staffing and information available that address gender-specific needs?
For example, lack of adequate vendors in resource-challenged or rural geographical zones supplying sanitary napkins challenge adequate menstrual hygiene management in these communities.
Financial and physical access: direct and indirect costs for services and practices
• Do girls and women have access to and control over financial assets that will enable them to reachservices or opportunities?
• Do girls and women have physical access to services or opportunities (i.e., girls’ mobility, location,transport and safety)?
For example, hidden costs (books, uniforms, meals, etc.) prevent poor families from investing in girls’ primary or secondary education; and the geographic distance of after-school learning opportunities can prevent girls from participating.
Social and cultural practices and beliefs: individual or community beliefs, awareness, behaviours, attitudes and practices
• What social norms, practices, beliefs, roles and behaviours prevent girls from demanding access toservices or opportunities and/or prevent continuity of usage?
• How are the decisions made that directly impact the lives of girls and boys, women and men?
• What is the distribution of activities inside and outside of the household for girls and boys, women andmen?
For example, child marriage and/or the burden of household chores are major deterrents to the completion of secondary education and trigger a set of maternal, socio-economic and environmental outcomes that hinder young girls from realizing their full potential.
METHODOLOGIE S
In a situation analysis, the gender analysis should investigate the root causes of gender disparities in programmatic outcomes and identify how to facilitate the desired change. The rights-based, equity-focused causal analysis approach is recommended to determine immediate, underlying and structural causes. A gender-specific example of this approach is provided in Exhibit 1.
A gender analysis of the determinants and/or causes of inequities is based on the premise that even when no visible gender disparities in child outcomes exist, there are still critical underlying structural gender barriers that affect the fulfilment of children’s rights and their protection and must be considered during programme design and implementation. In addition to
looking at unequal outcomes for girls and boys, the analysis should also investigate the following:
» Women’s deprivation: Inequalities anddeprivations that affect women often contributeto poor outcomes for children. For example,women’s low education levels, poor health andhigh rates of violence can directly impact theextent to which children have access to healthand education. Therefore, the gender-integratedsituation analysis should consider the linkagesbetween programme outcomes and maternaldeprivations caused by gender discrimination.
» Multiple deprivations: The intersection ofmultiple inequities and disparities, such as poverty,ethnicity, disability, refugee status, etc., leads toparticularly poor outcomes. For example, povertycan affect the nutritional intake of the family; and
in the case of shocks and shortages, women and girls are more likely to reduce nutrition intake as a coping mechanism for the household. The gender-integrated situation analysis should identify these pockets of multiple deprivations and analyse how they inform programmatic results.
» Enabling factors: It is also critical to assessthe opportunities and enabling factors thatcan contribute to and multiply the success ofprogrammes. These could include the use ofinnovative technological solutions to spreadawareness on adolescent reproductive health;research partnerships; complementarities withother United Nations agencies; and engagementwith civil society and youth groups.
There are other kinds of gender-analysis frameworks available that are able to structure the application of research on the conceptual theory on gender and link to programme planning and design. These can also be used based on context-specific needs. Some examples include the Harvard Analytical Framework, Moser Gender Planning Framework, Gender Analysis Matrix, Women’s Empowerment Framework, and Social Relations Approach (summary of these approaches are available in the Gender Toolkit: Integrating Gender into Programming for Every Child in South Asia, page 52).
Data on gender can be gathered from quantitative and qualitative research and studies leveraging sources that are global, national and subnational. Traditionally, the primary source of gender data has
been gender- or sex-disaggregated data generated by the government or national surveys. We recommend gathering data of both kinds; Exhibit 2 provides definitions and implications of each type of analysis.
KEY CHILD RIGHT ISSUES
A child right not respected, protected or fullfilled
Girls are less likely to complete secondary education
Poor maternal health outcomes
Boys have high rates of tobacco and alcohol use
Most apparent and closely connected cause
Girls miss school during menstruation: are at risk of gender-based violence in school; child marriage ends their education
Women’s lack of mobility and access to informa-tion hinders their ability to access health services
Peer pressure to be ‘tough’ and rebel; boys not aware of long-term effects of alcohol/drugs
For example: a shortfall in social services, lack of access, harmful beliefs and practices
Lack of girl-friendly WASH facilities in schools; gender-based violence and harmful practices are accepted by the community
Maternal health services are low quality; women’s health and education are not valued in society
Health services do not do sufficient outreach to boys; social norms deter male health-seeking behaviour
For example: social organization, policies, inequitable distribution of resources, governance, political issues, culture
National legislation/policies/budgets do not promote gender-equitable outcomes (i.e., no minimum marriage age; no rights-based material health plan; no gender-responsive adolescent health strategy)
Rigid social norms based on masculine and feminine ideals and expectations restrict options for girls and boys
...IMMEDIATE CAUSES
...UNDERLYING CAUSES
...STRUCTURAL CAUSES
Level of cause
WHY?Because
WHY?Because
WHY?Because
Definition Gender examples
EXHIBIT 1: GENDER-SPECIFIC EXAMPLE OF CONCEPTUAL FRAMEWORK FOR RIGHTS-BASED, EQUITY- FOCUSED CAUSAL ANALYSIS
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DATA SOURCE S
EXHIBIT 2: DIFFERENCE BETWEEN SEX- AND GENDER-DISAGGREGATED DATA.
SEX-DISAG G REGATED DATA G ENDER-DISAG G REGATED DATA
DE
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N Headline data points broken down by sex Data that considers the different socio-economic realities that girls and boys, women and men face in society
EX
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E Primary school enrolment data shows 40 per cent of girls and 60 per cent of boys. This implies that there are more boys than girls enrolled in school.
25 per cent of enrolled girls are from poor households and 55 per cent of enrolled boys are from poor households. This implies that poor households make more effort to educate sons than daughters.
Furthermore, traditional data sources need to be augmented with additional sources on a range of topics to develop the complete narrative. The data-gathering
process can also reveal gaps that need to be clearly discussed in the situation analysis and flagged to relevant ministries and agencies for future efforts.
EXHIBIT 3: POTENTIAL LIST OF DATA SOURCES
G LOBAL SOURCE S NATIONAL SOURCE S
• UNICEF: Monitoring the Situation of Children and Women
• World Bank: GenderStats and Living Standards Measurement Study
• International Household Survey Network: Central Survey Catalogue
• United Nations Statistics Division: DevInfo, Social Indicators andStatistics and Indicators on Women and Men
• UNDP: Human Development Report Including Gender Inequality Index
• OECD: Social Institutions and Gender Index
• World Economic Forum: The Global Gender Gap Index
• Asian Development Bank: Gender Facts and Figures
• National surveys such as MICS and demographic andhealth surveys
• Administrative data of hospital and health centressuch as health management information systemsand/or birth or vital registration systems
• Special databases such as knowledge, attitudes andpractices surveys
• Subnational data sources
• Reports by government, civil society, academia,international organizations, etc.
Please refer to the following strong examples of gender integration in situation analysis.
EXAMPLE S OF THEMATIC ANALYSE S
» Situation Analysis of Women and Children inGuyana, 2016: Gender is clearly identified as anindicator for measuring inequity in the situationanalysis, with dedicated sections on genderedresults in education, sexual health awareness,teenage pregnancy, HIV and school dropouts.
» Situation Analysis of Children in Somalia, 2016:Clear mapping of gender-related barriers in root
cause analysis for programmatic results in nutrition, child marriage, gender-based violence, etc.
» Situation Analysis of Youth in LebanonAffected by the Syrian Crisis, 2014: Situationanalysis is based on a survey that clearlydisaggregates data by gender for every researchquestion and provides a good example of genderanalysis in a humanitarian context.
REFERENCE S SPECIFIC TO THEMATIC AREA
» Gender Toolkit: Integrating gender intoprogramming for every child in South Asia,2018: Presents list of guiding questions toanalyse gender-related issues for the SouthAsian context.
» The Gender team site: hosts all tools andguidance that can support country offices ateach step of gender integration in the countryprogramme cycle.
CONTACTS
» For further information, please contact: ShreyasiJha, Senior Gender Adviser ([email protected]).
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PUBLIC FINANCIAL MANAGEMENTINTRODUCTION
Purpose of this guidanceThe decisions that governments make about how to fund social policies and services are critical to children. If allocations are insufficient, concentrated on better-off groups or used poorly, all children – particularly the most disadvantaged – risk losing access to life-saving services. Article 4 of the Convention on the Rights of the Child directs States to invest in child rights to “the maximum extent of available resources”, highlighting the critical link between public finance and child rights fulfilment.
Many of the obstacles to improving child outcomes can be directly traced to public financial management (PFM) challenges. An adequate assessment of the public finance situation in a country is therefore an essential component of a situation analysis process. Such an assessment can pinpoint opportunities for improvement in UNICEF and other partners’ work and lead to real results for children.
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Why is public financial management important to my country programme?
PFM refers to how governments manage public resources (revenue and expenditure) and the impact of those resources on the economy and society. For any UNICEF office in any country, whether the programme is implemented in a developing, middle-income or emergency context, an analysis of the impact of PFM on children is indispensable. Policies and legal frameworks cannot adequately address problems related to the quality and quantity of services for children if they are not adequately funded and if resources are not used efficiently, effectively and equitably.
Poor PFM can negatively impact child rights in a number of ways, for example:
» When funds allocated for education barelycover the cost of teacher salaries, it is nearlyimpossible to increase enrolment or completionrates and improve educational outcomes.
» Children may be deprived of adequate healthcareif critical supplies are lacking due to poor fundsmanagement, leakages and/or inequitable use ofpublic funding for healthcare.
» Local governments may be responsible fordelivering crucial services, but if this responsibilityis not matched by a transfer of adequate resourcesfrom the central to the local level, local authoritieswill be unable to deliver services. This can lead toexclusion and worsen social outcomes.
» An economic recession can reduce the overallavailability of public funds due to reducedtax revenue. Social services may be cut fromthe budget or their coverage reduced, oftenimpacting the most disadvantaged.
In these scenarios, and other situations of poor PFM, it is essential to include an analysis of the PFM system and how it impacts results for children. Identifying the principal PFM bottlenecks and the most appropriate actions to address them will enable UNICEF to develop appropriate programmatic interventions. Failure to do so puts programmatic results at risk, meaning fewer improvements in children’s lives.
KEY QUE STIONS
A country’s PFM system is part of its overall macroeconomic environment, which can affect children both directly and indirectly. For example:
» Growing unemployment reduces householdincome, forcing parents to take children out ofschool to contribute to the family income.
» Increased economic growth may meanincreased tax revenue for governments, whichgovernments may chose to invest in key socialservices such as health or education.
» Regional disparities within countries mayresult from the unequal distribution of politicalpower, which affects the distribution of public
resources and access to essential services and life-saving commodities for children.
» Inflation caused by price spikes in goodsand services typically consumed by poorhouseholds, such as staple foods, can beespecially harmful, and can directly affecteducation and health outcomes.
The following list of questions is aimed to guide the analysis. It is by no means an exhaustive list, and countries must decide which aspects are most relevant to analyze in their context:
Article 4 of the Convention on the Rights of the Child directs States to invest in child rights to “the maximum extent of available resources”.
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QUE STIONS TO GUIDE THE PFM ANALYSIS
1 What are the recent macroeconomic trends that most impact children? (These may include issues such as inflation, decreased remittances, increases in basic food prices, etc.) Is there potential for additional expenditure on social sectors?
2 How much is spent on child-related services by sector, and how has this evolved as a share of total public spending/social spending over time? What has caused this variation, and what linkages can be made with the coverage/quality of social services?
3 What strengths/limitations or challenges have been identified by recent reviews of the overall PFM architecture (e.g., weak oversight, poor capacity for planning and budgeting in line ministries)?
4 How is social spending distributed across types of spending, regions, population groups or sectors (e.g., is spending going to services that benefit the poor; is spending going to non-social sectors)?
5 Are there documented leakages in resources as they make their way to beneficiaries that need to be addressed in order for interventions to achieve the desired impact?
6 How do resources allocated compare to actual expenditure for programmes that target and reach children?
7 Are there issues with the PFM architecture that impact service delivery and cannot be overcome at the sector level?
8 Are there sector-specific bottlenecks that need to be removed in order to improve results for children? What are they?
METHODOLOGIE S , RE SEARCH & ANALYTICAL TOOLS
The PFM analysis in the situation analysis should tease out the components of the macroeconomic situation that are most likely to impact child deprivations, drawing primarily from existing
research and studies. The following table outlines the sections of the situation analysis report where the PFM analysis should be included.
COMPONENTS OF PFM ANALYSIS USED IN THE SITUATION ANALYSIS AND WHERE THEY SHOULD BE INCLUDED
COMPONENT WHAT DOE S IT TELL US?
1 Relevant components of the country overview
High-level information on the macroeconomic situation, the health of public financial management infrastructure and the influence of the political economy on budgets
2 PFM analysis in the sectors (adequacy, effectiveness, efficiency and equity in use of public resources
Analysis of approved, allocated and executed expenditure, as disaggregated as possible, including any funding gaps
Discussion of PFM bottlenecks that stand in the way of results for children within a given sector
3 Capacity gap and role pattern analysis
Stakeholder analysis that identifies political influence on public finance
4 Recommendations Key interventions, approaches and strategies to address bottlenecks (discussed in the Public Finance for Children Framework) in more detail
1. Country overview sectionThe macroeconomic situation provides a generaloverview of the health of the national economy,including information about real GDP, economic growth,employment, income and wages, and currency strength.In presenting this information, the situation analysisshould be sure to mention the possible links to adverseconsequences for children and families that will bediscussed in the subsequent sections.
The overview of public finance in a country should include a PFM analysis to expose any weaknesses that are not specific to a given sector that may affect the delivery of services for children. Possible questions may include:
❑ How is the national budget prepared? Is itprepared through a transparent and inclusive
process, abiding by international standards for accountability and oversight?
❑ How is the budget presented and organized? Is itaccessible to the public? Is budget data presentedin a way that is easy to understand and analyse?Is data on actual expenditures available?
❑ Are national policies aligned with the budget? Arechild rights defined as explicit priorities of thebudget policy, in the medium-term expenditureframework, annual budget formulation circular,and annual budget law and other strategic nationalplanning documents?
❑ Is spending effective and efficient? Are thereleakages that may undermine funding for socialsectors? Are there large discrepancies betweenallocated and spent funds generally and forspecific sectors?
SECTOR ANALYSIS
2. PFM analysis in the sectors (adequacy,effectiveness, efficiency and equityin use of public resources)
Using budget expenditure analysis tools (see data sources later in this section), the situation analysis should identify the amount of resources spent on key social services for children. The analysis should address the following types of questions, but also address the reasons behind them (these are frequently linked with the PFM bottlenecks identified in the country-level analysis):
❑ Is expenditure in sector X sufficient to addressthe quality/quantity of services required to meetthe needs of all children in the country? If not,what may be the causes? Are social sectorstraditionally deprioritized in the budget? Is therefiscal space to change that?
❑ Are resources spent in line with need? Is the percapita spending proportionately higher for thepoorest? Is regional distribution of expenditureequitable, with poorer regions receiving moreresources to bridge the equity gaps?
❑ Are there continued disparities in outcomesdespite considerable public expenditure onservices, indicating other PFM issues such
as ineffective or inefficient distribution of resources? Are there leakages that prevent resources from reaching the most vulnerable? What are the reasons behind this?
3. Capacity gap and role-pattern analysisThe template table (see Annex) for the role-patternand capacity gap analyses can be applied when PFMbottlenecks have been identified in earlier stages ofthe situation analysis , either at national or subnationallevel. The table allows UNICEF to explore the keyfactors behind the political influences on the budgetacross different contexts and sectors and is particularlyuseful for teasing out the relationship between thepolitical economy and the service delivery.
4. Recommendations
The proposed analytical lens will invariably surfacePFM and budget-related issues that would need tobe addressed through the country programme. Asidefrom the standard criteria for recommendations setforth in the general situation analysis guidance, whenit comes to PFM, the recommendations should clearlytarget those empowered and able to implement them(as identified in the stakeholder analysis (capacity gapand role-pattern analysis section).
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DATA SOURCE S
We have attempted to categorize the data sources according to the relevance of the information they contain to the specific section; however, please note that the information found in different sources is frequently relevant for multiple sections in the situation analysis.
Country overview » National ministry of finance reports, projects and
official statistics
» State Supreme Audit Institutions reports
» Public Expenditure and Financial Accountability
» Annual International Monetary Fund (IMF) Article IV staff report and relevant reports
» IMF Fiscal Transparency Evaluation reports
» International Budget Partnership open budget survey and country reports
» World Bank country/regional economic reports
» World Bank Open Budgets Portal
» Regional development banks economic reports:
nn Asian Development Bank
nn African Development Bank
nn Inter-American Development Bank
PFM analysis in the sectors » PFM bottleneck analysis for situation analysis
and PFM Toolkit (both forthcoming in 2019)
» Sector/national budget briefs/budget analyses (see UNICEF examples)
» Public expenditure reviews (frequently done by the World Bank, but also by UNICEF (Tanzania example)
» Public expenditure tracking surveys
» Child-focused public expenditure measurement
» Fiscal equity analyses (for more info and access to country-level studies, please visit the Commitment to Equity Project website)
Capacity gap and role-pattern analysis » See Public Finance for Children Global Learning
Programme Module 6 (Politics of the Budget) available here
» Political economy analysis (see UNICEF examples)
Recommendations » Public Finance for Children Framework provides
the overall rationale for UNICEF’s work on public finance and can give a useful structure to the recommendations that follow from PFM findings in the situation analysis. The forthcoming detailed PFM bottleneck analysis for situation analyses will contain a specific section on how to develop PFM-specific recommendations and include those relevant to UNICEF in the country programme.
EXAMPLE S OF THEMATIC ANALYSE S
» The following situation analyses contain good examples of PFM analysis: Cambodia, Guyana, Kenya and Uganda
CONTACTS
» Ilija Talev, Policy Specialist, Social Inclusion and Policy, Programme Division, New York ([email protected])
WORKING WITH THE BUSINESS SECTOR TO DELIVER RESULTS FOR CHILDREN
INTRODUCTION
Purpose of this guidance/ToolkitThis section explains the key considerations for analysing business during the situation analysis process; the stages and steps for analysis; and the tools for analysis, including key guiding questions. We also describe how and where the information generated can be used in the CPD cycle as evidence to influence the design of the country programme, for advocacy purposes and for planning and programme implementation.
Why is business important to my country programme?Businesses interact with and impact the lives of children both directly and indirectly, as consumers, family members of employees, young workers, future employees and business leaders. Children are also part of the communities and environments in which businesses operate. Through their policies, products, services, supply chains, manufacturing methods, marketing methods, distribution practices, environmental impacts and investments in local communities, businesses leave footprints on the lives of children that can be positive or harmful.
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Understanding business as a key pillar of society – along with governments, civil society and localcommunities – has implications for UNICEF programmeplanning, design and implementation. Work with thebusiness sector must be grounded in high-qualityanalysis of its impacts and opportunities in the contextof programme outcomes for children. This representsa shift away from ad hoc, project-based engagementsbased on business interests and priorities, to abottom-up, strategic engagement driven by programmeneeds and the objective of respecting, protecting and
fulfilling the rights of every child. It also means that business engagement is not necessarily a separate intervention but a strategy that is integrated into existing programme efforts if and when relevant.
UNICEF offices should begin the conversation on the role and contribution of the business sector in supporting programme delivery, as part of the broader Common Country Analysis. This ensures that business is an integral part of the UNDAF design and, eventually, part of the programme strategy notes and the CPD.
KEY DIAGNOSTIC QUE STIONS
❑ Has the business sector been identified as a keystakeholder in addressing child deprivations inyour country?
❑ Does business play an important role inproviding essential social services includinghealth and education?
❑ Do business operations and practices have a
major impact (directly or indirectly) on children’s well-being and ultimately enable or affect UNICEF’s ability to achieve its programmatic goals?
❑ Is there a predominant/strategic industry inthe country that defines and determines thenational development plans or poverty reductionstrategies?
KEY QUE STIONS
Within the situation analysis process, there are key moments where the business analysis provides critical information for programme design. This is mainly during the causality analysis, role-pattern analysis, capacity gap analysis, stakeholder analysis and analysis of the enabling environment.
Causality analysisAn analysis of how business impacts outcomes for children and how business practices pose risks to children should investigate how child rights deprivations can result from or be significantly influenced by business practices, actions or inaction. Such an analysis would help to map the structural determinants of these deprivations (e.g., economic systems and norms), bottlenecks and barriers
to addressing the issues, as well as options and opportunities for working with business, government and other influencers of the business sector. All of this would be critical to achieving outcomes for children.
This analysis would also help with prioritization during the strategic moment of reflection, as well as decisions on whether investing in business engagement is necessary and critical and which interventions may be most effective. The 10 Determinant Analysis for Equity Programming can be an effective methodology for establishing the causality links between business activity and child rights deprivations.
Role-pattern analysis and capacity gap analysisDepending on the child deprivation and the root cause
Work with the business sector must be grounded in high-quality analysis of its impacts and opportunities in the context of programme outcomes for children.
being considered, where relevant, business should be included as potential duty-bearers during the role-pattern analysis. Consideration of its motivation to address the problem, its specific role and authority to act, and its capacity to act should be undertaken.
Stakeholder analysisAn analysis of the business ecosystem should be conducted as part of the stakeholder analysis (within the situation analysis) and include a mapping of key business sectors and prominent companies and the identification of relevant business stakeholders, regulations and initiatives. This will provide insight on the pathways for influencing individual businesses or industry more widely, as well as where business
engagement is needed to improve key services and outcomes for children. Engaging stakeholders — such as industry associations, chambers of commerce, government ministries (e.g., agriculture, industry or labour) and civil society organizations working with the private sector — will support the mapping process.
Analysis of the enabling environmentAs part of the situation analysis, an analysis of the enabling environment should examine corporate laws, policies and regulations, as well as business practices and procedures, to gain insight into the business regulatory framework and its impact on children.
Below are the key questions for the assessment:
CAUSALITY ANALYSIS
1 Is there a part of the country where children are more vulnerable due to the strong presence of a company, sector or industry?
2 Are businesses providing educational, health or other services to the most disadvantaged children?
3 Are businesses providing products and services that put children at risk?
4 Do business operations and practices have a major impact (directly or indirectly) on children’s well-being?
5 How do the main goods, consumer products and services that are produced by business impact women and children, both positively and negatively?
6 Is there a shortfall of a product or service that could contribute to the welfare of vulnerable population groups?
ROLE PATTERN & CAPACITY ANALYSIS
1 How do child rights deprivations manifest themselves in the business sector?
2 What business sectors or types of businesses cause the deprivations?
3 What role do businesses play in the identified deprivation? Can businesses do something to help solve the identified issue?
4 How can businesses help to solve child deprivations other than those resulting from business activities?
5 Do businesses provide a child-friendly lens to their work?
6 Do businesses provide a child-friendly lens in their management of staff and related policies?
7 Are businesses partnering/providing needed skills and employment to young people, including the most vulnerable?
8 Can businesses and business leaders proactively engage in policy and public advocacy on a variety of human rights and environment-related issues?
9 Do businesses have the knowledge, skills and resources to solve the identified issue?
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STAKEHOLDER ANALYSIS
1 What is the size and structure of the business sector in the economy?
2 What are the main industry groupings and major companies? What are their locations?
3 What is the performance and relevance of these businesses in relation to realizing children’s and women’s rights?
ANALYSIS OF BUSINE S S ENABLING ENVIRONMENT
1 Does the government promote, regulate, engage or legislate business and its social and environmental impacts?
2 What regulations exist and what are the gaps in regulations?
3 What is the government’s policy with respect to strategic industries?
4 What are the power relations between business and government leaders?
5 What sustainability initiatives exist for business?
6 Are there examples of sector-wide agreements/policies/alignment on social issues (not imposed by governments)? Are there specialized groups/organizations managing this knowledge?
EXAMPLE S OF THEMATIC ANALYSE S
» Child Rights and Business Report, Argentina
» What Are Businesses Doing for Children?Deloitte Report
» Business Influence on Programming, Colombia
» Private Sector Engagement Strategy, Rwanda
» Mapping of Private Sector Report in Tanzania
REFERENCE S SPECIFIC TO THEMATIC AREA
» Draft Program Guidance on BusinessEngagement
» Situation Analysis: Identifying risk tochildren posed by business practice
» Results-Based Management Handbook
» Guidance on Conducting a SituationAnalysis of Children’s and Women’s Rights
» Better Business for children: Working withsupply/value chains to address businessimpact on children
» Better Business for Children: Integrating intoprogramme situation analyses – identifyingrisk to children posed by business practice
» Better business for children: Addressing theimpact of the extractive sector on children
» Better Business for children: Work,workplace and the community
» Better business for children: CorporateSocial Responsibility and other businesssustainability terms and concepts
CONTACTS
For further guidance on private sector integration in a situation analysis, please reach out to Private Fundraising and Partnership Division colleagues:
» Andrew Mawson ([email protected])
» Mary Louise Eagleton ([email protected])
» Emidio Machiana ([email protected])
» Tinkhani Msonda ([email protected])
RISK, RESILIENCE AND PEACEBUILDING
INTRODUCTION
Every country is exposed to risks. These can be caused by a variety of natural hazards, including extreme weather events and/or climate-related trends, other natural phenomena, such as earthquakes, as well as economic shocks, epidemics, social unrest, conflicts or other shocks and stresses. An analysis of these risks and how they affect children and the systems they depend on is therefore an essential component of every situation analysis.
Programming that strengthens resilience to shocks and stresses, contributes to social cohesion and
adheres to the do no harm principle relies on risk-informed situation analysis. Working with government and partners, a robust risk analysis can identify the root causes and drivers of risk, including key vulnerabilities and capacity gaps, and the multiple hazards faced by households and communities.
For UNICEF, risk analysis is child-centred. A risk-informed situation analysis therefore documents not only what changes are necessary to realize child rights, but also how to protect those gains from the negative impacts of shocks and stresses.
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DIAGNOSTIC
All countries are exposed to shocks and stresses and should undertake a risk analysis. The following questions will help to optimize that analysis and determine what type of risk-informed situation analysis should be undertaken.
❑ Do child-sensitive multihazard risk assessments already exist?
If yes, then these can be utilized for this risk analysis.
❑ How does this relate to the risk analysis for the Emergency Preparedness Platform?
The risk analysis for the situation analysis is more in-depth and can be used to update the Emergency Preparedness Platform.
❑ What should be the focus of the risk analysis?
While the analysis should ideally consider multiple hazards (e.g., conflict, climate, disasters, epidemics, etc.), it can emphasize specific shocks determined by the country profile.
❑ Should the analysis be narrative or spatial?
For a situation analysis, a combination of narrative and spatial analysis is optimal (see specific questions below).
❑ Should other stakeholders be involved in the risk analysis?
Ideally, yes!
A risk-informed situation analysis therefore documents not only what changes are necessary to realize child rights, but also how to protect those
gains from the negative impacts of shocks and stresses.
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KEY QUE STIONS
10 Organisation for Economic Co-operation and Development, States of Fragility 2016: Understanding violence, OECD, Paris, 2016.
Determining the appropriate depth of risk analysisThe depth and complexity of the risk analysis depends on the risk profile of the country. In addition to the mandatory basic risk analysis required for the Emergency Preparedness Platform, every country should go through a more robust risk analysis, guided by the UNICEF Guidance on Risk-Informed Programming.
Where conflict, fragility or major challenges to social cohesion drive risks for children, UNICEF programming must be informed by a robust conflict analysis, guided by the UNICEF Guide to Conflict Analysis. Where the impacts of climate change require further investigation, the Climate Landscape Analysis can be used. To determine whether a country requires further analysis, the following risk indices are helpful:
RISK INDEX DE S CRIPTIONIMPLICATION FOR A RISK-INFORMED SITUATION ANALYSIS
Index for risk management (INFORM)
INFORM is a global tool for understanding the risk of humanitarian crises, produced by the Inter-Agency Standing Committee and updated annually. Regional and country models are also available.
For countries ranked as high risk on the INFORM model, a more in-depth risk analysis is recommended – potentially including a spatial risk assessment. A spatial analysis can help high-risk countries identify which geographic areas of the country face a disproportionate level of risk, thereby informing area-based programming.
Global Peace Index
The Global Peace Index ranks 163 independent States and territories according to their level of peacefulness. The Index measures peace in three domains: societal safety and security; ongoing domestic and international conflict; and degree of militarization.
Countries that score 2 or more in the ongoing domestic and international conflict domain should conduct a more in-depth analysis and consider conducting a conflict analysis to identify root and proximate causes of conflict; the stakeholders and their positionality; patterns; trends and triggers to violence; and the capacities that exist for fostering peace and social cohesion.
OECD States of Fragility List
The OECD States of Fragility framework considers fragility to be multidimensional, measurable on a spectrum of intensity and expressed in different ways across five dimensions - political, societal, environmental,economic and security.
Fragile contexts should consider more in-depth analysis, potentially with a conflict analysis or political economy analysis, which considers key elements related to good governance, peace, security and justice.
Fragility is defined as the combination of exposure to risk and the insufficient coping capacity of the State, system and/or communities to manage, absorb or mitigate those risks. Fragility can lead to negative outcomes including violence, the breakdown of institutions, displacement, humanitarian crises or other emergencies.10
PREPARATION
1 What risk analyses exist? Are they child-sensitive, or can a child-sensitive lens be added?
2 Does the Common Country Assessment contain a risk and conflict analysis, and is it/can it be child-sensitive?
3 What is the risk profile of the country according to global risk indices (INFORM, Global Peace Index, the OECD States of Fragility Framework)?
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PREPARATION
4 While all countries should carry out a risk analysis in line with the Guidance on Risk-Informed Programming, what additional complementary risk analyses should be carried out?
4.1 For countries with a high-risk profile according to INFORM, consider conducting a spatial risk analysis to determine priorities for area-based programming.
4.2 For countries with a high-risk profile according to the Global Peace Index and INFORM, consider conducting a conflict analysis.
4.3 For countries with a high-risk profile specifically related to climate change vulnerability, consider conducting a climate landscape risk analysis for children.
5 What capacities and resources exist to manage more in-depth analysis (including spatial or conflict analysis, climate landscape risk analysis for children or political economy analysis)?
6 What national and subnational data on hazards, shocks, stresses, vulnerabilities and capacities are available in-country? How granular are they at the subnational level?
AS SE S SMENT
1 What are the major shocks or stresses that might lead to an erosion of development progress, a deepening of deprivation or the onset of humanitarian crisis in the country?
2 What are the historical impacts and losses associated with these shocks and stresses? How have they affected children and the systems upon which they depend?
3 How likely are these shocks and stresses to manifest in the coming five years? What are their social, economic or environmental drivers and triggers? Are trends associated with drivers and triggers changing the likelihood of this hazard?
4 What are the patterns of exposure? Which areas of the country are most likely to be exposed to these shocks and stresses?
5 What are the characteristics of individuals, households and communities that might make them particularly susceptible to the impact of these shocks and stresses? How does gender, household composition, socio-economic status, health or disability affect vulnerability to each?
6 What are the capacities that exist nationally and at the decentralized level, to reduce the risk associated with these shocks and stresses and/or to mitigate or manage their impacts – including to conduct effective humanitarian responses?
7 Based on this analysis of the hazards (their exposure and the relative vulnerabilities and capacities that exist in the country), which shocks and stresses pose the greatest threats to children in both the short- and medium-term?
ANALYSIS
1 Key questions for causality analysis
• Who is the most vulnerable (and therefore usually the most affected)?
• How do gender, household composition, socio-economic status, health or disability affect these vulnerabilities?
• Why are these shocks and stresses affecting the most vulnerable with such force?
• Are shocks and stresses some of the immediate causes of deprivations? (How does loss of life, assets and infrastructureaffect these child rights deprivations? What about displacement, injury or compromised health status, etc.?)
• What are the underlying causes of this lack of resilience? Are there shortfalls in the availability or integrity of infrastructure,facilities and systems and resources (technical and financial) that have made the impacts of the shock or stress particularlydevastating? Are there shortfalls in terms of the knowledge and behaviour of individuals and communities that hinderresilience? What are these shortfalls?
• What are the deeper structural causes of this lack of resilience?
ANALYSIS
2 Key questions for role-pattern analysis and capacity gap analysis
• Which individuals, institutions or entities have a duty to reduce these risks?
• What capacities are needed to address the most critical risks?
• What kind of authority, resources and motivation do these key stakeholders have or lack?
VALIDATION
1 Have national counterparts and key child rights stakeholders, including those advocating for children with disabilities and those from marginalized groups, participated in the elaboration of the causality analysis?
2 Has a gender lens been used for the analysis?
3 What implications does this analysis have for national and common development planning?
4 How child-centred are national frameworks and action plans that promote peaceful development, disaster risk reduction, crisis management and climate-change adaptation?
METHODOLOGIE S
GUIDANCE G ENERAL APPROACH
For all situation analyses
Guidance on Risk-Informed Programming
UNICEF’s Guidance on Risk-Informed Programming contains specific pointers for using risk analysis as part of the situation analysis process, and how to involve relevant stakeholders. It takes a multihazard approach, ranking shocks and stresses by the relative risk they pose to children. It can guide the basic risk that analysis all situation analyses should include.
For situation analyses in countries with higher risk levels
Regional Synthesis of Child-Centred Risk Assessments (for spatial risk analysis)
A spatial risk analysis ranks different geographical areas by the relative risks they face, thereby identifying hotspots that face a disproportionate amount of risk. This can help in designing area-based programmes or adapting strategies to local contexts. The Regional Synthesis of UNICEF Assessments in Asia provides an introduction to the basic methodology.
UNICEF Guide to Conflict Analysis
This guide is a tool for UNICEF staff and leadership to understand, situate and operationalize conflict analysis into UNICEF programme planning and implementation. Conflict analysis is the systematic study of the profile, causes, actors and dynamics of conflict. It should capture the multidimensionality (political, social, economic, security, etc.) of a conflict, and can be tailored to specific geographic areas, programmatic levels, and sectoral themes and issues.
UNICEF Climate Landscape Analysis for Children
The Climate Landscape Analysis for Children report can help identify strategic entry points and partnerships for environment-related work. It is meant for country offices that want to get an overview of the broad climate, environment and energy issues in their country, as well as the existing policies and programmes, prior to identifying smart entry points.
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DATA SOURCE S
» INFORM Index
» Global Peace Index
» OECD States of Fragility List
For a full list of data sources that could contribute to better understanding hazards, their exposure and the manner in which they interact with vulnerabilities and capacities to raise the risk of humanitarian crisis, please see UNICEF’s Guidance on Risk-Informed Programming, Annex One (potential data sources for risk analysis).
EXAMPLE S OF THEMATIC ANALYSE S
» Situation Analysis in Philippines
» Climate Landscape Analysis Philippines
» Narrative multihazard risk assessment(Timor Leste and Iraq)
» Conflict Analysis Afghanistan (2017): UNICEF
» Child-Centred Risk Assessment, Myanmar,(2017): UNICEF
CONTACTS
The contact persons in Humanitarian and Transition Support are:
» Hamish Young ([email protected])
» Anna Azaryeva Valente ([email protected])
» Antony Spalton ([email protected])
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SUBNATIONALINTRODUCTION
For children and adolescents, development – including the fulfilment of children’s rights – often takes place at the local level. For example, at the local level, children experience the fulfilment of their rights through improved goods and services, protection from shocks and stresses and participation in decisions that affect their lives. In many countries, local actors and institutions play a crucial role in the realization of children’s rights. Following the global wave of decentralization in the 1990s, local governments and other local stakeholders, including subnational ministry
departments and private sector actors, have exercised substantial control over services such as education, primary healthcare and WASH.
UNICEF teams often work at the local level – across goal areas – to achieve results for children. While the focus of this work can be on a specific sector, it is increasingly carried out across sectors, through ‘convergence approaches’ in priority villages, districts and cities. A subnational situation analysis is therefore critical to ensuring that UNICEF’s local programming is fit for context.
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DIAGNOSTIC
UNICEF countries offices should consider including a subnational situation analysis as part of the CPD development process when:
❑ The country programme has a significantsubnational component with one or moresections engaging in subnational programming,for instance in UNICEF priority regions, districts,cities or neighbourhoods, etc.
❑ The country office is maintaining a fieldpresence in the form of field/zonal offices.
❑ The incidence of child and adolescent poverty,deprivation, risks and/or vulnerabilities isconcentrated in specific subnational regions,
districts, cities or neighbourhoods (e.g., urban slums).
❑ There are region(s); province(s) or district(s) witha special status (e.g., semi-autonomous) or thatare prioritized in national policy or by donors.
❑ Regions/states (e.g., federal contexts) and/orlocal authorities have decision-making authority/financial discretion in one or more sectors thatare crucial to achieving country programmeobjectives and results for children.
❑ The country is undergoing decentralizationreforms, with a transfer of sectorresponsibilities and related finances to thesubnational level.
KEY QUE STIONS
PREPERATION PHASE OF THE SUBNATIONAL SITUATION ANALYSIS
1 What is the desired scope and depth of the subnational situation analysis? Should the situation analysis focus on the subnational context across the country, or on specific region(s), district(s), city(ies) or neighbourhood(s) (e.g., urban slums)?
2 What kind of subnational data and analyses pertaining to child and adolescent poverty, deprivation, risks and/or vulnerabilities is available? How granular/geographically disaggregated is this data?
3 What national and subnational laws, policies and regulations can provide information on key subnational actors and institutions, their roles and responsibilities as well as influential local processes (e.g., local budgeting)?
4 What kind of data/analysis is available about subnational resource allocation, subnational budgets and subnational public financial management?
5 Have any subnational capacity assessments, political economy analyses or power analyses been conducted that can inform the subnational situation analysis?
6 What alternative means of data collection could complement existing data or fill in subnational data gaps? For example, key informant interviews or focus group discussions with local authorities, local government associations, communities; data collected by civil society or academia; and questionnaires for local governments.
Following the global wave of decentralization in the 1990s, local governments and other local stakeholders, including subnational ministry departments and private sector actors, have exercised substantial control
over services such as education, primary healthcare and WASH.
AS SE S SMENT & ANALYSIS PHASE OF THE SUBNATIONAL SITUATION ANALYSIS
1 In which geographic locations is child and adolescent poverty, deprivation and risk/vulnerability concentrated?
2 What are the main risks (e.g., conflict, disaster, climate change, rapid urbanization) and deprivations that children and adolescents face in these geographic locations?
3 How do formal local and national laws, policies and regulations, including in regard to decentralization, influence risk and deprivations at the subnational level/in specific geographic locations? Is there decentralization reform planned or ongoing within the country? If so, what is its likely timeline and trajectory and what would be the key sector implications?
4 Which actors or institutions have (formal/informal) roles and responsibilities in addressing the risks and deprivations in these geographic locations (e.g., local and regional government, subnational ministry departments, private sector)? Are their roles and responsibilities clear, or do they have overlapping mandates? Are there any gaps in their roles and responsibilities?
5 What resources and capacities do these actors and institutions have to address the risks and deprivations in these geographic locations? This includes availability of data and evidence on risks and deprivations; capacity for evidence-based plans/budgets and availability of financial resources to address identified risks and deprivations; effective participatory and accountability mechanisms; and vertical/horizontal coordination, management capacity (e.g., human resources/procurement/contracting and regulation) and technical know-how pertaining to service delivery.
6 Are there any political and/or economic factors that influence the capacity, resources and/or willingness of actors and institutions to address risks and deprivations in these geographic locations (e.g., informality; historic exclusion of certain geographic areas or groups; political relationships between levels of government or between subnational actors; patronage systems; influential elites)?
7 What capacities and resources do communities have to address risks and deprivations in these geographic locations? This includes knowledge; available (financial) resources; social cohesion; access to information and participatory mechanisms; and capacity to act collectively and participate in and influence local decision-making.
8 Is there any significant variation across geographic locations in regard to any of the above questions? For instance, are there any variations in terms of actors/institutions; formal/informal roles and responsibilities of actors/institutions; resources and capacity; political economy factors; community capacity, etc.? Do these variations have any programming implications or for the scaling of approaches?
9 What are government and other development partners doing to address risks and deprivations in these geographic locations and/or their underlying causes? What are their priorities? How can UNICEF contribute to these priorities and efforts? What are the gaps in these efforts, particularly from a child perspective?
VALIDATION PHASE OF THE SUBNATIONAL SITUATION ANALYSIS
1 Have national and subnational counterparts, development partners, child rights stakeholders and communities contributed to/reviewed the subnational situation analysis?
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METHODOLOGIE S (GUIDANCE AND TOOLS)
GUIDANCE DE SCRIPTION
A Local Governance Approach to Programming – A UNICEF Programme Guidance (forthcoming)
This guidance outlines a strategic approach to local programming based on UNICEF’s comparative advantage. It includes guidance on how to conduct a subnational situational analysis.
United Nations Children’s Fund, UNICEF’s Engagements in Influencing Domestic Public Finance for Children (PF4C): A Global Programme Framework, UNICEF, New York, December 2017.
The Public Finance for Children framework provides a unified approach to influencing domestic resources for children, in support of UNICEF strategic goals. The document includes implementation guidance.
Cook, Mitchell, ‘Improving the Selection of Geographic Priorities in Country Programme Engagement’, Social Policy discussion paper, UNICEF, New York, forthcoming in 2019.
The paper fosters a shared understanding of the concept and purpose of selecting geographic priorities and raises awareness of the issues involved in selecting and implementing geographic priorities at the country level.
United Nations Children’s Fund, Guidance on Risk-Informed Programming, UNICEF, New York, 2018.
UNICEF’s Guidance on Risk-Informed Programming contains specific pointers for using risk analysis as part of the situation analysis process, and how to involve relevant stakeholders.
de Wijn, Marija, Local Governance and Sustaining Peace: A UNICEF guidance note, UNICEF, New York, forthcoming in 2019.
This guidance note informs the design and implementation of UNICEF peacebuilding interventions. The note includes details on a subnational conflict analysis.
TOOLS DE S CRIPTION
Spatial risk analysis A spatial risk analysis ranks different geographic areas by the relative risks they face, thereby identifying hotspots that face a disproportionate amount of risk. This can help in designing area-based programmes or adapting strategies to local contexts.
Subnational budget brief A subnational budget brief summarizes data in budget reports using easy-to-read analyses of spending trends in key social sectors.
A flow-of-funds chart This tool charts the flow of funds within the intergovernmental system, including from the central government/treasury to state governments and/or subnational and local governments, subnational ministry departments and service points.
Functional assignment chart This tool charts which public actor has a mandate for (sector) responsibilities and functions (e.g., financing, service delivery, human resources, governance).
Decision space analysis This analysis identifies a series of functions (e.g., financing, service delivery, human resources, governance) for which local authorities are granted some decision-making authority and details whether this space is ‘narrow’ (little local choice), ‘moderate’ (a range of choice but limited by central rules) or ‘wide’ (little constraint on local choice).
Political economy analysis/power analysis
A political economy analysis describes power relationships. It can be a generic tool such as that described in the Political Economy Analysis: How to note or can be specific to decentralization such as that described in the World Bank publication The Political Economy of Decentralization Reforms. Power analysis tools provide an opportunity to analyse the various forms of power in a local system, from the visible and formal to the invisible and informal. The tools include those described in Oxfam’s Quick Guide to Power Analysis and Sida’s Power Analysis: A practical guide.
Subnational capacity assessment tool
This tool allows for systematic or rapid assessment of local institutional capacities, in terms of policy, technical capacity and resources (e.g., UNDPs capacity assessment tool. In conflict settings, tools such as Urban Profiling10 can support rapid capacity analysis).
DATA SOURCE S
Subnational data and analyses pertaining to child and adolescent poverty, deprivation, risks and/or vulnerabilities:
» MICS
» Subnational child poverty studies
» EQUIST
» District Health Information System 2
» Semi-Quantitative Evaluation of Access andCoverage (SQUEAC) (nutrition)
» Magicbox (education)
» INFORM
» Focus group discussions/key informantinterviews
National and subnational laws, policies and regulations on decentralization:
» Sector laws
» By-laws and regulations
» The World Observatory on SubnationalGovernment Finance and Investment
» Commonwealth Local GovernmentHandbook and individual country profiles
» Focus group discussions/key informantinterviews
Subnational resource allocation, subnational budgets and subnational PFM:
» National finance laws/regulations pertaining tointergovernmental transfers
» National and local government budgetdocuments
» The World Observatory on SubnationalGovernment Finance and Investment
» Subnational Public Expenditure and FinancialAccountability assessments
» Focus group discussions/key informantinterviews
EXAMPLE S OF THEMATIC ANALYSE S
» Report on Situation Analysis of Childrenin Lao Cai (provincial level situation analysisconducted by UNICEF Viet Nam in 2016)
» Situational Analysis of Children in Ho ChiMinh City Viet Nam (2017), UNICEF
» Situational Analysis for UNICEF TanzaniaDecentralisation and Local GovernanceSupport Strategy (Mainland and Zanzibar) 8June 2018, UNICEF Tanzania
CONTACTS
» Marija de Wijn ([email protected])
10 Maynard, Victoria, et al., ‘Urban Planning Following Humanitarian Crises: supporting urban communities and local governments to take the lead’, Environment and Urbanization, vol. 30, no. 1, 2018, pp. 265–282. Available at: <https://journals.sagepub.com/doi/full/10.1177/0956247817732727>, accessed 14 February 2019.
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COUNTRY REVIEW OF ESSENTIAL PRODUCTS, MARKETS, SERVICES AND SUPPLY CHAIN SYSTEMS FOR CHILDREN
THEMATIC P IECE
COUNTRY REVIEW OF ESSENTIAL PRODUCTS, MARKETS, SERVICES AND SUPPLY CHAIN SYSTEMS FOR CHILDREN
INTRODUCTION
Children’s rights cannot be fulfilled, nor can the SDGs be achieved, without ensuring that the appropriate and essential products and services are available and accessible to households at an affordable price — whether supplied through the (private) market or the public sector. Supply chain systems that deliver products and services are a fundamental component of overall health, education and protection systems, and critical to driving results for children and sustaining investment over time.
To support UNICEF’s programmes to accelerate results for children through supplies, a set of global supply strategies have been developed. While UNICEF has a mandate to ensure that products and services are reaching children, country ownership of supplies, supply chain data and supply chain systems (including the regulation of the private sector) must be prioritized.
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UNICEF must work to define the gaps, as well as its own comparative advantage, and then respond accordingly. This response may involve technical assistance, guidance, advocacy, leveraging funds and/
or building partnerships with governments, the private sector and other stakeholders. A comprehensive situation analysis should therefore always include a supply component that supports the response.
DIAGNOSTICS
It is recommended that countries that answer one or more of the following questions positively include a review of essential products, markets, services and supply chain systems in their situation analysis.
❑ Is my country currently procuring essentialgoods and services for programmatic needs,including via implementing partners?
❑ Is my country prone to emergencies or dosupplies need to be pre-positioned?
The primary objective of reviewing products, markets and supply chain systems for children is to create a basis for evidence-based programming and advocacy to improve the overall availability, accessibility and affordability of essential supplies to realize child rights; and to identify determinants that prevent the realization of child rights, focusing on the least advantaged.
This includes:
❑ Identifying the needs of children that can beaddressed via essential supplies and services torealize child rights in the country.
❑ Defining the basket of essential commodities torealize child rights and identify, collaborativelywith the government and other developmentpartners, the most critical issues that facilitateor reduce access to essential commodities bychildren and their families.
❑ Defining the gaps in the demand for and theavailability, accessibility and affordability ofessential supplies and services, includingfinancing.
❑ Identifying the strength and health of markets,the maturity of supply chains and the availabilityof manufacturers, service providers andpartners to deliver supplies to children.
❑ Defining what would be needed to influence/mobilize demand for essential supplies.
❑ Defining the possibilities for leveraging theprivate sector to develop innovative supply chainservice and product solutions.
❑ Defining the role of UNICEF, governments, theprivate sector and partners to achieve thesegoals and ensure efficient and sustainableaccess to essential supplies for children basedon the comparative advantage of each actor.
❑ Developing strategies and recommendationsthat promote the availability and accessibilityof the basket of essential commodities atthe community, facility and household levels,including long-term commodity security,feedback and advocacy. The study shouldspecifically consider logistics.
❑ Supporting the country’s advocacy andplanning to ensure the accessibility andavailability of essential commodities andservices as part of national emergencypreparedness and response plans, and amongthe most marginalized populations.
Supply chain systems that deliver products and services are a fundamental component of overall health, education and protection systems, and critical
to driving results for children and sustaining investment over time.
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THEMATIC P IECE
Advocacy and actions resulting from the review should:
❑ Prioritize country ownership of supplies, supplychain data and supply chain systems – includingthe regulation of the private sector.
❑ Build long-term sustainability and resilience bystrengthening the maturity of the supply chainecosystem, including in humanitarian settings.
❑ Support programme supply integration to securethe availability of supplies and direct support topartners in emergencies.
❑ Leverage resources and partnerships for theavailability of supplies, products and supplychain solutions and innovation, emphasizing themobilization of domestic financing for supplies,where possible, especially for those suppliesthat are traditionally donor-funded.
❑ Support the professionalization of the supplychain function to improve supply chains forchildren.
❑ Listen to and engage with children, youth,women and families to monitor and provideinputs to support the government and privatesector to implement supply chain efforts.
KEY QUE STIONS
This section offers a sample of the questions that should be addressed to conduct a rigorous review of essential products, services, markets and supply chain systems for children.
Countries undertaking a situation analysis that includes a review of essential products, services, markets and supply chain systems for children are encouraged to consult the Supply Review for Situation Analysis page for more detailed guidance.
SUSTAINABLE SUPPLY CHAIN SYSTEMS
1 Is there a governing body, such as a national logistics working group, that is made up of in-country supply chain partners that meets on a periodic basis to inform supply chain investments?
2 Are there supply chain strategy documents, such as a national supply chain strategy, to provide a contextual basis for supply chain priorities and direction?
3 Do government programmes have visibility to programmatic supplies throughout the supply chain, and linked to health statistics, to guide decision-making?
4 Are there trained people and relevant policies in place to use the data to monitor the effectiveness and efficiency of supply chains for education, health systems and nutrition?
5 Is it possible to map the supply chain to represent the flow of commodities from procurement through warehousing, distribution and utilization by the end user, and does this design enable or hinder the timely flow of supplies?
FINANCING
1 How much of the State budget do health and education expenditures comprise? How much of health and education expenditures are funded by donors? What is the trend?
2 What is the basis for allocating budget for health/supply procurement? How is the budget allocation linked with forecasting? What is the ratio of the budget request versus budget approved versus budget disbursed?
3 Has the country budgeted supply/procurement plans that include not only costs for procurement but the total cost of ownership, and do these supply plans indicate the procurement method, timeliness and roles needed, from the central to the community level, to ensure access to essential supplies?
4 Is the country expected to transition/graduate from donor support in the near- to medium-term, and have these considerations been incorporated into the country’s supply financing plan and budgeting?
PRODUCTS, MARKETS & SERVICE S
1 What are the essential commodity groups and services needed to fulfil child rights in the country?
2 Which of the identified products and services are widely available, affordable and accessible to every child in the country throughout the year?
3 Which key products can be sourced locally or regionally? Are there any market characteristics where improvements (e.g., in terms of competition, affordability, availability and quality) would benefit children/young people? If so, can UNICEF address these market deficiencies through improved demand forecasting, industry consultations, improving transparency of market information (e.g., prices, volumes procured), etc.?
4 Which supplies and services for children/young people are available in the market and which are available through government distribution systems? Which are available through private sector distribution?
5 Do any government regulations, such as taxes, duties, tax exemptions or incentives, influence the costs of the item in a negative or positive way? Are essential items subsidized, or could this be a possibility?
6 Which businesses and other private sector entities, such as business foundations, exist that can positively impact children? Which procurement service partners exist?
7 What is the existing private sector capacity for engaging in innovation for children and how does the government incentivize businesses to engage in innovation for children?
DATA SOURCE S
Relevant sources for the country review of essential products, markets, services and supply chain systems for children include:
» Previous markets surveys
» Existing supplier base
» Private sector reports from chambers ofcommerce and industry associations
» Country logistics assessments
» The Immunization Management Process andDashboard
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REFERENCE S SPECIFIC TO THEMATIC AREA
The Supply Review for Situation Analysis intranet page contains references and support documentation including:
List of essential products and services for children, youth and families
» The basket of essential products and services isbest derived from a causality analysis of factorsaffecting shortfalls in the SDGs and in thefulfilment of children’s rights. A table is providedas a guide to what these supplies and servicescan be for each of the goal areas in the UNICEFStrategic Plan.
Global supply strategies» To support UNICEF’s programmes to accelerate
results for children, a set of global supply
strategies were developed. These address: products and markets, science of delivery, national supply chain system strengthening, financing and domestic resource mobilization, the humanitarian development continuum, monitoring, the supply community, optimizing UNICEF supply, strengthening organizational excellence and services.
Supply guidance note and terms of reference » For more background and detail on undertaking
a review of essential products, markets,services and supply chain systems for children,a guidance note and sample terms of referenceare available.
Please also refer to the thematic Toolkit for engaging with businesses.
METHODOLOGIE S
A five-step process is recommended. Please see the Supply Review for Situation Analysis page for more details.Step 1: Desk reviewStep 2: Planning the country assessmentStep 3: Country data collectionStep 4: Analysis and recommendationsStep 5: Evaluation and reporting
CONTACTS
» For questions, please contact [email protected].
CHILDREN IN URBAN SETTINGSWhile aggregate statistics show that urban children enjoy better access to services than their rural peers, a substantial part of the urban population is left behind. In 30 per cent of countries analysed by UNICEF (70 countries analysed), the poorest urban children had lower immunization coverage than the poorest rural children.
Given the explosive growth of the urban population in recent decades and increasing intra-urban inequities worldwide, UNICEF is increasingly focusing its programmes on children living in urban settings. The urban situation analysis was designed
to help country offices better understand and design their urban advocacy and programming agendas.
This Toolkit was designed to help users determine suitable entry points for urban integration. This includes identifying equity gaps, bottlenecks and relevant urban stakeholders, and analysing governance and financing mechanisms and the capacities of national and city governments to improve the effectiveness of their programmes. The Toolkit provides a menu of questions, as well as methods for collecting and analysing urban-specific data, that can be adapted to unique geographic settings and used with other UNICEF guidance notes.
DIAGNOSTIC
The following diagnostic questions can help determine whether an urban situation analysis should be undertaken.
Diagnostics for an urban situation analysis❑ Is the rate of urbanization significant (or has it
been significant) (i.e., the urban population growthrate is ≥ 4 per cent and/or the increase in theurban poor is ≥ 3 per cent)?
❑ Is a large proportion of the country’s populationliving in urban areas?
❑ Is a large proportion of the urban population livingin slums or informal settlements?
❑ Do towns and cities show rapid changes in theirstructures (increase in size or density, increaseof sprawl, factual or functional fusion of units tolarger agglomerations)?
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❑ Are there patterns of urban fragility (unplannedgrowth, risk-prone settings, conflicts, violence,disease trends, insecure land tenure, evictions)?
❑ Do cities/urban centres have large areas thatare either unplanned or that are informalsettlements?
❑ Are there a substantial number or proportion ofurban children with unsatisfied needs, facingviolence and/or suffering other rights violations?
❑ Are there children frequently exposed tospecific environmental hazards (air pollution,floods, droughts, heat waves)?
❑ Are there large influxes of refugees, internallydisplaced persons or internal migrants intocities/urban centres?
KEY QUE STIONS
This section outlines the questions that should be addressed to conduct a rigorous assessment of the urban
situation analysis. The number of questions may vary for different reasons, including the country-specific context.
G ROUP 1 QUE STIONS: URBAN DEMOG RAPHICS & MANAG EMENT
1 What is the definition of urban area? How are slums defined in the country? How are peri-urban areas defined?
2 What is the percentage of urban population/urban child population?
3 Among the urban population, what is the percentage or slum population/people living in impoverished urban areas, and of children living in these slums/impoverished areas?
4 Is there a specific age group or sex over-represented in the urban child population? For example, young people, men, etc.
5 What is the rate of urbanization in the country? If the rate is high, is it because of internal growth (ageing and birth rates) or due to internal/international migration?
6 Are there destination hotspots? Are there other urban hotspots due to rapid industrialization, etc.?
7 Who are the key urban stakeholders in the country? Is programming for children part of their job responsibilities?
8 Is there a national urban policy and programme? If yes, does it consider children’s issues?
9 Which are the main governing bodies of cities (e.g., metropolitan government, city government/urban local government)? Who are the main actors (e.g., councils, mayors) and how influential are they? Do peri-urban areas have a different governing structure?
10 What is the level of decentralization (functions and financing) for urban local governments? Who is accountable for providing local goods and services?
11 Is there a planning unit at the city level? Is it mandated to focus on children?
12 Are there coordination structures available in the urban areas to bring a) the national ministries and city officials together; and b) bring development and humanitarian actors together?
13 Are there specific committees within the city/municipal government pertaining to women and children and/or social affairs?
14 Are there urban-specific disaster risks that require specific attention, eventually with the involvement of humanitarian support?
G ROUP 2 QUE STIONS: DATA FOR CHILDREN
1 Are informal settlements/slums/impoverished areas included in data collection?
2 If there are refugees or internally displaced persons living in the city/urban centres, are they counted?
3 Is intra-urban data available on access to services and outcomes for children (disaggregated by spatial components, income, age, sex)?
4 Is there data available on children’s access to safe and clean environments, such as water, sanitation, public spaces, transportation and playgrounds?
5 Is there data on gender-specific violence against children? For example, street harassment, gang violence?
6 Is there data available on air quality and other environmental issues, and is this disaggregated for different parts of the city?
G ROUP 3 QUE STIONS: BASIC SERVICE S FOR CHILDREN
1 Are the accountabilities matched with adequate financing?
2 Are there policy gaps to provide services to informal settlements, refugee camps, etc.?
3 Are basic public services accessible to all children in the city? If not, who is not able to access the services and why? Are there social safety net programmes targeting vulnerable children available in the urban areas?
4 Are there affordable early childhood care facilities available at the workplace or in the neighbourhood?
5 What is the incidence of violence against women and girls in urban areas, and are physical and psychological services available to victims?
6 What is the role of non-governmental organizations/civil society in service delivery in urban areas?
7 Are private stakeholders involved in providing services to communities? If yes, are they regulated to ensure quality and accessibility?
G ROUP 4 QUE STIONS: URBAN ENVIRONMENT
1 Is there a functioning waste (solid and faecal) disposal system?
2 In case there are transportation-related issues, is the accountability with the city government or the national government?
3 Are there gender differences in access to urban transportation and public areas?
4 Are the cities safe for children, including issues of violence in public areas?
5 Are the informal settlements/slums situated in low-lying/vulnerable areas?
6 Do cities have disaster preparedness plans? Are they budgeted and implemented?
G ROUP 5 QUE STIONS: CHILD -RE SPONSIVE URBAN PLANNING
1 Do cities adhere to the national planning standards? Is there adequate political will and capacity in cities for child-responsive urban planning? Do national urban planning standards take into consideration disability accessibility and the principles of universal design?
2 Do boys and girls have easy access to playgrounds, public spaces, green spaces, walkways and bikeways and safe public transportation with safety features such as safe school environments, crossings and lighting of public areas?
3 Do cities have an integrated city development strategy that identifies, supports and coordinates investment in all required urban systems for children (such as housing, water, sanitation, transportation, electricity)?
4 What resources are available for city/municipal governments? What resources are available for city/municipal governments –internal, intergovernmental transfers and external?
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G ROUP 6 QUE STIONS: PARTICIPATION OF ADOLE SCENT & POOR COMMUNITIE S
1 Is there an institutional mechanism for the participation of adolescents and young people that considers the differential time constraints of adolescent girls and boys due to the unequal distribution of unpaid care and domestic work by sex?
2 What is the percentage of adolescents and young people not in education, employment or training? (data can be disaggregated by sex)
3 Are there life-skills education opportunities available for young people that are tailored to the different needs of girls and boys?
4 Are adolescents’ social networks promoted in urban areas and are considerations given to how social capital may differ by gender?
METHODOLOGIE S
Urban integration in a situation analysis should use the following examples as methodologies and/or research and analytical tools, to address the complexities faced by children in urban settings.
UNICEF’s report Advantage or Paradox? The challenge for children and young people growing up urban reveals that not all children in cities benefit from the so-called ‘urban advantage’– the notion that higher incomes, better infrastructure and proximity to services grant urban children advantages over rural children. In fact, urban inequality and exclusion among children in cities can make many of the most disadvantaged children in urban areas worse off than children in rural areas. Hence the ‘urban paradox’. Other potential research sources that can inform urban practices include:
» Programme guidance notes from UNICEF. For example, guidance on risk-informed programming, local governance, public financing for children, etc.
» Making cities safe for women and girls
» UN Women: Safe Cities and Public Spaces
The United Nations Human Settlements Programme (UN-Habitat) has prepared the SDG 11 Monitoring Framework as a guide to assist national and local governments in their efforts to collect, analyse and validate data and information to support the preparation of country-based reports. The urban situation analysis should use the necessary definitions, method of computation and metadata of indicators, including spatial indicators. It also includes global, national and local monitoring to support the implementation of SDG 11 targets. Other analytical tools include:
» Slum Assessment Tool (under development with UN-Habitat)
» World Bank Group (2015), City Strength Diagnostic
» Plan International, ARUP (2016), Child-Centred Urban Resilience Framework
» UN-Habitat (2015), National Urban Policy: A guiding framework
» UNICEF (2018), Handbook on Child-Responsive Urban Planning (including a checklist for a quick scan on child-responsiveness in urban planning policy and practice)
» UNICEF (2016), Urban Landscape Analysis of Key Urban Stakeholders
» Save the Children/UNICEF (2014), A Toolkit for Monitoring and Evaluating Children’s Participation
» IFRC//Habitat for Humanity (2017), Participatory Approach for Safe Shelter and Settlements Awareness
» Child Health Initiative, Toolkit to gather data on road traffic injuries
» UN-Habitat: City Changer Toolkit
» UNICEF (2018), Urban Immunization Toolkit
» United Cities and Local Government/OECD (2016), Compendium on subnational finance
The Urban Competency Framework for Humanitarian Action outlines the competencies and accompanying behaviours that underpin effective humanitarian action in urban areas. Numerous analytical tools are also available, which can improve the effectiveness and responsiveness of UNICEF’s country programmes. Some examples include:
» Stronger Cities Consortium (2018), Urban context analysis Toolkit
» Stronger Cities Consortium (2017), Urban stakeholder engagement and coordination
» Urban Planning Assessment Tool (under development with UN-Habitat)
» Inter-Agency Standing Committee (2018), Guidance Note for Coordination in Urban Crises
» Joint IDP Profiling Service (2014), Guidance for Profiling Urban Displacement Situations
More detailed discussions on urban challenges, solutions, knowledge and programming are available from the links provided below:
» Child Friendly Cities Initiative
» LSE Cities/UN-Habitat/United Cities and Local Government, How Cities are Governed
» Cities Alliance
» International Society of City and Regional Planners
» World Resources Institute Ross Centre for Sustainable Cities
» Global Alliance for Urban Crises
» Equity for children
» European Child in the City network
DATA SOURCE S
Consistent, credible data about children’s situations in urban settings is critical to the improvement of their lives and is indispensable to realizing the rights of every child. Urban data can be gathered from UNICEF MICS, demographic and health surveys, UN-Habitat’s City Prosperity Initiative and other global, regional, national and subnational sources.
Alternative data sources that can also be leveraged include: Routine statistics generated by ministries or statistical offices
» For example, health management information systems, education management information systems, finance laws and national budgets (ministries of finance), national surveillance systems, birth/vital registration systems and national disaster and emergency statistics.
Census and household surveys » For example, national population and housing
censuses, demographic and health surveys, MICS, household welfare monitoring surveys, household budget and expenditure surveys, child labour surveys and baseline surveys.
Reports from programme reviews and evaluations » For example, mid-term review findings, country
programme evaluations and UNDAF evaluations.
Urban poverty » For example, academic studies, child poverty studies
and sector-specific and macro-level analyses.
Urban development and planning » The OECD National Urban Policy Programme has
relevant reviews on national-level urban policies. The Overseas Development Institute has done a review
of cities and their fulfillment of the SDGs by 2030.
» Regarding the built environment and land use data on samples of cities, the UN-Habitat City Prosperity Index includes relevant sets of indicators on the built environment and urban systems, such as indicators on infrastructure development, quality of life and environmental sustainability. The Atlas of Urban Expansion monitors the quantitative and qualitative aspects of urban expansion.
» Regarding the challenges that city dwellers face in regard to the built environment, WHO has collected relevant data on road traffic injuries.
Geospatial data » Satellite imagery, mostly integrated in
geographic information systems. For example, Esri, recently supported with open source technologies, in particular QGIS, Google Earth, Geoserver and Geomedia.
Innovative and collaborative open data collection projects
» For example, Know Your City by Slum Dwellers International, which supports and trains communities to collect data and share it online.
General private sector assessments » These assessments may help identify opportunities
for improving access to services, improving employment conditions and reducing youth labour.
Law on decentralization and urban governance » For example, the Commonwealth Local
Government Forum and the United Cities and Local Governments may have narrative profiles that provide general background on the national decentralization context.
TOOLKIT: NEW GENERATION SITUATION ANALYSIS59
CHILDREN IN URBAN SET TINGSTHEMATIC P IECE
TOOLKIT: NEW GENERATION SITUATION ANALYSIS60
CHILDREN IN URBAN SET TINGSTHEMATIC P IECE
EXAMPLE S OF THEMATIC ANALYSE S
The following are good examples of urban programming, which can be integrated into the situation analysis.
Cities and Children: The challenge of urbanization in Tanzania, Dar es Salaam, 2012: Official statistics comparing conditions in rural and urban areas tend to mask the actual living conditions of poor urban dwellers. Even so, they indicate that the urban edge is eroding. In Tanzania, rural areas are catching up with cities in terms of child well-being, where the provision of social services and infrastructure has not kept pace with the growing demand generated by rapid urban growth. As a result, the gap between rural and urban performance has narrowed for many indicators in education, health, nutrition, water and sanitation. Although aggregate figures for urban and rural areas prevent detailed analyses of intra-urban disparities, evidence on the health and education outcomes of low-income urban communities suggests that urban children may often be fairing worse than rural peers.
A Study of Urban Child Poverty and Deprivation in Low-Cost Flats in Kuala Lumpur, Malaysia, 2018: Although the national poverty rate is less than 1 per cent and poverty has almost been eradicated in Kuala Lumpur, these indicators mask the reality of the situation on the ground. Whereas Kuala Lumpur has a per capita income equal to developed countries, the children residing in its low-cost flats are not doing well. Some 22 per cent of children under 5 years are stunted; 15 per cent are underweight; and 23 per cent are either overweight or obese. Children lack appropriate spaces to study and their environments are unsafe. While almost all children aged 7 to 17 are in school, among children aged 5 and 6, only one in two are in preschool. The relative poverty rate of these children is almost 100 per cent.
Analyzing Child Inequality in Córdoba, Argentina, 2016: This geo-referenced study analyses inequality gaps facing children in different areas in Córdoba, Argentina. It explores the material well-being, health, education, recreation, leisure and spatial distribution of the child population under 9 years. The south and the east of the city – which have the largest populations of children under 9 – score the lowest on children’s well-being and have the highest percentages of households with unsatisfied basic needs (between 28 and 48 per cent).
Understanding Urban Inequalities in Bangladesh, 2010: In Bangladesh, people migrate from rural to urban areas for economic opportunities, not basic social services. Such services are virtually non-existent in slums, and where they do exist, are provided through middlemen at an extremely high cost. The 2009 MICS made clear that conditions in Bangladesh’s slum areas are much worse than those in rural areas, even in regard to the delivery of services such as health and education. The report recommends the development of a socially-inclusive urban development strategy. The strategy would enable the rapidly growing slum population to more effectively contribute to the acceleration of economic growth and poverty reduction.
Child Well Being Survey in Urban Areas of Bangladesh, 2016: Approximately one third of the Bangladesh City Corporation’s population lives in slums, which are densely populated and adversely impact health. The 2016 Child Well-Being Survey measured the level of child well-being in urban areas of Bangladesh in terms of nutrition, health, education, protection and access to water and sanitation.
Urban Analysis, Angola, 2019(forthcoming)
CONTACTS
» Thomas George, Senior Advisor, Urban [email protected]
© United Nations Children’s Fund, New York, 2019 United Nations Children’s Fund Three United Nations Plaza New York, New York 10017 May 2019
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