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Guiding Principles and Programming Implications
Child rights mainstreaming uses the CRC and its four guiding principles as a framework for policy and programme decision-making. These guiding principles are to be constantly considered and upheld in any policy or programming initiative. You learned about the four guiding principles in the previous section.
Click on each principle to learn the implications of each for policy/programming.
Non-Discrimination/Equality
In policy dialogue and programming, the rights of all children should be upheld but action and resources need to be targeted at the most marginalised girls and boys – those whose rights are not currently being fulfilled, those who suffer most from exploitation, discrimination, abuse, neglect. By focusing on those whose rights are not yet realised, the fulfilment of rights for ALL children is furthered. Examples of the most marginalised children might include girls who do not attend school, children affected by HIV/AIDS whose legal rights are denied, children working in exploitative or harmful conditions, child soldiers, children in remote areas without access to basic services, etc. Upholding this principle means identifying the most marginalised children and prioritising resources and action towards them.
In policy dialogue and programming, the rights of all children should be upheld but action and resources need to be targeted at the most marginalised girls and boys – those whose rights are not currently being fulfilled, those who suffer most from exploitation, discrimination, abuse, neglect. By focusing on those whose rights are not yet realised, the fulfilment of rights for ALL children is furthered. Examples of the most marginalised children might include girls who do not attend school, children affected by HIV/AIDS whose legal rights are denied, children working in exploitative or harmful conditions, child soldiers, children in remote areas without access to basic services, etc. Upholding this principle means identifying the most marginalised children and prioritising resources and action towards them.
Best Interests of the Child
This principle is about prioritising the best interests of children as a primary consideration in policy and programme decision-making and resource allocation. It is also about doing “no harm” and ensuring that the negative effects of any policy or program on a child or group of children are minimised and that the positive effects are maximised. For example, when building a bridge, government might examine both the positive and negative effects of bridge construction on children’s safety, their mobility, their access to school and other services, their family’s revenue, and the cohesion of their community. While government would also assess the effects of bridge construction on women and men, maximizing positive effects and furthering child rights realization would be given primary consideration in construction plans.
This principle is about prioritising the best interests of children as a primary consideration in policy and programme decision-making and resource allocation. It is also about doing “no harm” and ensuring that the negative effects of any policy or program on a child or group of children are minimised and that the positive effects are maximised. For example, when building a bridge, government might examine both the positive and negative effects of bridge construction on children’s safety, their mobility, their access to school and other services, their family’s revenue, and the cohesion of their community. While government would also assess the effects of bridge construction on women and men, maximizing positive effects and furthering child rights realization would be given primary consideration in construction plans.
Survival and Development
In policy dialogue and programming, children’s right to survival and development should be prioritised in resource allocations, policies, legislation and programming, in keeping with the best interests of children. In practice, this means encouraging public resource expenditure is increasingly targeted to promote the well-being of all children – i.e. early childhood protection, education, health, nutrition, for example, relative to other competing interests for public expenditure.
In policy dialogue and programming, children’s right to survival and development should be prioritised in resource allocations, policies, legislation and programming, in keeping with the best interests of children. In practice, this means encouraging public resource expenditure is increasingly targeted to promote the well-being of all children – i.e. early childhood protection, education, health, nutrition, for example, relative to other competing interests for public expenditure.
Participation/Inclusion
Children (up to 18 years) are seen as active participants in decision-making and rights realization, rather than passive beneficiaries of assistance. Children can participate in decision-making that affects their lives in their families, at school, in their communities, and even at the policy and programming level (PRSP, sectoral plans, programme initiatives etc). The nature of their participation will depend on their age and evolving capacities. Supporting children’s parliaments, children’s clubs, or youth-driven NGOs, as well as including child representatives on programme governance structures or in national policy debates, are all different forms of child participation.
Children (up to 18 years) are seen as active participants in decision-making and rights realization, rather than passive beneficiaries of assistance. Children can participate in decision-making that affects their lives in their families, at school, in their communities, and even at the policy and programming level (PRSP, sectoral plans, programme initiatives etc). The nature of their participation will depend on their age and evolving capacities. Supporting children’s parliaments, children’s clubs, or youth-driven NGOs, as well as including child representatives on programme governance structures or in national policy debates, are all different forms of child participation.